Arizona Science Standards — Grade 3


Click on any standard to search for aligned resources. This data may be subject to copyright. You may download a CSV of the Arizona Science Standards if your intention constitutes fair use.


Plan, assess, and analyze learning aligned to these standards using Kiddom.

Learn more: How Kiddom Empowers Teachers.

3.ESS1.1

Identify the layers of the Earth: crust mantle core (inner and outer)

3.ESS1.2

Describe the different types of rocK.S and how they are formed: metamorphic igneous sedimentary

3.ESS1.3

Classify rocK.S based on the following physical properties: color texture

3.ESS1.4

Describe fossils as a record of past life forms.

3.ESS1.5

Describe how fossils are formed.

3.ESS1.6

Describe ways humans use Earth materials (e.g., fuel, building materials, growing food).

3.HNS1.1

Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., John Muir [naturalist], supports Strand 4; Thomas Edison [inventor], supports Strand 5; Mae Jemison [engineer, physician, astronaut], supports Strand 6,; Edmund Halley [scientist], supports Strand 6).

3.HNS1.2

Describe science-related career opportunities.

3.HNS2.1

Describe how, in a system (e.g., terrarium, house) with many components, the components usually influence one another.

3.HNS2.2

Explain why a system may not work if a component is defective or missing.

3.IP1.1

Formulate relevant questions about the properties of objects, organisms, and events of the environment using observations and prior knowledge.

3.IP1.2

Predict the results of an investigation based on observed patterns, not random guessing.

3.IP2.1

Demonstrate safe behavior and appropriate procedures (e.g., use of instruments, materials, organisms) in all science inquiry.

3.IP2.2

Plan a simple investigation (e.g., one plant receives adequate water, one receives too much water, and one receives too little water) based on the formulated questions.

3.IP2.3

Conduct simple investigations (e.g., related to plant life cycles, changing the pitch of a sound, properties of rocK.S) in life, physical, and Earth and space sciences.

3.IP2.4

Use metric and U.S. customary units to measure objects.

3.IP2.5

Record data in an organized and appropriate format (e.g., t-chart, table, list, written log).

3.IP3.1

Organize data using the following methods with appropriate labels: bar graphs pictographs tally charts

3.IP3.2

Construct reasonable interpretations of the collected data based on formulated questions.

3.IP3.3

Compare the results of the investigation to predictions made prior to the investigation.

3.IP3.4

Generate questions for possible future investigations based on the conclusions of the investigation.

3.IP3.5

Record questions for further inquiry based on the conclusions of the investigation.

3.IP4.1

Communicate investigations and explanations using evidence and appropriate terminology.

3.IP4.2

Describe an investigation in ways that enable others to repeat it.

3.IP4.3

Communicate with other groups to describe the results of an investigation.

3.LS

Describe the function of the following plant structures: roots absorb nutrients stems provide support leaves synthesize food flowers attract pollinators and produce seeds for reproduction

3.LS1.1

Compare life cycles of various plants (e.g., conifers, flowering plants, ferns).

3.LS1.2

Explain how growth, death, and decay are part of the plant life cycle.

3.LS2.1

Identify the living and nonliving components of an ecosystem.

3.LS2.2

Examine an ecosystem to identify microscopic and macroscopic organisms.

3.LS2.3

Explain the interrelationships among plants and animals in different environments: producers plants consumers animals decomposers fungi, insects, bacteria

3.LS2.4

Describe how plants and animals cause change in their environment.

3.LS2.5

Describe how environmental factors (e.g., soil composition, range of temperature, quantity and quality of light or water) in the ecosystem may affect a member organisms ability to grow, reproduce, and thrive.

3.LS3.1

Identify adaptations of plants and animals that allow them to live in specific environments.

3.LS3.2

Describe ways that species adapt when introduced into new environments.

3.LS3.3

Cite examples of how a species inability to adapt to changing conditions in the ecosystem led to the extinction of that species.

3.PS3.1

Demonstrate that light can be: reflected (with mirrors) refracted (with prisms) absorbed (by dark surfaces)

3.PS3.2

Describe how light behaves on striK.Ing objects that are: transparent (clear plastic) translucent (waxed paper) opaque (cardboard)

3.PS3.3

Demonstrate that vibrating objects produce sound.

3.PS3.4

Demonstrate that the pitch of a sound depends on the rate of the vibration (e.g., a long rubber band has a lower pitch than a short rubber band).

3.SP1.1

Describe the major factors that could impact a human population (e.g., famine, drought, disease, improved transportation, medical breakthroughs).

3.SP1.2

Describe the beneficial and harmful impacts of natural events and human activities on the environment (e.g., forest fires, flooding, pesticides).

3.SP2.1

Identify ways that people use tools and techniques to solve problems.

3.SP2.2

Describe the development of different technologies (e.g., communication, entertainment, transportation, medicine) in response to resources, needs, and values.

3.SP2.3

Design and construct a technological solution to a common problem or need using common materials.