Grade 3
CPSD Science Curriculum Guide
2017 – 2018
Domain: Earth and Space Science
Unit 2: Weather and Climate
Unit Overview
The Performance Expectations of this unit expect students to demonstrate grade-appropriate proficiency in representing
data in tables and graphical displays to describe typical weather conditions expected during a particular season;
obtaining and combining information to describe climates in different regions of the world; and making a claim about
the merit of a design solution that reduces the impacts of a weather-related hazard.
Science and Engineering Practices



Crosscutting Concepts
Analyzing and Interpreting Data
Engaging in Argument from Evidence
Obtaining, Evaluating, and Communicating
Information


Patterns
Cause and Effect
Guiding Questions for this Unit:
1.
2.
3.
4.
5.
6.
7.
8.
What Makes Weather?
How is Temperature Measured?
How is Wind Measured?
How are Rain and Snow Measured?
How is Weather Predicted?
How are Weather and Climate Related?
How Does Extreme Weather Affect People?
How Can People Reduce Extreme Weather Damage?
Cross-Curricular Connections:
Reach for Reading: Unit 7: Blast! Crash! Splash! (Aligned wit hScience: Forces of Nature)
Common Core Connections Identified Within the NGSS Performance Expectations for this Unit:
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
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), (3-ESS3-1)
RI.3.9 - Compare and contrast the most important points and key details presented in two texts on the same topic. (3ESS2-2)








W.3.1 - 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)
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
3.MD.A.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.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. (3-ESS2-1)
MP.2 - Reason abstractly and quantitatively. (3-ESS2-1), (3-ESS2-2), (3-ESS3-1)
MP.4 - Model with mathematics. (3-ESS2-1), (3-ESS2-2), (3-ESS3-1)
MP.5 - Use appropriate tools strategically. (3-ESS2-1)
Unit 2: NGSS Earth & Space Science
Clover Park School District
Page 1
Grade 3
CPSD Science Curriculum Guide
2017 – 2018
NGSS Performance Expectation Notes:
3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a
particular season.
SEP: Analyzing and Interpreting Data: Represent
data in tables and various graphical displays (bar
graphs/pictographs) to reveal patterns that
indicate relationships.
DCI: Weather & Climate: Scientists record patterns
of the weather across different times & areas so
that they can make predictions about what kind of
weather might happen next.
CCC: Patterns
Patterns of change
can be used to make
predictions
What this could look like in the classroom: Students should collect data about weather in one place at a few
different times of year (or over longer time periods) and about weather in at least two different places. “Weather”
could include rainfall, temperature, incidence of tornados/hurricanes, etc. Students should be asked to find patterns
of change in weather (between times and then between locations). Students should use graphs and tables as an aid
to finding the patterns. A final step involves the students using their graphs and tables to make predictions about
the weather at a different time (maybe the same season a year from now).
Possible Learning Targets:
 I can make a graph/table that shows patterns in weather at different times of the year. (GQ5)
 I can make a graph/table that shows patterns in weather at different locations. (GQ5)
 I can use my graph/table to predict weather at a different time. (GQ5)
 I can use my graphs/tables to compare the weather in two different spots.
 I can describe how to use a graph/table to predict the weather. (GQ5)
*Performance expectation is more connected to making table and graphs than the guiding questions indicate. Be sure to review
the performance expectations when designing this unit.
Assessment: The NGSS evidence statements describe the observable features of students’ performances by the end
of the grade. 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.
SEP: Obtaining, Evaluating, and Communicating
Information
Obtain and combine information from books and
other reliable media to explain phenomena.
DCI: Weather and Climate
Climate describes a range of an area's typical
weather conditions and the extent to which
those conditions vary over years.
CCC: Patterns
Patterns of change can
be used to make
predictions
What this could look like in the classroom: Students should move from the first PE about patterns of weather to this
one about patterns in CLIMATE. Students need to be guided to differentiate between weather (short-term patterns)
and climate (long-term patterns). Students should gather information from books, readings, and videos, and
combine that information to make a claim about patterns in climates in two different areas. One idea would be to
have groups of students research different climates, and have students do a gallery walk to identify patterns (and
differences) in the climates. Students can them summarize similarities and differences. Another idea is to have
students combine the information they gather, collectively, over time into a Venn diagram (similar and different
about the two areas). From this, the teacher can help students to develop the ideas of weather and climate (e.g., the
idea of “more rainy” could be a climate thing or a seasonal thing.) Items/patterns could either be labeled in the
Venn diagram as “W” or “C” for weather or climate, or a new model (Venn diagram or other) could be broken up into
2, one for weather and one for climate.
Possible Learning Targets:
 I can compare and contrast the weather and climate in a region. (GQ6)
 I can compare/contrast weather patterns for two different regions.
 I can compare/contrast climate patterns for two different regions. (GQ6)
 I can select the information that describes the climate in a region. (GQ6)
 I can combine information from two different sources to explain the climate in different regions. (GQ6)
 I can combine information from two different sources to predict the future climate in a region. (GQ5/6)
Assessment: The NGSS evidence statements describe the observable features of students’ performances by the end
of the grade. Assessment Boundary: None.
Unit 2: NGSS Earth & Space Science
Clover Park School District
Page 2
Grade 3
CPSD Science Curriculum Guide
2017 – 2018
3-ESS3-1
Make a claim about the merit of a design solution that reduces the impacts of a weather-related
hazard.
SEP: Engaging in Argument from
DCI: Natural Hazards
CCC: Cause and Effect
Evidence
A variety of natural hazards result from
Cause and effect relationships are
Make a claim about the merit of a
natural processes. Humans cannot
routinely identified, tested, and
solution to a problem by citing
eliminate natural hazards but can take
used to explain change.
relevant evidence about how it
steps to reduce their impacts.
meets the criteria and constraints of
the problem.
What this could look like in the classroom:
Through the first two performance expectations, students should have had some exposure to severe weather (e.g.,
hurricanes, tornados, etc.). Supplement as needed to complete the picture about weather-related hazards. Perhaps
you could give students a t-chart about weather phenomenon on one side and potential hazards on the other. Sublabel these as “cause” and “effect” to address the cross-cutting concept and help students understand that
relationship. Then, students should engage in some kind of engineering challenge in which they create a solution
(two suggestions are listed in the resources below) to a weather-related problem. Students should be asked to
evaluate their solution and to cite evidence of how the solution meets the criteria and constraints you give them. If
possible, let students improve their solution, and ask them to create cause and effect statements about what they
intended to do, and what the result was (e.g. “I created a support for this wall, which I expected to cause the house
to hold up better to….”)
Possible Learning Targets:
 I can describe the effects of severe weather. (GQ7)
 I can create a solution to a weather-related hazard. (GQ8)
 I can explain how my weather solution met the criteria/constraints given to me. (GQ8)
 I can cite evidence that my weather solution met the criteria/constraints given to me. (GQ8)
 I can evaluate how well my weather solution met the criteria/constraints given to me. (GQ8)
 I can describe the effects of a change I made to my weather solution. (GQ8)
Assessment: The NGSS evidence statements describe the observable features of students’ performances by the end
of the grade. Assessment Boundary: None.
Unit 2: NGSS Earth & Space Science
Clover Park School District
Page 3
Grade 3
CPSD Science Curriculum Guide
2017 – 2018
A Teaching Sequence Towards Mastery of 3rd Grade Weather Concepts
Guiding Question 1: What Makes Weather?
Science & Engineering
Practices
Cross Cutting
Concepts
Engage
(eliciting background knowledge & misconceptions)
Performance Expectation (PE)
3-ESS2-2
Obtain and combine
information to describe climates
in different regions of the
world.
Disciplinary Core Idea (DCI)
ESS2.D: Weather and Climate
Climate describes a range of an
area's typical weather conditions
and the extent to which those
conditions vary over years. (3ESS2-2)
What Makes Weather?
Class Discussion, Public charting or individual student
journal responses
Explore
(resources not listed in “order of instruction”- simply optionsnot all materials must be used)
Science A-Z
Focus Book: Our Shining Star
Vocabulary Cards: Weather
Scholastic Study Jams
Video: Weather and Climate
Video: (Advanced information) Air Masses and Fronts
Video: (Advanced information) Air Pressure and Wind
Digital Resources
NGSS Hub: Lessons aligned to the PEs in this unit
Readworks
The Whys of Weather - Clouds 3rd grade, 550L
The Whys of Weather - Rain 3rd grade 520L
The Whys of Weather – Rainbows 3rd grade 640L
Weather: An Introduction 4th grade, 700L
It’s Raining, It’s Pouring 2nd grade 530L
Explain/Evaluate
Obtaining,
Evaluating and
Communicating
Information
Students collect data
to begin defining the
difference between
weather and climate.
Students
communicate findings
to describe the
weather in an area.
Patterns
What can
we observe
that might
show us
patterns in
the
weather?
Students compare
current and historical
weather data to
make claims about
current conditions in
comparison to
historical data.
(students answer question in C-E- R format)
What Makes Weather?
Class Discussion, Public charting or individual student
journal responses
Notes:
*This guiding question could be prerequisite to the performance expectations but does not
directly match them.
Unit 2: NGSS Earth & Space Science
Clover Park School District
Page 4
Grade 3
CPSD Science Curriculum Guide
2017 – 2018
A Teaching Sequence Towards Mastery of 3rd Grade Weather Concepts
Guiding Question 2: How is Temperature Measured?
Science & Engineering
Practices
Cross Cutting
Concepts
Engage
(eliciting background knowledge & misconceptions)
Performance Expectation (PE)
3-ESS2-1
Represent data in tables and
graphical displays to describe
typical weather conditions
expected during a particular
season.
How is Temperature Measured?
Class Discussion, Public charting or individual student
journal responses
Explore
Disciplinary Core Idea (DCI)
ESS2.D: Weather and Climate
Scientists record patterns of the
weather across different times
and areas so that they can make
predictions about what kind of
weather might happen next. (3ESS2-1)
Patterns
(resources not listed in “order of instruction”- simply optionsnot all materials must be used)
FOSS
Air and Weather: Investigation 2 – focus only on
temperature
Even More Picture Perfect Science Lesson 18
What Will the Weather Be? Note: These lessons connect
with the next several guiding questions in this unit so you
might consider breaking them apart to gain more focus
on the individual guiding question.
Science A-Z
Process Activity: The Weather Booklet/Journal
Focus Book: Forecasting the Weather
Concept Book: Temperature
Analyzing and
Interpreting Data
Students use various
methods and tools to
collect temperature
data
Students compare
data from various
methods and tools to
discuss accuracy and
reliability.
Students create a
journal for recording
data to make long
term comparisons
What
patterns do
we find in
monthly local
temperature?
What
patterns do
we find in
yearly local
temperature?
How do local
patterns
compare to
state
patterns?
Scholastic Study Jams
Slide show: Weather Instruments
Digital Resources
NGSS Hub: Lessons aligned to the PEs in this unit
Explain/Evaluate
(students answer question in C-E- R format)
How is Temperature Measured?
Class Discussion, Public charting or individual student
journal responses
Notes:
*This guiding question could be prerequisite to the performance expectations but does not
directly match them.
Unit 2: NGSS Earth & Space Science
Clover Park School District
Page 5
Grade 3
CPSD Science Curriculum Guide
2017 – 2018
A Teaching Sequence Towards Mastery of 3rd Grade Weather Concepts
Guiding Question 3: How is Wind Measured?
Science & Engineering
Practices
Cross Cutting
Concepts
Engage
(eliciting background knowledge & misconceptions)
Performance Expectation (PE)
3-ESS2-1
Represent data in tables and
graphical displays to describe
typical weather conditions
expected during a particular
season.
Disciplinary Core Idea (DCI)
ESS2.D: Weather and Climate
Scientists record patterns of the
weather across different times
and areas so that they can make
predictions about what kind of
weather might happen next. (3ESS2-1)
How is Wind Measured?
Class Discussion, Public charting or individual student
journal responses
Patterns
Explore
(resources not listed in “order of instruction”- simply optionsnot all materials must be used)
FOSS
Air and Weather: Investigation 3
Science A-Z
Process Activity: Measure wind with a cup anemometer
Investigation Pack: What Makes Wind
Concept Book: Wind
Even More Picture Perfect Science Lesson 18
What Will the Weather Be?
Scholastic Study Jams
Slide show: Weather Instruments
Digital Resources
NGSS Hub: Lessons aligned to the PEs in this unit
Analyzing and
Interpreting Data
Students use various
methods and tools to
collect wind data
Students compare
data from various
methods and tools to
discuss accuracy and
reliability.
Students create a
journal for recording
data to make long
term comparisons
What
patterns do
we find
locally about
wind during
a month?
What
patterns do
we find
locally about
wind over a
year?
How do
local
patterns
compare to
state
patterns?
Explain/Evaluate
(students answer question in C-E- R format)
How is Wind Measured?
Class Discussion, Public charting or individual student
journal responses
Notes:
*This guiding question could be prerequisite to the performance expectations but does not
directly match them.
Unit 2: NGSS Earth & Space Science
Clover Park School District
Page 6
Grade 3
CPSD Science Curriculum Guide
2017 – 2018
A Teaching Sequence Towards Mastery of 3rd Grade Weather Concepts
Guiding Question 4: How Are Rain and Snow Measured?
Science & Engineering
Practices
Cross Cutting
Concepts
Engage
(eliciting background knowledge & misconceptions)
Performance Expectation (PE)
3-ESS2-1
Represent data in tables and
graphical displays to describe
typical weather conditions
expected during a particular
season.
Disciplinary Core Idea (DCI)
ESS2.D: Weather and Climate
Scientists record patterns of the
weather across different times
and areas so that they can make
predictions about what kind of
weather might happen next. (3ESS2-1)
How Are Rain and Snow Measured?
Class Discussion, Public charting or individual student
journal responses
Patterns
Explore
(resources not listed in “order of instruction”- simply optionsnot all materials must be used)
FOSS
Air and Weather: Investigation 2 – focus only on rain –
connect cloud study to rain and snow formation
Science A-Z
Concept Book: Precipitation
Even More Picture Perfect Science Lesson 18
What Will the Weather Be?
Scholastic Study Jams
Slide show: Weather Instruments
Digital Resources
NGSS Hub: Lessons aligned to the PEs in this unit
Analyzing and
Interpreting Data
Students use various
methods and tools to
collect wind data
Students compare
data from various
methods and tools to
discuss accuracy and
reliability.
Students create a
journal for recording
data to make long
term comparisons
What
patterns do
we find
locally about
rain and
snow during
a month?
What
patterns do
we find
locally about
rain and
snow over a
year?
How do
local
patterns
compare to
state
patterns?
Explain/Evaluate
(students answer question in C-E- R format)
How Are Rain and Snow Measured?
Class Discussion, Public charting or individual student
journal responses
Notes:
*This guiding question could be prerequisite to the performance expectations but does not
directly match them.
Unit 2: NGSS Earth & Space Science
Clover Park School District
Page 7
Grade 3
CPSD Science Curriculum Guide
2017 – 2018
A Teaching Sequence Towards Mastery of 3rd Grade Weather Concepts
Guiding Question 5: How is Weather Predicted?
Science & Engineering
Practices
Cross Cutting
Concepts
Engage
(eliciting background knowledge & misconceptions)
Performance Expectation (PE)
3-ESS2-1
Represent data in tables and
graphical displays to describe
typical weather conditions
expected during a particular
season.
How is Weather Predicted?
Class Discussion, Public charting or individual student
journal responses
Explore
Disciplinary Core Idea (DCI)
ESS2.D: Weather and Climate
Scientists record patterns of the
weather across different times
and areas so that they can make
predictions about what kind of
weather might happen next. (3ESS2-1)
(resources not listed in “order of instruction”- simply optionsnot all materials must be used)
Science A-Z
Focus Book: Harmful Hurricanes
Focus Book: Forecasting the Weather
Scholastic Study Jams
Video: Weather and Climate
Readworks
Weather-Meteorology and Weather Maps
4th grade 740L
Digital Resources
NGSS Hub: Lessons aligned to the PEs in this unit
Analyzing and
Interpreting Data
Patterns
Students utilize
collected and
resourced data to
formulate predictions
about upcoming
weather.
How do
patterns
help us
predict
future
weather?
Students compare
local forecasts to
actual weather for
discussions about
forecast accuracy
and reliability
How reliable
are weather
patterns?
Explain/Evaluate
(students answer question in C-E- R format)
How is Weather Predicted?
Class Discussion, Public charting or individual student
journal responses
Possible Learning Targets:
I can use my graph/table to predict weather at a different time. (GQ5)
I can combine information from two different sources to predict the future climate in a region. (GQ5/6)
I can describe how to use a graph/table to predict the weather. (GQ5)
I can make a graph/table that shows patterns in weather at different times of the year. (GQ5)
I can make a graph/table that shows patterns in weather at different locations. (GQ5)
I can use my graph/table to predict weather at a different time. (GQ5)
I can use my graphs/tables to compare the weather in two different spots. (GQ5)
I can describe how to use a graph/table to predict the weather. (GQ5)
Unit 2: NGSS Earth & Space Science
Clover Park School District
Page 8
Grade 3
CPSD Science Curriculum Guide
2017 – 2018
A Teaching Sequence Towards Mastery of 3rd Grade Weather Concepts
Guiding Question 6: How are Weather and Climate Related?
Science & Engineering
Practices
Cross Cutting
Concepts
Engage
(eliciting background knowledge & misconceptions)
Performance Expectation (PE)
3-ESS2-2
Obtain and combine
information to describe climates
indifferent regions of the world.
Disciplinary Core Idea (DCI)
ESS2.D: Weather and Climate
Climate describes a range of an
area's typical weather conditions
and the extent to which those
conditions vary over years. (3ESS2-2)
How are Weather and Climate Related?
Class Discussion, Public charting or individual student
journal responses
Explore
(resources not listed in “order of instruction”- simply optionsnot all materials must be used)
Scholastic Study Jams
Video: Weather and Climate
Readworks
An Introduction to Climates 4th grade 800L
Climate Zones 4th grade 800L
Digital Resources
Weather Underground for Lakewood (shows some
graphs of weather in Lakewood)
Weather DB: Lakewood (shows graphs by season of
rainfall)
US Climate Data: Tacoma (some nice graphs by season)
Wonderful World of Weather: Weather & Climate
Climate Types for Kids
NGSS Hub: Lessons aligned to the PEs in this unit
Explain/Evaluate
Obtaining,
Evaluating and
Communicating
Information
Students use sourced
global data to
determine similar and
different climates.
Students use sourced
global data to create
and share their
understanding about
the relationship
between weather
and climate.
Patterns
What
patterns do
we see
around the
world?
How are
areas with
similar
weather
patterns
alike or
different?
(students answer question in C-E- R format)
How are Weather and Climate Related?
Class Discussion, Public charting or individual student
journal responses
Possible Learning Targets:
I can compare and contrast the weather and climate in a region. (GQ6)
I can compare/contrast weather patterns for two different regions.
I can compare/contrast climate patterns for two different regions. (GQ6)
I can select the information that describes the climate in a region. (GQ6)
I can combine information from two different sources to explain the climate in different regions. (GQ6)
I can combine information from two different sources to predict the future climate in a region. (GQ5/6)
Unit 2: NGSS Earth & Space Science
Clover Park School District
Page 9
Grade 3
CPSD Science Curriculum Guide
2017 – 2018
A Teaching Sequence Towards Mastery of 3rd Grade Weather Concepts
Guiding Question 7: How Does Extreme Weather Affect People?
Science & Engineering
Practices
Cross Cutting
Concepts
Engaging in
Argument from
Evidence
Cause
and Effect
Engage
(eliciting background knowledge & misconceptions)
Performance Expectation (PE)
3-ESS3-1
Make a claim about the merit of
a design solution that reduces
the impacts of a weatherrelated hazard.*
Disciplinary Core Idea (DCI)
ESS3.B: Natural Hazards
A variety of natural hazards
result from natural processes.
Humans cannot eliminate
natural hazards but can take
steps to reduce their impacts. (3ESS3-1) (Note: This Disciplinary
Core Idea is also addressed by 4ESS3-2.)
How Does Extreme Weather Affect People?
Class Discussion, Public charting or individual student
journal responses
Explore
(resources not listed in “order of instruction”- simply optionsnot all materials must be used)
Science A-Z
Non-fiction book: The Weather
Quick Read: The Power of Wind
Focus Book: Harmful Hurricanes
Readworks
It’s Raining, It’s Pouring 2nd grade 530L
Stormy Weather 1st grade 420L
Spinning Storms 2nd grade 800L
Preparing for a Disaster 5th grade 1010L
Digital Resources
NGSS Hub: Lessons aligned to the PEs in this unit
Students make a
claim about what
constitutes a weather
related hazard that
humans should be
prepared for.
Students analyze and
make a claim about
local weather-related
hazard solutions or
safety
recommendations.
What effect
do weather
related
hazards
have on
how people
live in
different
areas of the
world?
Explain/Evaluate
(students answer question in C-E- R format)
How Does Extreme Weather Affect People?
Class Discussion, Public charting or individual student
journal responses
Possible Learning Targets:
I can describe the effects of severe weather. (GQ7)
Unit 2: NGSS Earth & Space Science
Clover Park School District
Page 10
Grade 3
CPSD Science Curriculum Guide
2017 – 2018
A Teaching Sequence Towards Mastery of 3rd Grade Weather Concepts
Guiding Question 8: How Can People Reduce Extreme Weather
Science & Engineering
Practices
Damage?
Cross Cutting
Concepts
Engage
(eliciting background knowledge & misconceptions)
Performance Expectation (PE)
3-ESS3-1
Make a claim about the merit of
a design solution that reduces
the impacts of a weatherrelated hazard.*
Disciplinary Core Idea (DCI)
ESS3.B: Natural Hazards
A variety of natural hazards
result from natural processes.
Humans cannot eliminate
natural hazards but can take
steps to reduce their impacts. (3ESS3-1) (Note: This Disciplinary
Core Idea is also addressed by 4ESS3-2.)
How Can People Reduce Extreme Weather Damage?
Class Discussion, Public charting or individual student
journal responses
Explore
(resources not listed in “order of instruction”- simply optionsnot all materials must be used)
Readworks
The Heat is On
Watching the Weather
Recycling, Conservation and Global Warming
4th grade 770L
Digital Resources:
Better Lesson: Protect My Home
Better Lesson: The Weather House
NGSS Hub: Lessons aligned to the PEs in this unit
Engaging in
Argument from
Evidence
Students review
proposals for or actual
solutions designed to
protect humans from
hazardous natural
processes and collect
evidence to support
their argument for or
against the proposed
success of the
solution.
Cause
and Effect
How do
human
actions
affect the
weather?
Explain/Evaluate
(students answer question in C-E- R format)
How Can People Reduce Extreme Weather Damage?
Class Discussion, Public charting or individual student
journal responses
Possible Learning Targets:
I can create a solution to a weather-related hazard. (GQ8)
I can explain how my weather solution met the criteria/constraints given to me. (GQ8)
I can cite evidence that my weather solution met the criteria/constraints given to me. (GQ8)
I can evaluate how well my weather solution met the criteria/constraints given to me. (GQ8)
I can describe the effects of a change I made to my weather solution. (GQ8)
Unit 2: NGSS Earth & Space Science
Clover Park School District
Page 11