Huntsville City Schools
Third Grade Science Pacing Guide
2015-2016
 Thoughtful and effective planning throughout the school year is crucial for student mastery of standards.
 Science standards have been designated by quarter to compliment curriculum integration (ELA, math, and technology).
 The teaching of standards can be adjusted to correlate with the receipt of PLTW, AMSTI, and CSI modules. For example,
the first nine weeks standards may be taught in the third nine weeks or vice versa.
First Nine Weeks
Second Nine Weeks
Third Nine Weeks
Fourth Nine Weeks
Life Science:
LS.3.6-Identify structures and
functions of the muscular and
skeletal systems of the human body.
LS.3.7-Describe the life cycle of
plants, including seed, seed
germination, growth, and
reproduction.
LS.3.7a-Describing the role of plants
in a food chain
LS.3.7b-Identifying plant and animal
cells
LS.3.7c-Describing how plants
occupy space and use light, nutrients,
water, and air
LS.3.7d-Classifying plants
according to their features
Examples: evergreen or
deciduous, flowering or
nonflowering
Earth and Space Science:
ES.3.11-Describe Earth's layers,
including inner and outer cores,
mantle, and crust.
ES.3.11a-Classifying rocks and
minerals by characteristics, including
streak, color, hardness, magnetism,
luster, and texture
ES.3.12-Identify conditions that result
in specific weather phenomena,
including thunderstorms, tornadoes,
and hurricanes.
ES.3.12a-Identifying cloud types
associated with specific weather
patterns
ES.3.12b-Identifying positive and
negative effects of weather
phenomena
Examples:
- positive—flooding deposits good
Physical Science:
PS.3.1-Classify substances as
soluble or insoluble.
Examples:
- soluble—sugar in water,
powdered drink in water;
- insoluble—sand in water, oil in
water
PS.3.2-Identify physical and
chemical changes of matter.
Examples:
- physical—chopping wood,
- chemical—burning wood
PS.3.3-Describe ways energy
from the sun is used.
Examples: plant growth, light,
heat
PS.3.3a-Identifying fossil fuels
as a source of energy
Physical Science:
PS.3.4-Define force and motion.
PS.3.4a-Identifying forces that
change an object's position or
motion
Examples: lifting, pushing,
pulling
PS.3.4b-Identifying sources of
friction
Examples: rubbing hands
together, applying sandpaper to
wood
PS.3.4c-Describing the force of
gravity
PS.3.5-Identify the relationship
of simple machines to compound
machines.
Example: pencil sharpener
composed of a wheel and axle,
inclined plane, and wedge
LS.3.7e-Identifying helpful and
harmful effects of plants
Examples:
- helpful—provide food, control
erosion;
- harmful—cause allergic reactions,
produce poisons
LS.3.7f-Identifying how bees
pollinate flowers
LS.3.7g-Identifying photosynthesis
as the method used by plants to
produce food
LS.3.8-Identify how organisms are
classified in the Animalia and
Plantae kingdoms.
LS.3.9-Describe how fossils provide
evidence of prehistoric plant life.
Example: plant fossils in coal or
shale providing evidence of
existence of prehistoric ferns
LS.3.10-Determine habitat
conditions that support plant growth
and survival.
Examples: deserts support cacti,
wetlands support ferns and mosses
soil when waters recede,
- negative—flooding kills crops
ES.3.12c-Identifying technology used
to record and predict weather,
including thermometers, barometers,
rain gauges, anemometers, and
satellites
ES.3.12d-Explaining symbols shown
on a weather map
ES.3.12e-Organizing weather data
into tables or charts
ES.3.13-Describe ways to sustain
natural resources, including recycling,
reusing, conserving, and protecting
the environment.
ES.3.13a-Recognizing the impact of
society on human health and
environmental conditions
ES.3.14-Describe the position of
Earth, the moon, and the sun during
the course of a day or month.
ES.3.14a-Describing various forms of
technology used in observing Earth
and its moon
Science utilizes a variety of standards and may be cross-referenced,
integrated, and assessed in both subject areas.
Informational Text
RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI 3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI 3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a
text, using language that pertains to time, sequence, and cause/effect.
RI 3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or
subject area.
RI 3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic quickly
and efficiently.
RI 3.6 Distinguish their own point of view from that of the author of a text.
RI 3.7 Use information gained from illustrations, other visual elements (e.g., maps, photographs), and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
RI 3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison; cause and effect; first,
second, third in a sequence).
RI 3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
RI 3.10 By the end of the year, read and comprehend informational texts, including historical, scientific, and technical texts, in the
grades 2–3 text complexity band independently and proficiently.
Writing
W.3.2 Write informative or explanatory texts to examine a topic and convey ideas and information clearly.
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well to
interact and collaborate with others.
W.3.7 Conduct short research projects that build knowledge about a topic.
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort
evidence into provided categories.
W 3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening
SL 3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
SL 3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
SL 3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
SL 3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking
clearly at an understandable pace.
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Math – Measurement and Data
3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.
3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by
making a line plot where the horizontal scale is marked off in appropriate units – whole numbers, halves, or quarters.