Older Resources. The resources have not yet been aligned with the 2009 revised K–12 science TEKS.

Snapshots and TEKS-Based Activity Starters: Grade 3 Science

Snapshots are ideas for classroom activities that address the intent of the Texas Essential Knowledge and Skills for Science. Snapshots may cover part of a TEKS statement, but not necessarily the whole statement. Snapshots represent one way, out of many possible ways, of addressing specific TEKS statements.

Each TEKS-Based Activity Starter is designed to be a nucleus of a lesson that focuses on a particular TEKS. These activity starters should be customized and enriched to fit your student population.

Assessments are multiple-choice items aligned to science Texas Essential Knowledge and Skills.

The TEKS for Science listed here are from Chapter 112. Texas Essential Knowledge and Skills for Science. Subchapter A. Elementary. §112.5. Science, Grade 3. (a) Introduction and (b) Knowledge and skills. The elementary TEKS for Science can be viewed and downloaded on the Texas Education Agency website or purchased in book form through our online catalog.

(a) Introduction.

(1) In Grade 3, the study of science includes planning and implementing simple classroom and field investigations to develop the skills of collecting information using tools such as a microscope, making inferences, communicating conclusions, and making informed decisions. Students also use computers and information technology tools to support scientific investigations.

(2) As students learn science skills, they identify the importance of components of the natural world including rocks, soils, water, and atmospheric gases. They observe the direction and position of objects as they are pushed and pulled, and movement of the Earth's surface as examples of change caused by a force. Students investigate magnetism and gravity. In addition, students explore organisms' needs, habitats, and competition with other organisms within their ecosystem.

(3) Science is a way of learning about the natural world. Students should know how science has built a vast body of changing and increasing knowledge described by physical, mathematical, and conceptual models, and also should know that science may not answer all questions.

(4) A system is a collection of cycles, structures, and processes that interact. Students should understand a whole in terms of its components and how these components relate to each other and to the whole. All systems have basic properties that can be described in terms of space, time, energy, and matter. Change and constancy occur in systems and can be observed and measured as patterns. These patterns help to predict what will happen next and can change over time.

(5) Investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations, and that methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.

(b) Knowledge and skills.

(3.1) Scientific processes. The student conducts field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices.

The student is expected to:

  1. demonstrate safe practices during field and laboratory investigations; and
  2. make wise choices in the use and conservation of resources and the disposal or recycling of materials.
(3.2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations.

The student is expected to:

  1. plan and implement descriptive investigations including asking well-defined questions, formulating testable hypotheses, and selecting and using equipment and technology;
  2. collect information by observing and measuring;
  3. analyze and interpret information to construct reasonable explanations from direct and indirect evidence;
  4. communicate valid conclusions; and
  5. construct simple graphs, tables, maps, and charts to organize, examine and evaluate information.
(3.3) Scientific processes. The student knows that information, critical thinking, and scientific problem solving are used in making decisions.

The student is expected to:

  1. analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;
  2. draw inferences based on information related to promotional materials for products and services;
  3. represent the natural world using models and identify their limitations;
  4. evaluate the impact of research on scientific thought, society, and the environment; and
  5. connect Grade 3 science concepts with the history of science and contributions of scientists.
(3.4) Scientific processes. The student knows how to use a variety of tools and methods to conduct science inquiry.

The student is expected to:

  1. collect and analyze information using tools including calculators, microscopes, cameras, safety goggles, sound recorders, clocks, computers, thermometers, hand lenses, meter sticks, rulers, balances, magnets, and compasses; and
  2. demonstrate that repeated investigations may increase the reliability of results.
(3.5) Science concepts. The student knows that systems exist in the world.

The student is expected to:

  1. observe and identify simple systems such as a sprouted seed and a wooden toy car; and
    2. TEKS-Based Activity Starters:
  2. observe a simple system and describe the role of various parts such as a yo-yo and string.
    Snapshot:
    • Observe and manipulate a flashlight, toy car, or toy truck. Identify and describe parts and their functions.
    TEKS-Based Activity Starters:
(3.6) Science concepts. The student knows that forces cause change.

The student is expected to:

  1. measure and record changes in the position and direction of the motion of an object to which a force such as a push or pull has been applied; and
    Snapshot:
    • Use a launcher to push with the same force toy cars with different masses and record the distance the toy cars move. Have students brainstorm the relationship between the mass of the toy car and the distance it moves.
    TEKS-Based Activity Starter:
  2. identify that the surface of the Earth can be changed by forces such as earthquakes and glaciers.
    Snapshot:
    • Place a handful of sand or soil on a sheet of paper on which a 6-inch diameter circle has been drawn. Move the set-up to the center of a flat student desk or lab table. Have students pound on the table and record how the sand or soil behaves. Have the students repeat this activity by pounding on the desk with a different amount of force.
(3.7) Science concepts. The student knows that matter has physical properties.

The student is expected to:

  1. gather information including temperature, magnetism, hardness, and mass using appropriate tools to identify physical properties of matter; and
    Snapshots:
    • Test various metal objects—such as a penny, aluminum foil, brass screws, metal thimble, metal bottle caps, or steel paper clips—with a magnet. Gather information about which objects respond to the magnet.
    • Test various materials—such as a wood block, chalk, crayon, rubber eraser, bar of soap, or a block of steel—for hardness by scratching them with a tool like a nail. Rank the materials from softest to hardest.
  2. identify matter as liquids, solids, and gases.
(3.8) Science concepts. The student knows that living organisms need food, water, light, air, a way to dispose of waste, and an environment in which to live.

The student is expected to:

  1. observe and describe the habitats of organisms within an ecosystem;
    Snapshot:
    • Make a water ecosystem with plants, such as elodea, and small animals, such as guppies and snails. Observe and describe the habitat within that system.
  2. observe and identify organisms with similar needs that compete with one another for resources such as oxygen, water, food, or space;
    Snapshot:
    • Set up an aquarium with three different types of fish to observe how they compete for resources. Check with a pet store to make sure the fish are compatible.
    TEKS-Based Activity Starters:
  3. describe environmental changes in which some organisms would thrive, become ill, or perish; and
  4. describe how living organisms modify their physical environment to meet their needs such as beavers building a dam or humans building a home.
    TEKS-Based Activity Starter:
(3.9) Science concepts. The student knows that species have different adaptations that help them survive and reproduce in their environment.

The student is expected to:

  1. observe and identify characteristics among species that allow each to survive and reproduce; and
    Snapshot:
    • Use one cup of dry cat food that has three or more different colors of kibble. Spread the cat food over a 5-meter by 5-meter area. The food represents different species of animals, and the students represent predators. Give the students 20 seconds to pick up as many of the pieces of cat food as possible. Discuss why certain colors of food were more easily gathered.
    TEKS-Based Activity Starters:
  2. analyze how adaptive characteristics help individuals within a species to survive and reproduce.
    Snapshot:
    • Make a small terrarium containing an animal that is difficult to see because of its use of camouflage. Have students brainstorm why it is difficult to see the animal.
(3.10) Science concepts. The student knows that many likenesses between offspring and parents are inherited from the parents.

The student is expected to:

  1. identify some inherited traits of plants; and
    Snapshot:
    • On a field investigation, have students observe plants and their offspring, such as a grove of oak trees or a field of dandelions. Identify traits that the offspring have in common with adults.
  2. identify some inherited traits of animals.
    Snapshot:
    • Show students pictures of young animals and their parents. Identify traits that the offspring have in common with the parents.
(3.11) Science concepts. The student knows that the natural world includes earth materials and objects in the sky.

The student is expected to:

  1. identify and describe the importance of earth materials including rocks, soil, water, and gases of the atmosphere in the local area and classify them as renewable, nonrenewable, or inexhaustible resources;
  2. identify and record properties of soils such as color and texture, capacity to retain water, and ability to support the growth of plants;
    Snapshot:
    • Plant bean seeds in samples of soil from various sites around the community. Observe the color and texture of the soil samples, the amount of water that appears in the bottom of the flower pot tray, and the number of seeds that germinate.
  3. identify the planets in our solar system and their position in relation to the Sun; and
    Snapshot:
    • Create models of the solar system to show the order of the planets from the sun.
  4. describe the characteristics of the Sun.
    Snapshot:
    • Using a variety of pictures of the sun, have students record their observations about the sun's characteristics. Make sure to include pictures that show sunspots and solar flares.