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Engineering, Technology, and Applications of Science (ETS)
3. Crosscutting Concepts (CCCs)
Patterns
Cause and Effect: Mechanism and Explanation
Scale, Proportion, Quantity
Systems and System Models
Energy and Matter
Structure and Function
Stability and Change
3rd Grade Content Standards
Physical Science
How do objects move and interact with other objects?
Priority Standard: WA.3.PS2
Use evidence and data to investigate and measure an object’s motion and how forces affect the motion of objects; use acquired understandings to show how magnetic forces can be used in engineering solutions.
Performance Expectations:
3-PS2-1
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
3-PS2-2
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
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 [Engineering]
Define a simple design problem that can be solved by applying scientific ideas about magnets.
Life Science
How do living things grow and develop over their lifetime?
Priority Standard: WA.3.LS1
Use modeling to show, compare, and contrast life cycle patterns.
Performance Expectations:
3-LS1-1
Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.
What makes living things look the way they do? How does appearance affect survival and reproduction?
Priority Standard: WA.3.LS3
Use evidence and data to show and explain inherited and acquired traits; apply understanding of traits to explain how variations can affect survival and reproduction.
Performance Expectations:
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 [ESE]
Use evidence to support the explanation that traits can be influenced by the environment.
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, finding mates, and reproducing.
How are characteristics, behaviors, and needs of living things related to their environments where they live?
Priority Standard: WA.3.LS4
Use evidence, data, and modeling to show and explain how characteristics and behaviors of living things are related to how well they can survive in their environment; use learned understandings to analyze solutions to problems caused by environmental changes.
Performance Expectations:
3-LS2-1
Construct an argument that some animals form groups that help members survive.
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 [Climate] [ESE]
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 [Engineering] [ESE]
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.
Earth and Space Sciences
What is weather and climate like in different places and how does it affect living things?
Priority Standard: WA.3.ESS2
Use research, data, and modeling to show and explain patterns in weather and climate.
Performance Expectations:
3-ESS2-1 [Climate] [ESE]
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
3-ESS2-2 [Climate]
Obtain and combine information to describe climates in different regions of the world.
Priority Standard: WA.3.ESS3
Use engineering thinking to compare and analyze solutions to weather related problems.
Performance Expectations:
3-ESS3-1 [Climate] [Engineering] [ESE]
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
Engineering, Technology, and Applications of Science
How do we engineer solutions to a problem?
Priority Standard: WA.3.ETS1
Use modeling, investigation, and data to design, test, and improve solutions to problems that can be solved through engineering; include criteria, constraints, and elements of fair tests.
Performance Expectations:
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Environmental and Sustainability Education
How do we work together to ensure a healthy environment and sustainable economy for future generations?
Priority Standard: WA.3.ESE.1
Through project-based learning, synthesize information from multiple sources about local ecological, social, and economic systems, collaborating with partners and tribes in ways that foster solutions to local environmental problems.
Performance Expectations:
3.ESE.1-1
Cite multiple sources and perspectives in an analysis of and presentation about environmental sustainability in the community, considering values at the individual, community, and tribal level.
3.ESE.1-2
Design an investigation on school grounds to gather, analyze, and present data about how the built environment of the school improves or reduces environmental quality (e.g. impacts on/benefits to water quality, air quality, biodiversity, waste).
3.ESE.1-3
Gather, analyze, and evaluate information, building the knowledge, attitudes, and understanding needed to demonstrate personal and civic responsibility for improved environmental sustainability at the local level.
Special Tags & Annotations
Throughout the standards, you’ll see special tags:
[Climate]: Direct or supporting connections to climate science and climate change understanding
[Engineering]: Includes engineering disciplinary core ideas and design processes
[ESE]: Supports Environmental and Sustainability Education standards implementation
Assessment Information
Washington Comprehensive Assessment of Science (WCAS)
Testing Grade for Elementary: Grade 5
Grade Band Covered: Tests all standards from grades 3-5
Format: Computer-based with multiple choice, technology-enhanced items, and short answer questions
Three-Dimensional Assessment: Tests all three dimensions (SEPs, DCIs, CCCs) in integrated performance expectations
The following curated resources from PBS LearningMedia align with Washington State’s 3rd grade NGSS requirements. Resources are organized by performance expectation.
Comprehensive collection from WGBH’s Design Squad Nation and Engineering is Elementary featuring activities and professional development resources aligned to NGSS engineering standards.
Teaching NGSS Engineering Design Through Media (Main Collection)
Environmental investigations and nature observations (adaptable for elementary).
NOVA Resources
NOVA Collection on PBS LearningMedia
Aligned to NGSS with videos, interactive resources, and lesson plans across multiple science topics. Organized by NGSS topics with teacher support materials.
Comprehensive collection of open educational resources and lesson plans aligned to state and national standards (includes some elementary-appropriate materials).
Tips for Using PBS LearningMedia Resources
Filter by Grade Level: Most collections allow filtering - look for K-2 and 3-5 grade bands
Adapt Middle School Resources: Many middle school resources can be simplified for advanced 3rd graders
Combine Resources: Use videos from one resource with lesson plans from another for comprehensive coverage
Professional Development: Watch the PD videos first to understand NGSS implementation
Check Alignments: Each resource lists specific NGSS standards it addresses
Free Access: All PBS LearningMedia resources are free with educator account registration
Additional Resource Discovery
Browse by Standard: Visit https://www.pbslearningmedia.org/subjects/science/ and use the standard alignment filters to find resources specifically aligned to individual 3rd grade NGSS performance expectations.
Last Updated: December 2024 Source: Washington State Office of Superintendent of Public Instruction PBS LearningMedia Resources Compiled: December 2024
Total Time: 15-20 hours Standards Covered: 3-PS2-1, 3-PS2-2, 3-PS2-3, 3-PS2-4
Overview
This unit explores how objects move and interact through forces, motion patterns, and magnetic/electric interactions. The student will conduct hands-on investigations, collect data, and apply learning to engineering design challenges.
Learning Approach
Adult Role: Facilitator and co-investigator (not lecturer)
Student Role: Active scientist conducting investigations
Format: Hands-on investigations with guided questions
Assessment: Portfolio of investigations, data, and designs
Unit Sequence
Recommended Order:
Balanced and Unbalanced Forces (3-PS2-1) - 4-5 hours
Motion Patterns (3-PS2-2) - 3-4 hours
Magnetic and Electric Forces (3-PS2-3) - 4-5 hours
Mark lines every 20 cm for 2 meters (or every 6 inches)
Label each line with distance
Student Prep (5 minutes)
What Student Does:
Help adult create measurement track with tape
Practice using stopwatch: start, stop, read time
Set up science notebook with:
Title: "Motion Patterns Investigation"
Data table template (adult provides)
INVESTIGATION SESSIONS
Session 1: Measuring and Graphing Motion (90 minutes)
Objective: Discover that regular motion creates predictable patterns that can be graphed.
Part 1: Introduction - Mystery Motion (10 minutes)
Activity:
Adult walks across room at steady, slow pace
Student closes eyes
Adult asks: "If I keep walking like this, where will I be in 5 more seconds?"
Student predicts by pointing
Adult continues walking, check prediction
Discussion:
"How did you make your guess?"
"I was moving in a pattern - steady speed"
"Today we'll use patterns to predict motion"
Part 2: Recording Position Over Time (30 minutes)
Investigation: Track where a rolling car is at each second
Setup:
Create ramp with book + ruler
Position at top of measurement track
Student gets stopwatch ready
Procedure (do 3 complete trials):
Roles:
Adult: Releases car at "Go", calls time every second ("1... 2... 3... 4... 5...")
Student: Marks where car is when each number is called OR records distance on pre-marked track
How to Mark Position:
Method A: Put small piece of tape where car is at each second
Method B: Record which distance line (20cm, 40cm, etc.) car is closest to
Need to display papers on refrigerator without making holes
How it works:
Uses magnetic attraction
Magnet sticks to metal refrigerator
Holds paper between magnet and fridge
Criteria (what it MUST do):
Hold at least one sheet of paper
Stick to refrigerator reliably
Easy to add and remove papers
Constraints (limitations):
Must be small enough to store easily
Can't scratch refrigerator surface
Must use magnetic force
Student Writes in notebook:
Problem: ___
Criteria (requirements): ___
Constraints (limitations): ___
Part 3: Choose Your Challenge (15-20 minutes)
CHALLENGE OPTION A: Magnetic Retrieval Tool
The Problem:
Small metal washers have fallen into a tall, narrow container (toilet paper tube or cup). Your hand won't fit inside. Design a tool to get the washers out using magnetic force.
Criteria (success requirements):
Must remove at least 5 washers from container
Can't reach fingers into container
Must use magnetic force to retrieve items
Constraints (limitations):
Materials: Choose from - magnets (1-2), string, tape, sticks/straws, paper clips
Time: 45 minutes to build
Tool must fit through container opening
CHALLENGE OPTION B: Magnetic Maze Game
The Problem:
Design an entertaining game where a player moves an object through a maze without touching the object directly.
Criteria (success requirements):
Object must navigate through complete maze (start to finish)
Player controls movement using magnet (not touching object)
Maze has at least 3 turns
Clear start and finish points
Constraints (limitations):
Materials: Cardboard (one piece), magnets (1-2), paper clips, markers, tape
Maze must fit on single piece of cardboard
Must work through cardboard thickness (magnet below, object above)
CHALLENGE OPTION C: Magnetic Separator
The Problem:
You have a mixed collection of magnetic and non-magnetic items that need to be sorted quickly for recycling.
Help with difficult tasks (cutting cardboard, holding while gluing)
Ask questions, don't give answers:
"Is that working the way you planned?"
"What do you want to try next?"
"Do you need to adjust anything?"
If Student Gets Stuck:
Adult asks:
"What's not working?"
"Why do you think that is?"
"What could you change?"
"Want to test this part before continuing?"
Encourage Problem-Solving:
It's okay if first try doesn't work
Engineers always make changes
Testing helps you improve
Mid-Build Testing (every 15-20 minutes):
Stop and test what's built so far
Does it work as expected?
Make quick adjustments
Continue building
Part 4: Document Build Process (10 minutes)
Student Takes:
Photos of design in progress
Photos of completed prototype
Notes any changes made from original plan
Write:
"Changes I made: ___"
"Why I made those changes: ___"
Session 3: Test and Improve (60-90 minutes)
Objective: Test prototype, collect data, make improvements.
Part 1: Initial Testing (25 minutes)
Test Against Each Criterion:
Student tests design and records:
Example for Retrieval Tool:
Criterion 1: Remove at least 5 washers
Test: Place 10 washers in tube, try to retrieve
Result: Retrieved ___ washers
Pass/Fail: ___
Evidence: ___
Criterion 2: Can't reach fingers in
Test: Can I solve it without using fingers?
Result: ___
Pass/Fail: ___
Criterion 3: Must use magnetic force
Test: Does design use magnetism?
Result: ___
Pass/Fail: ___
Adult Observes and Documents:
Take photos/video of testing
Record student's commentary
Note what works and what doesn't
Discussion After Testing:
"Did it meet all criteria?"
"What worked really well?"
"What didn't work as expected?"
"Why do you think that happened?"
Part 2: Identify Improvements (15 minutes)
Problem-Solving:
For each failed or weak criterion:
Student identifies: "The problem is ___"
Brainstorms: "I could fix it by ___"
Evaluates: "That would work because ___"
Create Improvement Plan:
Problem | Possible Solution | Why This Might Work
Magnet not strong | Use 2 magnets together | Stronger force
enough | |
String too short | Use longer string | Can reach deeper
Select Top 2-3 Improvements:
Choose most important fixes
Plan: What exactly will you change?
Part 3: Rebuild and Improve (30-40 minutes)
Modification Phase:
Student makes improvements:
Follows improvement plan
Makes changes to prototype
Tests frequently as modifications are made
Document Changes:
Photo of each modification
Write: What I changed and why
Adult's Role:
Provide encouragement
Remind: Engineers rarely get it perfect first time
Ask: "Is this working better?"
Part 4: Final Testing (15-20 minutes)
Official Test:
Test improved design against all criteria:
Conduct formal test
Record results (measurements, observations)
Compare to original test results
Data Comparison:
Criterion | Original Result | Improved Result | Better?
Remove 5 washers | Retrieved 3 | Retrieved 7 | YES! +4
[etc...] | | |
Calculate Improvement (if measurable):
Original: 3 washers retrieved
Improved: 7 washers retrieved
Improvement: +4 washers (133% increase)
Session 4: Present and Reflect (30-45 minutes) - Optional
Objective: Communicate design solution and reflect on learning.
Part 1: Create Presentation (20 minutes)
Student Prepares:
Display Board or Poster:
Title: [Name of Design]
Problem: What I was trying to solve
Solution: Photo of final design
How It Works: Diagram with labels
Results: Did it meet criteria?
Engineering Notebook:
Organized with all sections visible
Original ideas
Build photos
Test data
Improvements
Demonstration:
Practice showing how design works
Prepare to explain key features
Part 2: Present to Family (10-15 minutes)
Presentation Format:
Student explains:
"The problem was..."
"I used what I know about magnets to..."
"Here's how my design works..." (demonstration)
"My test results show..."
"The improvements I made were..."
"If I had more time, I would..."
Family Asks Questions:
Encourage genuine curiosity
Let student explain thinking
Celebrate the engineering process, not just success
Part 3: Reflection (10-15 minutes)
Student Writes (in notebook):
"Engineering Design Reflection"
The most challenging part was...
I'm most proud of...
What I learned about magnets that helped me:...
What I learned about engineering:...
Next time I would...
A new problem I want to solve:...
Discussion Questions (adult asks):
"How did being a scientist (learning about magnets) help you be an engineer?"
"What was different about engineering compared to science investigations?"
"When have you seen engineers solve problems in real life?"
COMPLETION CHECKLIST - Section 4
Student has completed when they have:
Identified chosen challenge with clear criteria and constraints
At least 3 brainstormed solution sketches
Detailed final design plan with materials list and steps
Built prototype following plan
Initial test results for all criteria documented
Identified specific improvements needed
Modified/improved prototype based on testing
Final test results showing comparison to initial test
Photos documenting build and test process
Presentation poster or display
Written reflection on engineering process
Can explain how magnetic force was used in solution
Time Investment:
Session 1: 45-60 minutes (defining problem)
Session 2: 90-120 minutes (design and build)
Session 3: 60-90 minutes (test and improve)
Session 4: 30-45 minutes (present and reflect) - optional
Total: 4-5 hours (or 5-6 hours with presentation)
OVERALL UNIT COMPLETION
Physical Science Portfolio
At unit completion, student should have:
Section 1 - Forces:
Data from push strength investigation
Graphs showing force vs. distance
Force diagrams (balanced and unbalanced)
Real-world force photos with explanations
Section 2 - Motion Patterns:
Position vs. time data tables
Motion graphs (at least 3 different patterns)
Prediction tests with accuracy calculations
Pattern documentation
Section 3 - Magnetism & Electricity:
Magnetic vs. non-magnetic test results
Pole interaction observations
Force-through-materials data
Magnet strength comparisons
Static electricity observations
Comparative analysis
Section 4 - Engineering:
Problem definition with criteria/constraints
Multiple solution sketches
Detailed design plan
Build documentation (photos)
Test data (initial and improved)
Improvement documentation
Final presentation
Total Time Investment
Section 1 (Forces): 4-5 hours
Section 2 (Motion): 3-4 hours
Section 3 (Magnetism/Electricity): 4-5 hours
Section 4 (Engineering): 4-6 hours
Grand Total: 15-20 hours
Recommended pace: 2-3 sessions per week = 4-6 weeks to complete
Check for students with pacemakers or medical devices
Establish "keep magnets away from electronics" rule
Prepare static electricity safety guidelines
Safety Guidelines:
MAGNET AND ELECTRICITY SAFETY
1. Never put magnets near computers, phones, or tablets
2. Keep magnets away from credit cards or ID badges
3. Small magnets are choking hazards - no mouth contact
4. Report any broken magnets immediately
5. For static electricity: Small sparks are normal and safe
6. Tell teacher if you have medical devices
Organize Materials:
Test all magnets (mark poles with stickers: R for red/north, B for blue/south)
Sort magnetic vs. non-magnetic items
Prepare static electricity materials
Create investigation kits for each group
Student Prep (40 minutes)
Student Tasks:
Magnet Organization (20 minutes):
Students sort and label:
Magnetic Items Bin: Paper clips, steel washers, screws, nails, scissors (metal)
Building materials: Craft stores, recycled materials, dollar stores
Testing equipment: School supply closet, borrow from upper grades
PARENT COMMUNICATION
Send Home Letter:
Dear Families,
We're starting an exciting unit on forces and motion! Your child will:
- Investigate how forces make objects move
- Explore magnets and static electricity
- Design and build solutions to engineering challenges
HOW YOU CAN HELP:
1. Save materials: Cardboard tubes, boxes, bottle caps
2. Explore at home: Refrigerator magnets, static electricity with balloons
3. Ask questions: "What forces do you see?" "How does that work?"
VOCABULARY TO PRACTICE:
- Force, push, pull, motion
- Balanced, unbalanced
- Attract, repel, magnetic
Watch for updates about our Engineering Showcase!
Thank you for supporting your child's learning!
End of Physical Science Guide
Total Guide: 15-20 hours of instruction Includes: Setup, instruction, practice, and assessment Aligned to NGSS 3-PS2-1, 3-PS2-2, 3-PS2-3, 3-PS2-4
