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  • 3rd Grade

    Weather and Climate

Students who demonstrate understanding can:

Performance Expectations

  1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. 3-ESS2-1

    Clarification Statement and Assessment Boundary
  2. Obtain and combine information to describe climates in different regions of the world. 3-ESS2-2

    Clarification Statement and Assessment Boundary
  3. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. 3-ESS3-1

    Clarification Statement and Assessment Boundary

A Peformance Expectation (PE) is what a student should be able to do to show mastery of a concept. Some PEs include a Clarification Statement and/or an Assessment Boundary. These can be found by clicking the PE for "More Info." By hovering over a PE, its corresponding pieces from the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts will be highlighted.

Science and Engineering Practices

Analyzing and Interpreting Data

Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

Engaging in Argument from Evidence

Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

Obtaining, Evaluating, and Communicating Information

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.

By clicking on a specific Science and Engineering Practice, Disciplinary Core Idea, or Crosscutting Concept, you can find out more information on it. By hovering over one you can find its corresponding elements in the PEs.

Planning Curriculum

Common Core State Standards Connections


  • 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. (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)


  • 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)

Model Course Mapping

First Time Visitors

Resources & Lesson Plans

  • More resources added each week!
    A team of teacher curators is working to find, review, and vet online resources that support the standards. Check back often, as NSTA continues to add more targeted resources.
  • Students analyze NASA wind speed climate data using a line plot graph. The lesson includes guiding questions to help students understand the basic functions of a line plot. It serves as an introduction to analyzing data and climate data in ge…

  • This lesson provides an engaging way for students to investigate different climates from around the world. The teacher prints postcards from "grandma" along with graphs of climates from five different regions. Students must interpret the…

  • This article outlines how student groups use multiple sources of information to learn about their assigned weather hazard: hurricanes, tornadoes, or thunderstorms. They then engage in the engineering design process, buildi…

  • This resource acts as a climate data warehouse in the form of graphs and tables for cities across the US, a linchpin for any three-dimensional climate unit. The resource is not written specifically for educators. Its sister web…

  • This resource allows students to observe and manipulate a wide variety of data sets on a world map. The weather/climate tab provides visual representations of climate data, but students can make other curricular connections as well. Students or te…

  • The book, Sky Notebook, introduces students to the concept of collecting weather data to observe patterns. The book is written by a scientist who measures daily weather and records his observations in a notebook. The book allows students …

  • Students are expected to collect and graph weather data, then analyze historical averages to develop an understanding of the difference between weather and climate.

  • In this engineering activity, students are challenged to design and construct a roof that will protect a cardboard house from getting wet.   The criteria and constraints for the design is that students need to develop a roofing syst…

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Planning Curriculum gives connections to other areas of study for easier curriculum creation.