Grade 3

Teacher Notes Notes

Science Teacher

General Information
Purpose of this document:
These notes were developed to help teachers understand the depth and breadth of the standards.
In some cases, information provided in this document goes beyond the scope of the standard and
can be used for background and enrichment information. Please remember that the goal of science
teaching is to have students engage with the content by incorporating all 3 dimensions of science
into each lesson. Also, teachers should utilize phenomena to provide students with real-world
problems that can be figured out and eventually explained, argued, modeled, or investigated. (Note:
The standards provide the minimum expectation of student learning outcomes and performances.
This document is intended to provide background information for teachers and parents.)

Within this document you will find the following information:

1. Background information for the 3-dimensions of science teaching:

a. Science and engineering practices (SEPs) are the activities that scientists do as
part of their work. Teachers need students to engage in the work just as scientists
would. This means that teachers need to engage students in science, and they do that
by incorporating the science and engineering practices into each lesson that students
engage with. This involves students in the work of scientists and allows students to
build knowledge while gaining an understanding of the purpose of science.
b. Crosscutting concepts (CCCs) are the concepts that span all science disciplines and
classes. The CCCs can function as lenses that students use to view phenomena,
scaffolding to build new knowledge around, and a way to activate prior knowledge.
c. Disciplinary core ideas (DCIs) are the things that have been considered content in
the past. These core ideas are addressed throughout a student’s K-12 school career
and build in complexity as students continually encounter each core idea.
2. Phenomena examples
3. Initial student ideas - All students come into classes with prior knowledge that act as
building blocks for students to build their knowledge on. Sometimes this prior knowledge is an
inaccurate representation of the world around them and, in the past, this has been called a
misconception. However, we now know, that these misconceptions are just a facet of student
learning that still work as building blocks and need to be approached as something to build
from rather than replace. So, in the future we will refer to this as a facet of student learning
and the ideas as potential initial student ideas.

More information about 3-dimensional science teaching is available using the links below:
Georgia Department of Education
THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE

9.17.2022 Page 1 of 24
 • GaDOE Science webpage
• Science and Engineering Practices Appendix
• Crosscutting Concepts Appendix
• Guide for Effective Science Instruction for All Students
• GSTA Phenomena Bank

Teacher notes
3rd Grade Standards
Earth and Space Science
Earth and space sciences investigate processes that operate on Earth and address its place in the
solar system and in the galaxy. In 3rd Grade, this is based upon recognizing patterns in rocks, soil,
and fossils that help us classify these Earth materials by their observable physical attributes.
Therefore, students will be investigating rocks and minerals, soil, weathering and erosion, and fossils.

S3E1. Obtain, evaluate, and communicate information about the physical

attributes of rocks and soils.

Background:
The science and engineering practice in the standard is to obtain, evaluate, and communicate
information. This is the overarching science and engineering practice for each of the standards. The
goal of this science and engineering practice is for students to obtain information, evaluate
information, and then communicate information. Below, each of the elements has its own science
and engineering practice.
A rock is made up of minerals. Rocks have physical attributes that can be observed. A mineral is a
pure and naturally occurring substance. Soil is a naturally occurring material partly made up of
weathered rocks and once living organisms. Weathering breaks larger rocks into smaller rocks and
erosion carries rocks and soil and deposits it in another location. Water and/or wind are two factors
that change rock and soil.
Consider the following vocabulary terms that students should encounter as they build core
idea understanding. Vocabulary should be taught in context with new terms encountered by
students as they work to figure out a phenomenon. This list may not be all inclusive of the
terms that students could learn associated with this standard.
● rock ● luster
● mineral ● texture
● soil ● hardness
● sand ● erosion
● clay ● weathering
● loam

Georgia Department of Education

THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE

9.17.2022 Page 2 of 24
 S3E1. Obtain, evaluate, and communicate information about the physical
attributes of rocks and soils.
a. Ask questions and analyze data to classify rocks by their physical attributes (color,
texture, luster, and hardness) using simple tests. (Clarification statement: Mohs scale
should be studied at this level. Cleavage, streak and the classification of rocks as
sedimentary, igneous, and metamorphic are studied in sixth grade.)

Background:
Rocks are part of the Earth's system called the geosphere. This earth material also interacts and is
affected by Earth's water (hydrosphere), wind (atmosphere), and plants and animals (biosphere).
Rocks have different physical attributes that can be tested and described.
One of the attributes we used to describe a mineral is its hardness. A mineral’s hardness is its
relevant resistance to scratching. One tool we use to measure a mineral’s hardness is the Mohs
Hardness Scale. To test for hardness, a student will need to scratch the mineral sample against
another substance of known hardness on the Mohs Hardness Scale. The higher the number on the
scale the harder the mineral. Diamonds are the hardest minerals and Talc is the softest. This tool
can be helpful when trying to identify and classify minerals.

Image: National Park Service

Luster is another attribute of rocks and minerals that can be easily observed. Luster is the way a
rock or mineral reflects light and can be described as metallic or nonmetallic. Metallic rocks and
minerals have a metal-like appearance and reflect light; meaning that light bounces off the rock or
mineral sample giving it a shiny appearance. Nonmetallic rocks and minerals do not reflect light and
can be described as having a dull, glassy, or murky appearance. Translucent rocks and minerals will
look murky and allow the light to slightly pass through. Opaque minerals, or those that cannot be
seen through, may be reflective of the light. A flashlight or other type of light source can help
students observe this attribute in rocks and minerals. Students may have difficulty determining the
luster of a rock or mineral. Teachers may need to demonstrate or guide students to support their
learning of this attribute.

Georgia Department of Education

THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE

9.17.2022 Page 3 of 24
Another easily observable attribute for rocks and minerals is texture. The texture of a rock is the size,
shape, and arrangement of the grains or crystals.
Rocks and minerals are also described by their color(s).
Rocks found in Georgia’s geographic regions have different physical attributes (color, texture, luster,
and hardness).
Potential initial student ideas:
• All rocks are the same.
• Rocks do not have identifiable physical characteristics that set them apart from one another.

Science and Engineering Practice:

Students should be examining different rocks and asking questions about similarities and differences
in the rocks. Then students should be using simple test to obtain information in the form of data about
the different rock samples. Then students can use that data to sort rocks into categories based on
physical characteristics.
Crosscutting concepts:
● Structure and Function
● Patterns
● Energy and Matter
Phenomenon examples:
• Rock hunt

Georgia Department of Education

THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE

9.17.2022 Page 4 of 24
 S3E1. Obtain, evaluate, and communicate information about the physical
attributes of rocks and soils.
b. Plan and carry out investigations to describe properties (color, texture, capacity to
retain water, and ability to support growth of plants) of soils and soil types (sand, clay,
loam).

Background:
Soil is also part of Earth’s geosphere. This earth material also interacts and is affected by Earth's
water (hydrosphere), wind (atmosphere), and plants and animals (biosphere). Soil is a complex mix of
materials: minerals, air, water, and organic matter- decaying remains of once living organisms which
form on the land surface and can support the growth of plants. There are several types of soil. In
third grade, students investigate and describe the properties of 4 types: sand, silt, clay, and loam.

Type Soil Properties Example

Sand ● Color - Various colors depending on the material

contained in the sand.
● Texture - Coarse
● Capacity to retain water - Allows water to pass
through quickly
● Capacity to support growth of plants: plants have
a difficult time obtaining enough nutrients since
this type of soil retains little water.

Silt ● Color - Various colors depending on the material

contained in the silt
● Texture - particles are smaller than sand and
larger than clay and the texture could be a
combination of coarse to smooth.
● Capacity to retain water- retains water very well
● Capacity to support growth of plants: plants can
grow well in silt because silt retains water and is
nutrient rich.

Georgia Department of Education

THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE

9.17.2022 Page 5 of 24
 Clay ● Color - Varies depending on the material in its
composition.
● Texture - particles in this type of soil are very
small and the texture may feel smoother than
sand and loam.
● Capacity to retain water - difficult for water to
pass through quickly. This type of soil retains
water.
● Capacity to support growth of plants: Difficult
because the soil retains the water it may be
difficult for the plant to obtain it in order to support
its growth and development.

Loam Loam is composed of sand, clay, and humus. Humus is

organic matter made of once living organisms.
● Color – Varies depending on the material in its
composition
● Texture - particles in the soil vary in size
depending on its composition but it will feel not as
coarse as sand and not as smooth as clay.
● Capacity to retain water - allows water to pass
through slowly
● Capacity to support growth of plants: Plants have
an easier time accessing the nutrients they need
in order to support their growth and development.

Soil particle sizes vary depending on the type. These particle sizes determine the soil texture and its
ability to retain water. Sand has large particles and lets water pass through it quickly. Clay has small
particles and retains water very well. Loam has various sizes of particles thus creating space in
between the particles. Water drains slowly in the loam. Soil types can vary depending on the
geographic region or location. More than one type of soil can be found in a geographic region or
location.

Region Soil Type

Appalachian Plateau Thin, acidic soil

Valley and Ridge Soil in the highlands or ridges is thin and acidic like the
soil in the Appalachian Plateau. Soil in the lowlands or
valleys is rich in minerals and organic material.

Blue Ridge Mountains Soil is loamy: a mixture of clay, silt, and sand. It is
acidic, well drained, and brown in color.

Georgia Department of Education

THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE

9.17.2022 Page 6 of 24
 Piedmont Soil is mostly clay and red in color

Coastal Plain A wide variety of soil is found in the Coastal Plain

region. Upper Coastal plain soil contains less organic
matter than the piedmont region.
The lower coastal plain’s soil contains more sand and
is nutrient poor.

Potential initial student ideas:

• Sand retains a lot of water.
• All soil will allow plants to grow.

Science and Engineering Practice:

Students need ample opportunities to collaborate with their peers to plan and carry out investigations
to observe and collect data on the different types of soil and their attributes. Students should then
communicate their findings with their class.
Students can be given samples of various types of soil and be asked to plan an investigation to find
out how much water the soil can hold and make observations about the different soils color and
texture.
Crosscutting concepts:
● Structure and Function
● Patterns
● Energy and Matter
Phenomenon examples:
• Trees cannot grow in sand
• What would happen to Georgia red clay if it was at the beach?

Georgia Department of Education

THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE

9.17.2022 Page 7 of 24
 S3E1. Obtain, evaluate, and communicate information about the physical
attributes of rocks and soils.
c. Make observations of the local environment to construct an explanation of how
water and/or wind have made changes to soil and/or rocks over time. (Clarification
statement: Examples could include ripples in dirt on a playground and a hole formed
under gutters.)

Background:
Water and wind can play a major role in changing soil and rocks over time. Evidence of changes in
rocks and soil can be readily observed. It is important that students observe these in their local area.

Weathering process in which rock is worn down

into smaller and smaller pieces.

Erosion when weathered rock and soil is

moved from its original location.

Potential initial student ideas:

• Water and wind do not make changes to the environment.
• Water makes more changes than wind.
• Nothing can break rocks down.
• Changes that water and wind cause happen quickly.

Science and Engineering Practices

Students should collaboratively plan and carry out investigations with their peers in which they collect
data about the changes they observe occurring in their local area like the schoolyard. The data
collected should be used to help them explain if wind and/or water made the changes to the area.

Georgia Department of Education

THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE

9.17.2022 Page 8 of 24
Crosscutting Concepts:
● Cause and Effect
● Energy and Matter
Phenomenon examples:
• Erosion on the school grounds or in the local community

S3E2. Obtain, evaluate, and communicate information on how fossils provide

evidence of
past organisms.

Background:
The science and engineering practice in the standard is to obtain, evaluate, and communicate
information. This is the overarching science and engineering practice for each of the standards. The
goal of this science and engineering practice is for students to obtain information, evaluate
information, and then communicate information. Below, each of the elements has its own science
and engineering practice.
● Fossils can be compared to one another and to living organisms. Some organisms that lived
long ago are similar to living organisms of today and some are very different.
● Fossils can tell us what the environment was like long ago.

Consider the following vocabulary terms that students should encounter as they build core
idea understanding. Vocabulary should be taught in context with new terms encountered by
students as they work to figure out a phenomenon. This list may not be all inclusive of the
terms that students could learn associated with this standard.
● Fossil
● Organisms
● Past
● Sediment
● Rock
● Environment
● Evidence

Georgia Department of Education

THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE

9.17.2022 Page 9 of 24
 S3E2. Obtain, evaluate, and communicate information on how fossils provide
evidence of past organisms.
a. Construct an argument from observations of fossils (authentic or reproductions) to
communicate how they serve as evidence of past organisms and the environments in
which they lived.

Background:
A fossil is evidence of past life. They provide evidence of the environment, activities, origins, and
physical attributes of organisms of long ago. For example, a fossilized fish skeleton found in a desert
indicates that the environment of the area in which the fossil was discovered was once covered by
water. Scientists study fossils to learn about living organisms that no longer exist and the environment
in which they existed.
Fossils can be compared to each other as well as to living organisms. Some fossils will look very
similar to living organisms of today while others look different.
Teachers Note: Fossils are not actually the organisms but rather impressions left over from the
organisms being in that space. Fossils can be considered molds or casts. Molds are when the
organism died into soft sediment and an impression of the organism is left behind once it
decomposes. Casts are when the impression of the organism is filled in with dirt, leaves and other
sediment that hardens into rock leaving behind a cast of the organism. This is not required
knowledge for 3rd grade students but may assist in answering questions that students may have.
Potential initial student ideas:
• Fossils are the actual bones of organisms from the past.
• All fossils are from the same time period.

Science and Engineering Practice:

Students should be given opportunities to observe authentic fossils or reproduction of fossils to collect
evidence to support a scientific argument about the fossil and the environment in which they once
lived.
Students can use their observations of fossils as evidence to support their argument about how
organisms lived in the past.
Crosscutting concepts:
● Cause and Effect
● Systems and System Models

Phenomenon examples:
• Observation of fossils that lived in different environments (terrestrial or aquatic)

Georgia Department of Education

THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE

9.17.2022 Page 10 of 24
 S3E2. Obtain, evaluate, and communicate information on how fossils provide
evidence of past organisms.
b. Develop a model to describe the sequence and conditions required for an organism
to become fossilized. (Clarification statement: Types of fossils (cast, mold, trace, and
true) are not addressed in this standard.)

Background:
Most fossils are the hard parts of an organism like the bones, teeth, or shell. As organisms from long
ago decayed, their soft tissues decayed leaving harder parts as remains. These remains or evidence
of the organism such as footprints were covered by sediments. The remains became a part of the
sediment and over millions of years, more sediment covered them, and the minerals dissolved and
turned into a rock.
Potential initial student ideas:
• The process of turning an organism into a fossil is quick.
• All organisms that die become a fossil.

Science and Engineering Practice:

Students need to develop a model of how fossils are formed. This model can be revised as new
learning has occurred so that it represents the students' claim about the formation of fossils.
Crosscutting concepts:
● Cause and Effect
● Systems and System Models
Phenomenon examples:
• An organism becoming fossilized in different environments

Georgia Department of Education

THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE

9.17.2022 Page 11 of 24
Physical Science
Physical science in 3rd grade is all about heat energy. Students will be investigating sources of heat,
measuring heat, heat from sunlight, and transfer of heat energy.

S3P1. Obtain, evaluate, and communicate information about the ways heat
energy is transferred and measured.

Background:
The science and engineering practice in the standard is to obtain, evaluate, and communicate
information. This is the overarching science and engineering practice for each of the standards. The
goal of this science and engineering practice is for students to obtain information, evaluate
information, and then communicate information. Below, each of the elements has its own science
and engineering practice.
One way that energy transfers is by heat. Heat transfer (or related phenomena) can be observed,
measured, and controlled in several ways. At this level, these ideas are developed mainly using
observation. Heat is energy being transferred due to a difference in temperature between objects;
heat is not a property of matter, such as mass. Those objects can be solid, liquid, or gas. Heat energy
will travel from warmer to cooler objects. So, when a door or window is open on a warm day and
someone says, “Close the door, you are letting the cold air out,” it is really the warm air coming inside
instead of the cool air going out the open door or window.
Consider the following vocabulary terms that students should encounter as they build core
idea understanding. Vocabulary should be taught in context with new terms encountered by
students as they work to figure out a phenomenon. This list may not be all inclusive of the
terms that students could learn associated with this standard.
● heat
● temperature
● conductor
● insulator
● friction
● thermometer

Georgia Department of Education

THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE

9.17.2022 Page 12 of 24
 S3P1. Obtain, evaluate, and communicate information about the ways heat
energy is transferred and measured.
a. Ask questions to identify sources of heat energy. (Clarification statement: Examples
could include sunlight, friction, and burning.)

Background:
Heat is a type of energy. Many things and processes give off heat - a lamp, televisions, computers,
the sun, people, animals, rubbing your hands together, etc. Friction is the rubbing of one surface
against another. Friction makes the objects warmer. The harder the rubbing, the warmer the objects
feel.
Potential initial student ideas:
• Heat is not energy.
• Friction is not a source of heat.

Science and Engineering Practice:

Students should have ample opportunities to observe and ask questions about different sources of
heat.
Crosscutting concepts:
● Energy and Matter
● Cause and Effect
Phenomenon examples:
• Where does heat come from?
• Rubbing hands together, what else gives off heat?

Georgia Department of Education

THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE

9.17.2022 Page 13 of 24
 S3P1. Obtain, evaluate, and communicate information about the ways heat
energy is transferred and measured.
b. Plan and carry out an investigation to gather data using thermometers to produce
tables and charts that illustrate the effect of sunlight on various objects. (Clarification
statement: The use of both Fahrenheit and Celsius temperature scales is expected.)

Background:
The sun is the energy source of the Earth. Sunlight warms the land, air, and water. One way that we
measure heat is to use a thermometer. A thermometer is a tool that measures temperature.
Temperature is how hot or cold something is. Two of the measurement scales that we use to
measure temperature are Fahrenheit and Celsius. The Fahrenheit scale is named after Daniel
Gabriel Fahrenheit, a Dutch physicist, and is the most common scale in the United States. In the
Fahrenheit scale, the freezing point for water is 32°F and the boiling point is 212 °F (This is for
teacher background knowledge only). The Celsius scale is named after Anders Celsius, a Swedish
astronomer, physicist, and mathematician, and is the most common temperature scale in the world.
In the Celsius scale, the freezing point of water is 0°C and the boiling point is 100°C (This is for
teacher background knowledge only). It is important that students practice reading a thermometer
using both scales.
If an object is not in direct sunlight, it will feel cooler than an object in direct sunlight.
Potential initial student ideas:
• The sun warms different objects equally.

Science and Engineering Practice:

Students should collaboratively plan and carry out investigations with their peers in which they collect
data using a thermometer. Students then need to create tables and charts using the data collected
during the investigations.
These investigations can be done using paper of various colors or fabrics of various colors. The
paper or fabric can be placed in the sun and in the shade and then a thermometer used to gather
data to find patterns in the temperature differences. Students can then begin thinking about what
caused the patterns in the temperature differences.
Crosscutting Concept:
● Energy and Matter
● Cause and Effect
● Patterns

Phenomenon examples:
• Does the color of an object effect the temperature when in the sun?
• Sun or shade- which is warmer?
Georgia Department of Education
THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE

9.17.2022 Page 14 of 24
 S3P1. Obtain, evaluate, and communicate information about the ways heat
energy is transferred and measured.
c. Use tools and everyday materials to design and construct a device/structure that
will increase/decrease the warming effects of sunlight on various materials.
(Clarification statement: Conduction, convection, and radiation are taught in upper
grades.)

Background:
Some objects will keep items warm or cool. Conductors are materials that allow the transfer of
energy freely. Insulators are materials that slow down or sometimes stop the flow of energy. An
important concept for this element is that energy moves from warm areas to cool areas. This
phenomenon is seen every day and is a problem that many items have been invented to solve. A few
examples are insulating cups, insulated bags, foam containers, etc. Tools like a thermometer can be
used to provide data to determine if the device or structure keeps something warm or keeps
something cool when in the sun.
Potential initial student ideas:
• A jacket keeps the cold out.
• An insulated cup keeps the cold in.

Science and Engineering Practice:

Students need opportunities to investigate which materials will slow down or increase the rate of
energy transfer by heat. Data can be collected using a thermometer.
Crosscutting Concept:
● Energy and Matter
● Cause and Effect
Phenomenon examples:
• How to slow an ice cube melting in a cup.

Georgia Department of Education

THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE

9.17.2022 Page 15 of 24
Life Science
Life Science in 3rd grade is about observing the world around us. Third grade students begin to
explore the plants and animals of the geographic regions of Georgia. Students will explore the
habitats of Georgia, similarities and differences in plants and animals found in Georgia, adaptations of
plants and animals and the effects of humans and pollution on the environment.

S3L1. Obtain, evaluate, and communicate information about the similarities and
differences between plants, animals, and habitats found within geographic
regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and
Appalachian Plateau) of Georgia.

Background:
The science and engineering practice in the standard is to obtain, evaluate, and communicate
information. This is the overarching science and engineering practice for each of the standards. The
goal of this science and engineering practice is for students to obtain information, evaluate
information, and then communicate information. Below, each of the elements has its own science
and engineering practice.
Georgia has five geographic regions that have distinct features such as the landforms, rocks, and
soil. The climate of each region can vary as well. These factors determine where animals and plants
live. Plants and animals must live in an area where their needs can be met in order for them to grow
and reproduce. Plants need the right amount of sunlight, air, water, nutrients from the soil, and space
in order to meet its needs. Animals need shelter, food, air, and water in order to survive.

Consider the following vocabulary terms that students should encounter as they build core
idea understanding. Vocabulary should be taught in context with new terms encountered by
students as they work to figure out a phenomenon. This list may not be all inclusive of the
terms that students could learn associated with this standard.
● habitat
● adaptation
● mimicry
● hibernation
● camouflage
● migration
● feature
● organism
● external features

Georgia Department of Education

THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE

9.17.2022 Page 16 of 24
 S3L1. Obtain, evaluate, and communicate information about the similarities and
differences between plants, animals, and habitats found within geographic
regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge,
and Appalachian Plateau) of Georgia.
a. Ask questions to differentiate between plants, animals, and habitats found within
Georgia’s geographic regions.

Background:
Animals and plants live where they can survive and grow. The place where an animal and plant lives
is called a habitat. The main habitats in Georgia are broadleaf forests (mix of deciduous and
coniferous trees), wetlands, and coniferous forests. Some plants and animals can be found in more
than one region in Georgia like the Black Bear. Other animals have specific habitats that they live in
like the Gopher Tortoise. It can only live in the Coastal Plain region because it needs the sandy soil of
this region to dig its burrows.
This chart is meant to provide examples of animals, plants, and habitats in Georgia. It is not meant to
be memorized.

Region Example Plants Example Animals Example Habitats

Appalachian Plateau pine trees, oak trees, raccoons, squirrels, Broadleaf Forests
maple trees, azaleas deer, black bears, river (Deciduous and
otters, trout Coniferous Trees)

Valley and Ridge pine trees, oak trees, raccoons, squirrels, Broadleaf Forests
maple trees, azaleas deer, black bears, river (Deciduous and
otters, trout Coniferous Trees)

Blue Ridge Mountains pine trees, oak trees, raccoons, squirrels, Broadleaf Forests
maple trees, azaleas deer, black bears, river (Deciduous and
otters, trout Coniferous Trees)

Piedmont pine trees, oak trees, raccoons, squirrels, Broadleaf Forests

maple trees, azaleas deer, black bears, river (Deciduous and
otters, trout Coniferous Trees)

Coastal Plains Cypress trees, Loblolly Gopher tortoise, Wetlands (swamps and
Pine Trees, Peach American Alligator salt marshes),
Trees, Pecan Trees, Black Bear, wild hog, coniferous forests
Peanuts, cotton bobcat

Potential initial student ideas:

• The whole state of Georgia has a similar habitat. (Similar to wherever the student lives)
• Animals and plants do not need adaptations to live in different regions in Georgia.
Georgia Department of Education
THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE

9.17.2022 Page 17 of 24
Science and Engineering Practice:
Students need opportunities to ask testable and researchable type questions in order to obtain
information about the regions of Georgia and similarities and differences of the animals and plants
found in these regions. Students can use the information collected to make charts and/or tables.

Crosscutting Concept:
● Structure and Function
● Systems and System Models
Phenomenon examples:
• Organisms that live in only 1 environment

S3L1. Obtain, evaluate, and communicate information about the similarities and
differences between plants, animals, and habitats found within geographic
regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and
Appalachian Plateau) of Georgia.
b. Construct an explanation of how external features and adaptations (camouflage,
hibernation, migration, mimicry) of animals allow them to survive in their habitat.

Background:
Animals have external features that help them live and grow in their habitat. These can be the shape
of their ears, the number of legs, the type of mouth or beak, claws, wings, fins, etc. These features
are passed from parent to offspring. Adaptations are the structures or features of an animal that
allow them to live and grow in their habitat. Like external features, adaptations are inherited from
parent to offspring. In third grade, we focus on four adaptations. Two behavioral adaptations:
hibernation and migration and two physical adaptations: camouflage and mimicry. An adaptation is
not something an animal chooses to do; it is a physical feature or instinct that they are born with.

Camouflage is a type of physical adaptation that

allows an animal to blend into its surroundings.
This means that the organism can easily hide
from predators or prey. This allows them to
avoid being caught by predators or makes it
easier to catch prey.
Owl camouflaged in a tree

Georgia Department of Education

THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE

9.17.2022 Page 18 of 24
 Mimicry is when an animal looks or acts like
another animal to deceive a third animal. This
helps prey animals avoid being eaten.

Viceroy Butterfly Monarch Butterfly

Hibernation is when an animal goes into a deep

and prolonged sleep usually during the winter
months. Different animals have different periods
of hibernation. Organisms that hibernate use
very little energy during the period that they
hibernate, and this allows organisms to survive
when food would be scarce. However,
organisms need to store energy before
hibernating to ensure that they have energy
stores for hibernation.
Hibernating bear

Migration is the movement of animals over vast

distances during certain times of the year. One
reason that organisms migrate is to move to
areas where food will be available during a
certain period of the year. Another reason would
be to move to an area that has similar weather
or climate during changing seasons.

Migrating geese

Potential initial student ideas:

• Not all organisms have adaptations.
• Adaptations are not important to organisms' survival.

Science and Engineering Practice:

Students need opportunities to investigate how these various adaptations and physical features allow
an animal to live and grow in its natural habitat. They should create organizing structures such as a
table or chart to keep track of their data as they gather evidence to explain how these adaptations
and external features allow the animal to live in its natural habitat.
Crosscutting Concept:
● Structure and Function
● Systems and System Models
Georgia Department of Education
THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE

9.17.2022 Page 19 of 24
Phenomenon examples:
• Bears hibernate
• Monarch and viceroy butterflies

S3L1. Obtain, evaluate, and communicate information about the similarities and
differences between plants, animals, and habitats found within geographic
regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and
Appalachian Plateau) of Georgia.
c. Use evidence to construct an explanation of why some organisms can thrive in one
habitat and not in another.

Background:
Animals have external features and adaptations that help them survive in their natural habitat. Some
animals can live in more than one type of habitat and are found in more than one geographic region
in Georgia like Black Bear squirrels, rabbits, and deer. Some animals are only found in certain
geographic regions in Georgia. For example, the Gopher tortoise is only found in the Coastal Plain in
Georgia because it builds burrows and needs sandy loam soil to build its home. Students should use
examples of animals and plants from Georgia to explain why the organism lives in the region and not
in another.
Potential initial student ideas:
• All organisms can survive in all environments.
• The same animals are found all over Georgia.

Science and Engineering Practice:

Using information from investigations and research, students should explain why an animal lives
where its needs can be met. Explanations can include adaptations that allow the animal to live and
grow in its natural habitat and not in another type of habitat.

Crosscutting Concept:
● Structure and Function
● Systems and System Models
Phenomenon examples:
• Alligators
• Gopher tortoise

Georgia Department of Education

THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE

9.17.2022 Page 20 of 24
 S3L2. Obtain, evaluate, and communicate information about the effects of
pollution (air, land, and water) and humans on the environment.

Background:
The science and engineering practice in the standard is to obtain, evaluate, and communicate
information. This is the overarching science and engineering practice for each of the standards. The
goal of this science and engineering practice is for students to obtain information, evaluate
information, and then communicate information. Below, each of the elements has its own science
and engineering practice.
Changes in the environment can be natural or influenced by humans. Some of these changes are
called pollution and can have a negative impact on the environment and the plants and animals that
live there.

Consider the following vocabulary terms that students should encounter as they build core
idea understanding. Vocabulary should be taught in context with new terms encountered by
students as they work to figure out a phenomenon. This list may not be all inclusive of the
terms that students could learn associated with this standard.
● environment
● pollution
● recycle
● reduce
● reuse
● litter

S3L2. Obtain, evaluate, and communicate information about the effects of

pollution (air, land, and water) and humans on the environment.
a. Ask questions to collect information and create records of sources and effects of
pollution on the plants and animals.

Background:
Pollution happens when the environment is contaminated by litter, chemicals, or other harmful
substances. Pollution has an impact on the plants and animals that live in the environment. In third
grade, we focus on three types of pollution: air, land, and water.

Georgia Department of Education

THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE

9.17.2022 Page 21 of 24
 Air Pollution happens when Animals and plants need air to
solid and liquid particles are survive. Contaminated air can
suspended in the air. This can affect the growth and
come from cars and trucks, development of plants and
factories, dust, pollen, etc. animals.

Land pollution happens when Animals on land may mistake

the surface of the earth as well plastic as food or become
as below the surface are entangled in litter that could
contaminated by litter or other impact growth, movement, or
harmful substances. the ability to eat.

Water Pollution happens when Animals that live in water may

sources of water above and mistake plastic for food.
below the surface of the earth Harmful chemical substances
become contaminated with litter can make the water so
or other harmful substances. contaminated that it is unsafe to
drink or swim. It can even kill
the plants and animals that live
in the water.

Teacher Note: Please note that some images or videos on the effects of pollution on plants and
animals may be alarming to students. Please take caution when allowing students to view videos or
search for images on the internet.

Potential initial student ideas:

• Pollution does not impact plants and animals.
• Pollution does not impact humans.

Georgia Department of Education

THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE

9.17.2022 Page 22 of 24
Science and Engineering Practice:
● Asking Questions and Defining Problems
● Obtaining, Evaluating, and Communicating Information
Students should develop scientific questions about the effects of pollution on plants and animals.
They should gather information about the types of solutions, sources of pollution, and the effects
pollution has on the environment.
Crosscutting Concept:
● Cause and Effect
● Stability and Change
Phenomenon examples:
• Pacific garbage patch
• Smog

S3L2. Obtain, evaluate, and communicate information about the effects of

pollution (air, land, and water) and humans on the environment.
b. Explore, research, and communicate solutions, such as conservation of resources
and recycling of materials, to protect plants and animals.

Background:
There have been many efforts over the years to try to improve environments affected by pollution.
Some examples are cleaning up oil spills, improving the water quality in streams, rivers, lakes, and
the ocean, laws to protect pieces of land and the animals and plants that live in them, and
organizations have been formed to lead efforts in educating others about the effects of pollution and
cleaning up the environment.
Recycling of materials is one solution that is used with plastics, glass, metals and some other
materials. The used materials are collected and then processed to be new materials that can be used
again.
Another solution that has been discussed is reusing materials when possible. This is for things like
plastic containers that hold food when bought from the grocery store. When the container is empty it
can be washed and used to hold leftovers.
Conservation of resources is another idea to protect plants and animals. This is about using only the
materials that you need. An example of this is turning the water off when you brush your teeth to
avoid water that you are not using to go down the drain.

Georgia Department of Education

THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE

9.17.2022 Page 23 of 24
Potential initial student ideas:
• There is nothing they can do to help with pollution.

Science and Engineering Practice:

Students need opportunities to explore, research and propose solutions to local environmental issues
such as encouraging residents to recycle, devices to capture plastic waste in rivers and streams in
their area.

Crosscutting Concept:
● Cause and Effect
● Stability and Change

Phenomenon examples:
• Recycling plastics

Georgia Department of Education

THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE

9.17.2022 Page 24 of 24