Science Curriculum: Grade 3
Georgia Performance Standards: Year Curriculum Map
This document is part of a framework that was designed to support the major concepts addressed in the 3 rd Grade Science Curriculum of the Georgia
Performance Standards through the processes of inquiry. These units are written to be stand alone units that may be taught in any sequence.
Postcards of Georgia Students will investigate the interdependence of life through the study of habitats, rocks and soils, fossils, heat energy, and pollution. As they research the
different regions of Georgia, they will use investigations to construct knowledge of how habitats are influenced by organisms, heat energy, rocks and soils, fossils, and pollution.
Third graders continue a study of magnetism. They will see how the many parts interact with one another. They will use communication skills to record findings and analyze data.
Beginning skills of research will be integrated throughout the year. Major concepts addressed in the 3rd grade Science Curriculum of the Georgia Performance Standards through the
processes of inquiry and integration of science into reading and ELA
Unit 1:
Unit 2:
Unit 3:
Heat, Energy & Magnets
Rocks & More
Georgia on My Mind [Habitats of Georgia/Interdependence of
Man – Pollution/Conservation]
Physical Science – S3P1 & S3P2
(Rocks and Soils/Fossils)
Life Science - S3L1 & S3L2
Earth Science - S3E1 & S3E2
9 Weeks
Focus:
 Explain ways heat is produced [rubbing
(friction), heating, mixing] S3P1a
 Use thermometers to measure heat and
the changes in heat over time S3P1d
 Investigate heat transfer S3P1c
 Describe that heat transfers an area with
high heat to low heat S3P1c
 Determine insulators and conductors of
heat and their role S3P1b
 Investigate solar heat S3P1c
 Identify natural objects attracted to
magnets S3P2a
 Describe attraction and repulsion of
magnetic poles S3P2b
 Measure strength of various magnets
S3P2a
 Explain how magnets are used in
everyday life S3P2a
 Identify magnets that students use or
have used S3L2a
 Investigate connections to rocks and
nature magnets S3P2a
10 Weeks
12 Weeks
Focus:
Focus:
 Observe, measure and describe attributes of
 Define a habitat S3L1a
rocks and soils. [shape, color, texture] S3E1b
 Explain why there are different habitats. S3L1a
 Compare and contrast rocks S3E1a
 Explain why habitats important to man S3L1a
 Compare and contrast soils S3E1a
 Differentiate between habitats in different regions
 Perform simple tests to group rocks [hardness]
in Georgia S3L1a
S3E1b
 Describe the organisms that live in the regions of
 Use observation to compare the similarities and
Georgia S3L1a
differences of texture, particle size,
 Identify features of green plants that thrive in
and color in top soils (such as clay, loam or
different regions. S3L1b
potting soil, and sand) S3E1c
 Identify features of animals that thrive in different
 Explain the difference between a rock and a
regions S3L1c
mineral S3E1a
 Explain what happens to an organism if a habitat
 Explain the process of rock and soil formation
is changed. S3L1d
by water (use research and observation) S3E1d
 What types of fossils have been found in Georgia
 Explain the process of rock and soil formation
S3L1d
by water (use research and observation) S3E1d
 Describe pollution S3L2a
 What are fossils? S3E2a.
 Determine the interdependence of man and the
 Describe how fossils are formed S3E2b.
environment S3L2a
 Types of fossils
 Identify types and examples of pollution found in
 Model fossils
land, water, and air. S3L2b
 View information resources about fossils as
 Recognize population around you S3L2b
evidence of organisms that lived long ago
 Identify ways to protect the environment
S3E2a.
[recycling and conservation of resources] S3L2b
 Recognize patterns of fossils
 Have students come up with their own ways to
 Relate fossils to organisms
protect the environment S3L2b
 View information resources about fossils as
evidence S3E2a.