Washington State Standards for Science: Grade 3

1.1. Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and objects and how characteristics are used to categorize living things.

1.1.1. Physical Systems: Properties of Substances Motion of Objects: Understand how to use properties to sort natural and manufactured materials and objects. W

1.1.1.a. Identify, describe, and sort objects and materials using observed physical properties such as hardness, shape, state of matter, smell, temperature, texture, weight, and magnetic properties. 4
Suggested Titles for Washington Science State Standard 1.1.1.a.

1.1.1.b. Sort and classify natural and manufactured materials and objects according to various physical properties (e.g., length, weight, hardness, temperature, color, shape, texture, and smell). 6
Suggested Titles for Washington Science State Standard 1.1.1.b.

1.1.1.c. Identify and describe the state of water as solid, liquid, or gas in different situations. 9
Suggested Titles for Washington Science State Standard 1.1.1.c.

1.1.1.d. Identify which states of matter (solid, liquid, or gas) can change shape and which can expand to fill a container. 6
Suggested Titles for Washington Science State Standard 1.1.1.d.

1.1.2. Physical Science: Motion of Objects: Understand the relative position and motion of objects. W

1.1.2.a. Measure and describe the position of one object relative to another object (or surroundings) using positional language (such as in front of, behind, to the left, to the right, above, and below) and a distance scale (such as centimeters). 48
Suggested Titles for Washington Science State Standard 1.1.2.a.

1.1.2.b. Describe the motion of an object in terms of distance, time, and direction as the object travels in a straight line. 10
Suggested Titles for Washington Science State Standard 1.1.2.b.

1.1.3.a. Explain that when an object vibrates the object may produce sound that people can hear and give an example. 5
Suggested Titles for Washington Science State Standard 1.1.3.a.

1.1.3.b. Explain the relationship between the pitch of a sound and the vibrations of the object causing the sound. 6
Suggested Titles for Washington Science State Standard 1.1.3.b.

1.1.3.c. Describe experiences with sound (i.e., vibrations, echoes, and pitch). 6
Suggested Titles for Washington Science State Standard 1.1.3.c.

1.1.3.d. Experience, measure, and describe the motion of light as light bounces off and/or passes through an object. 5
Suggested Titles for Washington Science State Standard 1.1.3.d.

1.1.4. Physical Systems: Forms of Energy: Understand that energy comes in many forms. W

1.1.4.a. Describe the forms of energy present in a system (i.e., energy of motion [kinetic], heat energy, sound energy, light energy, electrical energy, chemical energy, and food energy). 11
Suggested Titles for Washington Science State Standard 1.1.4.a.

1.1.5. Earth and Space Science: Nature and Properties of Earth Materials: Understand physical properties of Earth materials including rocks, soil, water, and air. W

1.1.5.a. Describe and sort rocks based on physical properties (e.g., color, shape, size, texture). 11
Suggested Titles for Washington Science State Standard 1.1.5.a.

1.1.5.b. Describe and sort soils based on physical properties (e.g. color, particle size, ability to retain or drain water, texture, smell, support plant growth, source of mineral nutrients [not food] for plants). 3
Suggested Titles for Washington Science State Standard 1.1.5.b.

1.1.5.c. Describe the states of water on Earth (i.e., clouds, fog, dew, rain, hail, snow, ice) as solid, liquid, or gas. 12
Suggested Titles for Washington Science State Standard 1.1.5.c.

1.1.5.d. Describe the common conditions or properties of air (i.e., moving, blowing, wind, still, warm, cold, moist, takes up space, has weight). 7
Suggested Titles for Washington Science State Standard 1.1.5.d.

1.1.6. Earth and Space Science: Characteristics of Living Matter: Understand how to distinguish living from nonliving and how to use characteristics to sort common organisms into plant and animal groups. W

1.1.6.a. Describe the characteristics of organisms. 3
Suggested Titles for Washington Science State Standard 1.1.6.a.

1.1.6.b. Describe and sort organisms using multiple characteristics (e.g., anatomy such as fins for swimming or leaves for gathering light, behavior patterns such as burrowing or migration, how plants and animals get food differently). 33
Suggested Titles for Washington Science State Standard 1.1.6.b.

1.1.6.c. Classify and sort common organisms into plant and animal groups. 62
Suggested Titles for Washington Science State Standard 1.1.6.c.

1.2. Structures: Understand how components, structures, organizations, and interconnections describe systems.

1.2.1. Systems Structure: Structure of Physical Earth/Space and Living Systems: Analyze how the parts of a system go together and how these parts depend on each other. W

1.2.1.a. Identify the parts of a system (e.g., a device, natural or living thing) and how the parts go together. 79
Suggested Titles for Washington Science State Standard 1.2.1.a.

1.2.1.b. Describe the function of a part of a system (e.g., a device, natural or living thing). 78
Suggested Titles for Washington Science State Standard 1.2.1.b.

1.2.1.c. Describe a simple system that can perform a task and illustrate how the parts depend on each using common classroom materials. 19
Suggested Titles for Washington Science State Standard 1.2.1.c.

1.2.1.d. Explain how one part of a system depends upon other parts of the same system. 78
Suggested Titles for Washington Science State Standard 1.2.1.d.

1.2.1.e. Predict and explain how a system would work if one of its parts was missing or broken. 77
Suggested Titles for Washington Science State Standard 1.2.1.e.

1.2.1.f. Describe what goes into (input) and out of (output) a system (e.g., what keeps a system running). 74
Suggested Titles for Washington Science State Standard 1.2.1.f.

1.2.1.g. Describe the effect on a system when an input in the system is changed. 38
Suggested Titles for Washington Science State Standard 1.2.1.g.

1.2.2. Physical Systems: Energy Transfer and Transformation: Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another. W

1.2.2.a. Identify where or when a part of a simple system has the greatest or least energy (e.g., a toy car has the greatest energy when released from the top of a ramp). 7
Suggested Titles for Washington Science State Standard 1.2.2.a.

1.2.2.b. Describe transfers of energy (e.g., heat energy is transferred from hot water to a cup). 7
Suggested Titles for Washington Science State Standard 1.2.2.b.

1.2.2.c. Identify sources of energy in systems (e.g., battery for a flashlight, spring for a toy). 7
Suggested Titles for Washington Science State Standard 1.2.2.c.

1.2.2.d. Describe transformations of energy (e.g., energy of motion of hands clapping changing into sound energy). 11
Suggested Titles for Washington Science State Standard 1.2.2.d.

1.2.3. Physical Systems: Structure of Matter: Know that substances are made of small particles. W

1.2.3.a. Identify small parts of a substance as still being that substance (e.g., a drop of water is still water; a speck of sugar is still sugar). 6
Suggested Titles for Washington Science State Standard 1.2.3.a.

1.2.3.b. Observe and describe that some particles can only be seen with magnification. 2
Suggested Titles for Washington Science State Standard 1.2.3.b.

1.2.3.c. Describe objects that are made of only one kind of material and objects made of several kinds of material. 1
Suggested Titles for Washington Science State Standard 1.2.3.c.

1.2.4. Earth and Space Systems: Components and Patterns of Earth Systems: Understand that Earth's system includes a mostly solid interior, landforms, bodies of water, and an atmosphere. W

1.2.4.a. Identify land masses, bodies of water, and landforms on a globe or a map (e.g., continents, oceans, rivers, mountains). 8
Suggested Titles for Washington Science State Standard 1.2.4.a.

1.2.4.b. Describe how one part of Earth's system depends on or connects to another part of Earth's system (e.g., Puget Sound water affects the air over Seattle). 27
Suggested Titles for Washington Science State Standard 1.2.4.b.

1.2.4.c. Identify and describe various landmasses, bodies of water, and landforms (e.g., illustrate continents, oceans, seas, rivers, mountains, plains from a globe and a map). 9
Suggested Titles for Washington Science State Standard 1.2.4.c.

1.2.4.d. Construct a model that demonstrates understanding of Earth's structure as a system made of parts (e.g., solid surface, water, atmosphere). 3
Suggested Titles for Washington Science State Standard 1.2.4.d.

1.2.5. Earth and Space Systems: Components of the Solar System and Beyond (Universe): Know how the Sun, Moon, and stars appear from Earth. W

1.2.5.a. Describe the daily motion of the Sun, Moon, and stars as seen from Earth's surface (e.g., the Sun, the Moon, and the stars all rise in the east and set in the west). 17
Suggested Titles for Washington Science State Standard 1.2.5.a.

1.2.5.b. Describe how the Moon looks a little different every day as seen from Earth (e.g., the lighted portion of the Moon changes shape every day). 7
Suggested Titles for Washington Science State Standard 1.2.5.b.

1.2.5.c. Describe how the patterns of stars in the sky stay the same as seen from Earth (e.g., constellations such as the 'Big Dipper' always have the same pattern). 2
Suggested Titles for Washington Science State Standard 1.2.5.c.

1.2.6. Living Systems: Structure and Organization of Living Systems: Understand that organisms can be a single cell or many cells that form parts with different functions. W

1.2.6.a. Observe with a microscope and record that living things are made mostly of cells (i.e., plants, animals, and single-celled organisms). 7
Suggested Titles for Washington Science State Standard 1.2.6.a.

1.2.6.b. Describe how plant and animal cells are similar and different. 6
Suggested Titles for Washington Science State Standard 1.2.6.b.

1.2.6.c. Describe the life function of a part of a living thing (e.g., wings of a bird). 5
Suggested Titles for Washington Science State Standard 1.2.6.c.

1.2.7. Living Systems: Molecular Basis of Heredity: Understand the life cycles of plants and animals and the differences between inherited and acquired characteristics. W

1.2.7.a. Observe and describe the life cycle of a plant or animal. 123
Suggested Titles for Washington Science State Standard 1.2.7.a.

1.2.7.b. Describe that the young of plants and animals grow to resemble their parents as they mature into adults. 123
Suggested Titles for Washington Science State Standard 1.2.7.b.

1.2.7.c. Describe inherited characteristics (e.g., leaf shape, eye color) and learned characteristics (e.g., languages, social customs). 60
Suggested Titles for Washington Science State Standard 1.2.7.c.

1.2.8. Life Systems: Human Biology: Understand the organization and function of human body structures and organs and how these structures and organs interconnect. W

1.2.8.a. Recognize, explain, and give examples of human systems that are composed of organs (e.g., ear for hearing, mouth for speech). 40
Suggested Titles for Washington Science State Standard 1.2.8.a.

1.2.8.b. Describe the functions of major organs (e.g., the skin protects the human body from harmful substances, unhealthy organisms, and from drying out; the brain get signals from the parts of the human body, controls the life functions, and sends signals out to the body parts). 17
Suggested Titles for Washington Science State Standard 1.2.8.b.

1.2.8.c. Describe the interdependence of organ systems in the human body (e.g., what would happen if one part of the human body system was missing). 54
Suggested Titles for Washington Science State Standard 1.2.8.c.

1.2.8.d. Describe how the systems allow the human body to take in and use mineral nutrients (air, food, water) for living, growth, and repair (e.g., breathing in air supplies the oxygen necessary to live). 15
Suggested Titles for Washington Science State Standard 1.2.8.d.

1.2.8.e. Identify and describe how human body systems compare to the systems of other living organisms (e.g., the human ear compared to an elephant's for hearing sound). 54
Suggested Titles for Washington Science State Standard 1.2.8.e.

1.3. Changes: Understand how interactions within and among systems cause changes in matter and energy.

1.3.1. Physical Systems: Nature of Force: Understand forces in terms of strength and direction. W

1.3.1.a. Describe a force that is acting on an object in terms of strength and direction (e.g., electrical force, gravitational force, magnetic force, a push, or a pull). 13
Suggested Titles for Washington Science State Standard 1.3.1.a.

1.3.1.b. Measure the force acting on an object with a spring scale calibrated in Newtons. 10
Suggested Titles for Washington Science State Standard 1.3.1.b.

1.3.1.c. Compare the strength of one force to the strength of another force (e.g., measure that a 5-Newton pull from a spring scale is like the weight of a 1-pound object). 10
Suggested Titles for Washington Science State Standard 1.3.1.c.

1.3.2. Physical Systems: Forces to Explain Motion: Understand that forces can change the motion of common objects. W

1.3.2.a. Investigate and report how the position and motion of objects can be changed by a force. 14
Suggested Titles for Washington Science State Standard 1.3.2.a.

1.3.2.b. Investigate and report how a larger force acting on an object causes a greater change in motion of that object, 2nd Law of Motion (e.g., a 2-Newton pull causes a toy car to speed up more than a 1-Newton force). 10
Suggested Titles for Washington Science State Standard 1.3.2.b.

1.3.3. Physical Systems: Conservation of Matter: Understand that a substance remains the same substance when changing state. Understand that two or more substances can react to become new substances. W

1.3.3.a. Observe and describe water changing state from ice to liquid water to water vapor and back (e.g., with freezing, melting, evaporation, and condensation water remains water). 4
Suggested Titles for Washington Science State Standard 1.3.3.a.

1.3.3.b. Observe and describe how a substance is the same substance before and after heating or cooling (e.g., solid candle wax can be heated to become liquid candle wax then cooled back to the same solid candle wax). 4
Suggested Titles for Washington Science State Standard 1.3.3.b.

1.3.3.c. Describe how two different substances can form a simple chemical reaction to produce new substances 3
Suggested Titles for Washington Science State Standard 1.3.3.c.

1.3.4. Earth and Space Systems: Processes and Interactions in the Earth System: Know processes that change the surface of Earth. W

1.3.4.a. Describe how weathering and erosion change the surface of the Earth. 10
Suggested Titles for Washington Science State Standard 1.3.4.a.

1.3.4.b. Describe how earthquakes, landslides, and volcanic eruptions change Earth's surface. 10
Suggested Titles for Washington Science State Standard 1.3.4.b.

1.3.5. Earth and Space Systems: History and Evolution of the Earth: Know Understand that fossils provide evidence of plants, animals, and environments that existed long ago. W

1.3.5.a. Observe and describe a fossil in a rock. 7
Suggested Titles for Washington Science State Standard 1.3.5.a.

1.3.5.b. Know that fossils provide evidence about plants and animals that lived long ago and the nature of the environment at that time. 6
Suggested Titles for Washington Science State Standard 1.3.5.b.

1.3.6. Physical Science: Hydrosphere and Atmosphere: Understand weather indicators and understand how water cycles through the atmosphere. W

1.3.6.a. Observe, measure, and describe weather indicators (i.e., temperature, wind direction and speed, precipitation), noting changes and patterns of change from day to day and over the year. 16
Suggested Titles for Washington Science State Standard 1.3.6.a.

1.3.6.b. Describe the weather patterns of each season. 2
Suggested Titles for Washington Science State Standard 1.3.6.b.

1.3.6.c. Describe the effects of water cycling through the land, oceans, and atmosphere (e.g., clouds, rain, snow, hail, rivers). 10
Suggested Titles for Washington Science State Standard 1.3.6.c.

1.3.7. Physical Science: Interactions in the Solar System and Beyond (Universe): Know how the appearance of the Sun, Moon, and stars changes as seen from Earth. W

1.3.7.a. Describe how the Sun rises and sets at different places and times every day in a yearly pattern. 4
Suggested Titles for Washington Science State Standard 1.3.7.a.

1.3.7.b. Describe how the appearance of the Moon changes in a predictable pattern (e.g., new Moon to full Moon every 28 days). 7
Suggested Titles for Washington Science State Standard 1.3.7.b.

1.3.7.c. Describe how star patterns are different at different times of the year as seen from Earth (e.g., constellations such as Orion cannot always be seen during the course of a year). 5
Suggested Titles for Washington Science State Standard 1.3.7.c.

1.3.8. Living Systems: Life Processes and the Flow of Matter and Energy: Understand that living things need constant energy and matter. W

1.3.8.a. Identify sources of energy and matter used by plants to grow and sustain life (e.g., air, water, light, food, mineral nutrients). 8
Suggested Titles for Washington Science State Standard 1.3.8.a.

1.3.8.b. Identify sources of energy and matter used by animals to grow and sustain life (e.g., air, water, light, food, mineral nutrients). 12
Suggested Titles for Washington Science State Standard 1.3.8.b.

1.3.8.c. Explain how plants and animals obtain food (e.g., plants make food from air, water, sunlight, mineral nutrients; animals obtain food from other living things). 20
Suggested Titles for Washington Science State Standard 1.3.8.c.

1.3.9. Living Systems: Biological Evolution: Understand that plant and animal species change over time. W

1.3.9.a. Recognize and tell how some kinds of plants and animals survive well, some survive less well, and some cannot survive at all in particular environments, and provide examples. 9
Suggested Titles for Washington Science State Standard 1.3.9.a.

1.3.9.b. Recognize and describe how individual plants and animals of the same kind differ in their characteristics and sometimes the differences give individuals an advantage in surviving and reproducing. 7
Suggested Titles for Washington Science State Standard 1.3.9.b.

1.3.9.c. Demonstrate or describe that fossils can be compared to one another and to living organisms according to their similarities and differences (i.e., some organisms that lived long ago are similar to existing organisms, but some are quite different). 7
Suggested Titles for Washington Science State Standard 1.3.9.c.

1.3.10. Living Systems: Interdependence of Life: Understand that that an organism's ability to survive is influenced by the organism's behavior and the ecosystem in which it lives. W

1.3.10.a. Describe the characteristics of organisms that allow them to survive in an ecosystem. 7
Suggested Titles for Washington Science State Standard 1.3.10.a.

1.3.10.b. Describe the role of an organism in a food chain of an ecosystem (i.e., predator, prey, consumer, producer, decomposer, scavenger). 2
Suggested Titles for Washington Science State Standard 1.3.10.b.

1.3.10.c. Describe how an organism's ability to survive is affected by a change in an ecosystem (e.g., the loss of one organism in a food chain affects all other organisms in that food chain). 1
Suggested Titles for Washington Science State Standard 1.3.10.c.

1.3.10.d. Describe the path of substances (i.e., air, water, mineral nutrients) through a food chain. 12
Suggested Titles for Washington Science State Standard 1.3.10.d.

2.1. Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry.

2.1.1. Investigating Systems: Questioning: Understand how to ask a question about objects, organisms, and events in the environment. W

2.1.1.a. Identify the question being answered in an investigation. 20
Suggested Titles for Washington Science State Standard 2.1.1.a.

2.1.1.b. Ask questions about objects, organisms, and events based on observations of the natural world. 24
Suggested Titles for Washington Science State Standard 2.1.1.b.

2.1.1.c. Develop a new question that can be investigated with the same materials and/or data as a given investigation. 20
Suggested Titles for Washington Science State Standard 2.1.1.c.

2.1.2. Investigating Systems: Planning and Conducting Safe Investigations: Understand how to plan and conduct simple investigations following all safety rules. W

2.1.2.a. Make predictions of the results of an investigation. 18
Suggested Titles for Washington Science State Standard 2.1.2.a.

2.1.2.b. Generate a logical plan for, and conduct, a simple controlled investigation with the following attributes: prediction; appropriate materials, tools, and available computer technology; variables kept the same (controlled); one changed variable (manipulated); measured (responding) variable; gather, record, and organize data using appropriate units, charts, and/or graphs; multiple trials 20
Suggested Titles for Washington Science State Standard 2.1.2.b.

2.1.2.c. Generate a logical plan for a simple field investigation with the following attributes: Identify multiple variables; Select observable or measurable variables related to the investigative question 20
Suggested Titles for Washington Science State Standard 2.1.2.c.

2.1.2.d. Identify and use simple equipment and tools (such as magnifiers, rulers, balances, scales, and thermometers) to gather data and extend the senses. 18
Suggested Titles for Washington Science State Standard 2.1.2.d.

2.1.2.e. Follow all safety rules during investigations. 18
Suggested Titles for Washington Science State Standard 2.1.2.e.

2.1.3. Investigating Systems: Explaining: Understand how to construct a reasonable explanation using evidence. W

2.1.3.a. Generate a scientific conclusion including supporting data from an investigation (e.g., grass grows taller with more light; with only 2 hours of light each day, grass grew 2 centimeters in two weeks, but with 6 hours of light, grass grew 8 centimeters). 18
Suggested Titles for Washington Science State Standard 2.1.3.a.

2.1.3.b. Describe a reason for a given conclusion using evidence from an investigation. 18
Suggested Titles for Washington Science State Standard 2.1.3.b.

2.1.3.c. Generate a scientific explanation of observed phenomena using given data. 18
Suggested Titles for Washington Science State Standard 2.1.3.c.

2.1.3.d. Predict what logically might occur if an investigation lasted longer or was changed. 18
Suggested Titles for Washington Science State Standard 2.1.3.d.

2.1.4. Investigating Systems: Modeling: Understand how to use simple models to represent objects, events, systems, and processes. W

2.1.4.a. List similarities and differences between a model and what the model represents (e.g., a hinge and an elbow; a spinning globe and Earth's rotations; steam from a tea kettle and clouds or fog). 16
Suggested Titles for Washington Science State Standard 2.1.4.a.

2.1.4.b. Create a simple model to represent common objects, events, systems, or processes (e.g., diagram or map and /or physical model). 19
Suggested Titles for Washington Science State Standard 2.1.4.b.

2.1.4.c. Investigate phenomena using a simple physical or computer model or simulation. 16
Suggested Titles for Washington Science State Standard 2.1.4.c.

2.1.4.d. Describe reasons for using a model to investigate phenomena (e.g., processes that happen very slowly or quickly; things that are too small or too large for direct observation; phenomena that cannot be controlled or are potentially dangerous). 19
Suggested Titles for Washington Science State Standard 2.1.4.d.

2.1.5. Investigating Systems: Communicating: Understand how to report investigations and explanations of objects, events, systems, and processes. W

2.1.5.a. Report observations or data of simple investigations without making inferences. 18
Suggested Titles for Washington Science State Standard 2.1.5.a.

2.1.5.b. Summarize an investigation by describing reasons for selecting the investigative plan; materials used in the investigation; observations, data, results; explanations and conclusions in written, mathematical, oral, and information technology presentation formats; safety procedures used Investigating Systems 18
Suggested Titles for Washington Science State Standard 2.1.5.b.

2.2. Nature of Science: Understand the nature of scientific inquiry.

2.2.1. Nature of Science: Intellectual Honesty: Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations. W

2.2.1.a. Explain why scientific observations are recorded accurately and honestly. 18
Suggested Titles for Washington Science State Standard 2.2.1.a.

2.2.1.b. Explain why scientific records of observations are not changed even when the records do not match initial expectations. 18
Suggested Titles for Washington Science State Standard 2.2.1.b.

2.2.1.c. Explain why honest acknowledgement of the contributions of others and information sources are necessary. 18
Suggested Titles for Washington Science State Standard 2.2.1.c.

2.2.2. Nature of Science: Limitations of Science and Technology: Understand that scientific facts are measurements and observations of phenomena in the natural world that are repeatable and/or verified by expert scientists. W

2.2.2.a. Describe how new scientific facts are established every day (e.g., find examples of new facts in current media). 14
Suggested Titles for Washington Science State Standard 2.2.2.a.

2.2.2.b. Describe whether measurements and/or observations of phenomena are scientific facts. 3
Suggested Titles for Washington Science State Standard 2.2.2.b.

2.2.2.c. Describe whether a report of an observation is a scientific fact or an interpretation (e.g., seeing a light in the night sky versus seeing a star). 3
Suggested Titles for Washington Science State Standard 2.2.2.c.

2.2.3. Nature of Science: Evaluating Inconsistent Results: Understand why similar investigations may not produce similar results. W 7
Suggested Titles for Washington Science State Standard 2.2.3.

2.2.3.a. Describe reasons why two similar investigations can produce different results (e.g., identify possible sources of error). 19
Suggested Titles for Washington Science State Standard 2.2.3.a.

2.2.3.b. Explain whether sufficient information has been obtained to make a conclusion. 19
Suggested Titles for Washington Science State Standard 2.2.3.b.

2.2.4. Nature of Science: Evaluating Methods of Investigation: Understand how to make the results of scientific investigations reliable. W

2.2.4.a. Describe how the method of investigation insures reliable results (i.e., reliability means that repeating an investigation gives similar results). 18
Suggested Titles for Washington Science State Standard 2.2.4.a.

2.2.4.b. Identify and describe ways to increase the reliability of the results of an investigation (e.g., multiple trials of an investigation increase the reliability of the results). 18
Suggested Titles for Washington Science State Standard 2.2.4.b.

2.2.5. Nature of Science: Evolution of Scientific Ideas: Understand that scientific comprehension of systems increases through inquiry. W

2.2.5.a. Describe how scientific inquiry results in facts, unexpected findings, ideas, evidence, and explanations. 7
Suggested Titles for Washington Science State Standard 2.2.5.a.

2.2.5.b. Describe how results of scientific inquiry may change our understanding of the systems of the natural and constructed world. 6
Suggested Titles for Washington Science State Standard 2.2.5.b.

2.2.5.c. Explain how ideas about the natural and/or constructed world have changed because of scientific inquiry. 12
Suggested Titles for Washington Science State Standard 2.2.5.c.

3.1. Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or meet challenges.

3.1.1. Designing Solutions: Identifying Problems: Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions. W

3.1.1.a. Describe an appropriate question that could lead to a possible solution to a problem. 9
Suggested Titles for Washington Science State Standard 3.1.1.a.

3.1.1.b. Describe how science and technology could be used to solve a human problem (e.g., using an electric lamp as a source of varied light for plant growth). 20
Suggested Titles for Washington Science State Standard 3.1.1.b.

3.1.1.c. Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., a student using the force of a stretched spring for a push or pull). 18
Suggested Titles for Washington Science State Standard 3.1.1.c.

3.1.1.d. Describe how to scientifically gather information to develop a solution (e.g., find an acceptable information source, do an investigation, and collect data). 21
Suggested Titles for Washington Science State Standard 3.1.1.d.

3.1.2. Designing Solutions: Designing and Testing Solutions: Understand how the scientific design process is used to develop and implement solutions to human problems. W

3.1.2.a. Propose, implement, and document the scientific design process used to solve a problem or challenge: Define the problem; scientifically gather information and collect measurable data; explore ideas; make a plan; list steps to do the plan; scientifically test solutions; document the scientific design process 21
Suggested Titles for Washington Science State Standard 3.1.2.a.

3.1.2.b. Describe possible solutions to a problem (e.g., preventing an injury on the playground by creating a softer landing at the bottom of a slide). 21
Suggested Titles for Washington Science State Standard 3.1.2.b.

3.1.2.c. Describe the reason(s) for the effectiveness of a solution to a problem or challenge. 21
Suggested Titles for Washington Science State Standard 3.1.2.c.

3.1.3. Designing Solutions: Evaluating Potential Solutions: Analyze how well a design or a product solves a problem. W

3.1.3.a. Identify the criteria for an acceptable solution to a problem or challenge. 21
Suggested Titles for Washington Science State Standard 3.1.3.a.

3.1.3.b. Describe the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts and principles. 21
Suggested Titles for Washington Science State Standard 3.1.3.b.

3.1.3.c. Describe the consequences of the solution to a problem or challenge (e.g., sharpening a crayon results in using up crayons faster). 21
Suggested Titles for Washington Science State Standard 3.1.3.c.

3.1.3.d. Describe how to change a system to solve a problem or improve a solution to a problem. 21
Suggested Titles for Washington Science State Standard 3.1.3.d.

3.1.3.e. Test how well a solution works based on criteria, and recommend and justify, with scientific concepts or principles and data, how to make it better (e.g., sharpen a crayon using sandpaper; one grit is better than another). 21
Suggested Titles for Washington Science State Standard 3.1.3.e.

3.2. Science, Technology, and Society: Analyze how science and technology are human endeavors, interrelated to each other, society, the workplace, and the environment.

3.2.1. Science, Technology and Society: All Peoples Contribute to Science and Technology: Understand that science and technology have been practiced by all peoples throughout history.

3.2.1.a. Describe how individuals of diverse backgrounds have made significant scientific discoveries or technological advances. 14
Suggested Titles for Washington Science State Standard 3.2.1.a.

3.2.1.b. Describe how advancements in science and technology have developed over time and with contributions from diverse people. 14
Suggested Titles for Washington Science State Standard 3.2.1.b.

3.2.2. Science, Technology and Society: Relationship of Science and Technology: Understand that people have invented tools for everyday life and for scientific investigations. W

3.2.2.a. Describe tools (technology) invented to advance scientific investigations (e.g., thermometers, rulers, microscopes, telescopes). 14
Suggested Titles for Washington Science State Standard 3.2.2.a.

3.2.2.b. Describe how scientific tools help people design solutions to human problems (e.g., hand lens to see the detailed structure of leaves). 5
Suggested Titles for Washington Science State Standard 3.2.2.b.

3.2.2.c. Describe how common tools help people design ways to adapt to different environments (e.g., sewing needle to make clothes). 4
Suggested Titles for Washington Science State Standard 3.2.2.c.

3.2.2.d. Describe how scientific ideas and discoveries are used to design solutions to human problems, extend human ability, or help humans adapt to different environments (e.g., prosthetics used to replace lost limbs). 5
Suggested Titles for Washington Science State Standard 3.2.2.d.

3.2.3. Science, Technology and Society: Careers and Occupations Using Science, Mathematics, and Technology: Understand how knowledge and skills of science, mathematics, and technology are used in common occupations.

3.2.3.a. Identify science, math, and technology skills used in a career. 13
Suggested Titles for Washington Science State Standard 3.2.3.a.

3.2.3.b. Identify occupations using scientific, mathematical, and technological knowledge and skills. 13
Suggested Titles for Washington Science State Standard 3.2.3.b.

3.2.4. Science, Technology and Society: Environmental and resource Issues: Understand how humans depend on the natural environment and can cause changes in the environment that affect humans' ability to survive. W

3.2.4.a. Describe how resources can be conserved through reusing, reducing, and recycling. 16
Suggested Titles for Washington Science State Standard 3.2.4.a.

3.2.4.b. Describe the effects conservation has on the environment. 2
Suggested Titles for Washington Science State Standard 3.2.4.b.

3.2.4.c. Describe the effects of humans on the health of an ecosystem. 35
Suggested Titles for Washington Science State Standard 3.2.4.c.

3.2.4.d. Describe how humans can cause changes in the environment that affect the livability of the environment for humans. 35
Suggested Titles for Washington Science State Standard 3.2.4.d.

3.2.4.e. Describe the limited resources humans depend on and how changes in these resources affect the livability of the environment for humans. 35
Suggested Titles for Washington Science State Standard 3.2.4.e.

2-3.PS2D. Students know that the amount of water and other liquids left in an open container will decrease over time, but the amount of liquid in a closed container will not change.

PS3. Energy: Transfer, Transformation, and Conservation (PS3)

2-3.PS3. Forms of Energy: Students learn to identify several different forms of energy. Children in this age range have an intuitive understanding of some energy concepts. For example, energy is needed to get things done; humans get energy from food. It is possible to build on these ideas by having the students explore different energy phenomena.

2-3.PS3A. Students know that heat, light, motion, electricity, and sound are all forms of energy.

ES1. Earth in the Universe (ES1)

2-3.ES1. The Sun's Daily Motion: In prior grades, students learned that some of the objects they see in the sky change from minute to minute, while other things can be seen to follow patterns of movement if observed carefully over time. In grades 2-3, students learn that carefully observing and recording shadows provides an excellent way to trace the daily movement of the Sun through the sky, and extends their observational skills. In later years, students will use this knowledge to realize that the Sun's apparent movement reflects Earth's daily spin on its axis.

2-3.ES1A. Students know that outdoor shadows are longest during the morning and evening, and shortest during the middle of the day. These changes in the length and direction of an object's shadow indicate the changing position of the Sun during the day.

ES2. Earth Systems, Structures, and Processes (ES2)

2-3.ES2. Water and Weather: In prior years, students learned about Earth materials and weather through their own observations. In grades 2-3, students learn that water plays an essential role in our daily weather. Weather changes from day to day, and weather conditions can be described by measurable quantities, such as temperature and rainfall. Environments can be affected by natural causes. Some of these changes are gradual and some are rapid. Water is essential for life, but it can also be destructive when too much is deposited too rapidly.

2-3.ES2A. Students know that water plays an essential role in Earth systems, including shaping landforms.

2-3.ES2B. Students know that water can be a liquid or solid and can go back and forth from one form to another. If water is turned into ice and then the ice is allowed to melt, the amount of water will be the same as it was before freezing. Water occurs in the air as rain, snow, hail, fog, and clouds.

2-3.ES2C. Students know that weather changes from day to day and over the seasons. Weather can be described by measurable quantities, such as temperature and precipitation.

LS1. Structures and Functions of Living Organisms (LS1)

2-3.LS1. Life Cycles: In prior grades, students learned that living things have basic needs and they meet those needs in various ways. In grades 2-3, students learn that all plants and animals have life cycles. They also compare the life cycles of a few common animals to see how they are similar and how they are different and learn about the life cycles of plants. Focus should be on observable characteristics of how plants and animals change over time. An important aspect of life cycles is that plants and animals resemble their parents, but they may also acquire characteristics from the environment. This is a first step in understanding how the structures of plants and animals develop and function.

2-3.LS1A. Students know that plants have life cycles that include sprouting, growing to full size, forming fruits and flowers, shedding seeds (which begins a new cycle), and eventually dying. The details of the life cycle are different for different plants.

2-3.LS1B. Students know that animals have life cycles that include being born, developing into children, adolescents, then adults, reproducing (which begins a new cycle), and eventually dying. The details of the life cycle are different for different animals.

LS2. Ecosystems (LS2)

2-3.LS2. Changes in Ecosystems: In prior grades, students learned that all plants and animals live in and depend on habitats. In grades 2-3, students learn that ecosystems include both plant and animal populations as well as nonliving resources. Plants and animals depend both on each other and on the nonliving resources in their ecosystem to survive. Ecosystems can change through both natural causes and human activities. These changes might be good or bad for the plants and animals that live in the ecosystem, or have no effect. Humans can protect the health of ecosystems in a number of ways.

2-3.LS2A. Students know that ecosystems support all life on the planet, including human life, by providing food, fresh water, and breathable air.

2-3.LS2B. Students know that all ecosystems change over time as a result of natural causes (e.g., storms, floods, volcanic eruptions, fire). Some of these changes are beneficial for the plants and animals, some are harmful, and some have no Effect.

2-3.LS2C. Students know that some changes in ecosystems occur slowly, and others occur rapidly. Changes can affect life forms, including humans.

2-3.LS2D. Students know that humans impact ecosystems in both positive and negative ways. Humans can help improve the health of ecosystems so that they provide habitats for plants and animals and resources for humans over the long term. For example, if people use fewer resources and recycle waste, there will be fewer negative impacts on natural systems.

LS3. Biological Evolution (LS3)

2-3.LS3. Variation of Inherited Characteristics: In prior grades students learned that some objects are alive and others are not, and that many living things can be classified as either plants or animals. In grades 2-3, students learn about variations in inherited characteristics. That is, when plants and animals reproduce, the offspring closely resemble their parents. But the offspring are not exactly the same as their parents. Some variations among animals and plants help them survive changing conditions. Those plants and animals unable to survive and reproduce became extinct. Fossils represent the remains of plants and animals, including some that are extinct. Many extinct plants and animals looked something like plants and animals that are alive today, while others were very different from anything alive today. This topic engages students in looking closely at plants and animals and noticing similarities and subtle differences. It also lays the foundation for later study of Evolution and of Earth History.

2-3.LS3A. Students know that there are variations among the same kinds of plants and animals.

2-3.LS3B. Students know that the offspring of a plant or animal closely resembles its parents, but close inspection reveals differences.

2-3.LS3C. Students know that sometimes differences in characteristics give individual plants or animals an advantage in surviving and reproducing.

2-3.LS3D. Students know that fossils are often similar to parts of plants or animals that live today.