Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve

Grade Three
Standards Arranged by Disciplinary Core Ideas

California Department of Education

Clarification statements were created by the writers of NGSS to supply examples or additional clarification to the performance
expectations and assessment boundary statements.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or
Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Cross-
Cutting Concepts, and Core Ideas. Revised March 2015.

3-LS1 From Molecules to Organisms: Structures and Processes

3-LS1 From Molecules to Organisms: Structures and Processes
Students who demonstrate understanding can:
3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth,
growth, reproduction, and death. [Clarification Statement: Changes organisms go through during their life form a
pattern.] [Assessment Boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does
not include details of human reproduction.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K–12
Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Developing and Using Models LS1.B: Growth and Development of Patterns
Modeling in 3–5 builds on K–2 experiences Organisms  Patterns of change can be used to make
and progresses to building and revising  Reproduction is essential to the predictions. (3-LS1-1)
simple models and using models to continued existence of every kind of
represent events and design solutions. organism. Plants and animals have
 Develop models to describe unique and diverse life cycles. (3-LS1-1)
phenomena. (3-LS1-1)

---------------------------------------------------------
Connections to Nature of Science
 Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve

Grade Three
Standards Arranged by Disciplinary Core Ideas

Scientific Knowledge is Based on

Empirical Evidence
 Science findings are based on
recognizing patterns. (3-LS1-1)
Connections to other DCIs in third grade: N/A
Articulation of DCIs across grade-bands: MS.LS1.B (3-LS1-1)
California Common Core State Standards Connections:
ELA/Literacy –
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key events occur). (3-LS1-1)
SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add
visual displays when appropriate to emphasize or enhance certain facts or details. (3-LS1-1)
Mathematics –
MP.4 Model with mathematics. (3-LS1-1)
3.NBT.1-3 Use place value understanding and properties of operations to perform multi-digit arithmetic. (3-LS1-1)
3.NF.1-3 Develop understanding of fractions as numbers. (3-LS1-1)

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Cross-Cutting Concepts, and
Core Ideas.
California Department of Education 2 Revised March 2015
 Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve

Grade Three
Standards Arranged by Disciplinary Core Ideas

3-LS2 Ecosystems: Interactions, Energy, and Dynamics

3-LS2 Ecosystems: Interactions, Energy, and Dynamics
Students who demonstrate understanding can:
3-LS2-1. Construct an argument that some animals form groups that help members survive.
The performance expectations above were developed using the following elements from the NRC document A Framework for K–12
Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Engaging in Argument from Evidence LS2.D: Social Interactions and Group Cause and Effect
Engaging in argument from evidence in 3–5 Behavior  Cause and effect relationships are
builds on K–2 experiences and progresses to  Being part of a group helps animals routinely identified and used to
critiquing the scientific explanations or solutions obtain food, defend themselves, and explain change. (3-LS2-1)
proposed by peers by citing relevant evidence cope with changes. Groups may serve
about the natural and designed world(s). different functions and vary
 Construct an argument with evidence, data, dramatically in size (Note: Moved from
and/or a model. (3-LS2-1) K–2). (3-LS2-1)
Connections to other DCIs in third grade: N/A
Articulation of DCIs across grade-bands: 1.LS1.B (3-LS2-1); MS.LS2.A (3-LS2-1)
California Common Core State Standards Connections:
ELA/Literacy –
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
answers. (3-LS2-1)
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text, using language that pertains to time, sequence, and cause/effect. (3-LS2-1)
W.3.1.a–d Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-LS2-1)
W.3.9 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and
sort evidence into provided categories. (3-LS4-1)
Mathematics –

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Cross-Cutting Concepts, and
Core Ideas.
California Department of Education 3 Revised March 2015
 Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve

Grade Three
Standards Arranged by Disciplinary Core Ideas

MP.4 Model with mathematics. (3-LS2-1)

3.NBT.1-3 Use place value understanding and properties of operations to perform multi-digit arithmetic. (3-LS2-1)

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Cross-Cutting Concepts, and
Core Ideas.
California Department of Education 4 Revised March 2015
 Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve

Grade Three
Standards Arranged by Disciplinary Core Ideas

3-LS3 Heredity: Inheritance and Variation of Traits

3-LS3 Heredity: Inheritance and Variation of Traits
Students who demonstrate understanding can:
3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and
that variation of these traits exists in a group of similar organisms. [Clarification Statement: Patterns are the
similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on
organisms other than humans.] [Assessment Boundary: Assessment does not include genetic mechanisms of
inheritance and prediction of traits. Assessment is limited to non-human examples.]
3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment. [Clarification
Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water
are stunted; and, a pet dog that is given too much food and little exercise may become overweight.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K–12
Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Analyzing and Interpreting Data LS3.A: Inheritance of Traits Patterns
Analyzing data in 3–5 builds on K–2  Many characteristics of organisms are  Similarities and differences in patterns
experiences and progresses to introducing inherited from their parents. (3-LS3-1) can be used to sort and classify natural
quantitative approaches to collecting data  Other characteristics result from phenomena. (3-LS3-1)
and conducting multiple trials of qualitative individuals’ interactions with the Cause and Effect
observations. environment, which can range from diet  Cause and effect relationships are
When possible and feasible, digital tools to learning. Many characteristics involve routinely identified and used to explain
should be used. both inheritance and environment. (3- change. (3-LS3-2)
 Analyze and interpret data to make LS3-2)
sense of phenomena using logical LS3.B: Variation of Traits
reasoning. (3-LS3-1)  Different organisms vary in how they
Constructing Explanations and look and function because they have
Designing Solutions different inherited information. (3-LS3-1)

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Cross-Cutting Concepts, and
Core Ideas.
California Department of Education 5 Revised March 2015
 Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve

Grade Three
Standards Arranged by Disciplinary Core Ideas

Constructing explanations and designing  The environment also affects the traits
solutions in 3–5 builds on K–2 experiences that an organism develops. (3-LS3-2)
and progresses to the use of evidence in
constructing explanations that specify
variables that describe and predict
phenomena and in designing multiple
solutions to design problems.
 Use evidence (e.g., observations,
patterns) to support an explanation. (3-
LS3-2)
Connections to other DCIs in third grade: N/A
Articulation of DCIs across grade-bands: 1.LS3.A (3-LS3-1); 1.LS3.B (3-LS3-1); MS.LS1.B (3-LS3-2); MS.LS3.A (3-LS3-1);
MS.LS3.B (3-LS3-1)
California Common Core State Standards Connections:
ELA/Literacy –
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
answers. (3-LS3-1),(3-LS3-2)
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS3-1),(3-
LS3-2)
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text, using language that pertains to time, sequence, and cause/effect. (3-LS3-1),(3-LS3-2)
W.3.2.a–d Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS3-1),(3-LS3-2)
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details,
speaking clearly at an understandable pace.
a. Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information,
follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion.
CA (3-LS3-1),(3-LS3-2)
Mathematics –

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Cross-Cutting Concepts, and
Core Ideas.
California Department of Education 6 Revised March 2015
 Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve

Grade Three
Standards Arranged by Disciplinary Core Ideas

MP.2 Reason abstractly and quantitatively. (3-LS3-1),(3-LS3-2)

MP.4 Model with mathematics. (3-LS3-1),(3-LS3-2)
3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the
data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or
quarters. (3-LS3-1),(3-LS3-2)

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Cross-Cutting Concepts, and
Core Ideas.
California Department of Education 7 Revised March 2015
 Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve

Grade Three
Standards Arranged by Disciplinary Core Ideas

3-LS4 Biological Evolution: Unity and Diversity

3-LS4 Biological Evolution: Unity and Diversity
Students who demonstrate understanding can:
3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which
they lived long ago. [Clarification Statement: Examples of data could include type, size, and distributions of fossil
organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils
found in Arctic areas, and fossils of extinct organisms.] [Assessment Boundary: Assessment does not include
identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative
ages.]
3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the
same species may provide advantages in surviving, finding mates, and reproducing. [Clarification Statement:
Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely
to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to
survive and therefore more likely to leave offspring.]
3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some
survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include
needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in
which the parts depend on each other.]
3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of
plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could
include changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment
Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect
or climate change.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K–12
Science Education:

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Cross-Cutting Concepts, and
Core Ideas.
California Department of Education 8 Revised March 2015
 Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve

Grade Three
Standards Arranged by Disciplinary Core Ideas

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Analyzing and Interpreting Data LS2.C: Ecosystem Dynamics, Cause and Effect
Analyzing data in 3–5 builds on K–2 Functioning, and Resilience  Cause and effect relationships are routinely
experiences and progresses to  When the environment changes in identified and used to explain change. (3-
introducing quantitative approaches to ways that affect a place’s physical LS4-2),(3-LS4-3)
collecting data and conducting multiple characteristics, temperature, or Scale, Proportion, and Quantity
trials of qualitative observations. When availability of resources, some  Observable phenomena exist from very
possible and feasible, digital tools should organisms survive and reproduce, short to very long time periods. (3-LS4-1)
be used. others move to new locations, yet Systems and System Models
 Analyze and interpret data to make others move into the transformed  A system can be described in terms of its
sense of phenomena using logical environment, and some die. components and their interactions. (3-LS4-
reasoning. (3-LS4-1) (secondary to 3-LS4-4) 4)
Constructing Explanations and LS4.A: Evidence of Common Ancestry
Designing Solutions and Diversity -------------------------------------------------
Constructing explanations and designing  Some kinds of plants and animals that Connections to Engineering, Technology,
solutions in 3–5 builds on K–2 once lived on Earth are no longer and Applications of Science
experiences and progresses to the use of found anywhere. (Note: moved from
evidence in constructing explanations K–2) (3-LS4-1) Interdependence of Engineering,
that specify variables that describe and  Fossils provide evidence about the Technology and Applications of Science
predict phenomena and in designing types of organisms that lived long ago on Society and the Natural World
multiple solutions to design problems. and also about the nature of their  Knowledge of relevant scientific concepts
 Use evidence (e.g., observations, environments. (3-LS4-1) and research findings is important in
patterns) to construct an explanation. LS4.B: Natural Selection engineering. (3-LS4-4)
(3-LS4-2)  Sometimes the differences in
Engaging in Argument from Evidence characteristics between individuals of -------------------------------------------------
Engaging in argument from evidence in the same species provide advantages Connections to Nature of Science
3–5 builds on K–2 experiences and in surviving, finding mates, and

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Cross-Cutting Concepts, and
Core Ideas.
California Department of Education 9 Revised March 2015
 Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve

Grade Three
Standards Arranged by Disciplinary Core Ideas

progresses to critiquing the scientific reproducing. (3-LS4-2) Scientific Knowledge Assumes an Order
explanations or solutions proposed by and Consistency in Natural Systems
peers by citing relevant evidence about LS4.C: Adaptation  Science assumes consistent patterns in
the natural and designed world(s).  For any particular environment, some natural systems. (3-LS4-1)
 Construct an argument with evidence. kinds of organisms survive well, some
(3-LS4-3) survive less well, and some cannot
 Make a claim about the merit of a survive at all. (3-LS4-3)
solution to a problem by citing relevant LS4.D: Biodiversity and Humans
evidence about how it meets the  Populations live in a variety of habitats,
criteria and constraints of the problem. and change in those habitats affects
(3-LS4-4) the organisms living there. (3-LS4-4)

Connections to other DCIs in third grade: 3.ESS2.D (3-LS4-3); 3.ESS3.B (3-LS4-4)

Articulation of DCIs across grade-bands: K.ESS3.A (3-LS4-3)(3-LS4-4); K.ETS1.A (3-LS4-4); 1.LS3.B (3-LS4-2);2.LS2.A (3-LS4-3),
(3-LS4-4); 2.LS4.D (3-LS4-3),(3-LS4-4); 4.ESS1.C (3-LS4-1); 4.ESS3.B (3-LS4-4); 4.ETS1.A (3-LS4-4); MS.LS2.A (3-LS4-1),(3-LS4-
2),(3-LS4-3),(3-LS4-4); MS.LS2.C (3-LS4-4); MS.LS3.B (3-LS4-2); MS.LS4.A (3-LS4-1); MS.LS4.B (3-LS4-2),(3-LS4-3); MS.LS4.C
(3-LS4-3),(3-LS4-4); MS.ESS1.C (3-LS4-1),(3-LS4-3),(3-LS4-4); MS.ESS2.B (3-LS4-1); MS.ESS3.C (3-LS4-4)
California Common Core State Standards Connections:
ELA/Literacy –
RI.3.1.a–d Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
answers. (3-LS4-1),(3-LS4-2),(3-LS4-3,(3-LS4-4)
RI.3.2.a–d Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS4-1),(3-
LS4-2),(3-LS4-3),(3LS4-4)
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text, using language that pertains to time, sequence, and cause/effect. (3-LS4-1),(3-LS4-2),(3-LS4-3),
(3-LS4-4)
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-LS4-1),(3-LS4-3),(3-LS4-4)
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS4-1),(3-LS4-2),(3-

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Cross-Cutting Concepts, and
Core Ideas.
California Department of Education 10 Revised March 2015
 Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve

Grade Three
Standards Arranged by Disciplinary Core Ideas

LS4-3),(3-LS4-4)
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and
sort evidence into provided categories. (3-LS4-1)
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details,
speaking clearly at an understandable pace.
a. Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information,
follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion. CA
(3-LS4-2),(3-LS4-3),(3-LS4-4)
Mathematics –
MP.2 Reason abstractly and quantitatively. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4)
MP.4 Model with mathematics. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4)
MP.5 Use appropriate tools strategically. (3-LS4-1)
3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-
step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example,
draw a bar graph in which each square in the bar graph might represent 5 pets. (3-LS4-2),(3-LS4-3)
3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the
data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or
quarters. (3-LS4-1)

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Cross-Cutting Concepts, and
Core Ideas.
California Department of Education 11 Revised March 2015
 Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve

Grade Three
Standards Arranged by Disciplinary Core Ideas

3-ESS2 Earth’s Systems

3-ESS2 Earth’s Systems
Students who demonstrate understanding can:
3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a
particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and
wind direction.] [Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs.
Assessment does not include climate change.]
3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.
The performance expectations above were developed using the following elements from the NRC document A Framework for K–12
Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Analyzing and Interpreting Data ESS2.D: Weather and Climate Patterns
Analyzing data in 3–5 builds on K–2  Scientists record patterns of the  Patterns of change can be used to
experiences and progresses to introducing weather across different times and make predictions. (3-ESS2-1),(3-
quantitative approaches to collecting data and areas so that they can make ESS2-2)
conducting multiple trials of qualitative predictions about what kind of
observations. When possible and feasible, weather might happen next. (3-ESS2-
digital tools should be used. 1)
 Represent data in tables and various  Climate describes a range of an
graphical displays (bar graphs, pictographs) area's typical weather conditions and
to reveal patterns that indicate relationships. the extent to which those conditions
(3-ESS2-1) vary over years. (3-ESS2-2)
Obtaining, Evaluating, and Communicating
Information
Obtaining, evaluating, and communicating
information in 3–5 builds on K–2 experiences
and progresses to evaluating the merit and

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Cross-Cutting Concepts, and
Core Ideas.
California Department of Education 12 Revised March 2015
 Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve

Grade Three
Standards Arranged by Disciplinary Core Ideas

accuracy of ideas and methods.

 Obtain and combine information from books
and other reliable media to explain
phenomena. (3-ESS2-2)
Connections to other DCIs in third grade: N/A
Articulation of DCIs across grade-bands: K.ESS2.D (3-ESS2-1); 4.ESS2.A (3-ESS2-1); 5.ESS2.A (3-ESS2-1); MS.ESS2.C (3-ESS2-
1),(3-ESS2-2); MS.ESS2.D (3-ESS2-1),(3-ESS2-2)
California Common Core State Standards Connections:
ELA/Literacy –
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
answers. (3-ESS2-2)
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. (3-ESS2-2)
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and
sort evidence into provided categories. (3-ESS2-2)
Mathematics –
MP.2 Reason abstractly and quantitatively. (3-ESS2-1),(3-ESS2-2)
MP.4 Model with mathematics. (3-ESS2-1),(3-ESS2-2)
MP.5 Use appropriate tools strategically. (3-ESS2-1)
3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters
(l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the
same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (3-ESS2-1)
3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-
step “how many more” and “how many less” problems using information presented in bar graphs. (3-ESS2-1)

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Cross-Cutting Concepts, and
Core Ideas.
California Department of Education 13 Revised March 2015
 Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve

Grade Three
Standards Arranged by Disciplinary Core Ideas

3-ESS3 Earth and Human Activity

3-ESS3 Earth and Human Activity
Students who demonstrate understanding can:
3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.*
[Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent
flooding, wind resistant roofs, and lighting rods.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K–12
Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Engaging in Argument from Evidence ESS3.B: Natural Hazards Cause and Effect
Engaging in argument from evidence in  A variety of natural hazards result  Cause and effect relationships are routinely
3–5 builds on K–2 experiences and from natural processes. Humans identified, tested, and used to explain change.
progresses to critiquing the scientific cannot eliminate natural hazards (3-ESS3-1)
explanations or solutions proposed by but can take steps to reduce their
peers by citing relevant evidence about impacts. (3-ESS3-1) (Note: This -------------------------------------------------Connections
the natural and designed world(s). Disciplinary Core Idea is also to Engineering, Technology,
 Make a claim about the merit of a addressed by 4-ESS3-2.) and Applications of Science
solution to a problem by citing relevant
evidence about how it meets the Influence of Engineering, Technology, and
criteria and constraints of the problem. Science on Society and the Natural World
(3-ESS3-1)  Engineers improve existing technologies or
develop new ones to increase their benefits
(e.g., better artificial limbs), decrease known
risks (e.g., seatbelts in cars), and meet societal
demands (e.g., cell phones). (3-ESS3-1)

-------------------------------------------------

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Cross-Cutting Concepts, and
Core Ideas.
California Department of Education 14 Revised March 2015
 Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve

Grade Three
Standards Arranged by Disciplinary Core Ideas

Connections to Nature of Science

Science is a Human Endeavor

 Science affects everyday life. (3-ESS3-1)
Connections to other DCIs in third grade: N/A
Articulation of DCIs across grade-bands: K.ESS3.B (3-ESS3-1); K.ETS1.A (3-ESS3-1); 4.ESS3.B (3-ESS3-1); 4.ETS1.A (3-ESS3-1);
MS.ESS3.B (3-ESS3-1)
California Common Core State Standards Connections:
ELA/Literacy –
W.3.1.a–d Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-ESS3-1)
W.3.7 Conduct short research projects that build knowledge about a topic. (3-ESS3-1)
Mathematics –
MP.2 Reason abstractly and quantitatively. (3-ESS3-1)
MP.4 Model with mathematics. (3-ESS3-1)

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Cross-Cutting Concepts, and
Core Ideas.
California Department of Education 15 Revised March 2015
 Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve

Grade Three
Standards Arranged by Disciplinary Core Ideas

3-PS2 Motion and Stability: Forces and Interactions

3-PS2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the
motion of an object. [Clarification Statement: Examples could include an unbalanced force on one side of a ball can
make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.]
[Assessment Boundary: Assessment is limited to one variable at a time: number, size, or direction of forces.
Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being
addressed as a force that pulls objects down.]
3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used
to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child
swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment Boundary:
Assessment does not include technical terms such as period and frequency.]
3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two
objects not in contact with each other. [Clarification Statement: Examples of an electric force could include the force
on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper;
examples of a magnetic force could include the force between two permanent magnets, the force between an
electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets.
Examples of cause and effect relationships could include how the distance between objects affects strength of the force
and how the orientation of magnets affects the direction of the magnetic force.] [Assessment Boundary: Assessment is
limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static
electricity.]
3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets.* [Clarification
Statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep
two moving objects from touching each other.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K–12
Science Education:

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Cross-Cutting Concepts, and
Core Ideas.
California Department of Education 16 Revised March 2015
 Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve

Grade Three
Standards Arranged by Disciplinary Core Ideas

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Asking Questions and Defining PS2.A: Forces and Motion Patterns
Problems  Each force acts on one particular object  Patterns of change can be used to make
Asking questions and defining problems in and has both strength and a direction. predictions. (3-PS2-2)
grades 3–5 builds on grades K–2 An object at rest typically has multiple
experiences and progresses to specifying forces acting on it, but they add to give Cause and Effect
qualitative relationships. zero net force on the object. Forces that  Cause and effect relationships are
 Ask questions that can be investigated do not sum to zero can cause changes routinely identified. (3-PS2-1)
based on patterns such as cause and in the object’s speed or direction of  Cause and effect relationships are
effect relationships. (3-PS2-3) motion. (Boundary: Qualitative and routinely identified, tested, and used to
 Define a simple problem that can be conceptual, but not quantitative addition explain change. (3-PS2-3)
solved through the development of a new of forces are used at this level.) (3-PS2-
or improved object or tool. (3-PS2-4) 1) ------------------------------------------------
Planning and Carrying Out  The patterns of an object’s motion in Connections to Engineering,
Investigations various situations can be observed and Technology,
Planning and carrying out investigations to measured; when that past motion and Applications of Science
answer questions or test solutions to exhibits a regular pattern, future motion
problems in 3–5 builds on K–2 experiences can be predicted from it. (Boundary: Interdependence of Science,
and progresses to include investigations Technical terms, such as magnitude, Engineering, and Technology
that control variables and provide evidence velocity, momentum, and vector  Scientific discoveries about the natural
to support explanations or design solutions. quantity, are not introduced at this level, world can often lead to new and
 Plan and conduct an investigation but the concept that some quantities improved technologies, which are
collaboratively to produce data to serve need both size and direction to be developed through the engineering
as the basis for evidence, using fair tests described is developed.) (3-PS2-2) design process. (3-PS2-4)
in which variables are controlled and the PS2.B: Types of Interactions
number of trials considered. (3-PS2-1)  Objects in contact exert forces on each
 Make observations and/or other. (3-PS2-1)

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Cross-Cutting Concepts, and
Core Ideas.
California Department of Education 17 Revised March 2015
 Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve

Grade Three
Standards Arranged by Disciplinary Core Ideas

measurements to produce data to serve  Electric, and magnetic forces between a

as the basis for evidence for an pair of objects do not require that the
explanation of a phenomenon or test a objects be in contact. The sizes of the
design solution. (3-PS2-2) forces in each situation depend on the
properties of the objects and their
------------------------------------------------ distances apart and, for forces between
Connections to Nature of Science two magnets, on their orientation
relative to each other. (3-PS2-3),(3-
Science Knowledge is Based on PS2-4)
Empirical Evidence
 Science findings are based on
recognizing patterns. (3-PS2-2)
Scientific Investigations Use a Variety of
Methods
 Science investigations use a variety of
methods, tools, and techniques. (3-PS2-
1)
Connections to other DCIs in third grade: N/A
Articulation of DCIs across grade-bands: K.PS2.A (3-PS2-1); K.PS2.B (3-PS2-1); K.PS3.C (3-PS2-1); K.ETS1.A (3-PS2-4);
1.ESS1.A (3-PS2-2); 4.PS4.A (3-PS2-2); 4.ETS1.A (3-PS2-4); 5.PS2.B (3-PS2-1); MS.PS2.A (3-PS2-1),(3-PS2-2); MS.PS2.B (3-
PS2-3),(3-PS2-4); MS.ESS1.B (3-PS2-1),(3-PS2-2); MS.ESS2.C (3-PS2-1)
California Common Core State Standards Connections:
ELA/Literacy –
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
answers. (3-PS2-1),(3-PS2-3)
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text, using language that pertains to time, sequence, and cause/effect. (3-PS2-3)
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect,

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Cross-Cutting Concepts, and
Core Ideas.
California Department of Education 18 Revised March 2015
 Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve

Grade Three
Standards Arranged by Disciplinary Core Ideas

first/second/third in a sequence). (3-PS2-3)

W.3.7 Conduct short research projects that build knowledge about a topic. (3-PS2-1),(3-PS2-2)
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and
sort evidence into provided categories. (3-PS2-1),(3-PS2-2)
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (3-PS2-3)
Mathematics –
MP.2 Reason abstractly and quantitatively. (3-PS2-1)
MP.5 Use appropriate tools strategically. (3-PS2-1)
3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters
(l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the
same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (3-PS2-1)

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Cross-Cutting Concepts, and
Core Ideas.
California Department of Education 19 Revised March 2015
 Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve

Grade Three
Standards Arranged by Disciplinary Core Ideas

3–5-ETS1 Engineering Design

3–5-ETS1 Engineering Design
Students who demonstrate understanding can:
3–5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and
constraints on materials, time, or cost.

3–5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the
criteria and constraints of the problem.

3–5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify
aspects of a model or prototype that can be improved.
The performance expectations above were developed using the following elements from the NRC document A Framework for K–12
Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Asking Questions and Defining ETS1.A: Defining and Delimiting Influence of Engineering, Technology,
Problems Engineering Problems and Science on Society and the Natural
Asking questions and defining problems in  Possible solutions to a problem are World
3–5 builds on grades K–2 experiences and limited by available materials and  People’s needs and wants change over
progresses to specifying qualitative resources (constraints). The success of time, as do their demands for new and
relationships. a designed solution is determined by improved technologies. (3–5-ETS1-1)
 Define a simple design problem that can considering the desired features of a  Engineers improve existing technologies
be solved through the development of solution (criteria). Different proposals for or develop new ones to increase their
an object, tool, process, or system and solutions can be compared on the basis benefits, decrease known risks, and
includes several criteria for success and of how well each one meets the meet societal demands. (3–5-ETS-2)
constraints on materials, time, or cost. specified criteria for success or how well
(3–5-ETS1-1) each takes the constraints into account.
Planning and Carrying Out (3–5-ETS1-1)

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Cross-Cutting Concepts, and
Core Ideas.
California Department of Education 20 Revised March 2015
 Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve

Grade Three
Standards Arranged by Disciplinary Core Ideas

Investigations ETS1.B: Developing Possible Solutions

Planning and carrying out investigations to  Research on a problem should be
answer questions or test solutions to carried out before beginning to design a
problems in 3–5 builds on K–2 solution. Testing a solution involves
experiences and progresses to include investigating how well it performs under
investigations that control variables and a range of likely conditions. (3–5-ETS1-
provide evidence to support explanations 2)
or design solutions.  At whatever stage, communicating with
 Plan and conduct an investigation peers about proposed solutions is an
collaboratively to produce data to serve important part of the design process,
as the basis for evidence, using fair and shared ideas can lead to improved
tests in which variables are controlled designs. (3–5-ETS1-2)
and the number of trials considered. (3–  Tests are often designed to identify
5-ETS1-3) failure points or difficulties, which
Constructing Explanations and suggest the elements of the design that
Designing Solutions need to be improved. (3–5-ETS1-3)
Constructing explanations and designing ETS1.C: Optimizing the Design Solution
solutions in 3–5 builds on K–2 experiences  Different solutions need to be tested in
and progresses to the use of evidence in order to determine which of them best
constructing explanations that specify solves the problem, given the criteria
variables that describe and predict and the constraints. (3–5-ETS1-3)
phenomena and in designing multiple
solutions to design problems.
 Generate and compare multiple
solutions to a problem based on how
well they meet the criteria and
constraints of the design problem. (3–5-
ETS1-2)

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Cross-Cutting Concepts, and
Core Ideas.
California Department of Education 21 Revised March 2015
 Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve

Grade Three
Standards Arranged by Disciplinary Core Ideas

Connections to other DCIs in this grade-band:

Connections to 3–5-ETS1.A: Defining and Delimiting Engineering Problems include:
Fourth Grade: 4-PS3-4
Connections to 3–5-ETS1.B: Designing Solutions to Engineering Problems include:
Fourth Grade: 4-ESS3-2
Connections to 3–5-ETS1.C: Optimizing the Design Solution include:
Fourth Grade: 4-PS4-3
Articulation of DCIs across grade-bands: K–2.ETS1.A (3–5-ETS1-1),(3–5-ETS1-2),(3–5-ETS1-3); K–2.ETS1.B (3–5-ETS1-2); K–
2.ETS1.C (3–5-ETS1-2),(3–5-ETS1-3); MS.ETS1.A (3–5-ETS1-1); MS.ETS1.B (3–5-ETS1-1),(3–5-ETS1-2),(3–5-ETS1-3);
MS.ETS1.C (3–5-ETS1-2),(3–5-ETS1-3)
California Common Core State Standards Connections:
ELA/Literacy –
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
(3–5-ETS1-2)
RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question
quickly or to solve a problem efficiently. (3–5-ETS2)
RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
(3–5-ETS-2)
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of
a topic. (3–5-ETS1-1),(3–5-ETS1-3)
W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a list of sources. (3–5-ETS1-1),(3–5-ETS1-3)
W.5.9.a,b Draw evidence from literary or informational texts to support analysis, reflection, and research. (3–5-ETS1-1),(3–5-
ETS1-3)
Mathematics –
MP.2 Reason abstractly and quantitatively. (3–5-ETS1-1),(3–5-ETS1-2),(3–5-ETS1-3)
MP.4 Model with mathematics. (3–5-ETS1-1),(3–5-ETS1-2),(3–5-ETS1-3)

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Cross-Cutting Concepts, and
Core Ideas.
California Department of Education 22 Revised March 2015
 Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve

Grade Three
Standards Arranged by Disciplinary Core Ideas

MP.5 Use appropriate tools strategically. (3–5-ETS1-1),(3–5-ETS1-2),(3–5-ETS1-3)

3.OA.1-4 Represent and solve problems involving multiplication and division. (3–5-ETS1-1),(3–5-ETS1-2)
3.OA.5-6 Understand properties of multiplication and the relationship between multiplication and division. (3–5-ETS1-1),(3–5-
ETS1-2)
3.OA.7 Multiply and divide within 100. (3–5-ETS1-1),(3–5-ETS1-2)
3.OA.8-9 Solve problems involving the four operations, and identify and explain patterns in arithmetic. (3–5-ETS1-1),(3–5-ETS1-
2)
4.OA.1-3 Use the four operations with whole numbers to solve problems. (3–5-ETS1-1),(3–5-ETS1-2)
4.OA.4 Gain familiarity with factors and multiples. (3–5-ETS1-1),(3–5-ETS1-2)
4.OA.5 Generate and analyze patterns. (3–5-ETS1-1),(3–5-ETS1-2)
5.OA.1-2.1 Write and interpret numerical expressions. (3–5-ETS1-1),(3–5-ETS1-2)
5.OA.3 Analyze patterns and relationships. (3–5-ETS1-1),(3–5-ETS1-2)

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Cross-Cutting Concepts, and
Core Ideas.
California Department of Education 23 Revised March 2015