3rd Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : . 3 .1A Demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations including observing a schoolyard habitat

Identify verb(s) / Demonstrate; Observe / Bloom’s Taxonomy Level / Comprehension; Knowledge
Concept(s) / Safe practices in lab settings
Safe practices in outdoor investigations
Prior knowledge required/ supporting topic / Texas Safety Standards – know specifics for grade level
1.1.A and 2.1.A: Identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations including wearing safety goggles, washing hands, and using materials appropriately.
1.1.B: Recognize the importance of safe practices to keep self and others safe and healthy.
2.1.B: Describe the importance of safe practices.
Essential knowledge
(What students are expected to know and be able to do) / Choose safe practices in lab and outdoors environmentally sound practices.
Possible misconceptions / Incorporate Texas Safety Standards into curriculum.
Specific mention of schoolyard habitats, students might have misconceptions what to touch or not to touch.
Comments/ suggestions / Have parents and students sign a safety contract. A sample contract can be found at: http://k-12sciencetekssummit.wikispaces.com/
Texas Safety Standards information: http://www.utdanacenter.org/sciencetoolkit/safety/texas_safety.php


3rd Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : 3 .1B Make informed choices in the use and conservation of natural resources by recycling or reusing materials such as paper, aluminum cans, and plastics

Identify verb(s) / Make informed choices / Bloom’s Taxonomy Level / Application
Concept(s) / Conservation of natural resources
Recycling, reusing materials such as paper, aluminum cans, and plastics
Prior knowledge required/ supporting topic / Knowledge of natural resources, recycling, reusing, sorting, properties of materials,
1.1.C: Identify and learn how to use natural resources and materials including conservation and reuse or recycling of paper, plastic, and metals.
2.1.C: Identify and demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reuse or recycling of paper, plastic, and metal.
Essential knowledge
(What students are expected to know and be able to do) / Purpose of conservation and how choices made affect the environment and our resources.
Possible misconceptions / Paper, aluminum, plastic are only possible examples because of the “such as”.
Comments/ suggestions / Even though reducing is not listed, conservation is reducing the use of materials.


3rd Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : . 3 .2A Plan and implement descriptive investigations including asking and answering questions, making inferences, and selecting and using equipment or technology needed to solve a specific problem in the natural world

Identify verb(s) / Plan; Implement / Bloom’s Taxonomy Level / Synthesis; Application
Concept(s) / Scientific investigations
Prior knowledge required/ supporting topic / Knowledge of investigations, asking questions, making inferences, familiar with lab and safety equipment from previous grade level including hand lands, primary balances, thermometers.
Essential knowledge
(What students are expected to know and be able to do) / Knowledge/experience with investigations (hands on activities with purpose).
Ask and answer questions; Make inferences.
Selecting and using equipment or technology to solve problems in the natural world.
1.2.A: Ask questions about organisms, objects, and events observed in the natural world.
1.2.B: Plan and conduct simple descriptive investigations such as ways objects move.
2.2.A: Ask questions about organisms, objects, and events during observations and investigations.
2.3.B: Plan and conduct descriptive investigations such as how organisms grow.
Possible misconceptions
Comments/ suggestions / Don’t always have equipment ready, have students choose the equipment that would be appropriate for the experiment.
It may be uncomfortable for the teacher, but students must be allowed the opportunity to make those choices and discover why certain materials would be more effective for the investigation.


3rd Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : . 3 .2B Collect data by observing and measuring using the metric system and recognize differences between observed and measured data

Identify verb(s) / Collect ; Observe ; Measure; Recognize / Bloom’s Taxonomy Level / Application; Knowledge
Concept(s) / Collecting data
Observing and measuring using the metric system
Compare differences in observed and measured data using the metric system.
Prior knowledge required/ supporting topic / The ability to measure. Exploration with measurement. Collecting and recording data in journals. Vocabulary.
1.2.C: Collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools.
2.2.C: Collect data from observations using simple equipment such as hand lenses, primary balances, thermometers and non-standard measurement tools.
Essential knowledge
(What students are expected to know and be able to do) / Students must collect data by recording observations and measurements using the metric system and recognize the difference between the two. Must be able to correctly measure an object.
Possible misconceptions / Not being able to discriminate between standard and metric. In math, we use both units of measurement. This is the first year that metric measurement is required.
There could be issues with weight vs. mass.
Comments/ suggestions / Students need lot of exploration using measurement including length, temperature, and mass.
Focus on concrete differences between weight and mass. Mass is measured using a balance. Weight is measured using a scale.


3rd Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : 3 .2C Construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize, examine, and evaluate measured data

Identify verb(s) / Construct; Organize; Examine; Evaluate / Bloom’s Taxonomy Level / Synthesis; Analysis; Application; Evaluation
Concept(s) / Use maps, graphic organizers, tables, charts, bar graphs to organize, examine, and evaluate measured data.
(Interpreting charts and graphs)
Prior knowledge required/ supporting topic / Previous use of maps, graphic organizers, tables, charts, and bar graphs. Having experience creating a student made product on the computer.
1.2.D: Record and organize data using pictures, numbers, and words.
2.2.D: Record and organize data using pictures, numbers, and words.
Essential knowledge
(What students are expected to know and be able to do) / Create and interpret the correct maps, graphic organizers, tables, charts, and/or bar graphs for a set of measured data.
Possible misconceptions
Comments/ suggestions / Teachers may not realize, be familiar, or comfortable with using technology to accomplish this TEKS statement. Ensure students have the opportunity to use technology.
Show examples of incorrect data charts and graphs and have students identify problems.


3rd Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : . 3. 2D Analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations

Identify verb(s) / Analyze; Interpret / Bloom’s Taxonomy Level / Analysis; Application
Concept(s) / Patterns in data
Constructing reasonable explanations based on evidence
Prior knowledge required/ supporting topic / Observing and interpreting Patterns; Reasonable explanations
Vocabulary – increase, decrease, etc.
1.3.B and 2.3.B: Make predictions based on observable patterns.
Essential knowledge
(What students are expected to know and be able to do) / Using data, determine the pattern and explain what will happen next based on that information
Possible misconceptions
Comments/ suggestions / Not AAB, or square, circle, square patterns.
Using data to look at and determine patterns.


3rd Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : . 3 .2E Demonstrate that repeated investigations may increase the reliability of results.

Identify verb(s) / Demonstrate / Bloom’s Taxonomy Level / Comprehension
Concept(s) / Repeated investigations increase reliability
Prior knowledge required/ supporting topic / Experience with investigations and then repeating them for accuracy and reliability.
Prior TEKS: NONE
Essential knowledge
(What students are expected to know and be able to do) / To increase reliability, experiments should be tested over and over. And an experiment should be repeatable by other scientists.
Students need to practice and understand why it is important to repeat investigations.
Possible misconceptions
Comments/ suggestions / Because of the lack of time, teachers do not allow the repetition of investigations. Labs that are less time consuming should be integrated into the curriculum.
If lab is time-intensive, it is okay to pool class data.


3rd Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : . 3 .2F Communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion

Identify verb(s) / Communicate / Bloom’s Taxonomy Level / Synthesis
Concept(s) / Communicate valid conclusions through writing, drawing illustrations/diagrams and verbal discussion
Prior knowledge required/ supporting topic / Verbal discussions and the process of group sharing
Vocabulary – valid, conclusion
1.2.E; Communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations.
2.2.E: Communicate observations and justify explanations using student-generated data from simple descriptive investigations.
Essential knowledge
(What students are expected to know and be able to do) / Understand the term “conclusion”.
Given a set of data written or pictures, determine the correct conclusion from a set of conclusions.
Should be able to draw a picture or verbally discuss
Possible misconceptions / Students might not understand what a “valid” conclusion is.
Comments/ suggestions / Students might need a lot of practice with determining conclusions.


3rd Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : . 3 .3A In all fields of science, analyze, evaluate and critique scientific explanations by using empirical evidence, logical reasoning and experimental and observational testing, including examining all sides of the scientific evidence of those scientific explanations so as to encourage critical thinking by the student

Identify verb(s) / Analyze; Evaluate; Critique / Bloom’s Taxonomy Level / Analysis; Evaluation
Concept(s) / Critical thinking of scientific explanations
Examine all side of scientific evidence – point of view
Question everything
Prior knowledge required/ supporting topic / Vocabulary-to think critically
2.2.F: Compare results of investigations with what students and scientists know about the world.
Essential knowledge
(What students are expected to know and be able to do) / Using the information given…
What should investigation
Is the hypothesis…etc?
Question all ideas in science using logical reasoning and critical thinking
Generate hypotheses
Possible misconceptions / Student’s inability to use logical reasoning and to see other side to scientific arguments and theories.
Comments/ suggestions


3rd Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : . 3 .3B Draw inferences and evaluate accuracy of product claims found in advertisements and labels, such as for toys and food

Identify verb(s) / Infer; Evaluate / Bloom’s Taxonomy Level / Synthesis; Evaluation
Concept(s) / Product claims, advertisements, food or product labels.
Be able to draw inferences about them and evaluate accuracy of products based on their labels/advertisements.
Prior knowledge required/ supporting topic / Exposure to ads and reading products labels. Practice in drawing inferences.
Practice in drawing inferences
Prior TEKS: NONE
Essential knowledge
(What students are expected to know and be able to do) / Students need to be able to read and interpret or draw inferences from product labels an advertisements including television.
Possible misconceptions
Comments/ suggestions / Do not limit products to just toys and food because of the “such as”.
Students need practice using the information given from the label and not their opinions of a product or advertisements.


3rd Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : . 3 .3C Represent the natural world using models such as volcanoes or Sun, Earth, and Moon system, and identify their limitations including size, properties, and materials

Identify verb(s) / Represent; Identify / Bloom’s Taxonomy Level / Knowledge
Concept(s) / Use models to represent the natural world and determine the models limitations – size, properties, and materials.
Prior knowledge required/ supporting topic / Vocabulary – models, limitations
Experience observing models
Prior TEKS: NONE
Essential knowledge
(What students are expected to know and be able to do) / Choose a model that would represent the real world from the given information.
Possible misconceptions / Student may not be able to differentiate between real world and model or not understanding the limitations of models due lack to lack of exposure.
Comments/ suggestions / Include models of the natural world… not just volcanoes, Sun, Earth, Moon because of “such as”
Volcanoes and Sun, Earth, Moon system are included in the Earth and Space Science strand.


3rd Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : 3 .3D Connect grade level appropriate science concepts with the history of science, science careers and contributions of scientists

Identify verb(s) / Connect / Bloom’s Taxonomy Level / Application
Concept(s) / Grade appropriate use of history, careers, and contributions of scientist concerning the science concepts.
Prior knowledge required/ supporting topic / What is a scientist and what do they do?
1.3.C: Describe what scientists do.
2.3.C: Identify what a scientist is and explore what different scientists do.
Essential knowledge
(What students are expected to know and be able to do) / Know scientific history, careers and contributions of scientists.
Understand that people have jobs in science, where the information is coming from, and that people study this information to understand the world around us.
Possible misconceptions
Comments/ suggestions / Integrate the scientist responsible for the theory or concept being studied.
Have scientists and their contributions displayed around the school.


3rd Grade Strand: Scientific Investigation and Reasoning

2010 TEKS OBJ : 3 .4A Collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges. pan balances graduated cylinders, beakers spring scales, hot plates, meter sticks, compasses, magnets, collecting nets, notebooks, sound recorders, Sun, Earth, and Moon system models; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums

Identify verb(s) / Collect; Record; Analyze / Bloom’s Taxonomy Level / Knowledge; Analysis
Concept(s) / Use grade appropriate tools, gather information to support observations and materials to support observations of habitats of organisms.
Prior knowledge required/ supporting topic / 1.4.A: Collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as classroom demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as terrariums and aquariums.
2.4.A: Collect, record, and compare information using tools, including computers, hand lenses, rulers, primary balances, plastic beakers, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and stopwatches; weather instruments such as thermometers, wind vanes, and rain gauges; and materials to support observations of habitats of organisms such as terrariums and aquariums.
Essential knowledge
(What students are expected to know and be able to do) / Use tools and/or choose tools appropriate to gather certain information and observations.
Possible misconceptions
Comments/ suggestions / New tools for 3rd grade not in previous TEKS are microscopes, camera, metric rulers, Celsius thermometers, spring scales, graduated cylinders, hot plates, meter sticks, compasses, notebooks, sound recorders, models of the Sun, Earth, and Moon system, terrariums and aquariums.
Only use N to make measurements with spring scales.


3rd Grade Strand: Scientific Investigation and Reasoning