# Grade 3: Science A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 19 concepts ready. In the app: https://ai.page/roadmap/wa-sci-grade-3 Part of: [Washington: Science](https://ai.page/roadmap/wa-sci.md) Goal: Washington academic standards: Science, Grade 3 ## 1. Environmental and Sustainability Education · Through project-based learning, synthesize information from multiple sources about local ecological, social, and economic systems, collaborating with partn - [Indigenous Ecological Knowledge](https://ai.page/c/indigenous-ecological-knowledge/index.md): Understand that indigenous peoples of the rainforest have developed deep ecological knowledge over thousands of years — using plants for medicine, food, and building materials, practising sustainable farming methods like shifting cultivation, and understanding animal behaviour and forest ecology in ways that modern science is only beginning to appreciate - [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 ## 2. K–2 Engineering, Technology, and Applications of Science · Use modeling, investigation, and data to design, test, and improve solutions to problems that can be solved through engineering; include crit - [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 - [Testing Materials for Uses](https://ai.page/c/testing-materials-for-uses/index.md): Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials including metals, wood, and plastic - [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 ## 3. Earth and Space Sciences · Use engineering thinking to compare and analyze solutions to weather related problems. - [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 ## 4. Earth and Space Sciences · Use research, data, and modeling to show and explain patterns in weather and climate. - [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 - [Reading Weather Maps](https://ai.page/c/reading-weather-maps/index.md): Read and interpret weather maps, data tables, and graphs — identifying symbols for sun, rain, wind, and temperature; spotting trends and patterns in weather data over weeks, months, or seasons; and using data to make simple predictions ## 5. Life Science · Use evidence, data, and modeling to show and explain how characteristics and behaviors of living things are related to how well they can survive in their environment; use learned unders - [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 - [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 - [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 - [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. Life Science · Use evidence and data to show and explain inherited and acquired traits; apply understanding of traits to explain how variations can affect survival and reproduction. - [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 ## 7. Life Science · Use modeling to show, compare, and contrast life cycle patterns. - [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 ## 8. Physical Science · Use evidence and data to investigate and measure an object’s motion and how forces affect the motion of objects; use acquired understandings to show how magnetic forces can be used - [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 ## Health: 0 of 100 Of its 19 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): - Indigenous Ecological Knowledge has no explanation yet - Changing Environments comes before Habitats & Basic Needs, which it needs - Changing Environments has no explanation yet - Fair testing (age 8+) has no explanation yet - Testing Materials for Uses has no explanation yet - Simple Design Problems 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 - Reading Weather Maps 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 - Habitats & Basic Needs has no explanation yet - Fossils as Evidence has no explanation yet - Animal Groups & Survival 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 - Balanced & Unbalanced Forces has no explanation yet - Predicting Motion Patterns has no explanation yet Credit: The structure of Washington academic standards: Science (https://airtable.com/appAqCJWFHZMaNUh2/tblGy4kx6tGuscLHj/viwE5G0UuqG8WME5q/recKIzw3aJ47IwbBq/fldIxltCXshIi374r/attwRlYWxWWecJj3C?blocks=hide); 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.