Standards in this Framework
| Standard | Lessons |
|---|---|
|
3.1(A)
Ask questions and define problems based on observations or information from text, phenomena, models, or investigations. |
Inquiry Project: Data Bar Graph Inquiry Project: Line Graph Productivity Software Inquiry Project |
|
3.1(B)
Use scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems. |
|
|
3.1(C)
Demonstrate safe practices and the use of safety equipment during classroom and field investigations as outlined in Texas Education Agency-approved safety standards. |
|
|
3.1(D)
Use tools, including hand lenses; metric rulers; Celsius thermometers; wind vanes; rain gauges; graduated cylinders; beakers; digital scales; hot plates; meter sticks; magnets; notebooks; Sun, Earth, Moon system models; timing devices; materials to support observation of habitats of organisms such as terrariums, aquariums, and collecting nets; and materials to support digital data collection such as computers, tablets, and cameras, to observe, measure, test, and analyze information. |
|
|
3.1(E)
Collect observations and measurements as evidence. |
|
|
3.1(F)
Construct appropriate graphic organizers to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect. |
Inquiry Project: Data Bar Graph Inquiry Project: Line Graph Productivity Software Inquiry Project Safety Solutions micro:bit® Design Project |
|
3.1(G)
Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem. |
Nutrition Maze Plant and Animal Cells Exploring the Water Cycle Wave Generator Day and Night Cycle of Matter Constructive and Destructive Processes Animal Classification micro:bit®: Animal Response to the Environment How We See: Light Reflection Modeling Life Cycles Ozobot® Cycle micro:bit® Butterfly Migration Simulator |
|
3.2(A)
Identify advantages and limitations of models such as their size, scale, properties, and materials. |
Balanced Ecosystems |
|
3.2(B)
Analyze data by identifying any significant features, patterns, or sources of error. |
Inquiry Project: Survey Bar Graph Inquiry Project: Data Bar Graph Inquiry Project: Line Graph Productivity Software Inquiry Project |
|
3.2(C)
Use mathematical calculations to compare patterns and relationships. |
Inquiry Project: Survey Bar Graph Inquiry Project: Data Bar Graph Inquiry Project: Line Graph Productivity Software Inquiry Project |
|
3.2(D)
Evaluate a design or object using criteria. |
Design an App Introduction to Design Thinking Designing Solutions for Accessibility |
|
3.3(A)
Develop explanations and propose solutions supported by data and models. |
|
|
3.3(B)
Communicate explanations and solutions individually and collaboratively in a variety of settings and formats. |
Inquiry Project: Data Bar Graph Inquiry Project: Line Graph Productivity Software Inquiry Project |
|
3.3(C)
Listen actively to others' explanations to identify relevant evidence and engage respectfully in scientific discussion. |
|
|
3.4(A)
Explain how scientific discoveries and innovative solutions to problems impact science and society. |
CS Innovators Research Project |
|
3.4(B)
Research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers. |
Careers in CS: Major League Baseball |
|
3.5(A)
Identify and use patterns to explain scientific phenomena or to design solutions. |
|
|
3.5(B)
Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems. |
Nutrition Maze VEX GO®: Speed and Energy |
|
3.5(C)
Use scale, proportion, and quantity to describe, compare, or model different systems. |
Day and Night |
|
3.5(D)
Examine and model the parts of a system and their interdependence in the function of the system. |
Plant and Animal Cells Earth Systems |
|
3.5(E)
Investigate the flow of energy and cycling of matter through systems. |
Plant and Animal Cells Exploring the Water Cycle Cycle of Matter Modeling Life Cycles Ozobot® Cycle |
|
3.5(F)
Explain the relationship between the structure and function of objects, organisms, and systems. |
Physical Changes Sensing and Responding to the Environment micro:bit®: Animal Response to the Environment How We See: Light Reflection |
|
3.5(G)
Explain how factors or conditions impact stability and change in objects, organisms, and systems. |
Effects of Pollution Earth Systems Constructive and Destructive Processes Fossils and Past Environments |
|
3.6(A)
Measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float in water. |
|
|
3.6(B)
Describe and classify samples of matter as solids, liquids, and gases and demonstrate that solids have a definite shape and that liquids and gases take the shape of their container. |
|
|
3.6(C)
Predict, observe, and record changes in the state of matter caused by heating or cooling. |
Physical Changes |
|
3.6(D)
Demonstrate that materials can be combined based on their physical properties to create or modify objects. |
|
|
3.7(A)
Demonstrate and describe forces acting on an object in contact or at a distance, including magnetism, gravity, and pushes and pulls. |
|
|
3.7(B)
Plan and conduct a descriptive investigation to demonstrate and explain how position and motion can be changed by pushing and pulling objects. |
VEX GO®: Speed and Energy |
|
3.8(A)
Identify everyday examples of energy, including light, sound, thermal, and mechanical. |
Exploring Heat Wave Generator How We See: Light Reflection |
|
3.8(B)
Plan and conduct investigations that demonstrate how the speed of an object is related to its mechanical energy. |
|
|
3.9(A)
Construct models and explain the orbits of the Sun, Earth, and Moon in relation to each other. |
|
|
3.9(B)
Identify the order of the planets in Earth's solar system in relation to the Sun. |
|
|
3.10(A)
Compare and describe day-to-day weather in different locations at the same time. |
|
|
3.10(B)
Investigate and explain how soils are formed by weathering of rock and by decomposition of plant and animal remains. |
|
|
3.10(C)
Model and describe rapid changes in Earth's surface such as volcanic eruptions, earthquakes, and landslides. |
Constructive and Destructive Processes |
|
3.11(A)
Explore and explain how humans use natural resources. |
Geographic Effects on Early Civilizations |
|
3.11(B)
Explain why the conservation of natural resources is important. |
|
|
3.11(C)
Identify ways to conserve natural resources through reducing, reusing, or recycling. |
|
|
3.12(A)
Explain how temperature and precipitation affect animal growth and behavior. |
|
|
3.12(B)
Identify and describe the flow of energy in a food chain. |
Cycle of Matter |
|
3.12(C)
Describe how natural changes to the environment cause some organisms to thrive and others to perish. |
Sensing and Responding to the Environment micro:bit®: Animal Response to the Environment |
|
3.12(D)
Identify fossils as evidence of past living organisms and environments. |
|
|
3.13(A)
Explore and explain how external structures and functions of animals enable them to survive in their environment. |
Sensing and Responding to the Environment Animal Classification micro:bit®: Animal Response to the Environment micro:bit® Butterfly Migration Simulator |
|
3.13(B)
Explore, illustrate, and compare life cycles in organisms such as beetles, crickets, radishes, or lima beans. |
|
