Milford Public Schools
Grade 3 Science Curriculum
Unit 1 – Properties of Matter
In this unit, students are introduced to the concept that matter exists in three states-solid, liquid, and gas-and that
substances in each of these categories can be described by their unique properties. Students also explore the
processes that result in changes of state, including freezing, evaporation, melting, and condensation. Students learn
about mixtures as they combine different sets of solids and liquids, observe changes, and discover how to separate
the mixtures using such processes as sieving, filtration, evaporation, and chromatography. Students become more
sensitive to the changes that occur in their environment. They recognize that change is a constant in our world.
Content and Skills:
1. Compare and contrast the properties of solids, liquids and gases.
2. Carry out simple tests to determine if materials dissolve, sink or float in water, conduct heat or
attract to magnets.
3. Classify materials based on their observable properties, including state of matter.
4. Design and conduct fair tests to investigate the absorbency of different papers, write conclusions
based on evidence, and explain why similar investigations might produce different results.
5. Evaluate the effectiveness of different materials for keeping a substance warm or cold (i.e.,
conducting heat).
6. Explain the role of heat in changing matter from one state to another.
7. Predict the effect of adding or removing heat on the condensation, evaporation, melting or
freezing of water.
Standards:
3.1
Materials have properties that can be identified and described through the use of simple tests.
The Core Scientific Inquiry, Literacy and Numeracy Standards (B. INQ 1-10) are embedded in instruction throughout the
unit
Enduring Understandings
Essential Questions
Heating and cooling cause changes in some of the
How do we describe matter?
properties of materials.
How does the structure of matter affect the properties and
uses of materials?
Unit 2- Rocks and Minerals
The Rocks and Minerals unit allows third graders to investigate, observe, and test rocks and minerals.
They learn that rocks are aggregates of minerals. Students examine a set of 12 rocks and sort them on
the basis of observable properties, such as color, texture, and size. In addition, they explore a set of
minerals and conduct tests to identify each mineral on the basis of properties such as color, texture,
smell, luster, hardness, transparency, shape, cleavage, and reaction to a magnet. This unit strengthens
students’ ability to use their senses, as well as to perform and interpret tests and to classify and identify
rocks and minerals. Students also recognize the relationship between the properties of rocks and
minerals and how they are used.
This unit of study includes a school-based program from the Eli Whitney Museum: “Rocks of Connecticut”
Content and Skills:
Milford Public Schools
Grade 3 Science Curriculum
1. Differentiate between rocks and minerals.
2. Use the senses and simple measuring tools to gather data about various rocks and classify them based
on observable properties (e.g., shape, size, color, weight, visible markings).
3. Conduct simple tests to determine properties of different minerals (e.g. color, odor, streak, luster,
hardness, magnetism), organize data in a table, and use the data and other resources to identify unknown
mineral specimens.
4. Summarize nonfiction text to compare and contrast the conditions under which igneous, metamorphic
and sedimentary rocks are formed.
5. Observe and analyze rock properties (e.g., crystal size or layers) to infer the conditions under which
the rock was formed.
6. Evaluate the usefulness of different rock types for specific applications (e.g., buildings, sidewalks, stone
walls, statues or monuments).
Standards:
3.3 Earth materials have different physical and chemical properties.
The Core Scientific Inquiry, Literacy and Numeracy Standards (B. INQ 1-10) are embedded in instruction throughout the
unit
Enduring Understandings
Essential Questions
Rocks and minerals have properties that may be
How do we study and describe rocks?
identified through observation and testing; these
How and why do rocks differ?
How do materials cycle through the Earth’s systems?
properties determine how earth materials are used.
Unit 3 – Structures of Life
The Structures of Life unit consists of four sequential investigations dealing with observable
characteristics of organisms. Students observe, compare, categorize, and care for a selection of
organisms, and in so doing they learn to identify properties of plants and animals and to sort and
group organisms on the basis of observable properties. Students investigate structures of the
organisms and learn how some of the structures function in growth and survival.
Content and Skills:
1. Compare and contrast the external features and behaviors that enable different animals and
plants (including those that are extinct) to get food, water and sunlight; find mates; and be
protected in specific land and water habitats.
2. Explain how behaviors such as hibernation, dormancy and migration give species advantages for
surviving unfavorable environmental conditions.
3. Give examples of ways animals benefit from camouflage.
4. Evaluate whether an adaptation gives a plant or animal a survival advantage in a given
environment.
Milford Public Schools
Grade 3 Science Curriculum
5. Design a model of an organism whose adaptations give it an advantage in a specific environment.
Standards:
3.2 Organisms can survive and reproduce only in environments that meet their basic needs.
The Core Scientific Inquiry, Literacy and Numeracy Standards (B. INQ 1-10) are embedded in instruction throughout the
unit
Enduring Understandings
Essential Questions
Plants and animals have structures and behaviors
that help them survive.
Unit 4- Natural Resources and Conservation
In this unit, students will discuss how resource conservation can improve our standard of living while fostering
respect for the environment in which we live. The unit will focus on addressing the knowledge, issues, and skills
that students need to understand the current condition of our environment and propose viable solutions to protect
and save our natural resources. Students will discuss the various reasons and methods for reducing, reusing, and
recycling Earth’s resources.
During this unit of study, students will engage in an ELA research project related to conservation of natural resources.
Content and Skills:
1.
Describe ways people use earth materials, such as fossil fuels, trees, water, soils and rocks as natural
resources to improve their lives.
2.
Summarize nonfiction text to explain how humans use technology to access and use natural resources
to produce electricity or other products (e.g., paper or concrete).
3.
Explain advantages and disadvantages of renewable and nonrenewable energy sources that can be
used for making electricity, fueling cars or heating homes.
4.
Design and conduct experiments to evaluate the effectiveness of different insulating materials for
keeping a substance (or space) warm or cold (i.e., conducting heat).
5.
Use mathematics to estimate, measure and graph the quantity of a natural resource (e.g., water,
paper) used by an individual (or group) in a certain time period.
6.
Evaluate the environmental advantages and disadvantages of reducing, reusing, recycling and
replacing as conservation methods.
Standards:
3.4 — Earth materials provide resources for all living things, but these resources are limited and should
be conserved.
The Core Scientific Inquiry, Literacy and Numeracy Standards (B. INQ 1-10) are embedded in instruction throughout the
unit
Enduring Understandings
Essential Questions
How and why are natural resources important to us?
Decisions made by individuals can impact the
global supply of many resources.