# Grade 3: Science A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 16 concepts ready. In the app: https://ai.page/roadmap/ma-sci-grade-3 Part of: [Massachusetts: Science](https://ai.page/roadmap/ma-sci.md) Goal: Massachusetts academic standards: Science, Grade 3 ## 1. Technology/Engineering · Engineering Design - [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 - [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 - [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 ## 2. Physical Science · Motion and Stability: Forces and Interactions - [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) - [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 - [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 ## 3. Life Science · 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. Life Science · 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. Life Science · 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. Earth and Space Sciences · 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 ## 7. Earth and Space Sciences · 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 ## 8. History and Social Science and the Standards for Literacy (Pre-K - 5) - [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 ## Health: 0 of 100 Of its 16 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): - Comparing Design Solutions has no explanation yet - Simple Design Problems has no explanation yet - Comparing Possible Solutions has no explanation yet - Contact & Non-Contact Forces has no explanation yet - Magnetic Materials has no explanation yet - Balanced & Unbalanced Forces 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 - Fossils as Evidence has no explanation yet - Inherited characteristics has no explanation yet - Traits: inherited and environmental has no explanation yet - Life Cycles of Organisms has no explanation yet - Designing for Weather Hazards has no explanation yet - Seasonal changes (age 8+) has no explanation yet - Weather vs climate has no explanation yet - Drawing conclusions from evidence (age 9+) has no explanation yet Credit: The structure of Massachusetts academic standards: Science (https://www.doe.mass.edu/frameworks/hss/2018-12.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.