Grade 3 Science SOL Standards

The student will construct sets of step-by-step instructions (algorithms), both independently and collaboratively

The student will demonstrate an understanding of scientific and engineering practices by

using sequencing;

asking questions and defining problems

ask questions that can be investigated and predict reasonable outcomes

ask questions about what would happen if a variable is changed

define a simple design problem that can be solved through the development of an object, tool, process, or system

using loops (a wide variety of patterns such as repeating patterns or growing patterns); and [Related SOL: Math 3.16]

planning and carrying out investigations

with guidance, plan and conduct investigations

use appropriate methods and/or tools for collecting data

estimate length, mass, volume, and temperature

measure length, mass, volume, and temperature in metric and U.S. Customary units using proper tools

measure elapsed time

use tools and/or materials to design and/or build a device that solves a specific problem

using events.

interpreting, analyzing, and evaluating data

organize and represent data in pictographs or bar graphs

read, interpret, and analyze data represented in pictographs and bar graphs

analyze data from tests of an object or tool to determine if it works as intended

constructing and critiquing conclusions and explanations

use evidence (measurements, observations, patterns) to construct or support an explanation

generate and/or compare multiple solutions to a problem

describe how scientific ideas apply to design solutions

developing and using models

use models to demonstrate simple phenomena and natural processes

develop a model (e.g., diagram or simple physical prototype) to illustrate a proposed object, tool, or process

obtaining, evaluating, and communicating information

read and comprehend reading-level appropriate texts and/or other reliable media

communicate scientific information, design ideas, and/or solutions with others

The student will identify problems that relate to inappropriate use of computing devices and networks.

The student will create examples of strong passwords, explain why strong passwords should be used, and demonstrate proper use and protection of personal passwords.

The student will answer questions by using a computer to observe data in order for the student to draw conclusions and make predictions.

The student will create an artifact using computing systems to model the attributes and behaviors associated with a concept (e.g., day and night, animal life cycles, plant life cycles).

The student will identify computing technologies that have changed the world and express how those technologies influence, and are influenced by, cultural practices.

The student will identify the positive and negative impacts of the pervasiveness of computers and computing in daily life (e.g., downloading videos and audio files, electronic appliances, wireless Internet, mobile computing devices, GPS systems, wearable computing).

The student will identify social and ethical issues that relate to computing devices and networks.

The students will discuss in partners and as a class that information can be transmitted using computing devices via a network (e.g., email, blogging, video messaging).

The student will construct programs to accomplish tasks as a means of creative expression using a block or text based programming language, both independently and collaboratively

The student will investigate and understand that the direction and size of force affects the motion of an object. Key ideas include

using sequencing;

multiple forces may act on an object;

using loops (a wide variety of patterns such as repeating patterns or growing patterns); and

the net force on an object determines how an object moves;

identifying events.

simple machines increase or change the direction of a force; and

simple and compound machines have many applications.

The student will analyze, correct, and improve (debug) an algorithm that includes sequencing, events, and loops. [Related SOL areas – Math: Problem Solving, English: Editing]

The student will investigate and understand how materials interact with water. Key ideas include

solids and liquids mix with water in different ways; and

many solids dissolve more easily in hot water than in cold water.

The student will create a plan as part of the iterative design process, independently and/or collaboratively using strategies such as pair programming (e.g., storyboard, flowchart, pseudo-code, story map. [Related SOL: English 3.8c]

The student will investigate and understand that adaptations allow organisms to satisfy life needs and respond to the environment. Key ideas include

populations may adapt over time;

adaptations may be behavioral or physical; and

fossils provide evidence about the types of organisms that lived long ago as well as the nature of their environments.

The student will compare and contrast a group of items based on attributes or actions classified into at least two sets and two subsets. [Related SOL: Science 3.1c]

The student will investigate and understand that aquatic and terrestrial ecosystems support a diversity of organisms. Key ideas include

ecosystems are made of living and nonliving components of the environment; and

relationships exist among organisms in an ecosystem.

The student will break down (decompose) a larger problem into smaller sub-problems, independently or collaboratively. [Related SOL: Math 3.3b]

The student will investigate and understand that soil is important in ecosystems. Key ideas include

soil, with its different components, is important to organisms; and

soil provides support and nutrients necessary for plant growth.

The student will give credit to sources when borrowing or changing ideas (e.g., using information and pictures created by others, using music created by others, remixing programming projects).

The student will investigate and understand that there is a water cycle and water is important to life on Earth. Key ideas include

there are many reservoirs of water on Earth;

the energy from the sun drives the water cycle; and

the water cycle involves specific processes.

The student will model how a computing system works including input and output.

The student will investigate and understand that natural events and humans influence ecosystems. Key ideas include

human activity affects the quality of air, water, and habitats;

water is limited and needs to be conserved;

fire, flood, disease, and erosion affect ecosystems; and

soil is a natural resource and should be conserved.

The student will identify, using accurate terminology, simple hardware and software problems that may occur during use, and apply strategies for solving problems (e.g., rebooting the device, checking for power, checking network availability, closing and reopening an app).

Matter

Algorithms and Programming

Impacts of Computing

Earth Resources

Computing Systems

Living Systems and Processes

Scientific and Engineering Practices

Cybersecurity

Networking and the Internet

Data and Analysis

Force, Motion, and Energy

Earth and Space Systems