Third grade
Our purpose is to create an intentional learning experience. To ensure that each student in every grade experiences educational enrichment that corresponds to their classroom learning we have created videos, downloadable handouts, quizzes, and more that corresponds to classroom learning.
Third grade Science Content Standards
Grade 3 students are increasingly aware of their environment and have already discovered many patterns and processes in nature. Their capacity to process information is growing, making them eager to participate in scientific and engineering practices. Writing and mathematics skills are used when students communicate scientific information during varied instructional activities.
Motion and Stability: Forces and Interactions
3.2
“Investigate, measure, and communicate in a graphical format how an observed pattern of motion (e.g., a child swinging in a swing, a ball rolling back and forth in a bowl, two children teetering on a see-saw, a model vehicle rolling down a ramp of varying heights, a pendulum swinging) can be used to predict the future motion of an object.”
Supporting Curriculum
A portion of the scientific method involves testing hypothesis. This is a very important step that can help determine the results of an experiment. In the short video clip below, we are going to watch as Golly Gee comes up with something he would like to try out, let’s see how his tests help him hypothesize whether he should go ahead with his experiment on a ramp inside the caverns!
Video
Quiz
Wasn’t that fun?! Here’s a quiz to take to see how much you have learned!
Unity & Diversity
3.9
“Analyze and interpret data from fossils (e.g., type, size, distribution) to provide evidence of organisms and the environments in which they lived long ago (e.g., marine fossils on dry land, tropical plant fossils in arctic areas, fossils of extinct organisms in any environment).”
Supporting Curriculum
Do you know what a fossil is? It’s the remains or impression of a prehistoric organism in petrified form or as a mold or cast in rock. Did you know that we can tell a lot about an animal from looking at its fossil?! And the better preserved the fossil is, the more we can tell about an animal. For instance, if we only found the teeth of an animal, we may be able to tell what kind of food it ate. But if we had the entire body, we may be able to tell more about where it lived, why it may have died, and even what its movements may have looked like by looking at its body structure and joints! Movies like Jurassic Park were created from looking at certain fossils and studying them to understand what it may have looked like to live at the same time as those animals. Now movies aren’t always built completely on scientific research, but a lot of research went into how some of the animals would appear, move and live.
Video
Quiz
Wasn’t that fun?! Here’s a quiz to take to see how much you have learned!
3.11
“Construct an argument from evidence to explain the likelihood of an organism’s ability to survive when compared to the resources in a certain habitat (e.g., freshwater organisms survive well, less well, or not at all in saltwater; desert organisms survive well, less well, or not at all in woodlands). a. Construct explanations that forming groups helps some organisms survive. b. Create models that illustrate how organisms and their habitats make up a system in which the parts depend on each other. c. Categorize resources in various habitats as basic materials (e.g., sunlight, air, freshwater, soil), produced materials (e.g., food, fuel, shelter), or as nonmaterial (e.g., safety, instinct, nature-learned behaviors).”
Supporting Curriculum
Have you ever tried living under water? If you answered yes, you know that it is pretty much impossible! If you answered no, then you may have already known that. Just like we are not able to survive in certain areas, the same goes for other animals as well! Golly Gee is going to share with you a little about animals and what habitats suit certain animals better than others.
Video
Quiz
Wasn’t that fun?! Here’s a quiz to take to see how much you have learned!
Earth's Systems
3.13
“Display data graphically and in tables to describe typical weather conditions expected during a particular season (e.g., average temperature, precipitation, wind direction).”
Supporting Curriculum
Seasons affect everything! For instance, do you expect it to be hot or cold during summer? Hot of course! But did you know that even rainfall and wind direction can also be factors in what to expect during a season? Let’s watch this video to learn a little more about how weather conditions are affected by the seasons.
Quiz
Wasn’t that fun?! Here’s a quiz to take to see how much you have learned!