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

Students notice something puzzling about the physical world and turn it into a question worth investigating. That question becomes the starting point for a science experiment or problem to solve.

Students ask questions about things they notice, experiments they run, and ideas classmates share. Curiosity is the work here, not just finding answers.

Students look at objects in a dark room and ask questions about why those objects can only be seen once a light source shines on them.

Students plan and run simple tests to answer a science question, then record what they observe. The focus is on setting up the test carefully so the results actually mean something.

Students design a test to answer a science question, then collect and record results. The data they gather becomes the evidence behind any claim they make about what they observed.

Students plan and run a test to find out what happens when a beam of light hits different materials. They learn whether each material blocks the light, lets it pass through, or bends it.

Students build and use simple models to show how something in the physical world works. A model might be a drawing, a diagram, or a physical object that helps explain an idea they can't easily observe directly.

Students build diagrams or drawings to show how something works, then update them as they learn more. The model helps students explain their thinking and share ideas with others.

Students build a simple diagram showing how light bounces off an object and travels to the eye. The model explains why we can only see things when light reaches them.

Students plan a simple experiment to answer a science question, then carry it out and record what they observe. The focus is on thinking through the steps before starting, not just following instructions.

Students design a test to answer a science question, then collect and record data to back up their answer. The investigation can happen at a desk, in a lab, or outside.

Students plan and run a test to see how more or less sunlight or water changes how a plant grows. They track what happens when conditions change.

Students build or draw models to show how something in nature works, like how a plant gets water or how an animal's body parts help it survive.

Students build diagrams or drawings to show how something in nature works, then update those models as they learn more and use them to explain their thinking to others.

Students draw or build more than one model showing how different animals and plants move through life. Each organism follows its own path, but every life cycle includes being born, growing, reproducing, and dying.

Students look at a problem in nature and explain why it happens, then think through what a solution might look like. The focus is on building a clear reason before jumping to an answer.

Students use facts and observations to explain why something happened in nature, then check whether their explanation (or someone else's) actually holds up against the evidence.

Some animals in a species look or behave slightly differently from others. Students explain, using evidence, how those differences can help certain individuals survive longer or reproduce more successfully.

Students use facts from what they observed or read to back up a claim about living things. They explain why the evidence supports their thinking, not just what they believe.

Students back up their science ideas with evidence, listen to other students' reasoning, and change their thinking when new facts point a different way.

Students pick one animal survival strategy (like camouflage or migration) and build a short argument explaining why it helps the animal live. They support their claim with facts from what they read or observed.

Students read books, diagrams, and articles about living things, then explain what they learned in their own words, in writing or conversation.

Reading about living things, students compare sources to decide which information is trustworthy. They practice sharing what they find through writing, drawing, or talking.

Students find facts from books, videos, or websites to back up the idea that plants and animals have body parts, inside and out, that help them survive, grow, and have offspring.

Students read charts and simple graphs to find patterns in weather, rocks, or other earth science data. They use what they see to answer a question or explain a trend.

Students collect observations about the natural world and organize them into charts or graphs. Then they look for patterns in those results and think about what might be causing them.

Students watch the sky over time and write down what they notice about the sun, moon, and stars. Then they use those notes to spot patterns, like when the moon changes shape or how shadows shift through the day.

Students use numbers and simple calculations to describe patterns in weather, seasons, or other Earth science data. They might count rainy days in a month or compare temperatures across seasons to find trends.

Students use numbers and simple equations to describe things like temperature, rainfall, or distance. Then they check whether the math actually matches what they see in the real world.

Students track how daylight hours change across the seasons, then organize that data into a chart or graph to spot the pattern of longer days in summer and shorter days in winter.

Students read books, articles, and charts about Earth and space, then share what they learned by talking, drawing, or writing. The goal is finding reliable information and explaining it clearly to others.

Students research how different cultures, including Minnesota American Indian tribes, explain natural events and solve real-world problems. They compare these approaches and share what they find.

Students learn how Native communities and other cultures have used patterns in the night sky to plan for seasons, travel, and daily life. They gather that information and explain it in their own words.