Montgomery Public Schools
2017-2018 Science 3 Curriculum Framework
Standards
1. Plan and carry out an
experiment to determine the
effects of balanced and
unbalanced forces on the
motion of an object using one
variable at a time, including
number, size, direction,
speed, position, friction, or
air resistance (e.g., balanced
forces pushing from both
sides on an object, such as a
box, producing no motion;
unbalanced force on one side
of an object, such as a ball,
producing motion), and
communicate these findings
graphically.
2. Investigate, measure, and
communicate in a graphical
format how an observed
pattern of motion (e.g., a
*Bold and Underlined words indicate academic vocabulary for each standard
Skills:
Students are able to:
-Collaboratively plan an
experiment to determine the
effects of balanced and
unbalanced forces on the
motion of an object using one
variable at a time.
-Carry out an experiment to
determine the effects of
balanced and unbalanced
forces on the motion of an
object using one variable at a
time.
-Collect and record data from
experiment.
-Describe how the
investigation plan addresses
the purpose of the
investigation.
-Communicate findings
graphically.
Students are able to:
-Investigate the motion of an
object.
-Identify patterns in the
First Nine Week Grading Period
Understanding:
Students understand that:
-Cause and effect
relationships provide
evidence when investigating
balanced and unbalanced
forces.
Students understand that:
-The pattern in the motion of
the object can be used to
predict future motion.
Date: Taught,
Evidence of Student
Resources Assessed, and Teacher Notes:
Attainment:
Reviewed
Students: STEMscopes 3.1 and 3.2 Objects in T:
-Planned an experiment to Motion
determine the effects of
balanced and unbalanced Leveled Readers: A:
forces on the motion of an Forces and Motion
object using one variable at a How things Move
time. How Bikes Work R:
-Carried out an experiment to
determine the effects of www.readworks.org keyword
balanced and unbalanced search = forces/motion
forces on the motion of an
object using one variable at a www.discoveractaspire.org
time. third grade exemplars
-Collected data from
experiment to serve as the ALSDE Curriculum Guide
basis of evidence for how
balanced and unbalanced
forces on an object
determines an object's
motion.
-Communicated evidence and
findings from experiment
graphically.
Students: STEMscopes 3.1 and 3.2 Objects in T:
-Identify the phenomenon Motion
under investigation.
-Identify the evidence to Leveled Readers: A:

Standards
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.
3. Explore objects that can
be manipulated in order to
determine cause-and-effect
relationships (e.g., distance
between objects affecting
strength of a force,
orientation of magnets
affecting direction of a
magnetic force) of electric
interactions between two
objects not in contact with
one another (e.g., force on
hair from an electrically
charged balloon, electrical
forces between a charged rod
*Bold and Underlined words indicate academic vocabulary for each standard
Skills:
motion of an object.
-Measure the motion of an
object.
-Communicate graphically
the pattern of motion of an
object.
-Use patterns of motion of an
object to predict future
motion of that object.
Students are able to:
-Explore electrical
interactions between two
objects not in contact with
one another.
-Explore magnetic
interactions between two
objects not in contact with
one another.
-Determine cause-and-effect
relationships of electrical
interactions between two
objects not in contact with
one another.
-Determine cause-and-effect
Understanding:
Students understand that:
-Cause and effect
relationships are routinely
identified, tested, and used to
explain change.
-Magnetic and electrical
forces affect the way objects
interact.
Date: Taught,
Evidence of Student
Resources Assessed, and Teacher Notes:
Attainment:
Reviewed
address the purpose of the Forces and Motion
investigation. How things Move
-Plan the investigation. How Bikes Work R:
-Collect data.
-Investigate the phenomenon, www.readworks.org Keyword
which includes observable search = motion
patterns in the motion of an
object. www.discoveractaspire.org
-Measure how an observed third grade exemplars
pattern of motion can be used
to predict the future motion ALSDE Curriculum Guide
of an object.
-Communicate in graphical
form how an observed pattern
of motion can be used to
predict the future motion of
an object
Students: STEMscopes 3.3 and 3.4 Electric T:
-Observe and manipulate and Magnetic Forces
objects to identify cause and
effect relationships of Leveled Readers: A:
electrical interactions Forces and Motion
between two objects not in How things Move
contact with one another. How Bikes Work R:
-Observe and manipulate
objects to identify cause and www.readworks.org- keyword
effect relationships of search = cause and effect
magnetic interactions
between two objects not in www.discoveractaspire.org
contact with one another. third grade exemplars
ALSDE Curriculum Guide
 Date: Taught,
Evidence of Student
Standards Skills: Understanding: Resources Assessed, and Teacher Notes:
Attainment:
Reviewed

and pieces of paper) or relationships of magnetic

magnetic interactions interactions not in contact
between two objects not in with one another.
contact with one another
(e.g., force between two
permanent magnets or
between an electromagnet
and steel paperclips, force
exerted by one magnet versus
the force exerted by two
magnets).

4. Apply scientific ideas
about magnets to solve a
problem through an
engineering design project
(e.g., constructing a latch to
keep a door shut, creating a
device to keep two moving
objects from touching each
other such as a maglev
system).*
From Molecules to
Organisms:
Students are able to:
-Define a problem that can be
solved with magnets.
-Apply scientific ideas about
magnets.
-Solve a problem with
scientific ideas about magnets
through an engineering
design project.
Students understand that:
-Scientific discoveries about
the natural world, such as
magnets, can often lead to
new and improved
technologies, which are
developed through the
engineering design process.
Students:
-Identify and describe a
simple design problem that
can be solved by applying a
scientific understanding of
the forces between interacting
magnets.
-Identify and describe the
scientific ideas necessary for
solving the problem.
-Identify and describe the
criteria for a successful
solution to the problem.
-Identify and describe the
constraints (limits) for
solving the problem.
STEMscopes 3.3 and 3.4 Electric T:
and Magnetic Forces
A:
Leveled Readers:
Forces and Motion R:
How things Move
How Bikes Work
www.readworks.org keyword
search = magnets
www.discoveractaspire.org
third grade exemplars
ALSDE Curriculum Guide

*Bold and Underlined words indicate academic vocabulary for each standard
 Montgomery Public Schools
2017-2018 Science 3 Curriculum Framework
Second Nine Week Grading Period

Date: Taught,
Evidence of Student
Standards Skills: Understanding: Resources Assessed, and Teacher Notes:
Attainment:
Reviewed

13. Display data graphically
and in tables to describe
typical weather conditions
expected during a particular
season (e.g., average
temperature, precipitation,
wind direction).
Students are able to:
-Identify typical weather
conditions for a season.
-Represent data in tables and
various graphical formats.
-Describe typical weather
conditions expected during a
particular season.
Students understand that:
-Scientists record patterns of
the weather across different
times and areas so that they
can make predictions about
what kind of weather might
happen next.
Students: STEMscopes 3.13 and 3.14 T:
-Use graphical displays to Weather and Climate
organize data that describes A:
the typical weather conditions Leveled Readers:
expected during a particular Weather and Storms R:
season. Weather
Weather Record Breakers
ACT Aspire Exemplar third
grade exemplars

ALSDE Curriculum Guide

14. Collect information
from a variety of sources to
describe climates in different
regions of the world.
15. Evaluate a design
solution (e.g., flood barriers,
wind resistant roofs, lightning
Students are able to:
-Identify reliable resources
for gathering information.
-Identify the different regions
of the world and their
climates.
-Evaluate information in the
resources.
-Use information to describe
the climates in different
regions and their patterns.
Students are able to:
-Identify impacts of a
weather related hazard.
Students understand that:
-Patterns in climate can be
used to make predictions
about typical weather
conditions in a region.
Students understand that:
-There are cause and effect
relationships between
Students:
-Use books and other reliable
media to gather information
about climates in different
regions of the world.
-Evaluate the information in
the resources to describe the
climates in different regions.
Students:
-Make a claim about the
merit of a design solution that
STEMscopes 3.13 and 3.14 T:
Weather and Climate
A:
Leveled Readers:
Weather and Storms R:
Weather
Weather Record Breakers
ACT Aspire Exemplar third
grade exemplars
ALSDE Curriculum Guide
STEMscopes 3.15 Processes and T:
Impacts of Natural Hazards
A:

*Bold and Underlined words indicate academic vocabulary for each standard
 Date: Taught,
Evidence of Student
Standards Skills: Understanding: Resources Assessed, and Teacher Notes:
Attainment:
Reviewed

rods) that reduces the impact
of a weather-related hazard.*
-Identify the effects of
solutions to a problem that
reduces the impact of a
weather related hazard.
-Make a claim about a
designed solution that
reduces the impact of a
weather related hazard.
-Communicate evidence to
support the claim about a
designed solution that
reduces the impact of a
weather related hazard.
weather-related hazards and
design solutions created to
reduce their impact.
-There are benefits and risks
to given solutions created
when responding to the
societal demand to reduce the
impact of a hazard.
reduces the impacts of a Leveled Readers:
weather-related hazard. Weather and Storms R:
Weather
Weather Record Breakers
ACT Aspire Exemplar third
grade exemplars
ALSDE Curriculum Guide

*Bold and Underlined words indicate academic vocabulary for each standard

Standards
5. Obtain and combine
information to describe that
organisms are classified as
living things, rather than
nonliving things, based on
their ability to obtain and use
resources, grow, reproduce,
and maintain stable internal
conditions while living in a
constantly changing external
environment.
6. Create representations to
explain the unique and
diverse life cycles of
organisms other than humans
(e.g., flowering plants, frogs,
butterflies), including
commonalities such as birth,
growth, reproduction, and
death.
*Bold and Underlined words indicate academic vocabulary for each standard
Skills:
Students are able to:
-Obtain information from a
variety of resources to
describe organisms that are
classified as living things,
rather than nonliving things.
-Combine information to
describe that organisms are
classified as living things,
rather than nonliving things.
Students are able to:
-Create representations to
describe that organisms have
unique and diverse life cycles
but all have in common birth,
growth, reproduction, and
death.
-Explain the unique and
diverse life cycles of
organisms other than humans.
-Explain commonalities of
organisms such as birth,
growth, reproduction, and
Montgomery Public Schools
2017-2018 Science 3 Curriculum Framework
Third Nine Week Grading Period
Understanding:
Students understand that:
-Patterns can be used when
determining that organisms
are living things.
Students understand that:
-Patterns of change can be
used to make predictions
about the unique life cycles
of organisms.
Date: Taught,
Evidence of Student
Resources Assessed, and Teacher Notes:
Attainment:
Reviewed
Students: STEMscopes 3.5 Living and T:
-Obtain information from Nonliving
multiple sources and combine A:
it to describe that organisms Leveled Readers:
are classified as living things Plants and Trees Growing R:
rather than nonliving things. Plants and how they grow
Tree Life
ACT Aspire Exemplar third
grade exemplars
ALSDE Curriculum Guide
Students: STEMscopes 3.6 Life Cycles Living T:
-Create representations to and Nonliving
explain the unique life cycles A:
of organisms other than Leveled Readers:
humans. Plants and Trees Growing R:
-Create representations to Plants and How They Grow
explain the diverse life cycles Tree Life
of organisms other than Plants and Animals Living
humans. Together
-Identify relevant Ways Plants and Animals
components (organisms, Interact
birth, growth, reproduction,
and death) of their Foss Kit: Plant Growth and

Standards
7. Examine data to provide
evidence that plants and
animals, excluding humans,
have traits inherited from
parents and that variations of
these traits exist in groups of
similar organisms (e.g.,
flower colors in pea plants,
fur color and pattern in
animal offspring).
8. Engage in argument from
evidence to justify that traits
can be influenced by the
environment (e.g., stunted
growth in normally tall plants
due to insufficient water,
change in an arctic foxs fur
color due to light and/or
temperature, stunted growth
of a normally large animal
due to malnourishment).
9. Analyze and interpret
data from fossils (e.g., type,
*Bold and Underlined words indicate academic vocabulary for each standard
Skills:
death.
Students are able to:
-Examine data and use it to
provide evidence of inherited
traits.
Students are able to:
-Support explanations about
environmental influences on
inherited traits in organisms.
-Use evidence to support an
explanation that traits can be
influenced by the
environment.
Students are able to:
-Organize data about fossils
Understanding:
Students understand that:
-Similarities and differences
in patterns can be used as
evidence about inherited
traits.
Students understand that:
-Cause and effect
relationships are routinely
identified and used to explain
change such as the possibility
that environmental factors
may influence an organism's
traits.
Students understand that:
-Fossils provide evidence of
Date: Taught,
Evidence of Student
Resources Assessed, and Teacher Notes:
Attainment:
Reviewed
representations. Development
-Describe relationships ACT Aspire Exemplar third
between components in their grade exemplars
representations.
ALSDE Curriculum Guide
Students: STEMscopes 3.7 Inheritance and T:
-Examine data to provide Variation of Traits
evidence of inherited traits in A:
plants and animals. ACT Aspire Exemplar third
-Examine data to provide grade exemplars R:
evidence that there are
variations in traits in groups ALSDE Curriculum Guide
of similar organisms.
-Identify and describe
patterns in the data.
Students: STEMscopes 3.8 Environmental T:
-Evaluate the given evidence Traits
to determine its relevance, A:
and use it to justify the claim Leveled Readers:
that traits can be influenced Where Plants and Animals Live R:
by the environment. Earths Ecosystems, Polar Life
ACT Aspire Exemplar third
grade exemplars
ALSDE Curriculum Guide
Students: STEMscopes 3.9 Fossils T:
-Analyze data from fossils to

Standards
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).
*Bold and Underlined words indicate academic vocabulary for each standard
Skills:
of animals and plants.
-Identify and describe
relationships in the data to
make sense of fossils.
-Interpret data to make sense
of fossils.
-Provide evidence based on
data from fossils.
Understanding:
organisms that lived long
ago.
-Features of fossils provide
evidence of organisms that
lived long ago and of what
types of environments those
organisms must have lived in.
-Science assumes consistent
patterns in natural systems
(based on relationships found
in the data).
-Environments can look very
different now than they did a
long time ago.
Date: Taught,
Evidence of Student
Resources Assessed, and Teacher Notes:
Attainment:
Reviewed
provide evidence of Leveled Readers: A:
organisms and the The Rocks and Soil Beneath Us
environments in which they R:
lived long ago. ACT Aspire Exemplar third
-Interpret data from fossils to grade exemplars
provide evidence of
organisms and the ALSDE Curriculum Guide
environments in which they
lived long ago.
-Provide evidence of
organisms and the
environments in which they
lived long ago.
 Montgomery Public Schools
2017-2018 Science 3 Curriculum Framework
Fourth Nine Week Grading Period
Date: Taught,
Evidence of Student
Standards Skills: Understanding: Resources Assessed, and Teacher Notes:
Attainment:
Reviewed

10. Investigate how
variations in characteristics
among individuals of the
same species may provide
advantages in surviving,
finding mates, and
reproducing (e.g., plants
having larger thorns being
less likely to be eaten by
predators, animals having
better camouflage coloration
being more likely to survive
and bear offspring).
Students are able to:
-Collaboratively investigate
the variations in
characteristics among
individuals of the same
species.
-Describe evidence needed to
explain the cause-and-effect
relationship between a
specific variation in a
characteristic and its effect on
the individual to survive, find
mates, and reproduce.
-Use reasoning to connect the
evidence to support the
explanation
Students understand that:
-Cause and effect
relationships exist between a
specific variation in a
characteristic (e.g., longer
thorns, coloration of moths)
and its effect on the ability of
the individual organism to
survive and reproduce (e.g.,
plants with longer thorns are
less likely to be eaten, darker
moths are less likely to be
seen and eaten on dark trees).
Students: STEMscopes3.10 Survival of the T:
-Identify given characteristics Fittest
of a species (e.g., thorns on a
plant). Leveled Readers: A:
-Describe the patterns of Where Plants and Animals Live
variation of a given Earths Ecosystems, Polar Life
characteristic among R:
individuals in a species (e.g., ACT Aspire Exemplar third
longer or shorter thorns on an grade exemplars
individual plant).
-Describe potential benefits ALSDE Curriculum Guide
of a given variation of a
characteristic.

11. Construct an argument
from evidence to explain the
likelihood of an organisms
ability to survive when
compared to the resources in
a certain habitat (e.g.,
freshwater organisms survive
Students are able to:
-Make a claim supported by
evidence about an organism's
likelihood of survival in a
given habitat.
-Use reasoning to construct
an argument.
Students understand that:
-Cause and effect
relationships are routinely
identified and used to explain
change.
-Evidence suggests a causal
relationship within the system
Students:
-Make a claim to be
supported with evidence that
in a particular habitat, some
organisms can survive well,
some can survive less well,
and some cannot survive at
STEMscopes 3.11a Social and Group T:
Behavior and 3.11b,c
Interdependent Relationships in
Ecosystems A:
Leveled Readers:
Where Plants and Animals Live
Earths Ecosystems, Polar Life

*Bold and Underlined words indicate academic vocabulary for each standard

Standards
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).
*Bold and Underlined words indicate academic vocabulary for each standard
Skills:
-Evaluate and connect
relevant and appropriate
evidence to support a claim.
-Construct explanations that
forming groups helps some
organisms survive.
-Articulate a statement
describing evidence
necessary to support the
explanation that forming
groups helps some organisms
survive.
-Create a model that
illustrates how organisms and
habitats make up a system in
which the parts depend on
each other.
-Describe relationships
between components of the
model.
-Categorize resources in
various habitats as basic
materials, produced material,
or nonmaterial.
-Organize data from the
categorization to reveal
patterns that suggest
relationships.
Understanding:
between the characteristics of
a habitat and the survival of
organisms within it.
-The cause and effect
relationship between being
part of a group and being
more successful in obtaining
food, defending themselves,
and coping with change.
-That the relationship
between organisms and their
habitats is a system of related
parts that make up a whole in
which the individual parts
depend on each other.
-Resources in various habitats
have different structures that
are related to their function.
Date: Taught,
Evidence of Student
Resources Assessed, and Teacher Notes:
Attainment:
Reviewed
all. R:
-Describe the given evidence ACT Aspire Exemplar third
necessary to support the grade exemplars
claim that in a particular
habitat, some organisms can ALSDE Curriculum Guide
survive well, some can
survive less well, and some
cannot survive at all.
-Evaluate the evidence to
determine whether it is
relevant to and supports the
claim that in a particular
habitat, some organisms can
survive well, some can
survive less well, and some
cannot survive at all.
-Use reasoning to construct
an argument, connecting the
relevant and appropriate
evidence to the claim,
including describing that any
particular environment meets
different organisms' needs to
different degrees due to the
characteristics of that
environment and the needs of
the organisms (including the
cause-and-effect
relationship).
-Describe the evidence
necessary to support the
explanation that forming
groups helps some organisms
 Date: Taught,
Evidence of Student
Standards Skills: Understanding: Resources Assessed, and Teacher Notes:
Attainment:
Reviewed

survive.
-Create models to describe
and illustrate how organisms
and their habitats make up a
system in which the parts
depend on each other.
-Categorize resources in
various habitats based on
evidence from constructed
arguments, explanations, and
models

12. Evaluate engineered
solutions to a problem
created by environmental
changes and any resulting
impacts on the types and
density of plant and animal
populations living in the
environment (e.g., replanting
of sea oats in coastal areas
due to destruction by
hurricanes, creating property
development restrictions in
vacation areas to reduce
displacement and loss of
native animal populations).*
Students are able to:
-Identify problem created by
environmental changes.
-Make a claim about an
engineered solution to a
problem created by
environmental changes.
-Identify the effects of
solutions to a problem
created by environmental
changes that impact the
plants and animals living in
the environment.
-Communicate evidence to
support the claim about an
engineered solution to a
problem created by
environmental changes.
Students understand that:
-That plants and animals
within an environment make
up a system, and changes to
one part of the system
impacts other parts.
-Engineers design solutions
to problems created by
environmental changes that
sometimes impact the plant
and animal populations found
there.
Students:
-Make a claim about the
merit of an engineered
solution to a problem caused
when the environment
changes, which results in
changes in the types of plants
and animals that live there.
STEMscopes 3.12 Environmental
Changes and Effects
Leveled Readers:
Earths Natural Resources
Natural Resources
You Can Recycle
ACT Aspire Exemplar third
grade exemplars
ALSDE Curriculum Guide

*Bold and Underlined words indicate academic vocabulary for each standard