NY Grade 3 Science Learning Standards

Other New York Science sets

• Grade Pre-K
• Grade K
• Grade 1
• Grade 2
• 3-5. Engineering Design
• Grade 3
• Grade 4
• NY Grade 4 Science Learning Standards
• Grade 5
• NY Grade 5 Science Learning Standards
• Grades 6, 7, 8
• MS. Chemical Reactions
• MS. Energy
• MS. Engineering Design
• MS. Forces and Interactions
• MS. Growth, Development, and Reproduction of Organisms
• MS. History of Earth
• MS. Human Impacts
• MS. Interdependent Relationships in Ecosystems
• MS. Matter and Energy in Organisms and Ecosystems
• MS. Natural Selection and Adaptations
• MS. Space Systems
• MS. Structure and Properties of Matter
• MS. Structure, Function, and Information Processing
• MS. Waves and Electromagnetic Radiation
• MS. Weather and Climate
• Physical Science - Crosscutting Concepts
• Physical Science - Disciplinary Core Ideas
• Physical Science - Science and Engineering Practices
• Biology Living Environment
• Earth & Space: High School
• Grades 9, 10, 11, 12
• High School Regents Chemistry (2024)
• HS Life Science: Biology
• HS. Chemical Reactions
• HS. Earth's Systems
• HS. Energy
• HS. Engineering Design
• HS. Forces and Interactions
• HS. History of the Earth
• HS. Human Sustainability
• HS. Inheritance and Variation of Traits
• HS. Interdependent Relationships in Ecosystems
• HS. Natural Selection and Evolution
• HS. Structure and Function
• HS. Structure and Properties of Matter
• HS. Waves and Electromagnetic Radiation
• HS. Weather and Climate
• Physical Setting/Earth Science
• HS. Matter and Energy in Organisms and Ecosystems
• HS. Space Systems
• MS. Earth's Systems
• Physical Setting/Chemistry

Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (3-5- ETS1-1)3-5.ED.SEP.1a

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-5-ETS1-3)3-5.ED.SEP.2a

Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. (3-5-ETS1- 2)3-5.ED.SEP.3a

Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1)3-5.ED.DCI.ETS1.A.1

Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2)3-5.ED.DCI.ETS1.B.1

At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2)3-5.ED.DCI.ETS1.B.2

Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3-5-ETS1-3)3-5.ED.DCI.ETS1.B.3

Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1-3)3-5.ED.DCI.ETS1.C.1

People’s needs and wants change over time, as do their demands for new and improved technologies. (3-5-ETS1-1)3-5.ED.CC.1a

Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. (3-5-ETS1-2)3-5.ED.CC.1b

Ask questions that can be investigated based on patterns such as cause and effect relationships. (3- PS2-3)3.FI.SEP.1a

Define a simple problem that can be solved through the development of a new or improved object or tool. (3- PS2-4)3.FI.SEP.1b

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-PS2-1)3.FI.SEP.2a

Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. (3-PS2-2)3.FI.SEP.2b

Science findings are based on recognizing patterns. (3- PS2-2)3.FI.SEP.3a

Science investigations use a variety of methods, tools, and techniques. (3-PS2-1)3.FI.SEP.4a

Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.) (3- PS2-1)3.FI.DCI.PS2.A.1

The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) (3-PS2-2)3.FI.DCI.PS2.A.2

Objects in contact exert forces on each other. (3-PS2-1)3.FI.DCI.PS2.B.1

Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other. (3-PS2-3),(3-PS2-4)3.FI.DCI.PS2.B.2

Patterns of change can be used to make predictions. (3-PS2-2)3.FI.CC.1a

Cause and effect relationships are routinely identified. (3- PS2-1)3.FI.CC.2a

Cause and effect relationships are routinely identified, tested, and used to explain change. (3-PS2-3)3.FI.CC.2b

Scientific discoveries about the natural world can often lead to new and improved technologies, which are developed through the engineering design process. (3- PS2-4)3.FI.CC.3a

Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS4-1)3.IRE.SEP.1a

Construct an argument with evidence, data, and/or a model. (3-LS2-1)3.IRE.SEP.2a

Construct an argument with evidence. (3-LS4-3)3.IRE.SEP.2b

Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. (3-LS4-4)3.IRE.SEP.2c

When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. (secondary to 3-LS4-4)3.IRE.DCI.LS2.C.1

(NYSED) Being part of a group helps some animals obtain food, defend themselves, and survive. Groups may serve different functions and vary dramatically in size. (Note: Moved from K–2) (3-LS2-1)3.IRE.DCI.LS2.D.1

Some kinds of plants and animals that once lived on Earth are no longer found anywhere. (Note: Moved from K–2) (3-LS4-1)3.IRE.DCI.LS4.A.1

Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments. (3- LS4-1)3.IRE.DCI.LS4.A.2

For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all. (3-LS4-33.IRE.DCI.LS4.C.1

Populations live in a variety of habitats, and change in those habitats affects the organisms living there. (3-LS4-4)3.IRE.DCI.LS4.D.1

Cause and effect relationships are routinely identified and used to explain change. (3-LS2-1),(3-LS4-3)3.IRE.CC.1a

Observable phenomena exist from very short to very long time periods. (3-LS4-1)3.IRE.CC.2a

A system can be described in terms of its components and their interactions. (3-LS4-4)3.IRE.CC.3a

Knowledge of relevant scientific concepts and research findings is important in engineering. (3-LS4-4)3.IRE.CC.4a

Science assumes consistent patterns in natural systems. (3- LS4-1)3.IRE.CC.5a

Develop models to describe phenomena. (3-LS1-1)3.IVT.SEP.1a

Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS3-1)3.IVT.SEP.2a

Use evidence (e.g., observations, patterns) to support an explanation. (3-LS3-2)3.IVT.SEP.3a

Use evidence (e.g., observations, patterns) to construct an explanation. (3-LS4-2)3.IVT.SEP.3b

Science findings are based on recognizing patterns. (3-LS1-1)3.IVT.SEP.4a

Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. (3-LS1-1)3.IVT.DCI.LS1.B.1

Many characteristics of organisms are inherited from their parents. (3-LS3-1)3.IVT.DCI.LS3.A.1

Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. (3-LS3-2)3.IVT.DCI.LS3.A.2

(NYSED) Some characteristics result from the interactions of both inheritance and the effect of the environment. (3-LS3-2)

Different organisms vary in how they look and function because they have different inherited information. (3-LS3-1)3.IVT.DCI.LS3.B.1

The environment also affects the traits that an organism develops. (3-LS3-2)3.IVT.DCI.LS3.B.2

Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing. (3-LS4-2)3.IVT.DCI.LS4.B.1

Similarities and differences in patterns can be used to sort and classify natural phenomena. (3-LS3-1)3.IVT.CC.1a

Patterns of change can be used to make predictions. (3- LS1-1)3.IVT.CC.1b

Cause and effect relationships are routinely identified and used to explain change. (3-LS3- 2),(3-LS4-2)3.IVT.CC.2a

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-ESS2-3)3.WC.SEP.1a

Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. (3-ESS2-3)3.WC.SEP.1b

Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships. (3-ESS2-1)3.WC.SEP.2a

Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. (3-ESS3-1)3.WC.SEP.3a

Obtain and combine information from books and other reliable media to explain phenomena. (3-ESS2-2)3.WC.SEP.4a

Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. (3-ESS2-1)3.WC.DCI.ESS2.D.1

Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years. (3-ESS2-2)3.WC.DCI.ESS2.D.2

(NYSED) Earth’s processes continuously cycle water, contributing to weather and climate. (3-ESS2-3)3.WC.DCI.ESS2.D.3

A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. (3-ESS3-1) (Note: This Disciplinary Core Idea is also addressed by 4-ESS3-2)3.WC.DCI.ESS3.B.1

Patterns of change can be used to make predictions. (3-ESS2-1),(3-ESS2- 2)3.WC.CC.1a

Cause and effect relationships are routinely identified, tested, and used to explain change. (3-ESS2-3),(3-ESS3-1)3.WC.CC.2a

(NYSED) Engineers improve existing technologies or develop new ones to increase their benefits (e.g., improved Doppler radar), decrease known risks (e.g., severe weather alerts), and meet societal demands (e.g., cell phone applications). (3-ESS3-1)3.WC.CC.3a

Science affects everyday life. (3-ESS3-1)3.WC.CC.4a