• 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. (3-5)
  • Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships. (3)

• Asking questions and defining problems in grades 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships. (3-5)
  • Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships. (4)

• Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. (3-5)
  • Use evidence (e.g., measurements, observations, patterns) to construct an explanation. (4)
  • Identify the evidence that supports particular points in an explanation. (4)

• Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. (3-5)
  • Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. (4)

• Mathematical and computational thinking in 3–5 builds on K–2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions. (5)
  • Measure and graph quantities such as weight to address scientific and engineering questions and problems. (5)

• 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. (3-5)

• Asking questions and defining problems in grades 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships. (3-5)

• Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. (3-5)

• Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. (3-5)

• Mathematical and computational thinking in 3–5 builds on K–2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions. (5)

• 3-5: 1B/E1. Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments.
• 3-5: 1B/E2b. One reason for following directions carefully and for keeping records of one's work is to provide information on what might have caused differences in investigations.

• 3-5: 4E/E2b. When warmer things are put with cooler ones, heat is transferred from the warmer ones to the cooler ones.
• 3-5: 4E/E2c. A warmer object can warm a cooler one by contact or at a distance.

• 3-5: 11C/E2b. Often the best way to tell which kinds of change are happening is to make a table or graph of measurements.

• 3-5: 12B/E6. Add or subtract any two whole numbers between 1 and 100.
• 3-5: 12B/E9. Use appropriate units when describing quantities.

• 3-5: 12C/E1. Choose appropriate common materials for making simple mechanical constructions and repairing things.
• 3-5: 12C/E2. Measure out a prescribed amount of a liquid or dry powder using a measuring cup, measuring spoon, or scale.
• 3-5: 12C/E3. Keep written or electronic records of information so that the records are understandable weeks or months later.

• 3-5: 12D/E3. Use numerical data in describing and comparing objects and events.
• 3-5: 12D/E4. Read simple tables and graphs produced by others and describe what the tables and graphs show.
• 3-5: 12D/E7. Write a clear and accurate description of a real-world object or event.

Students in Grades 3-5 explore the difference between heat and temperature as they construct their own thermometer scales.  The only safety precaution is that alcohol is used in the thermometer liquid mixture.  For a great introductory activity, see "How Hot Is It" above.

• Physical Sciences K-8 Understanding Temperature and Heat for Teachers of the Early Grades Unit