Missouri State Standards for Science — Grade 3


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3.1.1.D

Physical changes in the state of matter that result from thermal changes can be explained by the Kinetic Theory of Matter

3.1.1.D.a

Compare the observable physical properties of solids, liquids, or gases (air) (i.e., visible vs. invisible, changes in shape, changes in the amount of space occupied)

3.1.1.D.b

Identify everyday objects/substances as solid, liquid, or gas (e.g., air, water)

3.1.1.D.c

Observe and identify that water evaporates (liquid water changes into a gas as it moves into the air)

3.1.1.D.d

Measure and compare the temperature of water when it exists as a solid to its temperature when it exists as a liquid

3.1.1.D.e

Investigate and observe that water can change from a liquid to a solid (freeze), and back again to a liquid (melt), as the result of temperature changes

3.1.1.D.f

Describe the changes in the physical properties of water (i.e., shape, volume) when frozen or melted

3.1.1.D.g

Predict and investigate the effect of heat (thermal energy) (i.e., change in temperature, melting, evaporation) on objects and materials

3.1.2.C

Electromagnetic energy from the Sun (solar radiation) is a major source of energy on Earth

3.1.2.C.a

Identify the Sun as the primary source of light and food energy on Earth

3.2.1.A

Forms of energy have a source, a means of transfer (work and heat), and a receiver

3.2.1.A.a

Identify sources of thermal energy (e.g., Sun, stove, fire, body) that can cause solids to change to liquids, and liquids to change to gas

3.2.1.A.b

Identify sources of light energy (e.g., Sun, bulbs, flames)

3.2.1.A.c

Observe light being transferred from the source to the receiver (eye) through space

3.2.1.A.d

Identify the three things (light source, object, and surface) necessary to produce a shadow

3.3.1.A

Organisms have basic needs for survival

3.3.1.A.a

Describe the basic needs of most plants (i.e., air, water, light, nutrients, temperature

3.3.1.B

Organisms progress through life cycles unique to different types of organisms

3.3.1.B.a

Describe and sequence the stages in the life cycle (for a plant) of seed germination, growth and development, reproduction, and death (i.e., a flowering plant)

3.3.1.D

Plants and animals have different structures that serve similar functions necessary for the survival of the organism

3.3.1.D.a

Identify the major organs (roots, stems, flowers, leaves) and their functions in vascular plants (e.g., absorption, transport, reproduction) (Do NOT assess the term vascular

3.3.2.C

Complex multicellular organisms have systems that interact to carry out life processes through physical and chemical means

3.3.2.C.a

Illustrate and trace the path of water and nutrients as they move through the transport system of a plant

3.3.3.D

There is heritable variation within every species of organism

3.3.3.D.a

Identify and relate the similarities and differences between plants and their offspring (i.e., seedlings)

3.4.2.A

As energy flows through the ecosystem, all organisms capture a portion of that energy and transform it to a form they can use

3.4.2.A.a

Identify sunlight as the primary source of energy plants use to produce their own food

3.4.2.A.b

Classify populations of organisms as producers or consumers by the role they serve in the ecosystem

3.4.2.A.c

Sequence the flow of energy through a food chain beginning with the Sun

3.4.2.A.d

Predict the possible effects of removing an organism from a food chain

3.5.1.C

The atmosphere (air) is composed of a mixture of gases, including water vapor, and minute particles

3.5.1.C.a

Identify that liquid water can be changed into a gas (vapor) in the air.

3.5.1.C.b

Identify that clouds are composed of tiny droplets of water

3.5.1.C.c

Identify air as a substance that surrounds us, taking up space and moves around us as wind

3.5.2.E

Changes in the form of water as it moves through Earths systems are described as the water cycle

3.5.2.E.a

Describe clouds and precipitation as forms of water

3.6.1.A

The Earth, Sun, and Moon are part of a larger system that includes other planets and smaller celestial bodies

3.6.1.A.a

Describe our Sun as a star because it provides light energy to the solar system

3.6.1.A.b

Observe and identify the Moon as a reflection of light

3.6.2.A

The apparent position of the Sun and other stars, as seen from Earth, change in observable patterns

3.6.2.A.a

Illustrate and describe how the Sun appears to move slowly across the sky from east to west during the day

3.6.2.B

The apparent position of the moon, as seen from Earth, and its actual position relative to Earth change in observable patterns

3.6.2.B.a

Illustrate and describe how the Moon appears to move slowly across the sky from east to west during the day and/or night

3.6.2.B.b

Describe the pattern of change that can be observed in the Moons appearance relative to time of day and month as it occurs over several months (Do NOT assess moon phases)

3.6.2.C

The regular and predictable motions of the Earth and Moon relative to the Sun explain natural phenomena on Earth, such as day, month, year, shadows, moon phases, eclipses, tides, and seasons

3.6.2.C.a

Observe and identify there is a day/night cycle every 24 hours

3.6.2.C.b

Describe the changes in length and position (direction) of shadows from morning to midday to afternoon

3.6.2.C.c

Describe how the Suns position in the sky changes the length and position of shadows

3.7.1.A

Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation

3.7.1.A.a

Pose questions about objects, materials, organisms, and events in the environment

3.7.1.A.b

Plan and conduct a fair test to answer a question

3.7.1.B

Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations

3.7.1.B.a

Make qualitative observations using the five senses

3.7.1.B.b

Make observations using simple tools and equipment (e.g., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders)

3.7.1.B.c

Measure length to the nearest centimeter, mass using grams, temperature using degrees Celsius, volume using liters

3.7.1.B.d

Compare amounts/measurements

3.7.1.B.e

Judge whether measurements and computation of quantities are reasonable

3.7.1.C

Scientific inquiry includes evaluation of explanations (laws/ principles, theories /models) in light of evidence (data) and scientific principles (understandings ) See CLEs: This concept became C, as the previous concept was eliminated and the GLEs were moved to this concept, and redundancy was eliminated

3.7.1.C.a

Use quantitative and qualitative data as support for reasonable explanations

3.7.1.C.b

Use data as support for observed patterns and relationships, and to make predictions to be tested

3.7.1.C.c

Evaluate the reasonableness of an explanation

3.7.1.C.d

Analyze whether evidence supports proposed explanations

3.7.1.D

The nature of science relies upon communication of results and justification of explanations See CLEs: This concept became D, as the original C concept was eliminated

3.7.1.D.a

Communicate simple procedures and results of investigations and explanations through: oral presentations drawings and maps data tables graphs (bar, single line, pictograph) writings

3.8.1.A

Designed objects are used to do things better or more easily and to do some things that could not otherwise be done at all

3.8.1.A.a

Observe and identify that some objects or materials (e.g., Sun, fire, ice, snow) occur in nature (natural objects); others (e.g., stoves, refrigerators, bulbs, candles, lanterns) have been designed and made by people to solve human problems and enhance the quality of life (human-made objects)

3.8.1.B

Advances in technology often result in improved data collection and an increase in scientific information

3.8.1.B.a

Describe how new technologies have helped scientists make better observations and measurements for investigations (e.g., telescopes, magnifiers, balances, microscopes, computers, stethoscopes, thermometers)

3.8.2.A

People of different gender and ethnicity have contributed to scientific discoveries and the invention of technological innovations

3.8.2.A.a

Research biographical information about various scientists and inventors from different gender and ethnic backgrounds, and describe how their work contributed to science and technology (Assess Locally)

3.8.3.A

People, alone or in groups, are always making discoveries about nature and inventing new ways to solve problems and get work done

3.8.3.A.a

Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)

3.8.3.A.b

Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (Assess Locally)