Standards Map

Science and Technology/Engineering > Grade 3 > Life Science

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Science and Technology/Engineering | Grade : 3

Discipline - Life Science

Core Idea - Biological Evolution: Unity and Diversity

[3.LS.4.4] - Analyze and interpret given data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and reproduce. Clarification Statements: Changes should include changes to landforms, distribution of water, climate, and availability of resources; Changes in the habitat could range in time from a season to a decade; While it is understood that ecological changes are complex, the focus should be on a single change to the habitat.


Resources:



Predecessor Standards:

  • K.ESS.2.2
    Construct an argument supported by evidence for how plants and animals (including humans) can change the environment. Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digging holes in the ground and tree roots that break concrete.
  • 2.ESS.2.4
    Observe how blowing wind and flowing water can move Earth materials from one place to another and change the shape of a landform. Clarification Statement: Examples of types of landforms can include hills, valleys, river banks, and dunes.
  • 2.LS.2.3
    Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs in the places they live.Clarification Statement: Animals need food, water, air, shelter, and favorable temperature; plants need sufficient light, water, minerals, favorable temperature, and animals or other mechanisms to disperse seeds.
  • 2.LS.4.1
    Use texts, media, or local environments to observe and compare (a) different kinds of living things in an area, and (b) differences in the kinds of living things living in different types of areas. Clarification Statements: Examples of areas to compare can include temperate forest, desert, tropical rain forest, grassland, arctic, and aquatic; Specific animal and plant names in specific areas are not expected.

Successor Standards:

  • 6.LS.4.1
    Analyze and interpret evidence from the fossil record to describe organisms and their environment, extinctions, and changes to life forms throughout the history of Earth. Clarification Statement: Examples of evidence include sets of fossils that indicate a specific type of environment, anatomical structures that indicate the function of an organism in the environment, and fossilized tracks that indicate behavior of organisms. State Assessment Boundary: Names of individual species, geological eras in the fossil record, or mechanisms for extinction or speciation are not expected in state assessment.
  • 7.LS.2.1
    Analyze and interpret data to provide evidence for the effects of periods of abundant and scarce resources on the growth of organisms and the size of populations in an ecosystem.

Same Level Standards:

  • 3.OA.A.2
    Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
  • 3.MD.B.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.ESS.2.2
    Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region.Clarification Statement: Examples of information can include climate data (average temperature, average precipitation, average wind speed) or comparative descriptions of seasonal weather for different regions; State Assessment Boundary: An understanding of climate change is not expected in state assessment.
  • 3.LS.4.2
    Use evidence to construct an explanation for how the variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction. Clarification Statements: Examples can include rose bushes of the same species, one with slightly longer thorns than the other which may prevent its predation by deer, and color variation within a species that may provide advantages so one organism may be more likely to survive and therefore more likely to produce offspring; Examples of evidence could include needs and characteristics of the organisms and habitats involved.