Welcome to the Sample Unit Progressions and corresponding resources for Grade 3. These resources were developed and identified by Oklahoma educators to support instruction aligned to the Oklahoma Academic Standards for Science (OAS-S) and are connected to the Grade 3 Bundled Standards Analyses. Recommendations are not intended to be an exhaustive listing of instructional possibilities.
Check out this Guide to the Sample Unit Progressions for more details about each component in the unit.
Click on the unit name to access the instructional resources for that unit.
Unit Information
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Driving Question
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Essential Questions
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Standards
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Unit 1: Magnets
(instructional resources)
Suggested Timeline: 3-4 weeks
Magnet Bundle Analysis
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How can objects move without touching each other?
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What factors affect the movement of objects caused by non-contact forces?
How can magnets be used to solve a problem?
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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.
3.PS2.4 Define a simple design problem that can be solved by applying scientific ideas about magnets.*
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Unit Information
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Driving Question
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Essential Questions
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Standards
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Unit 2: Motion
(instructional resources)
Suggested Timeline: 3-4 weeks
Motion Bundle Analysis
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What causes objects to move or stay in place?
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How do balanced and unbalance forces affect objects?
How can the motion of objects be predicted?
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3.PS2.1 Plan and conduct investigations on the effects of balanced and unbalanced forces on the motion of an object.
3.PS2.2 Make observations and/or measurements of the object’s motion to provide evidence that a pattern can be used to predict future motion.
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Unit Information
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Driving Question
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Essential Questions
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Standards
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Unit 3: Environments and Organisms
(instructional resources)
Suggested Timeline: 5-6 weeks
Environments and Organisms Bundle Analysis
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What happens to organisms when their environment changes?
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How can fossils provide evidence of past environments?
How does the environment influence populations of organisms.
How do changes to a habitat affect the organisms living there?
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3.LS4.1 Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
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.
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.*
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Unit Information
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Driving Question
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Essential Questions
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Standards
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Unit 4: Reproduction and Traits
(instructional resources)
Suggested Timeline: 5-6 weeks
Reproduction and Traits Bundle Analysis
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Why does my dog look different than other dogs?
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What common patterns can be found in the life cycles of organisms?
How are plant and animal traits similar and different from their parents?
How can organisms' traits be influenced by the environment?
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3.LS1.1 Develop and use models to describe that organisms have unique and diverse life cycles but all have a common pattern of birth, growth, reproduction, and death.
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.
3.LS3.2 Use evidence to support the explanation that traits can be influenced by the environments.
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Unit Information
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Driving Question
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Essential Questions
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Standards
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Unit 5: Survival
(instructional resources)
Suggested Timeline: 3-4 weeks
Survival Bundle Analysis
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How do animals use their characteristics and behaviors to survive and reproduce?
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How does group behavior increase an individual's chance of survival?
How do variations in a species increase the chances of survival?
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3.LS2.1 Construct an argument that some animals form groups that help members survive.
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 and reproducing.
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Unit Information
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Driving Question
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Essential Questions
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Standards
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Unit 6: Weather and Climate
(instructional resources)
Suggested Timeline: 5-6 weeks
Weather and Climate Bundle Analysis
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How do weather and climate impact my community?
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How can analyzing weather data patterns for a particular region help us forecast future weather?
How can we identify when something is (or is not) a solution to a problem?
How can we use climate patterns to describe different regions of the world?
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3.ESS2.1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
3.ESS2.2 Obtain and combine information to describe climates in different regions of the world.
3.ESS3.1 Make a claim about the merit of a design solution that reduces the impacts of weather-related hazards.*
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3D Science Vertical Learning Progressions
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