# Grade 3: Science A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 59 concepts ready. In the app: https://ai.page/roadmap/in-sci-grade-3 Part of: [Indiana: Science](https://ai.page/roadmap/in-sci.md) Goal: Indiana 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 ## 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. Biological Evolution: 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 - [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 ## 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 ## 5. Ecosystems: Interactions, Energy, and Dynamics - [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 ## 6. 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 ## 7. Motion and Stability: Forces and Interactions - [Simple Design Problems](https://ai.page/c/simple-design-problems/index.md): Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost - [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) - [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 - [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 ## 8. Obtaining, Evaluating and Communicating Information · Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas - [Drawing conclusions from evidence (age 9+)](https://ai.page/c/drawing-conclusions-from-evidence-age-9/index.md): Report and present findings including conclusions, causal relationships, explanations, and a degree of trust in results using oral and written forms ## 9. Engaging in Argument from Evidence · Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citi - [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 ## 10. Constructing Explanations and Designing Solutions · Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanation - [Comparing Possible Solutions](https://ai.page/c/comparing-possible-solutions/index.md): Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints ## 11. Using Mathematics and Computational Thinking · Mathematical and computational thinking in 3–5 builds on K–2 experiences and progresses to extending quantitative measurements to a variety of physical p - [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 ## 12. Analyzing and Interpreting Data · 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 - [Comparing Design Solutions](https://ai.page/c/comparing-design-solutions/index.md): Analyse data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of each design - [Classifying living things](https://ai.page/c/classifying-living-things/index.md): Gather, record, classify, and present data in a variety of ways including tables, bar charts, labelled diagrams, and keys ## 13. Planning and Carrying out Investigations · 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 invest - [Fair testing (age 8+)](https://ai.page/c/fair-testing-age-8/index.md): Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved - [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 ## 14. Developing and Using Models · Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. - [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 ## 15. Physical Science · Waves and Their Applications in Technologies for Information Transfer - [Patterns & Codes for Information](https://ai.page/c/patterns-and-codes-for-information/index.md): Generate and compare multiple solutions that use patterns to transfer information, such as codes and signals - [Waves & How They Move](https://ai.page/c/waves-and-how-they-move/index.md): Develop a model of waves to describe patterns in terms of amplitude and wavelength, and understand that waves can cause objects to move ## 16. Physical Science · Energy - [Energy from Food & the Sun](https://ai.page/c/energy-from-food-and-the-sun/index.md): Use models to describe that energy in animals' food was once energy from the sun, transferred through plants or other organisms - [How energy travels around](https://ai.page/c/how-energy-travels-around/index.md): Observe and provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents - [Building an energy-converting device](https://ai.page/c/building-an-energy-converting-device/index.md): Apply scientific ideas to design, test, and refine a device that converts energy from one form to another - [Speed and energy](https://ai.page/c/speed-and-energy/index.md): Use evidence to construct an explanation relating the speed of an object to the energy of that object - [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 ## 17. Physical Science · Motion and Stability: Forces and Interactions - [Gravity Pulls Things Down](https://ai.page/c/gravity-pulls-things-down/index.md): Understand gravity as a force that pulls objects towards the centre of the Earth, that 'down' means towards Earth’s centre regardless of where you stand on the sphere, and that gravity keeps the Moon orbiting Earth and planets orbiting the Sun - [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 - [Gravity & Falling Objects](https://ai.page/c/gravity-and-falling-objects/index.md): Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object ## 18. Physical Science · Matter and Its Interactions - [Conservation of Mass](https://ai.page/c/conservation-of-mass/index.md): Measure and provide evidence that the total weight of matter is conserved regardless of the type of change (heating, cooling, or mixing) - [Classifying Materials](https://ai.page/c/classifying-materials/index.md): Plan and conduct an investigation to classify different kinds of materials by their observable properties - [Matter Is Made of Particles](https://ai.page/c/matter-is-made-of-particles/index.md): Develop a model to describe that matter is made of particles too small to be seen, and that this explains properties of solids, liquids, and gases ## 19. Earth and Space Science · Earth and Human Activity - [Natural resources](https://ai.page/c/natural-resources/index.md): Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment - [Communities Protecting Resources](https://ai.page/c/communities-protecting-resources/index.md): Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment - [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 ## 20. Earth and Space Science · Earth's Systems - [Ocean Ecosystems](https://ai.page/c/ocean-ecosystems/index.md): Understand ocean ecosystems as interconnected systems where living things (producers, consumers, decomposers) and non-living factors (temperature, salinity, light, currents) all interact, and that changes to one part affect the whole system - [Local weather patterns](https://ai.page/c/local-weather-patterns/index.md): Use and share observations of local weather conditions to describe patterns over time, recording temperature, rainfall, and other conditions - [Where water is found on Earth](https://ai.page/c/where-water-is-found-on-earth/index.md): Identify where water is found on Earth and understand that water can exist as solid (ice) or liquid, recognising water in oceans, rivers, glaciers, and underground - [Finding patterns in data](https://ai.page/c/finding-patterns-in-data/index.md): Analyse and interpret data from maps to describe patterns of Earth's features, recognising that many features result from processes that occur over long periods - [Ring of Fire](https://ai.page/c/ring-of-fire/index.md): Recognise that volcanoes and earthquakes tend to happen in certain places — especially around the edges of the Pacific Ocean (Ring of Fire) — not randomly across the Earth - [Earth's atmosphere](https://ai.page/c/earth-s-atmosphere/index.md): Develop a model to describe ways the geosphere, biosphere, hydrosphere, and atmosphere interact as connected Earth systems - [Erosion and weathering](https://ai.page/c/erosion-and-weathering/index.md): Make observations and measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation ## 21. Earth and Space Science · Earth's Place in the Universe - [How fossils form](https://ai.page/c/how-fossils-form-2/index.md): Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time - [Earth's rotation and day/night](https://ai.page/c/earth-s-rotation-and-day-night/index.md): Use the idea of the Earth's rotation to explain day and night and the apparent movement of the sun across the sky - [The Sun is a star](https://ai.page/c/the-sun-is-a-star/index.md): Know that the Sun is a star — the closest star to Earth — and that it is at the centre of our solar system, with all eight planets orbiting around it ## 22. Life Science · Biological Evolution: Unity and Diversity - [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 - [Dinosaurs Were Real](https://ai.page/c/dinosaurs-were-real/index.md): Understand that dinosaurs were real animals that lived on Earth a very long time ago and are now extinct — none are alive today ## 23. Life Science · Heredity: Inheritance and Variation of Traits - [Inheritance Vocabulary](https://ai.page/c/inheritance-vocabulary/index.md): Use vocabulary for variation and inheritance — inherited characteristic, acquired characteristic, variation, offspring, trait, species, breed, genetic, environment — and apply these when comparing organisms and explaining similarities and differences within and between species ## 24. Life Science · Ecosystems: Interactions, Energy, and Dynamics - [Changing Environments](https://ai.page/c/changing-environments/index.md): Recognise that environments can change and that this can sometimes pose dangers and challenges to living things - [Ecology Vocabulary](https://ai.page/c/ecology-vocabulary/index.md): Use vocabulary for feeding relationships and ecological roles — producer, consumer, predator, prey, herbivore, carnivore, omnivore, decomposer, food chain, food web, nutrient cycle — and describe how energy and matter flow through ecosystems using these terms - [Matter Cycling in Ecosystems](https://ai.page/c/matter-cycling-in-ecosystems/index.md): Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment in an ecosystem ## 25. Life Science · From Molecules to Organisms: Structures and Processes - [Senses, Brain & Responses](https://ai.page/c/senses-brain-and-responses/index.md): Use a model to describe that animals receive information through their senses, process it in their brain, and respond in different ways - [Plants Grow from Air & Water](https://ai.page/c/plants-grow-from-air-and-water/index.md): Support an argument that plants get the materials they need for growth chiefly from air and water, not from the soil - [Animal Nutrition](https://ai.page/c/animal-nutrition/index.md): Understand that animals, including humans, need the right types and amounts of nutrition, and that animals cannot make their own food - [Structures for Survival](https://ai.page/c/structures-for-survival/index.md): Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behaviour, and reproduction ## Health: 0 of 100 Of its 59 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 - Seasonal changes (age 8+) comes before Local weather patterns, which it needs - 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 comes before Inheritance Vocabulary, which it needs - Variation & Survival Advantage has no explanation yet - How animals adapt to environments has no explanation yet - Fossils as Evidence has no explanation yet - Inherited characteristics comes before Inheritance Vocabulary, which it needs - Inherited characteristics has no explanation yet - Traits: inherited and environmental comes before Inheritance Vocabulary, which it needs - Traits: inherited and environmental has no explanation yet - Animal Groups & Survival comes before Habitats & Basic Needs, which it needs - Animal Groups & Survival has no explanation yet - Life Cycles of Organisms has no explanation yet - Simple Design Problems comes before Comparing Design Solutions, which it needs - Simple Design Problems has no explanation yet - Contact & Non-Contact Forces comes before Forces Vocabulary, which it needs - Contact & Non-Contact Forces has no explanation yet - Balanced & Unbalanced Forces has no explanation yet - Predicting Motion Patterns has no explanation yet - Drawing conclusions from evidence (age 9+) has no explanation yet - Drawing conclusions from evidence comes before Classifying living things, which it needs - Drawing conclusions from evidence has no explanation yet - Comparing Possible Solutions has no explanation yet - Accurate Measurement has no explanation yet - Comparing Design Solutions comes before Modelling with Sketches, which it needs - Comparing Design Solutions has no explanation yet - Classifying living things has no explanation yet - Fair testing (age 8+) has no explanation yet - Controlling variables has no explanation yet - Modelling with Sketches has no explanation yet - Patterns & Codes for Information has no explanation yet - Waves & How They Move has no explanation yet - Energy from Food & the Sun comes before Plants Grow from Air & Water, which it needs - Energy from Food & the Sun comes before Animal Nutrition, which it needs - Energy from Food & the Sun has no explanation yet - How energy travels around has no explanation yet - Building an energy-converting device has no explanation yet - Speed and energy has no explanation yet - What happens when things collide has no explanation yet - Gravity Pulls Things Down has no explanation yet - Forces Vocabulary has no explanation yet - Gravity & Falling Objects has no explanation yet - Conservation of Mass has no explanation yet - Classifying Materials has no explanation yet - Matter Is Made of Particles has no explanation yet - Natural resources has no explanation yet - Communities Protecting Resources has no explanation yet Credit: The structure of Indiana academic standards: Science (https://media.doe.in.gov/news/disciplinary-core-ideas.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.