# Grade 3: Science A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 51 concepts ready. In the app: https://ai.page/roadmap/wi-sci-grade-3 Part of: [Wisconsin: Science](https://ai.page/roadmap/wi-sci.md) Goal: Wisconsin academic standards: Science, Grade 3 ## 1. Science and Engineering Practices · Obtain, Evaluate, and Communicate Information - [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 - [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 - [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 - [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 ## 2. Science and Engineering Practices · Argue from Evidence - [Evidence Supporting Ideas](https://ai.page/c/evidence-supporting-ideas/index.md): Identify scientific evidence that has been used to support or refute ideas or arguments, evaluating the strength of evidence ## 3. Science and Engineering Practices · Construct an Explanation - [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 ## 4. Science and Engineering Practices · Qualitative and Quantitative Data - [Recording Data](https://ai.page/c/recording-data/index.md): Gather and record data using simple methods such as tables, tally charts, and drawings to help answer questions ## 5. Science and Engineering Practices · Analyze and Interpret Data - [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 ## 6. Science and Engineering Practices · Planning and Conducting Investigations - [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 ## 7. Science and Engineering Practices · Developing Models - [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 - [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. Science and Engineering Practices · Defining Problems - [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 ## 9. Science and Engineering Practices · Asking Questions - [Asking scientific questions](https://ai.page/c/asking-scientific-questions/index.md): Ask simple scientific questions and recognise that they can be answered in different ways including observation, testing, and research - [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 ## 10. Engineering, Technology, and the Application of Science (ETS) · Science and Engineering Use Multiple Approaches to Create New Knowledge and Solve Problems - [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 - [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 ## 11. Engineering, Technology, and the Application of Science (ETS) · Science and Engineering Are Unique Ways of Thinking with Different Purposes - [Science Can Be Revised](https://ai.page/c/science-can-be-revised/index.md): Scientific knowledge is provisional — it is the best current explanation based on available evidence, and it can and should be revised when better evidence arrives ## 12. Earth and Space Science · Human Impacts on Earth Systems - [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 ## 13. Earth and Space Science · Natural Hazards - [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 ## 14. Earth and Space Science · Natural Resources - [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 ## 15. Earth and Space Science · Biogeology - [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 ## 16. Earth and Space Science · Weather and Climate - [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 ## 17. Earth and Space Science · The Roles of Water in Earth's Surface Processes - [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 ## 18. Earth and Space Science · Plate Tectonics and Large-Scale System Interactions - [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 ## 19. Earth and Space Science · Earth Materials and Systems - [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 ## 20. Earth and Space Science · Earth and the Solar System - [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 - [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 ## 21. Earth and Space Science · The Universe and Its Stars - [Star Brightness & Distance](https://ai.page/c/star-brightness-and-distance/index.md): Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth, understanding the sun is a relatively close star ## 22. Physical Science · Information Technologies and Instrumentation - [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 ## 23. Physical Science · Electromagnetic Radiation - [How We See Objects](https://ai.page/c/how-we-see-objects/index.md): Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen ## 24. Physical Science · Wave Properties - [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 ## 25. Physical Science · Energy in Chemical Processes and Everyday Life - [Naming types of energy](https://ai.page/c/naming-types-of-energy/index.md): Name and use vocabulary for types of energy and energy transfer — kinetic energy, potential energy, heat energy, light energy, sound energy, electrical energy, chemical energy, stored energy, energy transfer, energy transformation — and describe energy changes in familiar situations using these terms - [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 ## 26. Physical Science · Conservation of Energy and Energy Transfer - [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 ## 27. Physical Science · Definitions of Energy - [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 ## 28. Physical Science · Types of 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 - [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) ## 29. Physical Science · Forces and Motion - [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 ## 30. Physical Science · Structures and Properties of Matter - [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 ## 31. Life Science · Biodiversity and Humans - [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 ## 32. Life Science · Adaptation - [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 ## 33. Life Science · Natural Selection - [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 ## 34. Life Science · Evidence of Common Ancestry and Diversity - [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 ## 35. Life Science · Variation of Traits - [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 ## 36. Life Science · Inheritance 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 ## 37. Life Science · Social Interactions and Group Behavior - [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 ## 38. Life Science · Cycles of Matter and Energy Transfer in Ecosystems - [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 ## 39. Life Science · Interdependent Relationships in Ecosystems - [Food Webs & Interdependence](https://ai.page/c/food-webs-and-interdependence/index.md): Construct and interpret food webs showing the interdependence of organisms in an ecosystem, explaining how a change in one population affects others ## 40. Life Science · Information Processing - [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 ## Health: 0 of 100 Of its 51 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): - Classifying living things comes before Recording Data, which it needs - Classifying living things has no explanation yet - Comparing Design Solutions comes before Modelling with Sketches, which it needs - Comparing Design Solutions comes before Recording Data, which it needs - Comparing Design Solutions has no explanation yet - Comparing Possible Solutions comes before Simple Design Problems, which it needs - Comparing Possible Solutions has no explanation yet - Drawing conclusions from evidence has no explanation yet - Accurate Measurement has no explanation yet - Evidence Supporting Ideas has no explanation yet - Structures for Survival has no explanation yet - Recording Data has no explanation yet - Reading Weather Maps has no explanation yet - Fair testing (age 8+) has no explanation yet - Controlling variables has no explanation yet - Modelling with Sketches comes before Asking scientific questions, which it needs - Modelling with Sketches has no explanation yet - Predicting Motion Patterns comes before Balanced & Unbalanced Forces, which it needs - Predicting Motion Patterns has no explanation yet - Simple Design Problems has no explanation yet - Asking scientific questions has no explanation yet - What happens when things collide comes before Speed and energy, which it needs - What happens when things collide has no explanation yet - Using evidence to answer questions has no explanation yet - Building an energy-converting device comes before How energy travels around, which it needs - Building an energy-converting device has no explanation yet - Science Can Be Revised has no explanation yet - Communities Protecting Resources comes before Natural resources, which it needs - Communities Protecting Resources has no explanation yet - Natural Disaster Solutions has no explanation yet - Natural resources comes before How energy travels around, which it needs - Natural resources has no explanation yet - Changing Environments comes before Habitats & Basic Needs, which it needs - Changing Environments has no explanation yet - Weather vs climate has no explanation yet - Where water is found on Earth has no explanation yet - Finding patterns in data has no explanation yet - Earth's atmosphere has no explanation yet - The solar system has no explanation yet - Earth's rotation and day/night has no explanation yet - Star Brightness & Distance has no explanation yet - Patterns & Codes for Information has no explanation yet - How We See Objects has no explanation yet - Waves & How They Move has no explanation yet - Naming types of energy has no explanation yet - Energy from Food & the Sun has no explanation yet - How energy travels around has no explanation yet - Speed and energy has no explanation yet - Gravity Pulls Things Down has no explanation yet - Contact & Non-Contact Forces has no explanation yet Credit: The structure of Wisconsin academic standards: Science (https://dpi.wi.gov/sites/default/files/imce/science/WI-Standards-for-Science-2017.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.