# Grade 3: Science A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 30 concepts ready. In the app: https://ai.page/roadmap/al-sci-grade-3 Part of: [Alabama: Science](https://ai.page/roadmap/al-sci.md) Goal: Alabama academic standards: Science, Grade 3 ## 1. Earth and Human Activity - [Designing for Weather Hazards](https://ai.page/c/designing-for-weather-hazards/index.md): Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard such as flooding, wind damage, or extreme temperatures - [Natural Disaster Solutions](https://ai.page/c/natural-disaster-solutions/index.md): Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans, such as earthquakes, floods, or volcanic eruptions ## 2. Earth’s Systems - [Seasonal changes (age 8+)](https://ai.page/c/seasonal-changes-age-8/index.md): Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season - [Weather vs climate](https://ai.page/c/weather-vs-climate/index.md): Obtain and combine information to describe climates in different regions of the world, distinguishing between weather and climate ## 3. Unity and Diversity - [Variation & Survival Advantage](https://ai.page/c/variation-and-survival-advantage/index.md): Use evidence to explain how variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing - [How animals adapt to environments](https://ai.page/c/how-animals-adapt-to-environments/index.md): Identify how animals and plants are adapted to suit their environment and understand that adaptation may lead to evolution over time - [Habitat Vocabulary](https://ai.page/c/habitat-vocabulary/index.md): Name and use vocabulary for where living things are found — habitat, environment, microhabitat, conditions, woodland, ocean, desert, rainforest, pond — and use terms to describe what animals need to survive: food, water, shelter, space, and suitable conditions - [What Living Things Need](https://ai.page/c/what-living-things-need/index.md): Understand what plants and animals (including humans) need to survive: water, food, air, and suitable conditions - [Habitats & Basic Needs](https://ai.page/c/habitats-and-basic-needs/index.md): Identify that most living things live in habitats to which they are suited and describe how habitats provide for basic needs and how organisms depend on each other - [Animal Groups & Survival](https://ai.page/c/animal-groups-and-survival/index.md): Construct an argument that some animals form groups that help members survive, such as herds, packs, or colonies - [Fossils as Evidence](https://ai.page/c/fossils-as-evidence/index.md): Analyse and interpret data from fossils to provide evidence of organisms and environments that existed long ago - [What Plants Need to Thrive](https://ai.page/c/what-plants-need-to-thrive/index.md): Explore and compare the requirements of plants for life and growth: air, light, water, nutrients from soil, and room to grow ## 4. Heredity: Inheritance and Variation of Traits - [Inherited characteristics](https://ai.page/c/inherited-characteristics/index.md): Analyse and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms - [Traits: inherited and environmental](https://ai.page/c/traits-inherited-and-environmental/index.md): Use evidence to support the explanation that traits can be influenced by the environment as well as inheritance - [Offspring resemble parents](https://ai.page/c/offspring-resemble-parents/index.md): Observe that young plants and animals resemble their parents but are not identical, recognising inherited similarities and individual differences ## 5. From Molecules to Organisms: Structures and Processes - [Life Cycles of Organisms](https://ai.page/c/life-cycles-of-organisms/index.md): Develop models to describe that organisms have unique and diverse life cycles but all share the common stages of birth, growth, reproduction, and death ## 6. Motion and Stability: Forces and Interactions - [Balanced & Unbalanced Forces](https://ai.page/c/balanced-and-unbalanced-forces/index.md): Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object - [Forces Vocabulary](https://ai.page/c/forces-vocabulary/index.md): Name and describe forces using precise vocabulary — force, push, pull, twist, stretch, squash, contact force, non-contact force, gravity, weight, friction, air resistance, upthrust — and distinguish between forces that require physical contact and forces that act at a distance - [Contact & Non-Contact Forces](https://ai.page/c/contact-and-non-contact-forces/index.md): Notice that some forces need contact between two objects (contact forces) while magnetic forces can act at a distance (non-contact forces) - [Predicting Motion Patterns](https://ai.page/c/predicting-motion-patterns/index.md): Make observations and measurements of an object's motion to provide evidence that a pattern can be used to predict future motion - [Magnetic Materials](https://ai.page/c/magnetic-materials/index.md): Observe how magnets attract or repel each other and attract some materials and not others - [Magnetic Poles](https://ai.page/c/magnetic-poles/index.md): Describe magnets as having two poles (north and south) and predict whether two magnets will attract or repel based on which poles face each other ## 7. Crosscutting Concepts (CCCs) - [Taking Apart & Rebuilding](https://ai.page/c/taking-apart-and-rebuilding/index.md): Observe that an object made of a small set of pieces can be disassembled and made into a new object, understanding that the pieces still exist - [What happens when things collide](https://ai.page/c/what-happens-when-things-collide/index.md): Ask questions and predict outcomes about the changes in energy that occur when objects collide - [Measuring accurately](https://ai.page/c/measuring-accurately/index.md): Make systematic and careful observations, take accurate measurements using standard units and equipment including thermometers and data loggers - [Correlation vs Causation](https://ai.page/c/correlation-vs-causation/index.md): Two things happening together doesn't mean one caused the other — recognise the difference between correlation and causation before drawing conclusions ## 8. Science and Engineering Practices (SEPs) - [Drawing conclusions from evidence](https://ai.page/c/drawing-conclusions-from-evidence/index.md): Report on findings from enquiries using oral and written explanations, draw simple conclusions, make predictions, and suggest improvements - [Accurate Measurement](https://ai.page/c/accurate-measurement/index.md): Take measurements with increasing accuracy and precision using a range of scientific equipment, taking repeat readings when appropriate - [Controlling variables](https://ai.page/c/controlling-variables/index.md): Plan different types of scientific enquiries to answer questions, recognising and controlling variables where necessary - [Modelling with Sketches](https://ai.page/c/modelling-with-sketches/index.md): Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem ## Health: 0 of 100 Of its 30 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - Designing for Weather Hazards has no explanation yet - Natural Disaster Solutions has no explanation yet - Seasonal changes (age 8+) has no explanation yet - Weather vs climate has no explanation yet - Variation & Survival Advantage comes before Inherited characteristics, which it needs - Variation & Survival Advantage has no explanation yet - How animals adapt to environments has no explanation yet - Habitat Vocabulary has no explanation yet - What Living Things Need has no explanation yet - Habitats & Basic Needs has no explanation yet - Animal Groups & Survival has no explanation yet - Fossils as Evidence has no explanation yet - What Plants Need to Thrive has no explanation yet - Inherited characteristics has no explanation yet - Traits: inherited and environmental has no explanation yet - Offspring resemble parents has no explanation yet - Life Cycles of Organisms has no explanation yet - Balanced & Unbalanced Forces has no explanation yet - Forces Vocabulary has no explanation yet - Contact & Non-Contact Forces has no explanation yet - Predicting Motion Patterns has no explanation yet - Magnetic Materials has no explanation yet - Magnetic Poles has no explanation yet - Taking Apart & Rebuilding has no explanation yet - What happens when things collide has no explanation yet - Measuring accurately has no explanation yet - Correlation vs Causation has no explanation yet - Drawing conclusions from evidence has no explanation yet - Accurate Measurement has no explanation yet - Controlling variables has no explanation yet - Modelling with Sketches has no explanation yet Credit: The structure of Alabama academic standards: Science (https://www.alabamaachieves.org/wp-content/uploads/2024/02/AS_20240213_2023-Alabama-Course-of-Study-Science_V1.0.pdf); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.