🔬 Grade 3 Science

This path follows Georgia Standards of Excellence in Science for Grade 3. Each level takes about 15 minutes. A level is passed with 4 of 5 right on its check (castles: 8 of 10). Progress is saved on this device. A grown-up can save it to their account from the grown-ups' page.

Georgia Standards of Excellence in Science covered in Grade 3 Science

• S3E1.a0/7

  Ask questions and analyze data to classify rocks by their physical attributes (color, texture, luster, and hardness) using simple tests. (Clarification statement: Mohs scale should be studied at this level. Cleavage, streak and the classification of rocks as sedimentary, igneous, and metamorphic are studied in sixth grade.)

• S3E1.b0/5

  Plan and carry out investigations to describe properties (color, texture, capacity to retain water, and ability to support growth of plants) of soils and soil types (sand, clay, loam).

• S3E1.c0/5

  Make observations of the local environment to construct an explanation of how water and/or wind have made changes to soil and/or rocks over time. (Clarification statement: Examples could include ripples in dirt on a playground and a hole formed under gutters.)

• S3E2.a0/5

  Construct an argument from observations of fossils (authentic or reproductions) to communicate how they serve as evidence of past organisms and the environments in which they lived.

• S3E2.b0/1

  Develop a model to describe the sequence and conditions required for an organism to become fossilized. (Clarification statement: Types of fossils (cast, mold, trace, and true) are not addressed in this standard.)

• S3L1.a0/8

  Ask questions to differentiate between plants, animals, and habitats found within Georgia's geographic regions.

• S3L1.b0/6

  Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.

• S3L1.c0/2

  Use evidence to construct an explanation of why some organisms can thrive in one habitat and not in another.

• S3L2.a0/5

  Ask questions to collect information and create records of sources and effects of pollution on the plants and animals.

• S3L2.b0/2

  Explore, research, and communicate solutions, such as conservation of resources and recycling of materials, to protect plants and animals.

• S3P1.a0/2

  Ask questions to identify sources of heat energy. (Clarification statement: Examples could include sunlight, friction, and burning.)

• S3P1.b0/6

  Plan and carry out an investigation to gather data using thermometers to produce tables and charts that illustrate the effect of sunlight on various objects. (Clarification statement: The use of both Fahrenheit and Celsius temperature scales is expected.)

• S3P1.c0/2

  Use tools and every day materials to design and construct a device/structure that will increase/decrease the warming effects of sunlight on various materials. (Clarification statement: Conduction, convection, and radiation are taught in upper grades.)

🗺️ All 65 levels in Grade 3 Science