Grade 3 Science Worksheets

Learning Objectives

• Compare rocks and soil using appearance and physical properties.
• Explain how rock and soil can be separated or changed by pressure and handling.
• Describe how soil is made from smaller particles and organic matter.

Learning Objectives

• Explain that light often travels in straight lines and describe light paths using arrows or lines.
• Identify how openings, edges, and shadows show the direction of light travel.
• Use vocabulary related to light paths (straight line, shadow, opening, blocked).

Learning Objectives

• Identify common structural forms (arches, beams, frames) and describe how their shapes help them support loads.
• Explain how compressive and bending forces affect different structures in real-world examples.
• Compare span, curvature, and connection types to predict strength and stability.

Learning Objectives

• Explain how friction is a resistive force that opposes motion between touching surfaces.
• Describe how surface texture and material pairings affect how easily objects slide or roll.
• Compare sliding versus rolling and predict which will slow down faster based on friction.+ Show more

Learning Objectives

• Organize science data in tables and graphs to make patterns easier to see.
• Use evidence from a data representation to support a claim or explanation.
• Explain how changes across trials or conditions can reveal a repeating pattern.

Learning Objectives

• Explain what a prototype is and why it is tested.
• Identify evidence from testing (strength, fit, stability, and function).
• Match test observations to the intended goal of the design.

Learning Objectives

• Explain how distance and elapsed time help describe motion.
• Use consistent units (such as metres and seconds) to record motion accurately.
• Compare speeds using simple numerical information from measurements.+ Show more

Learning Objectives

• Use cause-and-effect reasoning to predict how changes in a situation can change outcomes.
• Explain directional influences (increase/decrease) and speed-related consequences using scientific language.
• Compare two scenarios and justify which one will produce a faster, slower, or different result.+ Show more

Learning Objectives

• Explain how energy changes cause matter to change state (solid, liquid, gas).
• Describe melting, freezing, evaporation, and condensation as physical changes.
• Use temperature information to predict which state change is most likely.

Learning Objectives

• Explain how reflection and absorption change what we see when light hits an object.
• Describe how shiny and dark surfaces affect brightness and appearance.
• Use observations to connect reflected and absorbed light to an object’s look.

Learning Objectives

• Use multiple properties (mass/volume, texture, and shape) to sort and describe materials more precisely.
• Explain how comparing two materials with shared and different properties strengthens evidence-based conclusions.
• Use evidence statements to decide whether they are true or false about sorting materials.

Learning Objectives

• Compare motions by interpreting distance-over-time information.
• Identify steady-speed motion versus changing-speed motion using simple data.
• Use numerical ratios and relative language (faster, slower, same speed) to describe which object moves more quickly.

Learning Objectives

• Explain how vibrating objects produce sound
• Describe how pitch and volume can change based on vibrations
• Identify examples of sound makers and the vibrations they create+ Show more

Learning Objectives

• Identify everyday examples of water phase changes caused by heating and cooling
• Explain how melting, freezing, evaporation, and condensation describe changes between states of matter
• Connect temperature/heat energy to visible changes in water (solid, liquid, gas)

Learning Objectives

• Explain how an organism’s growth can change its survival needs.
• Identify how young vs. adult stages can require different resources within the same habitat.
• Use evidence from a text to determine main ideas about growth-related changes.

Learning Objectives

• Explain what a habitat is and how it provides shelter, food, and water for living things.
• Describe how different habitats (forest, pond, field) meet the needs of organisms.
• Identify the role of physical surroundings and resources in helping organisms survive.+ Show more

Learning Objectives

• Identify major life cycle stages of common organisms and explain what happens in each stage.
• Describe how needs (food, shelter, and environment) can change from a young stage to an adult stage.
• Explain how life cycles help populations continue from one generation to the next.

Learning Objectives

• Identify the main stages of metamorphosis in insects: egg, larva, pupa, and adult.
• Explain how each stage’s body form helps an organism meet its needs.
• Use vocabulary (larva, pupa, adult) to describe life cycle changes.

Learning Objectives

• Identify observable features (such as body covering, leaf shape, number of legs, and seed coat type) used to classify organisms.
• Use simple, consistent classification rules that are based on visible traits.
• Compare organisms by describing how they are similar or different using shared observable features.+ Show more

Learning Objectives

• Explain how evidence is used to choose the best fit solution based on agreed-upon criteria for success.
• Describe tradeoffs by connecting improvements in one criterion to possible effects on another criterion.
• Acknowledge constraints (such as material limits and rules) and explain how they shape a design choice.

Learning Objectives

• Explain how group behaviors can reduce the risk of harm to individual animals during predator attacks
• Identify examples of collective defense such as schooling, flocking, watchful attention, and protective clustering
• Use evidence from a passage to determine the main idea and to answer questions about survival strategies

Learning Objectives

• Identify observable inherited traits in plants and animals and describe how they pass from parents to offspring.
• Use evidence from multiple generations to explain why offspring resemble their parents.
• Distinguish between shared traits in a group and differences between individual organisms.

Learning Objectives

• Identify the main stages in a life cycle model and describe their order.
• Explain how stage characteristics help an organism meet survival needs.
• Compare life cycle models by describing similarities (repeating pattern) and differences (stage length or transitions).+ Show more

Learning Objectives

• Explain how inherited traits help offspring resemble their parents within a species.
• Describe how inherited traits can show variation among offspring.
• Compare one visible trait across a family line and identify the pattern of resemblance.

Learning Objectives

• Identify major flower parts (sepals, petals, stamens, and pistils) and explain what each part does in reproduction
• Describe how pollen production, stigma reception, and fertilization lead to seed formation
• Compare wind pollination and animal pollination and explain how flower traits help attract pollinators+ Show more

Learning Objectives

• Explain how offspring inherit traits from parents
• Describe how individuals in a population can show variation in inherited traits
• Distinguish inherited traits from traits influenced by the environment+ Show more

Learning Objectives

• Explain the difference between weather and climate using long-term averages and ranges
• Describe how scientists use many years of data to find typical temperature and precipitation conditions
• Identify how variability and extremes can be included using ranges, not just one year’s results+ Show more

Learning Objectives

• Identify major stem parts and describe how xylem and phloem help plants transport resources.
• Explain how transpiration pull and sugar translocation support plant growth.
• Contrast herbaceous and woody stems, including vascular bundle arrangement and secondary growth.+ Show more

Learning Objectives

• Identify evidence that suggests a chemical change may occur when materials are mixed
• Compare the properties of a new product to the expected properties of the starting materials
• Use observations like color, texture, and heat to explain how mixing can create new substances+ Show more

Learning Objectives

• Explain how mixture properties reflect the contributions of each component
• Identify evidence that components keep their own properties in a mixture
• Describe observable changes in mixtures without creating a new substance+ Show more

Learning Objectives

• Identify common weather elements such as temperature, precipitation, cloud cover, and wind.
• Explain how weather measurements are recorded and used to look for patterns over time.
• Use weather data to answer questions about short-term conditions and possible seasonal changes.

Learning Objectives

• Explain how temperature changes can affect evaporation and the formation of clouds.
• Describe how precipitation (rain and snow) helps show wet and dry weather patterns.
• Compare temperature and rainfall across months to understand seasonal changes.

Learning Objectives

• Explain what unbalanced forces are and how they change an object’s motion
• Identify how pushes and pulls in opposite directions affect speed and direction
• Use evidence from simple examples to describe cause and effect in motion

Learning Objectives

• Explain how refining a design target clarifies the goal and limits acceptable solutions.
• Identify constraints and desired results in a simple science/design problem.
• Use refined targets to choose design ideas that can be compared fairly.

Learning Objectives

• Explain what balanced forces are and how they affect an object's motion.
• Identify examples of balanced forces in everyday situations.
• Describe how net force relates to whether an object stays at rest or moves steadily.

Learning Objectives

• Explain how climate summaries use long-term averages and ranges instead of daily observations.
• Interpret temperature and precipitation information presented in tables and graphs.
• Describe a region’s usual climate using evidence from a data representation.

Learning Objectives

• Explain that living things grow through predictable life cycle stages.
• Identify common stages such as egg, juvenile, and adult in familiar organisms.
• Describe how life cycle patterns connect one generation to the next.

Learning Objectives

• Explain how adaptations help organisms survive by matching their needs to habitat conditions.
• Describe examples of adaptations in deserts and in forests/grasslands.
• Use evidence from a habitat scenario to predict how an organism might survive when conditions change.

Learning Objectives

• Explain that Earth’s rotation on its axis causes day and night.
• Identify which side of Earth faces the Sun during daytime and which side faces away during nighttime.
• Describe how the daily light pattern repeats regularly because Earth keeps rotating.

Learning Objectives

• Explain how water changes form during the water cycle (vapor, liquid, solid).
• Describe how cooling and heating affect evaporation, condensation, and precipitation.
• Identify connections between clouds and Earth’s surface in the water cycle.

Learning Objectives

• Define weathering and explain how it differs from weather.
• Identify patterns of how wind, water, temperature changes, and sunlight affect rocks and soil.
• Describe evidence of weathering changes in everyday environments.

Learning Objectives

• Identify how data can be organized using tally tables, labeled drawings, and simple bar graphs.
• Use accurate labels and appropriate scales so a representation clearly shows comparisons.
• Explain why organizing observations helps people find patterns in data.

Learning Objectives

• Explain the difference between a claim and evidence
• Use evidence to support a reasoning statement that answers a question
• Recognize patterns in observations over time and across comparisons+ Show more

Learning Objectives

• Explain how scientific models represent ideas that are hard to see, measure, or predict
• Use models to describe relationships and cause-and-effect connections
• Choose evidence and observations that best support or improve a model

Learning Objectives

• Explain how test results provide evidence for improving a design
• Describe how engineers use small changes to improve performance toward a goal
• Identify what to adjust when outcomes do not match the design goal

Learning Objectives

• Explain the first steps of the engineering design process: recognizing a need, asking questions, and defining a problem.
• Describe how engineers propose solutions using available materials and consider constraints such as size, time, and function.
• Use engineering design vocabulary (need, define, constraints, solution, function) to answer science questions.

Learning Objectives

• Explain how weather can change from day to day even within the same season.
• Describe how precipitation and temperature may arrive earlier or later than expected.
• Differentiate between weather (day-to-day conditions) and climate (typical patterns over time).+ Show more

Learning Objectives

• Explain why safe tool use helps prevent injuries and protects materials.
• Identify safe workspace behaviors and correct tool handling practices.
• Use safety rules to choose appropriate actions when building or measuring.