Virginia State Standards for Science: Grade 3

VA.3.1. Scientific Investigation, Reasoning, and Logic: The student will plan and conduct investigations in which a) predictions and observations are made; b) objects with similar characteristics are classified into at least two sets and two subsets; c) questions are developed to formulate hypotheses; d) volume is measured to the nearest milliliter and liter; e) length is measured to the nearest centimeter; f) mass is measured to the nearest gram; g) data are gathered, charted, and graphed (line plot, picture graph, and bar graph); h) temperature is measured to the nearest degree Celsius; i) time is measured to the nearest minute; j) inferences are made and conclusions are drawn; and k) natural events are sequenced chronologically.

3.1.1. Essential Knowledge, Skills, and Processes: Students should be able to develop hypotheses from simple questions. These questions should be related to the concepts in the third grade standards. Hypotheses should be stated in terms such as: 'If an object is cut into smaller pieces, then the physical properties of the object and its smaller pieces will remain the same.' 4
Suggested Titles for Virginia Science State Standard 3.1.1.

3.1.2. Essential Knowledge, Skills, and Processes: Students should be able to make and communicate predictions about the outcomes of investigations. 5
Suggested Titles for Virginia Science State Standard 3.1.2.

3.1.3. Essential Knowledge, Skills, and Processes: Students should be able to make and communicate careful observations. 5
Suggested Titles for Virginia Science State Standard 3.1.3.

3.1.4. Essential Knowledge, Skills, and Processes: Students should be able to communicate results of investigations by displaying data in the form of tables, charts, and graphs. Students will construct bar and picture graphs and line plots to display data. (Example: 3.7 - comparison of types of soil and their effect on plant growth) 5
Suggested Titles for Virginia Science State Standard 3.1.4.

3.1.5. Essential Knowledge, Skills, and Processes: Students should be able to classify objects into at least two major sets and subsets based on similar characteristics, such as predator/prey and herbivore, carnivore, and omnivore. 2
Suggested Titles for Virginia Science State Standard 3.1.5.

3.1.6. Essential Knowledge, Skills, and Processes: Students should be able to sequence natural events chronologically. (Example: 3.9 - plant and animal life cycles, phases of the moon, the water cycle, and tidal change) 130
Suggested Titles for Virginia Science State Standard 3.1.6.

3.1.7. Essential Knowledge, Skills, and Processes: Students should be able to measure length to the nearest centimeter, mass to the nearest gram, volume to the nearest milliliter, temperature to the nearest degree Celsius, and time to the nearest minute, using the appropriate instrument. 18
Suggested Titles for Virginia Science State Standard 3.1.7.

VA.3.2. Force, Motion, and Energy: The student will investigate and understand simple machines and their uses. Key concepts include a) types of simple machines (lever, screw, pulley, wheel and axle, inclined plane, and wedge); b) how simple machines function; c) compound machines (scissors, wheelbarrow, and bicycle); and d) examples of simple and compound machines found in the school, home, and work environment.

3.2.1. Essential Knowledge, Skills, and Processes: Students should be able to identify and differentiate the six types of simple machines: lever, screw, pulley, wheel and axle, inclined plane, and wedge. 19
Suggested Titles for Virginia Science State Standard 3.2.1.

3.2.2. Essential Knowledge, Skills, and Processes: Students should be able to analyze the application of and explain the function of each of the six types of simple machines. An example would be that an inclined plane is a ramp to make it easier for a heavy object to be moved up or down. 19
Suggested Titles for Virginia Science State Standard 3.2.2.

3.2.3. Essential Knowledge, Skills, and Processes: Students should be able to differentiate and classify specific examples of simple machines found in school and household items. These include a screwdriver, nutcracker, screw, flagpole pulley, ramp, and seesaw. 19
Suggested Titles for Virginia Science State Standard 3.2.3.

3.2.4. Essential Knowledge, Skills, and Processes: Students should be able to design and construct an apparatus that contains a simple machine. 19
Suggested Titles for Virginia Science State Standard 3.2.4.

3.2.5. Essential Knowledge, Skills, and Processes: Students should be able to identify and classify the simple machines which compose a compound machine, such as scissors, wheelbarrow, and bicycle. 19
Suggested Titles for Virginia Science State Standard 3.2.5.

VA.3.3. Matter: The student will investigate and understand that objects are made of materials that can be described by their physical properties. Key concepts include a) objects are made of one or more materials; b) materials are composed of parts that are too small to be seen without magnification; and c) physical properties remain the same as the material is reduced in size.

3.3.1. Essential Knowledge, Skills, and Processes: Students should be able to infer that objects are made of one or more materials based on observations of the physical properties that are common to each individual object. 1
Suggested Titles for Virginia Science State Standard 3.3.1.

3.3.2. Essential Knowledge, Skills, and Processes: Students should be able to compare the physical properties of smaller pieces of a material to those physical properties of the entire material. 1
Suggested Titles for Virginia Science State Standard 3.3.2.

3.3.3. Essential Knowledge, Skills, and Processes: Students should be able to conclude that materials have their own set of physical properties that are observable. 1
Suggested Titles for Virginia Science State Standard 3.3.3.

3.3.4. Essential Knowledge, Skills, and Processes: Students should be able to explain that physical properties are observable characteristics that enable one to differentiate objects. 1
Suggested Titles for Virginia Science State Standard 3.3.4.

3.3.5. Essential Knowledge, Skills, and Processes: Students should be able to design an investigation to determine if the physical properties of a material will remain the same if the material is reduced in size. 2
Suggested Titles for Virginia Science State Standard 3.3.5.

VA.3.4. Life Processes: The student will investigate and understand that behavioral and physical adaptations allow animals to respond to life needs. Key concepts include a) methods of gathering and storing food, finding shelter, defending themselves, and rearing young; and b) hibernation, migration, camouflage, mimicry, instinct, and learned behavior.

3.4.1. Essential Knowledge, Skills, and Processes: Students should be able to describe and explain the terms hibernation, migration, camouflage, mimicry, instinct, and learned behavior. 39
Suggested Titles for Virginia Science State Standard 3.4.1.

3.4.2. Essential Knowledge, Skills, and Processes: Students should be able to give examples of methods that animals use to gather and store food, find shelter, defend themselves, and rear young. 19
Suggested Titles for Virginia Science State Standard 3.4.2.

3.4.3. Essential Knowledge, Skills, and Processes: Students should be able to compare the physical characteristics of animals, and explain how the animals are adapted to a certain environment. 7
Suggested Titles for Virginia Science State Standard 3.4.3.

3.4.4. Essential Knowledge, Skills, and Processes: Students should be able to explain how an animal's behavioral adaptations help it live in its specific habitat. 7
Suggested Titles for Virginia Science State Standard 3.4.4.

3.4.5. Essential Knowledge, Skills, and Processes: Students should be able to design and construct a model of a habitat for an animal with a specific adaptation. 49
Suggested Titles for Virginia Science State Standard 3.4.5.

3.4.6. Essential Knowledge, Skills, and Processes: Students should be able to distinguish between physical and behavioral adaptations of animals. 7
Suggested Titles for Virginia Science State Standard 3.4.6.

3.4.7. Essential Knowledge, Skills, and Processes: Students should be able to create (model) a camouflage pattern for an animal living in a specific dry-land or water-related environment. (Relates to 3.6.) 11
Suggested Titles for Virginia Science State Standard 3.4.7.

3.4.8. Essential Knowledge, Skills, and Processes: Students should be able to compare and contrast instinct and learned behavior. 26
Suggested Titles for Virginia Science State Standard 3.4.8.

VA.3.5. Living Systems: The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts include a) producer, consumer, decomposer; b) herbivore, carnivore, omnivore; and c) predator - prey.

3.5.1. Essential Knowledge, Skills, and Processes: Students should be able to distinguish among producers, consumers, herbivores, omnivores, carnivores, and decomposers.

3.5.2. Essential Knowledge, Skills, and Processes: Students should be able to create and interpret a model of a food chain showing producers and consumers.

3.5.3. Essential Knowledge, Skills, and Processes: Students should be able to explain how a change in one part of a food chain might affect the rest of the food chain.

3.5.4. Essential Knowledge, Skills, and Processes: Students should be able to identify sequences of feeding relationships in a food chain.

3.5.5. Essential Knowledge, Skills, and Processes: Students should be able to differentiate between predators and prey.

3.5.6. Essential Knowledge, Skills, and Processes: Students should be able to infer that most food chains begin with a green plant.

VA.3.6. Living Systems: The student will investigate and understand that environments support a diversity of plants and animals that share limited resources. Key concepts include a) water-related environments (pond, marshland, swamp, stream, river, and ocean environments); b) dry- land environments (desert, grassland, rain forest, and forest environments); and c) population and community.

3.6.1. Essential Knowledge, Skills, and Processes: Students should be able to describe major water-related environments and examples of animals and plants that live in each. 11
Suggested Titles for Virginia Science State Standard 3.6.1.

3.6.2. Essential Knowledge, Skills, and Processes: Students should be able to describe major dry-land environments and examples of animals and plants that live in each. 17
Suggested Titles for Virginia Science State Standard 3.6.2.

3.6.3. Essential Knowledge, Skills, and Processes: Students should be able to compare and contrast water-related and dry-land environments. 22
Suggested Titles for Virginia Science State Standard 3.6.3.

3.6.4. Essential Knowledge, Skills, and Processes: Students should be able to distinguish between a population and a community. 11
Suggested Titles for Virginia Science State Standard 3.6.4.

3.6.5. Essential Knowledge, Skills, and Processes: Students should be able to explain how animals and plants use resources in their environment. 11
Suggested Titles for Virginia Science State Standard 3.6.5.

3.6.6. Essential Knowledge, Skills, and Processes: Students should be able to analyze models or diagrams of different water-related environments in order to describe the community of organisms each contains and interpret how the organisms use the resources in that environment. 14
Suggested Titles for Virginia Science State Standard 3.6.6.

3.6.7. Essential Knowledge, Skills, and Processes: Students should be able to analyze models or diagrams of different dry-land environments in order to describe the community of organisms each contains and interpret how the organisms use the resources in that environment. 12
Suggested Titles for Virginia Science State Standard 3.6.7.

3.6.8. Essential Knowledge, Skills, and Processes: Students should be able to predict what would occur if a population in a specific environment were to die. 12
Suggested Titles for Virginia Science State Standard 3.6.8.

VA.3.7. Interrelationships in Earth/Space Systems: The student will investigate and understand the major components of soil, its origin, and importance to plants and animals including humans. Key concepts include a) soil provides the support and nutrients necessary for plant growth; b) topsoil is a natural product of subsoil and bedrock; c) rock, clay, silt, sand, and humus are components of soils; and d) soil is a natural resource and should be conserved.

3.7.1. Essential Knowledge, Skills, and Processes: Students should be able to observe and recognize that soil, as a natural resource, provides the support and nutrients necessary for plant growth. 3
Suggested Titles for Virginia Science State Standard 3.7.1.

3.7.2. Essential Knowledge, Skills, and Processes: Students should be able to explain how soil forms over time. 3
Suggested Titles for Virginia Science State Standard 3.7.2.

3.7.3. Essential Knowledge, Skills, and Processes: Students should be able to analyze and describe the different components of soil, including rock fragments, clay, silt, sand, and humus. 3
Suggested Titles for Virginia Science State Standard 3.7.3.

3.7.4. Essential Knowledge, Skills, and Processes: Students should be able to comprehend the key terminology related to soil, including humus, nutrients, topsoil, and bedrock. 3
Suggested Titles for Virginia Science State Standard 3.7.4.

3.7.5. Essential Knowledge, Skills, and Processes: Students should be able to interpret and illustrate a basic diagram showing major soil layers, including bedrock, subsoil, and topsoil. 3
Suggested Titles for Virginia Science State Standard 3.7.5.

3.7.6. Essential Knowledge, Skills, and Processes: Students should be able to design an investigation to compare how different types of soil affect plant growth. This includes organizing data in tables and constructing simple graphs. 3
Suggested Titles for Virginia Science State Standard 3.7.6.

3.7.7. Essential Knowledge, Skills, and Processes: Students should be able to collect, chart, and analyze data on soil conservation on the school grounds. 7
Suggested Titles for Virginia Science State Standard 3.7.7.

3.7.8. Essential Knowledge, Skills, and Processes: Students should be able to evaluate the importance of soil to people. 7
Suggested Titles for Virginia Science State Standard 3.7.8.

3.7.9. Essential Knowledge, Skills, and Processes: Students should be able to describe how soil can be conserved. 7
Suggested Titles for Virginia Science State Standard 3.7.9.

VA.3.8. Earth Patterns, Cycles, and Change: The student will investigate and understand basic patterns and cycles occurring in nature. Key concepts include a) patterns of natural events (day and night, seasonal changes, phases of the moon, and tides); and b) animal and plant life cycles.

3.8.1. Essential Knowledge, Skills, and Processes: Students should be able to explain how some events in nature occur in a pattern or cycle, such as the seasons, day and night, phases of the moon, tides, and life cycles. 129
Suggested Titles for Virginia Science State Standard 3.8.1.

3.8.2. Essential Knowledge, Skills, and Processes: Students should be able to recognize that the relationships that exist between and among the Earth, sun, and moon result in day and night, seasonal changes, phases of the moon, and the tides. 9
Suggested Titles for Virginia Science State Standard 3.8.2.

3.8.3. Essential Knowledge, Skills, and Processes: Students should be able to model and describe how the Earth's rotation causes day and night. 7
Suggested Titles for Virginia Science State Standard 3.8.3.

3.8.4. Essential Knowledge, Skills, and Processes: Students should be able to model and describe how the sun's rays strike the Earth to cause seasons. 4
Suggested Titles for Virginia Science State Standard 3.8.4.

3.8.5. Essential Knowledge, Skills, and Processes: Students should be able to observe, chart, and illustrate phases of the moon, and describe the changing pattern of the moon as it revolves around the Earth. 3
Suggested Titles for Virginia Science State Standard 3.8.5.

3.8.6. Essential Knowledge, Skills, and Processes: Students should be able to analyze data from simple tide tables to determine a pattern of high and low tides. 4
Suggested Titles for Virginia Science State Standard 3.8.6.

3.8.7. Essential Knowledge, Skills, and Processes: Students should be able to explain the pattern of growth and change that organisms, such as the butterfly and frog, undergo during their life cycle. 15
Suggested Titles for Virginia Science State Standard 3.8.7.

VA.3.9. Earth Patterns, Cycles, and Change: The student will investigate and understand the water cycle and its relationship to life on Earth. Key concepts include a) the energy from the sun drives the water cycle; b) processes involved in the water cycle (evaporation, condensation, precipitation); c) water is essential for living things; and d) water supply and water conservation.

3.9.1. Essential Knowledge, Skills, and Processes: Students should be able to identify the sun as the origin of energy that drives the water cycle. 12
Suggested Titles for Virginia Science State Standard 3.9.1.

3.9.2. Essential Knowledge, Skills, and Processes: Students should be able to describe the processes of evaporation, condensation, and precipitation as they relate to the water cycle. 12
Suggested Titles for Virginia Science State Standard 3.9.2.

3.9.3. Essential Knowledge, Skills, and Processes: Students should be able to construct and interpret a model of the water cycle. 12
Suggested Titles for Virginia Science State Standard 3.9.3.

3.9.4. Essential Knowledge, Skills, and Processes: Students should be able to identify major water sources for a community, including rivers, reservoirs, and wells. Describe the major water sources for the local community. 9
Suggested Titles for Virginia Science State Standard 3.9.4.

3.9.5. Essential Knowledge, Skills, and Processes: Students should be able to explain methods of water conservation in the home and school. 9
Suggested Titles for Virginia Science State Standard 3.9.5.

3.9.6. Essential Knowledge, Skills, and Processes: Students should be able to analyze possible sources of water pollution in their neighborhoods, at school, and in the local community. This includes runoff from over-fertilized lawns and fields, oil from parking lots, eroding soil, and animal waste. 9
Suggested Titles for Virginia Science State Standard 3.9.6.

3.9.7. Essential Knowledge, Skills, and Processes: Students should be able to appraise the importance of water to people and to other living things. 1
Suggested Titles for Virginia Science State Standard 3.9.7.

3.9.8. Essential Knowledge, Skills, and Processes: Students should be able to realize living things get water from the environment in different ways. 7
Suggested Titles for Virginia Science State Standard 3.9.8.

VA.3.10. Resources: The student will investigate and understand that natural events and human influences can affect the survival of species. Key concepts include a) the interdependency of plants and animals; b) human effects on the quality of air, water, and habitat; c) the effects of fire, flood, disease, and erosion on organisms; and d) conservation and resource renewal.

3.10.1. Essential Knowledge, Skills, and Processes: Students should be able to explain how living things in an area are dependent on each other. 8
Suggested Titles for Virginia Science State Standard 3.10.1.

3.10.2. Essential Knowledge, Skills, and Processes: Students should be able to compare and contrast human influences on the quality of air, water, and habitats. 4
Suggested Titles for Virginia Science State Standard 3.10.2.

3.10.3. Essential Knowledge, Skills, and Processes: Students should be able to analyze the effects of fire, flood, disease, and erosion on organisms and habitat. 7
Suggested Titles for Virginia Science State Standard 3.10.3.

3.10.4. Essential Knowledge, Skills, and Processes: Students should be able to describe how conservation practices can affect the survival of a species. 3
Suggested Titles for Virginia Science State Standard 3.10.4.

3.10.5. Essential Knowledge, Skills, and Processes: Students should be able to describe a conservation practice in the local community. 15
Suggested Titles for Virginia Science State Standard 3.10.5.

VA.3.11. Resources: The student will investigate and understand different sources of energy. Key concepts include a) the sun's ability to produce light and heat energy; b) sources of energy (sunlight, water, wind); c) fossil fuels (coal, oil, natural gas) and wood; and d) renewable and nonrenewable energy resources.

3.11.1. Essential Knowledge, Skills, and Processes: Students should be able to explain that the sun is the major source of energy for the Earth. 4
Suggested Titles for Virginia Science State Standard 3.11.1.

3.11.2. Essential Knowledge, Skills, and Processes: Students should be able to analyze the advantages and disadvantages of using different naturally occurring energy sources. 4
Suggested Titles for Virginia Science State Standard 3.11.2.

3.11.3. Essential Knowledge, Skills, and Processes: Students should be able to identify sources of energy and their uses.

3.11.4. Essential Knowledge, Skills, and Processes: Students should be able to describe how solar energy, wind, and moving water can be used to produce electricity. 5
Suggested Titles for Virginia Science State Standard 3.11.4.

3.11.5. Essential Knowledge, Skills, and Processes: Students should be able to describe how fossil fuels are used as an energy source. 3
Suggested Titles for Virginia Science State Standard 3.11.5.

3.11.6. Essential Knowledge, Skills, and Processes: Students should be able to design a basic investigation to determine the effects of sunlight on warming various objects and materials, including water. 4
Suggested Titles for Virginia Science State Standard 3.11.6.

3.11.7. Essential Knowledge, Skills, and Processes: Students should be able to compare and contrast renewable and nonrenewable energy sources. 7
Suggested Titles for Virginia Science State Standard 3.11.7.