What does a student learn in StateKansas,GradeGrade 3,SubjectScience?

Students study why objects move, stop, or change direction. They learn how pushes and pulls affect everyday things like rolling balls, swinging playground equipment, and sliding objects across different surfaces.

Living things share common life processes, like growing, reproducing, and responding to their surroundings. Students learn how the parts of plants and animals are built to help them survive.

Students learn how living things depend on each other and their surroundings to survive. They look at what happens in a habitat when food, water, or shelter runs low.

Students learn why offspring look similar to their parents but not identical. They explore how traits like eye color or leaf shape get passed down, and why no two living things turn out exactly alike.

Students look at fossils and living animals to figure out how creatures have changed over millions of years. They also explore why some animals survive in their environment while others don't.

Students learn how weather patterns, water, and land shape the world around them. They study how rain, wind, and temperature change with the seasons and how those changes affect living things.

Students learn how weather and other natural events affect communities, and how people make choices to reduce the damage from those events.

Students spot a problem, brainstorm solutions, and test a simple design to see if it works. If it doesn't, they figure out what to change and try again.

Students plan and run a test to see what happens when forces on an object are equal (it stays put) or unequal (it moves). Think of pushing a toy car from both sides at once versus pushing harder from one side.

Students watch a moving object, like a rolling ball or a swinging pendulum, and record what they notice. Then they use that pattern to predict where the object will go next.

Students ask questions about what happens when magnets push or pull each other without touching, or when static electricity makes objects move without contact. The goal is figuring out what causes those effects.

Students think up a real problem that a magnet could help solve, like keeping a cabinet shut or sorting metal pieces from a pile, then describe what the solution needs to do.

Living things follow a life cycle, but no two look exactly alike. Students compare how different animals and plants are born, grow, reproduce, and die, showing that the pattern is shared even when the details differ.

Animals like wolves, fish, and birds often live in groups rather than alone. Students explain why, using examples that show how grouping helps animals find food, stay safe, or care for young.

Students look at real data about plants and animals to show that offspring inherit traits from their parents. They also notice that siblings or members of the same species don't all look exactly alike.

A plant grown in sunlight grows taller than the same plant grown in shade. Students use observations like this to explain how where an animal or plant lives can change how it looks or grows.

Fossils are clues about ancient life. Students look at fossil records to figure out what plants and animals looked like millions of years ago and what kind of place they lived in.

Some animals in a group are faster, better camouflaged, or stronger than others. Students look at real examples to explain how those differences help certain animals survive long enough to have offspring.

Students look at a specific habitat, like a desert or pond, and use evidence to explain why some animals and plants thrive there, some struggle, and some could not live there at all.

Students pick a real-world solution (like planting native trees or building wildlife corridors) and explain why it helps animals and plants survive when their habitat changes. They back up their choice with evidence, not just opinion.

Students collect weather data across all four seasons and organize it into charts or graphs showing what conditions to typically expect in winter, spring, summer, and fall.

Students gather facts from books, maps, and other sources to describe what the weather is usually like in different parts of the world, such as why a rainforest stays wet and warm while a desert stays hot and dry.

Students look at a real design (like a flood barrier or a snow fence) and argue whether it actually helps protect people from dangerous weather. They back up their opinion with evidence.

Students identify a real problem worth solving, then set the rules for any solution: what it must do, what materials are allowed, and how much time or money can be spent.

Students come up with more than one way to solve an engineering problem, then compare their ideas to figure out which one best fits the rules and limits they were given.

Students test a prototype, change one thing at a time, and look for what broke or didn't work. Then they use what they found to make the design better.