Grade 3 Science Arizona standards Standards

Key concepts such as but not limited to, women’s rights, segregation, Native American rights and citizenship, internment and POW (prisoners of war) camps, migrants and farmworkers

Key concepts include but are not limited to conflicts over exploration, colonization, settlement, industrialism, and the 22 Arizona Indian Nations

Influential individuals and groups in the history and development of Arizona

Key events include but are not limited to statehood

Key concepts include but are not limited to explorers, settlers, trappers, missionaries, and colonizers

Key concepts include but are not limited to impact of prehistoric peoples, Native Americans, Latinx, African Americans, Asian Americans, and newcomers from the United States and world on art, language, architecture, mining, agriculture, and innovations

History

Key concepts include but are not limited to Paleo-Indians, explorers, settlers, farmers, immigrants, migrants, the 22 Arizona Indian Nations, plants, land use, and animals.

Key concepts include but are not limited to factors contributing to settlement, economic development, growth of major cities, major economic activities, and land use patterns

Key concepts include but are not limited to modification and adaptation of the environment by Paleo-Indians, Prehistoric-Indians, explorers, settlers, farmers, immigrants, migrants, and the 22 Arizona Indian Nations, and the use of Arizona’s natural resources.

Key concepts include but are not limited to distinct physical and cultural characteristics of Arizona including landforms, the 5C’s, climate zones, elevations, plants, animals, Arizona’s 22 Indian Nations, diverse ethnic, racial, and religious cultures

Key concepts include but are not limited to locating human features including major cities, counties, Hoover Dam, Roosevelt Dam, and state capital

Key concepts include but are not limited to locating physical features including the Grand Canyon, Mogollon Rim, Colorado River, Salt River, Gila River

Geography

Key concepts include but are not limited to the 5 C’s (copper, cattle, cotton, citrus, climate), ranching, mining, farming, and tourism.

Economics

Key concepts for Tribal governments include but are not limited to distinguishing between national, state, local, and tribal governments. understanding the services provided by tribal governments, their organization, and how leaders are chosen

Key concepts for local governments include but are not limited to distinguishing between state and local governments, knowing services local governments provide such as public safety, public transportation, education, recreation, explain how local government services are provided and paid for, describing how local government officials are chosen and who they are, explaining how people can participate in their local government, and explaining why it is important to participate in their local government

Key concepts for state government include but are not limited to distinguishing the difference between national and state governments, describing the major responsibilities of each branch, describing the important services state governments provide, describing how state government officials are chosen and who those current officials are, explaining how people can participate in their state governments, explaining why it is important that people participate in their state government, and understanding how state government services are paid for

Key concepts include but are not limited to respecting the rights of others, helping to promote the common good, and participating in government

Civics

DISCIPLINARY SKILLS AND PROCESSES

Life Sciences

Earth and Space Sciences

Physical Sciences

Concept: Algorithms and Programming (AP)

Subconcept: Algorithms (A)

Recognize and compare multiple algorithms for the same task and determine which are effective.

Subconcept: Control (C)

Create programs that include sequences, events, loops, and/or conditionals.

Subconcept: Modularity (M)

Decompose problems into smaller, manageable subproblems to facilitate the program development process.

Subconcept: Program Development (PD)

With teacher guidance, use an iterative process to plan the development of a program by including others' perspectives and considering user preferences.

Observe intellectual property rights and give appropriate attribution when creating or remixing programs.

Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.

With teacher guidance, students take on varying roles, when collaborating with peers during the design, implementation, and review stages of program development.

Describe choices made during program (procedure) development using code comments, presentations, and/or demonstrations.

Subconcept: Variables (V)

Create programs that use variables to store and modify data.

Civic virtues and democratic principles are key components of the American political system.

Describe civic virtues and democratic principles within a variety of government structures, societies, and/or communities within Arizona.

Use listening, consensus-building, and voting procedures to decide on and act in their classrooms.

An understanding of civic and political institutions in society and the principles these institutions are intended to reflect including knowledge about law, politics, and government are essential to effective citizenship.

Describe the origins, functions, and structure of the Arizona Constitution, local governments, and tribal governments

Describe ways in which people benefit from and are challenged by working together, including through families, school, workplaces, voluntary organizations, and government.

Concept: Computing Systems (CS)

Subconcept: Devices (D)

Identify how internal and external parts of computing devices function to form a system within a single device and hardware that connects to the device to extend capability.

Subconcept: Hardware and Software (HS)

Recognize that hardware (devices) and software (programs/apps) communicate in a special language that the computing system can understand.

Recognize that hardware (devices) can only accomplish the specific tasks the software (programs/apps) is designed to accomplish.

Subconcept: Troubleshooting (T)

Identify and use common troubleshooting strategies to solve simple hardware and software problems.

Concept: Data and Analysis (DA)

Subconcept: Collection, Visualization and Transformation (CVT)

Select tools from a specified list to collect, organize, and present data visually to highlight relationships and support a claim.

Subconcept: Inference and Models (IM)

Use a computational tool to draw conclusions, make predictions, and answer questions utilizing a specified data set.

Subconcept: Storage (S)

Recognize different file extensions.

A financially literate individual understands how to manage income, spending, and investment.

Describe and discuss industries and occupations that have shaped Arizona.

Identify various forms of earning income in the state of Arizona.

Identify positive and negative incentives that influence financial decisions people make to save and spend money.

Construct an explanation describing how the Sun is the primary source of energy impacting Earth systems.

By applying economic reasoning, individuals seek to understand the decisions of people, groups, and societies.

Explain how availability of resources affects decision making in Arizona with respect to water and other natural resources.

Describe how Arizona is connected to other states, Mexico, and other nations by movement of people, goods, and ideas.

The use of geographic representations and tools helps individuals understand their world.

Use and construct maps and graphs to represent changes in Arizona over time.

Human-environment interactions are essential aspects of human life in all societies.

Explain how people modify and adapt to the Arizona environment.

Examining human population and movement helps individuals understand past, present, and future conditions on Earth’s surface.

Describe the movement of people in and out of Arizona over time.

Global interconnections and spatial patterns are a necessary part of geographical reasoning.

Describe how Arizona has changed over time.

The development of civilizations, societies, cultures, and innovations have influenced history and continue to impact the modern world.

Utilize a variety of sources to construct a historical narrative exploring Arizona’s cultures, civilizations, and innovations.

Cycles of conflict and cooperation have shaped relations among people, places, and environments.

Use primary and secondary sources to generate questions about the causes and effects of conflicts and resolutions throughout Arizona’s history.

Examine how individuals and groups have worked together throughout Arizona’s history.

Economic, political, and religious ideas and institutions have influenced history and continue to shape the modern world.

Evaluate how individual rights, freedoms, and responsibilities can vary based on community, state, and nation.

Use primary and secondary sources to analyze the changes that have taken place in Arizona which could include the use of current events.

Concept: Impacts of Computing (IC)

Subconcept: Culture (C)

Identify computing technologies that have changed the world.

With teacher guidance, brainstorm ways to improve the accessibility and usability of technology products for the diverse needs and wants of users.

Subconcept: Social Interactions (SI)

Seek opportunities for local collaboration to facilitate communication and innovation.

Subconcept: Safety, Law, and Ethics (SLE)

Use material that is publicly available and/or permissible to use.

Develop and use models to explain that plants and animals (including humans) have internal and external structures that serve various functions that aid in growth, survival, behavior, and reproduction.

Plan and carry out investigations to demonstrate ways plants and animals react to stimuli.

Develop and use system models to describe the flow of energy from the Sun to and among living organisms.

Construct an argument from evidence that organisms are interdependent.

Concept: Networks and the Internet (NI)

Subconcept: Cybersecurity (C)

Identify real-world cybersecurity problems and how personal information can be protected.

Subconcept: Network, Communication, and Organization (NCO)

Model how information flows in a physical or wireless path to travel to be sent and received is sent and received through a physical or wireless path.

Ask questions and investigate the relationship between light, objects, and the human eye.

Plan and carry out an investigation to explore how sound waves affect objects at varying distances.

Develop and use models to describe how light and sound waves transfer energy.

Chronological reasoning requires understanding processes of change and continuity over time, which means assessing similarities and differences between historical periods and between the past and present.

Create and use a chronological sequence of related events to compare developments that happened at the same time.

Compare life in specific historical time periods to life today.

Generate questions about individuals and groups who have impacted history.

Thinking within the discipline involves the ability to identify, compare, and evaluate multiple perspectives about a given event to draw conclusions a given event since there are multiple points of view about events and issues.

Explain why individuals and groups have different points of view on the same event.

Historians and Social Scientists gather, interpret, and use evidence to develop claims and answer historical, economic, geographical, and political questions and communicate their conclusions.

Develop questions about Arizona history, geography, government, and economics.

Distinguish between primary and secondary sources.

Identify and use evidence that draws information from multiple sources to answer compelling questions about Arizona.

Compare information provided by various sources about Arizona.

Generate questions about multiple historical sources.

Construct arguments and explanations using reasoning, examples, and details from sources.

Present summaries of arguments and explanations using print, oral , and digital technologies.

Thinking within the discipline involves the ability to analyze relationships among causes and effects and to create and support arguments using relevant evidence.

Explain probable causes and effects of events.

Summarize the central claim in a secondary source.