Minnesota Science Learning Standards — Grade 3

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Provide evidence to support claims, other than saying Everyone knows that, or I just know, and question such reasons when given by others.

Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observations or investigations. For example: Investigate the sounds produced by striking various objects.

Recognize that when a science investigation is done the way it was done before, even in a different place, a similar result is expected.

Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. For example: Make a chart comparing observations about the structures of plants and animals.

Construct reasonable explanations based on evidence collected from observations or experiments.

Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. For example: Ojibwe and Dakota knowledge and use of patterns in the stars to predict and plan.

Recognize that the practice of science and/or engineering involves many different kinds of work and engages men and women of all ages and backgrounds.

Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made.

Explain the relationship between the pitch of a sound, the rate of vibration of the source, and factors that affect pitch. For example: Changing the length of a string that is plucked changes the pitch.

Explain how shadows form and can change in various ways.

Describe how light travels in a straight line until it is absorbed, redirected, reflected or allowed to pass through an object. For example: Use a flashlight, mirrors and water to demonstrate reflection and bending of light.

Observe and describe the daily and seasonal changes in the position of the sun and compare observations.

Recognize the pattern of apparent changes in the moon's shape and position.

Demonstrate how a large light source at a great distance looks like a small light that is much closer. For example: Car headlights at a distance look small compared to when they are close.

Recognize that the Earth is one of several planets that orbit the sun, and that the moon orbits the Earth.

Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction. For example: Skeletons in animals and stems in plants provide strength and stability.

Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. For example: Sort animals into groups such as mammals and amphibians based on physical characteristics. Another example: Sort and identify common Minnesota trees based on leaf/needle characteristics.

Give examples of likenesses between adults and offspring in plants and animals that can be inherited or acquired. For example:Collect samples or pictures that show similarities between adults and their young offspring.

Give examples of differences among individuals that can sometimes give an individual an advantage in survival and reproduction.