SECTION 210:15-3-73. Standards for inquiry, physical, life, and earth/space science for grade 3

(a)   Physical Science. Standards for third (3rd) grade students from the domain of Physical Science include all of the following topics:

(1)   Motion and stability: Forces and interactions. Standards for students include all of the following performance expectations:

(A)   Performance expectation one (1). Plan and conduct investigations on the effects of balanced and unbalanced forces on the motion of an object.

(B)   Performance expectation one (1) - Clarification statement. Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.

(C)   Performance expectation two (2). Make observations and/or measurements of the object's motion to provide evidence that a pattern can be used to predict future motion.

(D)   Performance expectation two (2) - Clarification statement. Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.

(E)   Performance expectation three (3). Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

(F)   Performance expectation three (3) - Clarification statement. Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.

(G)   Performance expectation four (4). Define a simple design problem that can be solved by applying scientific ideas about magnets.

(H)   Performance expectation four (4) - Clarification statement. Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other.

(b)   Life Science. Standards for third (3rd) grade students from the domain of Life Science include all of the following topics:

(1)   From molecules to organisms: Structures and processes. Standards for students include all of the following performance expectations:

(A)   Performance expectation one (1). Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

(B)   Performance expectation one (1) - Clarification statement. Changes different organisms go through during their life form a pattern.

(2)   Ecosystems: Interactions, energy and dynamics. Standards for students include all of the following performance expectations:

(A)   Performance expectation one (1). Construct an argument that some animals form groups that help members survive.

(B)   Performance expectation one (1) - Clarification statement. Arguments could include examples of group behavior such as division of labor in a bee colony, flocks of birds staying together to confuse or intimidate predators, or wolves hunting in packs to more efficiently catch and kill prey.

(3)   Heredity: Inheritance and variation of traits. Standards for students include all of the following performance expectations:

(A)   Performance expectation one (1). Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

(B)   Performance expectation one (1) - Clarification statement. Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.

(C)   Performance expectation two (2). Use evidence to support the explanation that traits can be influenced by the environment.

(D)   Performance expectation two (2) - Clarification statement. Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; a pet dog that is given too much food and little exercise may become overweight; and animals who teach their offspring skills like hunting.

(4)   Biological: Unity and diversity. Standards for students include all of the following performance expectations:

(A)   Performance expectation one (1). Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

(B)   Performance expectation one (1) - Clarification statement. Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.

(C)   Performance expectation two (2). Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving and reproducing.

(D)   Performance expectation two (2) - Clarification statement. Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.

(E)   Performance expectation three (3). Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

(F)   Performance expectation three (3) - Clarification statement. Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.

(G)   Performance expectation four (4). Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change

(H)   Performance expectation four (4) - Clarification statement. Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.

(c)   Earth and Space Science. Standards for third (3rd) grade students from the domain of Earth and Space Science include all of the following topics:

(1)   Earth's systems. Standards for students include all of the following performance expectations:

(A)   Performance expectation one (1). Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

(B)   Performance expectation one (1) - Clarification statement. Examples of data at this grade level could include average temperature, precipitation, and wind direction.

(C)   Performance expectation two (2). Obtain and combine information to describe climates in different regions of the world.

(D)   Performance expectation two (2) - Clarification statement. N/A

(2)   Earth and human activity. Standards for students include all of the following performance expectations:

(A)   Performance expectation one (1). Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

(B)   Performance expectation one (1) - Clarification statement. Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, tornado shelters and lighting rods.

[Source: Added at 20 Ok Reg 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff 5-15-03; Amended at 28 Ok Reg 2264, eff 7-25-11; Amended at 31 Ok Reg 1195, eff 9-12-14]