3.

Weather and Climate

3.Weather and Climate
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.
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 lightning
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

Analyzing and Interpreting Data ESS2.D: Weather and Climate Patterns
Analyzing data in 3–5 builds on K–2 experiences and  Scientists record patterns of the weather across different  Patterns of change can be used to make
progresses to introducing quantitative approaches to times and areas so that they can make predictions about predictions. (3-ESS2-1),(3-ESS2-2)
collecting data and conducting multiple trials of qualitative what kind of weather might happen next. (3-ESS2-1) Cause and Effect
observations. When possible and feasible, digital tools should  Climate describes a range of an area's typical weather  Cause and effect relationships are routinely
be used. conditions and the extent to which those conditions vary identified, tested, and used to explain change.
 Represent data in tables and various graphical displays over years. (3-ESS2-2) (3-ESS3-1)
(bar graphs and pictographs) to reveal patterns that ESS3.B: Natural Hazards
indicate relationships. (3-ESS2-1)  A variety of natural hazards result from natural processes. -------------------------------------------------
Engaging in Argument from Evidence Humans cannot eliminate natural hazards but can take Connections to Engineering, Technology,
Engaging in argument from evidence in 3–5 builds on K–2 steps to reduce their impacts. (3-ESS3-1) (Note: This and Applications of Science
experiences and progresses to critiquing the scientific Disciplinary Core Idea is also addressed by 4-ESS3-2.)
explanations or solutions proposed by peers by citing relevant Influence of Engineering, Technology, and
evidence about the natural and designed world(s). Science on Society and the Natural World
 Make a claim about the merit of a solution to a problem  Engineers improve existing technologies or
by citing relevant evidence about how it meets the develop new ones to increase their benefits
criteria and constraints of the problem. (3-ESS3-1) (e.g., better artificial limbs), decrease known
Obtaining, Evaluating, and Communicating risks (e.g., seatbelts in cars), and meet societal
Information demands (e.g., cell phones). (3-ESS3-1)
Obtaining, evaluating, and communicating information in 3–5
builds on K–2 experiences and progresses to evaluating the -------------------------------------------------
merit and accuracy of ideas and methods. Connections to Nature of Science
 Obtain and combine information from books and other
reliable media to explain phenomena. (3-ESS2-2) 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-levels: K.ESS2.D (3-ESS2-1); K.ESS3.B (3-ESS3-1); K.ETS1.A (3-ESS3-1); 4.ESS2.A (3-ESS2-1); 4.ESS3.B (3-ESS3-1); 4.ETS1.A (3-ESS3-1);
5.ESS2.A (3-ESS2-1); MS.ESS2.C (3-ESS2-1),(3-ESS2-2); MS.ESS2.D (3-ESS2-1),(3-ESS2-2); MS.ESS3.B (3-ESS3-1)
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.3.1 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 –
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)
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 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.
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated
and reprinted with permission from the National Academy of Sciences.
May 2013 ©2013 Achieve, Inc. All rights reserved. 1 of 1