Common Planner
K–12 Standards

Grade 3

Other Iowa Next Generation Science Standards sets

Motion and Stability: Forces and Interactions3-PS2

  • 3-PS2-1.

    Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.3-PS2-1

  • 3-PS2-2.

    Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion.3-PS2-2

  • 3-PS2-3.

    Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.3-PS2-3

  • 3-PS2-4.

    Define a simple design problem that can be solved by applying scientific ideas about magnets.3-PS2-4

From Molecules to Organisms: Structures and Processes3-LS1

  • 3-LS1-1.

    Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.3-LS1-1

Ecosystems: Interactions, Energy, and Dynamics3-LS2

  • 3-LS2-1.

    Construct an argument that some animals form groups that help members survive.3-LS2-1

Heredity: Inheritance and Variation of Traits3-LS3

  • 3-LS3-1.

    Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.3-LS3-1

  • 3-LS3-2.

    Use evidence to support the explanation that traits can be influenced by the environment.3-LS3-2

Biological Evolution: Unity and Diversity3-LS4

  • 3-LS4-1.

    Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.3-LS4-1

  • 3-LS4-2.

    Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.3-LS4-2

  • 3-LS4-3.

    Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.3-LS4-3

  • 3-LS4-4.

    Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.3-LS4-4

Earth's Systems3-ESS2

  • 3-ESS2-1.

    Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.3-ESS2-1

  • 3-ESS2-2.

    Obtain and combine information to describe climates in different regions of the world.3-ESS2-2

Earth and Human Activity3-ESS3

  • 3-ESS3-1.

    Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.3-ESS3-1

Engineering Design3-5-ETS1

  • 3-5-ETS1-1.

    Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.3-5-ETS1-1

  • 3-5-ETS1-2.

    Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.3-5-ETS1-2

  • 3-5-ETS1-3.

    Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.3-5-ETS1-3

Frequently asked questions

What grade levels do these standards cover?
Grade 3
When were these standards adopted?
2015
Where can I read the official document?
Next Generation Science Standards

Keep exploring

Keep exploring Next Generation Science Standards standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

More Iowa Next Generation Science Standards sets

Next Generation Science Standards

Next Generation Science Standards in other jurisdictions

Next Generation Science Standards