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K–12 Standards

3rd Grade Science

Other South Dakota Science sets

Physical SciencePS

  • 2

    Motion and Stability: Forces and InteractionsPS2

    1. 1

      Plan and carry out an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. (SEP: 3; DCI: PS2.A, PS2.B; CCC: Cause/Effect)3-PS2-1

    2. 2

      Make observations and/or measurements of an object’s motion to provide evidence for how a pattern can be used to predict future motion. (SEP: 3; DCI: PS2.A; CCC: Patterns)3-PS2-2

    3. 3

      Ask questions about cause-and-effect relationships of electric or magnetic interactions between two objects not in contact with each other. (SEP: 1; DCI: PS2.B; CCC: Cause/Effect)3-PS2-3

    4. 4

      Define a simple design problem that can be solved by applying scientific ideas about magnets. (SEP: 1; DCI: PS2.B, ETS1.A; CCC: Cause/Effect) Alignment may include 3-5-ETS1-13-PS2-4

Life ScienceLS

  • 1

    From Molecules to Organisms: Structures and Processes LS1

    1. 1

      Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death. (SEP: 1; DCI: LS1.B; CCC: Patterns)3-LS1-1

  • 2

    Ecosystems: Interactions, Energy, and DynamicsLS2

    1. 1

      Construct an argument that some animals form groups that help members survive. (SEP: 7; DCI: LS2.D; CCC: Cause/Effect)3-LS2-1

  • 3

    Heredity: Inheritance and Variation of TraitsLS3

    1. 1

      Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variations of these traits exist in a group of similar organisms. (SEP: 4; DCI: LS3.A, LS3.B; CCC: Patterns)3-LS3-1

    2. 2

      Use evidence and reasoning to support the explanation that traits can be influenced by the environment. (SEP: 6; DCI: LS3.A, LS3.B; CCC: Cause/Effect)3-LS3-2

  • 4

    Biological Unity and DiversityLS4

    1. 1

      Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. (SEP: 4; DCI: LS4.A; CCC: Scale/Prop.)3-LS4-1

    2. 2

      Use evidence and reasoning 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. (SEP: 6; DCI: LS4.B; CCC: Cause/Effect)3-LS4-2

    3. 3

      Construct an argument with evidence how some organisms thrive, some struggle to survive, and some cannot survive in a particular habitat. (SEP: 7; DCI: LS4.C; CCC: Cause/Effect)3-LS4-3

    4. 4

      Make an evidence-based claim about the validity of a solution to a change in the environment that affects the types of plants and animals that live there. (SEP: 7; DCI: LS2.C, LS4.D, ETS1.A; CCC: Systems) Alignment may include 3-5-ETS1-13-LS4-4

Earth and Space ScienceESS

  • 2

    Earth’s Systems ESS2

    1. 1

      Represent data in tables and graphical displays to describe weather conditions during a particular season. (SEP: 4; DCI: ESS2.D; CCC: Patterns)3-ESS2-1

    2. 2

      Obtain and combine information to describe climates in different regions of the world. (SEP: 8; DCI: ESS2.D; CCC: Patterns)3-ESS2-2

  • 3

    Earth and Human ActivityESS3

    1. 1

      Make an evidence-based claim about the validity of a design solution that reduces the impacts of a weather-related hazard. (SEP: 7; DCI: ESS3.B, ETS1.A; CCC: Cause/Effect) Alignment may include 3-5-ETS1-13-ESS3-1

Engineering, Technology, and Applications of ScienceETS

  • 1

    Engineering DesignETS1

    1. 1

      Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost. Alignment may include 3-PS2-4; 3-LS4-4; 3-ESS3-1; 4-PS3-43-5-ETS1-1

    2. 2

      Generate and compare multiple solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. Alignment may include 4-ESS3-23-5-ETS1-2

    3. 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. Alignment may include 4-PS4-33-5-ETS1-3

Frequently asked questions

What grade levels do these standards cover?
Grade 3
Where can I read the official document?
South Dakota Science Standards, Adopted 2024

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