# Grade 3: Science

A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 26 concepts ready. In the app: https://ai.page/roadmap/tx-sci-grade-3

Part of: [Texas TEKS: Science](https://ai.page/roadmap/tx-sci.md)

Goal: Texas Essential Knowledge and Skills: Science, Grade 3

## 1. The student knows that organisms undergo similar life processes and have structures that function to help them survive within their environments. The student is expected to:

- [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
- [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

## 2. The student describes patterns, cycles, systems, and relationships within environments. The student is expected to:

- [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
- [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
- [Food Chains & Energy Transfer](https://ai.page/c/food-chains-and-energy-transfer/index.md): Construct and interpret food chains identifying producers, predators, and prey, and understand energy transfer between trophic levels
- [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

## 3. The student understands how natural resources are important and can be managed. The student is expected to:

- [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

## 4. The student knows that there are recognizable processes that change Earth over time. The student is expected to:

- [Rapid earth changes](https://ai.page/c/rapid-earth-changes/index.md): Use information from several sources to provide evidence that Earth events can occur quickly (earthquakes, volcanic eruptions) or slowly (erosion, mountain building)
- [Rocks and soil](https://ai.page/c/rocks-and-soil/index.md): Recognise that soils are made from rocks and organic matter, and that different soils have different properties
- [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

## 5. The student knows there are recognizable objects and patterns in Earth's solar system. The student is expected to:

- [Naming the Planets](https://ai.page/c/naming-the-planets/index.md): Name the planets in our solar system in order from the Sun and use vocabulary for space — planet, star, sun, moon, satellite, orbit, solar system, galaxy, universe, asteroid, comet — applying these correctly when describing the structure of the solar system and objects we see in the sky
- [The solar system](https://ai.page/c/the-solar-system/index.md): Describe the sun, Earth, and moon as approximately spherical bodies, and describe the movement of the Earth and other planets orbiting the sun in the solar system

## 6. The student knows that energy is everywhere and can be observed in cycles, patterns, and systems. The student is expected to:

- [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
- [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

## 7. The student knows the nature of forces and the patterns of their interactions. The student is expected to:

- [Pushes & Pulls](https://ai.page/c/pushes-and-pulls/index.md): Understand that pushes and pulls are forces that can change the speed or direction of an object's motion, and compare the effects of different strengths and directions
- [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

## 8. The student knows that matter has measurable physical properties that determine how matter is identified, classified, changed, and used. The student is expected to:

- [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
- [Heating & Cooling Changes](https://ai.page/c/heating-and-cooling-changes/index.md): Observe and describe that some materials change state when heated or cooled, and measure the temperature at which changes occur in degrees Celsius
- [Solids, Liquids & Gases](https://ai.page/c/solids-liquids-and-gases/index.md): Compare and group materials as solids, liquids, or gases based on their observable properties and behaviour

## 9. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:

- [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
- [Using evidence to answer questions](https://ai.page/c/using-evidence-to-answer-questions/index.md): Identify differences, similarities, or changes related to scientific ideas and use straightforward scientific evidence to answer questions or support findings

## 10. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to:

- [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

## 11. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The stud

- [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

## 12. The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropr

- [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
- [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
- [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

## Health: 0 of 100

Of its 26 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):

- Life Cycles of Organisms has no explanation yet
- Structures for Survival has no explanation yet
- Fossils as Evidence has no explanation yet
- Changing Environments has no explanation yet
- Food Chains & Energy Transfer has no explanation yet
- How animals adapt to environments has no explanation yet
- Natural resources comes before How energy travels around, which it needs
- Natural resources has no explanation yet
- Rapid earth changes has no explanation yet
- Rocks and soil has no explanation yet
- Weather vs climate has no explanation yet
- Naming the Planets has no explanation yet
- The solar system has no explanation yet
- Speed and energy comes before Pushes & Pulls, which it needs
- Speed and energy has no explanation yet
- How energy travels around has no explanation yet
- Pushes & Pulls has no explanation yet
- Forces Vocabulary has no explanation yet
- Classifying Materials has no explanation yet
- Heating & Cooling Changes has no explanation yet
- Solids, Liquids & Gases has no explanation yet
- Drawing conclusions from evidence (age 9+) has no explanation yet
- Using evidence to answer questions comes before Drawing conclusions from evidence, which it needs
- Using evidence to answer questions 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 Design Solutions comes before Modelling with Sketches, which it needs
- Comparing Design Solutions has no explanation yet
- Modelling with Sketches has no explanation yet
- Measuring accurately has no explanation yet
- Classifying living things has no explanation yet

Credit: The structure of Texas Essential Knowledge and Skills: Science (https://tea.texas.gov/system/files/principles-of-applied-engineering-breakouts_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.