Science Curriculum Grade 3

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 3 i

AcknowledgementsThe departments of education of New Brunswick, Newfoundland andLabrador, Nova Scotia, and Prince Edward Island gratefully acknowledge thecontributions of the following groups and individuals toward the developmentof this grade 1 science curriculum guide.

• The Regional Elementary Science Curriculum Committee; current and pastrepresentatives include the following:

Prince Edward IslandClayton Coe, Mathematics and Science ConsultantDepartment of Education

Sheila Barnes, TeacherL.M. Montgomery Elementary School

Ron Perry, TeacherElm Street Elementary School

New BrunswickMark Holland, Science ConsultantDepartment of Education

Peggy MacPherson, TeacherKeswick Ridge School

Nova ScotiaMarilyn Webster, Science ConsultantDepartment of Education & Culture

Hazel Dill, PrincipalDr. Arthur Hines School

Newfoundland and LabradorDana Griffiths, Science ConsultantDepartment of Education

Paul Mills, TeacherBaie Verte Middle School

Lorainne FolkesNotre Dame Academy

• The Provincial Curriculum Working Group, comprising teachers and othereducators in Prince Edward Island, which served as lead province indrafting and revising the document.

• The teachers and other educators and stakeholders across Atlantic Canadawho contributed to the development of the grade 1 science curriculumguide.

ACKNOWLEDGEMENTS

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 3 iii

Introduction

Table of Contents

TABLE OF CONTENTS

Foreword .................................................................................... 1Background ................................................................................ 3Aim ............................................................................................ 3

Program Designand Components

Curriculum OutcomesFramework

Life Science: PlantGrowth and Changes

Earth and SpaceScience: ExploringSoils

Appendix Science Safety ............................................................................ 71Attitude Outcome Statements ................................................... 74

Overview .................................................................................. 11Essential Graduation Learnings .................................................. 12General Curriculum Outcomes .................................................. 13Key-Stage Curriculum Outcomes ............................................... 13Specific Curriculum Outcomes .................................................. 13Attitude Outcomes ................................................................... 14Curriculum Guide Organization ................................................ 15Unit Organization ..................................................................... 15The Four-Column Spread .......................................................... 16

Introduction ............................................................................. 19Focus and Context ..................................................................... 19Science Curriculum Links .......................................................... 19pan-Canadian Science Learning Outcomes ................................. 20PEI/APEF Specific Curriculum Outcomes .................................. 21



Physical Science:Invisible Forces

Physical Science:Materials andStructures


Learning and Teaching Science ..................................................... 5Writing in Science ....................................................................... 6The Three Processes of Scientific Literacy ..................................... 7Meeting the Needs of All Learners ............................................... 8Assessment and Evaluation .......................................................... 9

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 3 1

Foreword

The pan-Canadian Common Framework of Science Learning Outcomes K to 12, released in October 1997, assists provinces in developing acommon science curriculum framework.

New science curriculum for the Atlantic Provinces is described inFoundation for the Atlantic Canada Science Curriculum (1998).

This curriculum guide is intended to provide teachers with theoverview of the outcomes framework for science education. It alsoincludes suggestions to assist teachers in designing learning experiencesand assessment tasks.


Introduction

Background The curriculum described in Foundation for the Atlantic CanadaScience Curriculum was planned and developed collaboratively byregional committees. The process for developing the common sciencecurriculum for Atlantic Canada involved regional consultation with thestakeholders in the education system in each Atlantic province. TheAtlantic Canada science curriculum is consistent with the frameworkdescribed in the pan-Canadian Common Framework of Science LearningOutcomes K to 12.

Aim The aim of science education in the Atlantic provinces is to developscientific literacy.

Scientific literacy is an evolving combination of the science-relatedattitudes, skills, and knowledge students need to develop inquiry,problem-solving, and decision-making abilities; to become life-longlearners; and to maintain a sense of wonder about the world aroundthem. To develop scientific literacy, students require diverse learningexperiences that provide opportunities to explore, analyse, evaluate,synthesize, appreciate, and understand the interrelationships amongscience, technology, society, and the environment.


Program Design and Components

Learning andTeaching Science

What students learn is fundamentally connected to how they learn it.The aim of scientific literacy for all has created a need for new forms ofclassroom organization, communication, and instructional strategies.The teacher is a facilitator of learning whose major tasks include

• creating a classroom environment to support the learning andteaching of science

• designing effective learning experiences that help students achievedesignated outcomes

• stimulating and managing classroom discourse in support ofstudent learning

• learning about and then using students’ motivations, interests,abilities, and learning styles to improve learning and teaching

• assessing student learning, the scientific tasks and activitiesinvolved, and the learning environment to make ongoinginstructional decisions

• selecting teaching strategies from a wide repertoire

Effective science learning and teaching take place in a variety ofsituations. Instructional settings and strategies should create anenvironment that reflects a constructive, active view of the learningprocess. Learning occurs through actively constructing one’s ownmeaning and assimilating new information to develop a newunderstanding.

The development of scientific literacy in students is a function of thekinds of tasks they engage in, the discourse in which they participate,and the settings in which these activities occur. Students’ dispositiontowards science is also shaped by these factors. Consequently, the aimof developing scientific literacy requires careful attention to all of thesefacets of curriculum.

Learning experiences in science education should vary and shouldinclude opportunities for group and individual work, discussionamong students as well as between teacher and students, andhands-on/minds-on activities that allow students to construct andevaluate explanations for the phenomena under investigation. Suchinvestigations and the evaluation of the evidence accumulated provideopportunities for students to develop their understanding of thenature of science and the nature and status of scientific knowledge.

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 36

Writing in Science Learning experiences should provide opportunities for students touse writing and other forms of representation as ways to learning.Students, at all grade levels, should be encouraged to use writing tospeculate, theorize, summarize, discover connections, describeprocesses, express understandings, raise questions, and make sense ofnew information using their own language as a step to the languageof science. Science logs are useful for such expressive and reflectivewriting. Purposeful note making is also an instrinsic part of learningin science that can help students better record, organize, andunderstand information from a variety of sources. The process ofcreating webs, maps, charts, tables, graphs, drawing, and diagramsto represent data and results help students learn and also providesthem with useful study tools.

Learning experiences in science should also provide abundantopportunities for students to communicate their findings andunderstandings to others, both formally and informally, using a varietyof forms for a range of purposes and audiences. Such experiencesshould encourage students to use effective ways of recording andconveying information and ideas and to use the vocabulary of sciencein expressing their understandings. It is through opportunities to talkand write about the concepts they need to learn that students come tobetter understand both the concepts and related vocabulary.

Learners will need explicit instruction in and demonstration of thestrategies they need to develop and apply in reading, viewing,interpreting, and using a range of science texts for various purposes. Itwill be equally important for students to have demonstrations of thestrategies they need to develop and apply in selecting, constructing,and using various forms for communicating in science.


The Three Processes

of Scientific Literacy

Inquiry Scientific inquiry involves posing questions and developingexplanations for phenomena. Students require certain skills toparticipate in the activities of science. Skills such as questioning,observing, inferring, predicting, measuring, hypothesizing, classifying,designing experiments, collecting data, analysing data, andinterpreting data are fundamental to engaging in science. Theseactivities provide students with opportunities to understand andpractise the process of theory development in science and the natureof science.

Problem Solving The process of problem solving involves seeking solutions to humanproblems. It consists of proposing, creating, and testing prototypes,products, and techniques to determine the best solution to a givenproblem.

An individual can be considered scientifically literate when he/she isfamiliar with, and able to engage in, three processes: inquiry,problem-solving, and decision making.

Decision Making The process of decision making involves determining what we, ascitizens, should do in a particular context or in response to a givensituation. Decision-making situations are important in their ownright, and but they also provide a relevant context for engaging inscientific inquiry and/or problem solving.


Meeting theNeeds of AllLearners

The Foundation for the Atlantic Canada Science Curriculum stressesthe need to design and implement a science curriculum thatprovides equitable opportunities for all students according to theirabilities, needs, and interests. Teachers must be aware of and makeadaptations to accommodate the diverse range of learners in theirclass. To adapt instructional strategies, assessment practices, andlearning resources to the needs of all learners, teachers must createopportunities that will permit them to address their various learningstyles.

As well, teachers must not only remain aware of and avoid genderand cultural biases in their teaching, they must also actively addresscultural and gender stereotyping (e.g., about who is interested inand who can succeed in science and mathematics). Researchsupports the position that when science curriculum is madepersonally meaningful and socially and culturally relevant, it is moreengaging for groups traditionally under-represented in science, andindeed, for all students.

While this curriculum guide presents specific outcomes for eachunit, it must be acknowledged that students will progress atdifferent rates.

Teachers should utilize materials and strategies that accommodatestudent diversity, and should validate students when they achievethe outcomes to the best of their abilities.

It is important that teachers articulate high expectations for allstudents and ensure that all students have equitable opportunities toexperience success as they work toward achieving designatedoutcomes. Teachers should adapt classroom organization, teachingstrategies, assessment practices, time, and learning resources toaddress students’ needs and build on their strengths. The variety oflearning experiences described in this guide provide access for a widerange of learners. Similarly, the suggestions for a variety ofassessment practices provide multiple ways for learners todemonstrate their achievements.


Assessment andEvaluation

The terms “assessment” and “evaluation” are often usedinterchangeably, but they refer to quite different processes. Sciencecurriculum documents developed in the Atlantic region use theseterms for the processes described below.

Assessment is the systematic process of gathering information on studentlearning.

Evaluation is the process of analysing, reflecting upon, and summarizingassessment information, and making judgments or decisions based upon theinformation gathered.

The assessment process provides the data, and the evaluation processbrings meaning to the data. Together, these processes improve teachingand learning. If we are to encourage enjoyment in learning for studentsnow and throughout their lives, we must develop strategies to involvestudents in assessment and evaluation at all levels. When students areaware of the outcomes for which they are responsible and of the criteriaby which their work will be assessed or evaluated, they can makeinformed decisions about the most effective ways to demonstrate theirlearning.

The Atlantic Canada science curriculum reflects the three majorprocesses of science learning: inquiry, problem solving, and decisionmaking. When assessing student progress, it is helpful to know someactivities/skills/actions that are associated with each process ofscience learning. Student learning may be described in terms ofability to perform these tasks.


Curriculum Outcomes Framework

Overview The science curriculum is based on an outcomes framework thatincludes statements of essential graduation learnings, generalcurriculum outcomes, key-stage curriculum outcomes, and specificcurriculum outcomes. The general, key-stage, and specificcurriculum outcomes reflect the pan-Canadian Common Frameworkof Science Learning Outcomes K to 12. Figure 1 provides the blueprintof the outcomes framework.

Outcomes Framework

Essential Graduation

Learnings

A Vision for ScientificLiteracy

in Atlantic Canada

Four General Curriculum

Oucomes:

Key-stage Curriculum Outcomes

Specific Curriculum Outcomes

SKILLSInitiating and planning

Performing and recordingAnalysing and interpreting

Communication and teamwork

KNOWLEDGELife science

Physical scienceEarth and space science

ATTITUDESAppreciation of science

Interest in scienceScience inquiryCollaborationStewardship

Safety

FIGURE 1

STSENature of science and technology

Relationship betweenscience and technology

Social and environmental contextsof science and technology


Essential Graduation

Learnings

Essential graduation learnings are statements describing theknowledge, skills, and attitudes expected of all students whograduate from high school. Achievement of the essential graduationlearnings will prepare students to continue to learn throughout theirlives. These learnings describe expectations not in terms ofindividual school subjects but in terms of knowledge, skills, andattitudes developed throughout the curriculum. They confirm thatstudents need to make connections and develop abilities acrosssubject boundaries and to be ready to meet the shifting and ongoingopportunities, responsibilities, and demands of life after graduation.Provinces may add additional essential graduation learnings asappropriate. The essential graduation learnings are:

Aesthetic Expression Graduates will be able to respond with critical awareness to variousforms of the arts and be able to express themselves through the arts.

Citizenship Graduates will be able to assess social, cultural, economic, andenvironmental interdependence in a local and global context.

Communication Graduates will be able to use the listening, viewing, speaking,reading, and writing modes of language(s) as well as mathematicaland scientific concepts and symbols to think, learn, andcommunicate effectively.

Personal Development Graduates will be able to continue to learn and to pursue an active,healthy lifestyle.

Problem Solving Graduates will be able to use the strategies and processes needed tosolve a wide variety of problems, including those requiring language,mathematical, and scientific concepts.

Technological Competence Graduates will be able to use a variety of technologies, demonstratean understanding of technological applications, and applyappropriate technologies for solving problems.


GeneralCurriculumOutcomes

The general curriculum outcomes form the basis of the outcomesframework. They also identify the key components of scientificliteracy. Four general curriculum outcomes have been identified todelineate the four critical aspects of students’ scientific literacy. Theyreflect the wholeness and interconnectedness of learning and shouldbe considered interrelated and mutually supportive.

Science, Technology,

Society, and the

Environment

Students will develop an understanding of the nature of science andtechnology, of the relationships between science and technology, andof the social and environmental contexts of science and technology.

Skills Students will develop the skills required for scientific andtechnological inquiry, for solving problems, for communicatingscientific ideas and results, for working collaboratively, and formaking informed decisions.

Knowledge Students will construct knowledge and understandings of conceptsin life science, physical science, and Earth and space science, andapply these understandings to interpret, integrate, and extend theirknowledge.

Attitudes Students will be encouraged to develop attitudes that support theresponsible acquisition and application of scientific andtechnological knowledge to the mutual benefit of self, society, andthe environment.

Key-StageCurriculumOutcomes

Key-stage curriculum outcomes are statements that identify whatstudents are expected to know, be able to do, and value by the endof grades 3, 6, 9, and 12 as a result of their cumulative learningexperiences in science. The key-stage curriculum outcomes are fromthe Common Framework for Science Learning Outcomes K-12.

SpecificCurriculumOutcomes

Specific curriculum outcome statements describe what students areexpected to know and be able to do at each grade level. They areintended to help teachers design learning experiences and assessmenttasks. Specific curriculum outcomes represent a framework for assistingstudents to achieve the key-stage curriculum outcomes, the generalcurriculum outcomes, and ultimately, the essential graduationlearnings.

Specific curriculum outcomes are organized in units for each gradelevel.


Attitude Outcomes It is expected that the Atlantic Canada science program will fostercertain attitudes in students throughout their school years. TheSTSE, skills, and knowledge outcomes contribute to thedevelopment of attitudes, and opportunities for fostering theseattitudes are highlighted in the Elaborations—Strategies forLearning and Teaching sections of each unit.

Attitudes refer to generalized aspects of behaviour that teachersmodel for students by example and by selective approval. Attitudesare not acquired in the same way as skills and knowledge. Thedevelopment of positive attitudes plays an important role instudents’ growth by interacting with their intellectual developmentand by creating a readiness for responsible application of whatstudents learn.

Since attitudes are not acquired in the same way as skills andknowledge, outcome statements for attitudes are written as key-stagecurriculum outcomes for the end of grades 3, 6, 9, and 12. Theseoutcome statements are meant to guide teachers in creating a learningenvironment that fosters positive attitudes. These key-stageattitudinal outcome statements can be found in the appendix.


Curriculum GuideOrganization

Specific curriculum outcomes are organized in units for each gradelevel. Each unit is organized by topic. Suggestions for learning,teaching, assessment, and resources are provided to support studentachievement of the outcomes.

Unit Organization Each unit begins with a three-page synopsis. On the first page,introductory paragraphs provide an unit overview. These are followedby a section that specifies the focus (inquiry, problem solving, and/ordecision making) and possible contexts for the unit. Finally, acurriculum links paragraph specifies how this unit relates to scienceconcepts and skills addressed in other grades so teachers willunderstand how the unit fits with the students’ progress through thecomplete science program.

The order in which the units of a grade appear in the guide is meantto suggest a sequence. In some cases, the rationale for therecommended sequence is related to the conceptual flow across theyear. That is, one unit may introduce a concept that is thenextended in a subsequent unit. Likewise, one unit may focus on askill or context that will be built upon later in the year.

Some units or certain aspects of units may also be combined orintegrated. This is one way of assisting students as they attempt tomake connections across topics in science or between science and thereal world. In some cases, a unit may require an extended time frameto collect data on weather patterns, plant growth, etc. These casesmay warrant starting the activity early and overlapping it with theexisting unit. In all cases, the intent is to provide opportunities forstudents to deal with science concepts and scientific issues inpersonally meaningful and socially and culturally relevant contexts.

The second page of the three-page overview provides a table of theoutcomes from the pan-Canadian Common Framework of ScienceLearning Outcomes K to 12 that the unit will address. The numberingsystem used is the one in the pan-Canadian document as follows:

• 100s—Science-Technology-Society-Environment (STSE) outcomes• 200s—Skills outcomes• 300s—Knowledge outcomes• 400s—Attitude outcomesThese code numbers appear in brackets after each specific curriculum

outcome (SCO).

The pan-Canadian Science Learning Outcomes were used as theframework in the development of the Atlantic Canada ScienceCurriculum at this grade level. They are included to illustrate thetwo types of science outcomes at the primary level: i.e., STSE/Knowledge and Skills. For planning, instructional, and assessmentpurposes, teachers should refer to the PEI/APEF Specific CurriculumOutcomes found on the third overview page.


The Four-ColumnSpread

All units have a two-page layout of four columns as illustrated below.In some cases, the four-column spread continues to the nexttwo-page layout. Outcomes are grouped by a topic indicated at thetop of the left page.

Two Page, Four Column Spread

Column One: Outcomes

The third page of the three-page overview provides a table of thePEI/APEF specific curriculum outcomes for the unit. Each unit isdivided into subtopics to reflect a possible grouping of the specificcurriculum outcomes.


The first column provides the specific curriculum outcomes. Theseare based on the pan-Canadian Common Framework of ScienceLearning Outcomes K to 12. The statements involve the Science-Technology-Society-Environment (STSE), skills, and knowledgeoutcomes indicated by the outcome number(s) that appears inparenthesis after the outcome. Some STSE and skills outcomes havebeen written in a context that shows how these outcomes should beaddressed.

The third column provides suggestions for ways that students’achievement of the outcomes could be assessed. These suggestionsreflect a variety of assessment techniques and materials that include,but are not limited to, informal/formal observation, performance,journal, interview, paper and pencil, presentation, and portfolio.Some assessment tasks may be used to assess student learning inrelation to a single outcome. Others to assess student learning areorganized in relation to several outcomes. The assessment itemidentifies the outcome(s) addressed by the outcome number inbrackets after the item.

Specific curriculum outcomes have been grouped by topic. Othergroupings of outcomes are possible and in some cases may benecessary to take advantage of local situations. The grouping ofoutcomes provides a suggested teaching sequence. Teachers mayprefer to plan their own teaching sequence to meet the learningneeds of their students.

Column One and Column Two define what students are expected tolearn, and be able to do.

Column Two: Elaborations—Strategies for Learning andTeaching

The second column may include elaborations of outcomes listed incolumn one, and describes learning environments and experiencesthat will support students’ learning.

The strategies in this column are intended to provide a holisticapproach to instruction. In some cases, they address a singleoutcome; in other cases, they address a group of outcomes.

Column Three: Tasks forInstruction and/orAssessment

Column Four: Resources/Notes

This column provides correlations of outcomes to authorizedresources.


LIFE SCIENCE: PLANT GROWTH AND CHANGES

Introduction Careful observation of the natural world reveals patterns of growth—how plants grow and respond to their natural environment. Students’awareness of plants begins with a variety of informal encounters withinthe local environment, but their deeper understanding grows best fromexperience in planting, nurturing, and observing individual plants overan extended period of time.

Focus and Context This unit starts off with an inquiry focus, as students investigate howvarious conditions affect plant growth, and explore the life cycles ofplants. The unit then proceeds to introduce technological productsand processes that have been developed that use plants to meet theneeds of people.

ScienceCurriculum Links

Students have already explored the needs and characteristics of plantsin grade 1. This unit on plant growth will complement and reinforceoutcomes in the Soils unit that is also done in grade 3. They should thenhave the background necessary for the grade 4 unit, Habitats andCommunities, in which they explore features of plants that enable themto thrive in different places.

Life Science: Plant Growth and Changes

STSE/Knowledge Skills



100-29 identify and investigate life needs ofplants and describe how plants are affected bythe conditions in which they grow

100-28 identify and describe parts of plants andtheir general function

100-30 observe and describe changes that occurthrough the life cycle of a flowering plant

102-12 describe ways in which plants areimportant to living things and the environment

102-13 identify parts of different plants thatprovide humans with useful products, anddescribe the preparation that is required toobtain these products and how our supply ofuseful plants is replenished

Initiating and Planning

200-1 ask questions that lead to exploration andinvestigation

200-3 make predictions, based on an observedpattern

Performing and Recording

201-5 make and record relevant observations andmeasurements, using written language, pictures, andcharts

201-6 estimate measurements

Analysing and Interpreting

202-2 place materials and objects in a sequence or ingroups according to one or more attributes

202-4 construct and label concrete-object graphs,pictographs, or bar graphs

202-5 identify and suggest explanations for patternsand discrepancies in observed objects and events

Communication and Teamwork

203-2 identify common objects and events, usingterminology and language that others understand

203-5 respond to the ideas and actions of others andacknowledge their ideas and contributions

pan-Canadian Science Learning Outcomes

N.B. The following pan-Canadian Science Learning Outcomes were used as the framework in the development of theAtlantic Canada Science Curriculum at this grade level. They are included here to illustrate the two types of science

outcomes at the primary level: i.e., STSE/Knowledge and Skills. For planning, instructional, and assessment purposes,teachers should refer to the PEI/APEF Specific Curriculum Outcomes found on the next page.



PEI/APEF Specific Curriculum Outcomes

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Investigating Germination and Growing Conditions for Plants

Students will be expected to

• place seeds in groups according to one or moreattributes (202-2)

• ask questions to investigate related to growingconditions for plants (200-1)

• make predictions about which conditions willbe the best for plant growth (200-3)

• make and record relevant observations andmeasurements of plant growth during theirinvestigations (201-5)

• construct and label bar graphs that showplant growth under different conditions (202-4)

• draw inferences that identify and investigatelife needs of plants and describe how plantsare affected by the conditions in which theygrow (100-29)

• identify and describe parts of plants and theirgeneral function (100-28, 203-2)

• identify and suggest explanations for patternsand discrepancies in the growth rate of similarplants grown in varying conditions (202-5)

The Life Cycle of a Plant


• observe and describe changes, using writtenlanguage, pictures, and charts, that occurthrough the life cycle of a flowering plant(100-30, 201-5)

• estimate measurements of the plant as itgrows (201-6)

Uses for Plants


• describe ways in which plants are important toliving things and the environment (102-12)

• identify parts of different plants that providehumans with useful products, and describe thepreparation that is required to obtain theseproducts and how our supply of useful plants isreplenished (102-13)

• respond to the ideas and actions of others andacknowledge their ideas about the uses andreplenishing of plants (203-5)




Outcomes Elaborations–Strategies for Learning and Teaching


• place seeds in groups accordingto one or more attributes(202-2)

Read ahead to the unit on “Soil.” It has outcomes related to soilfactors and how it interacts with living things. It is recommendedthat you start planting now in preparation for those activities.

Students can bring in a variety of seeds to use in theirinvestigations. In order to address outcomes later in this unitrelated to the usefulness of plants, the teacher could supply herbor vegetable seeds. Caution: Do not use commercial seeds thathave been treated with powder fungicide. Initially, students cancompare the different kinds of seeds, noting their size, shape,colour, thickness, and appearance. Students can decide on somecommon attributes of the seeds, and group them accordingly.Caution: Allergy Alert. Teachers should be aware of any nutallergies if these are to be used in this activity.

Teachers could assess the students’ knowledge of plant needs.Students should generate questions that they might wish toinvestigate related to possible conditions in which to germinateand grow their plants. Students will probably know that plantsneed to be watered, but how much? How often? Examples ofquestions students might ask are: “Will watering the plant makeit grow better if watered once or twice a week?”, “Will this plantgrow better in the sunlight or darkness?” They can then makepredictions about which conditions they feel will produce thebest-growing plants, and record them in their journal.

Do not use commercial seeds that have been treated with powderfungicide. Caution: Chemical Alert. Students should not use anyherbicides, pesticides, or other harmful chemicals as part of theirtests.

Students should plant their seeds, being careful to record theconditions that they will be using somewhere on the pot or cup, sothat plants don’t get mixed up. Students should accurately recordtheir observations and measurements of the plant’s growth. Thisactivity provides an excellent opportunity to develop the concept ofa fair test (only one thing is tested at a time). Some conditions to tryinclude varying the amount of water, light, temperature, wind, typeof soil, and the inclusion of weeds.

Students should construct a bar graph once all the data is collected.This can be used to reinforce their math graphing skills. Technology,such as spreadsheet and commercial software, could be used togenerate the graph.

• ask questions to investigaterelated to growing conditions forplants (200-1)

• make predictions about whichconditions will be the best forplant growth (200-3)

• make and record relevantobservations and measurementsof plant growth during theirinvestigations (201-5)

• construct and label bar graphsthat show plant growth underdifferent conditions (202-4)

. . . continued

!

!

!


23ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 3

Tasks for Instruction and/or Assessment Resources


Performance

• From all of the seeds you havebeen given, decide on a way togroup them. (202-2)

• Fill in the chart “Helping PlantsGrow” as you test conditions forgrowing plants. When you arefinished, construct a bar chart to show the plants growth.

From the list of conditions students have generated, various groupscan select the variables they wish to investigate. Results can beshared with the class. Each of the variables should have a separatecolumn in the chart. (201-5, 202-4)

. . . continued

Journal

• I would like to find out if ... can make my plant grow faster. Ipredict that if ... (200-1, 200-3)

Interview

• What are some of the factors that might affect the growth of plants?Groups might graph different variables such as the amount of water,light, and soil type and depth. (200-3)

Lesson/Activity in Addison WesleyResource

202-2

Lesson 3, page 15

200-1

Launch, page 7

Lesson 3, page 15

Lesson 6, page 24

200-3

Lesson 4, page 18

Lesson 6, page 24

Lesson 13, page 46

201-5

Lesson 3, page 15

Lesson 4, page 18

Lesson 8, page 31

Addison Wesley, Soil, Lesson 5, page 22

202-4

Lesson 6, page 24

Key:

L = Launch

X = Outcome addressed throughstudent book and Teacher’s Guide

TG = Outcome addressed throughTeacher’s Guide only

DP = Design Project

Helping Plants Grow

Conditions

Date

:

:

Factors affecting plant growth

Observations and drawings(include height of plant)





Investigating Germination and Growing Conditions for Plants (continued)

• draw inferences that identify andinvestigate life needs of plants anddescribe how plants are affected bythe conditions in which they grow(100-29)

Students should identify the conditions needed for plant growth(light, water, food, and space). They should describe the resultsand draw pictures to illustrate their plants. Based on theirobservations, students should draw inferences about the needs ofplants. Based on an experiment growing plants in differentamounts of light, student can infer light affects how plants grow.Students could investigate how these conditions would affectother plants, for example, cacti, aquatic plants, epiphyte (plantsthat grows on another plant for support, but which is not aparasite), or hydroponic plants (plants that grow with their rootsimmersed in a nutrient water solution).

While the students’ plants are growing in the classroom, they cantake walks outside and compare plants in their local environment.They can note which kinds of plants grow on hills, under trees,in rocky areas, or by the seashore. Students may observe plants ofthe same kind growing in different locations, and note anydifferences. Students could suggest explanations for any observedpatterns. Before the field trip students should develop anobservation sheet to record their findings.

Students should be encouraged to use appropriate terminologyfor the parts of the plants (limit to roots, stem, seed, flower,leaves). The functions of various parts can be explored throughclassroom discussion and observation, drawing on the results oftheir investigations, print and electronic resources. Students candraw, label and name a variety of local plants.

Appropriate descriptions of part of plants and their generalfunctions by grade 3 students would include the following:

Root: the part of a plant that holds the plant in the ground,absorbs water and nutrients and stores food.

Stem or trunk: the part of a plant that holds the plant up andcarries water and nutrients from the roots to the leaves.

Seed: a plant grows from this.

Flower: the part of the plant that makes seeds.

Leaf: the part of a plant where food for the plant is made.

• identify and describe parts ofplants and their general function(100-28, 203-2)

• identify and suggest explanationsfor patterns and discrepancies inthe growth rate of similar plantsgrown in varying conditions(202-5)




Investigating Germination and Growing Conditions for Plants (continued)

Journal

• I am a plant. The conditions I need for growth are ... (100-29)

Paper and Pencil

• Draw pictures of the plants in your class that grew underdifferent conditions. Which plants grew best? Tell me why?(100-29, 202-5)

Interview

• What are the conditions that affects the growth of plants?(100-29)

• What do you think the roots do? (Teachers can question aboutother plant parts throughout this unit.) (100-28, 203-2)


100-29

Lesson 4, page 18

Lesson 6, page 24

Lesson 8, page 31

Lesson 9, page 34

Lesson 10, page 37

Lesson 13, page 46

Lesson 14, page 49

DP, page 53


100-28, 203-2

Lessons 1, 2 and 3, pages 10-17

Lesson 5, page 21

Lesson 7, page 27


202-5

Lesson 14, page 49


Key:

L = Launch



DP = Design Project






• observe and describe changes,using written language, pictures,and charts, that occur throughthe life cycle of a flowering plant(100-30, 201-5)

• estimate measurements of theplant as it grows (201-6)

Students should grow flowering plants or have an opportunity toobserve flowering plants (such as marigolds, bulbs) over a longperiod of time. Students could plant seeds in a container thatallows a view of the seed as it germinates. Consider using a papertowel-lined glass jar with soil in centre, or in a plastic bag tapedto the window. As the seed germinates, the students can unfoldthe paper towel to track the seed’s progress. Students could usedrawings to record their observsations of the plant’s life cycle,estimate the lengths of the various parts of the plants (forexample, leaf size, root length, plant height), and takemeasurements. This activity can be used to address mathematicsoutcomes in measurement. Students could observe the bloomusing a magnifying glass. The whole sequence of plant growth(germination, sprouting, buds forming, flowering, pollination,fruit/seed growth) can be observed. The newly formed seeds canthen be potted to continue their cycle back to seeds. Studentsmay explore other ways to grow plants (clippings, bulbs, or theeye of a potato).

Students can investigate through hands-on experiences, video,print and electronic sources, how pollen and seeds are carriedfrom place to place. Wind, rain, birds, insects and other means oftransporting seeds can be noted. Students may recall howdandelions turn white and puffy as their life cycle continues, andthe seeds are then spread by the wind.





Performance

• Draw pictures that show the different stages (germination,sprouting, buds forming, flowering, pollination, fruit/seed growth)of a flowering plant you are growing. (100-30, 201-5)

• Draw or cut out pictures of the stages of the life cycle of a floweringtree, and put them in order. (Include a picture of seeds, the seedgerminating, the flower buds starting to form, the floweringstage, and the seeds forming. (100-30)

Presentation

• Perform a skit or produce a video on the life cycle of a floweringplant. (100-29, 100-30)

• Fill in the table below.

Growth/Prediction Chart

Week

1

Predicted Growth

2

4

3

Actual Growth


100-30, 201-5

Lesson 3, page 15

Lesson 5, page 22

Lesson 8, page 31

201-6

Lesson 3, page 15

Lesson 6, page 24

Key:

L = Launch



DP = Design Project





• describe ways in which plants areimportant to living things and theenvironment (102-12)

• identify parts of different plantsthat provide humans with usefulproducts, and describe thepreparation that is required toobtain these products and howour supply of useful plants isreplenished (102-13)

Students should describe the importance of plants to living thingssuch as shelter, food, and oxygen. Students should explore a varietyof uses for plants. Students could be introduced to products andprocesses, derived from plants, that have been developed to meetthe needs of humans. Students, in groups or individually, couldexplore a use for plants, and present their findings to the class.These outcomes could reinforce social studies outcomes that dealwith the vegetation of their province and how people in theirprovince make a living from and use plants. Students could focuson the following:

• Food: The leaves of some plants can be eaten (for example,dandelion, beet, lettuce), or used for flavouring (for example,mint, tea, savoury). The roots of some plants (for example,turnip, carrots, beets), some flowers (for example, nasturtiums),and many seeds (for example, sunflower, poppy) are edible.Students can grow small vegetables like carrots or peas, collectdandelions, or bring in a variety of edible seeds, roots, and fruitsand have a vegetarian feast day. Caution: Students should bewarned that not all plants are edible.

• Art and decoration: Students could collect local wildflowers, andpractice arranging them, drying them, and making a variety ofcraft items using them.

• Medicines (for example, garlic, ginseng): Students couldinterview people in their community to find out naturalremedies using specific foods, and make a poster or collage toillustrate their findings.

• Dyes [for example, beet (red), blueberries (blue), onions(yellow)]: Students could tie-dye white T-shirts using the dyesfrom local plants.

• Fibres: (for example, cotton, straw used in baskets, cellulose ortree fibres used in making paper, onion skins are used for paper).Students could make paper, do some basket weaving, or bring inclothes made from cotton.

Uses for Plants

. . . continued

!




Uses for Plants

Journal

• You are an organism living in a forest. Describe how plants areimportant to your survival. (102-12)

• What would happen if you were an organism that depended ontrees and the trees where harvested? (102-12)

Paper and Pencil

• Which of the things below contain plant parts? (Include picturessuch as books, furniture, food, metal products.) (102-13)

• Classify food items according to the plant part used. (102-13)

. . . continued

How We Use Plants

Bark

cinnamon

LeavesStem/Trunk

RootsSeed/Flower

Sap

lettucecelerycarrotsapplesmaple(maplesyrup)

Interview

• Describe ways plants are important to us and all livingorganisms. (102-12)

Presentation

• Create a video, skit or a pictorial presentation on how plants areimportant for survival in a natural environment. (This couldinclude water or land.) (102-12)

• Create a video, skit, or a pictorial representation on human usesof plants. (102-13)


102-12

Launch, page 7

Lesson 6, page 24

Lessons 10, 11, 12, 13 and 14, pages 37-51

102-13

Lesson 2, page 12

Lessons 10 and 11, pages 37-42

Science Safety Guide

102-12

Lesson One

Plants: A Breath of Fresh Air

Lesson Two

Pollution Patrol: Plants and OurEnvironment

Key:

L = Launch



DP = Design Project





Uses for Plants (continued)

• Provide oxygen: Animals need oxygen to breathe. Plantsproduce oxygen, and also can filter impurities from the air.Students could plant trees around the school yard as anaturalization project.

• Prevent Erosion: (e.g., cross-slope plowing for farming). Referto the grade 3 Exploring Soils unit for activities related to thisuse.

• Building Materials: Students could look at the wide variety ofwood products that are made from the trunks of trees (e.g.,plywood, lumber, panelling). If possible, students could visit alocal sawmill to see how trees are processed into lumber.

Students should explore the issues of the uses and replenishing ofplants using a role play activity where students would formulatethe ideas and propose solutions to various environmental issues.Students could work in groups, and each group would work on aspecific issue.

Guest speakers or field trips provide excellent opportunities toexperience, first hand or from the experts, the uses, manufacturingtechniques, and environmental concerns related to plant growth andreplenishment. Students should understand that some plants, suchas lady slippers, are endangered and are not to be disturbed.Depending on the locality, students could visit the producesection of the grocery store, farms, garden shop, florist, loggingcamps, seashore, companies employing silvaculture techniques,paper mills, or a factory that processes fruit, vegetables, flowers,or trees, or interview farmers, gardeners, environmentalists,grocers, and loggers.

• respond to the ideas and actionsof others and acknowledge theirideas about the uses andreplenishing of plants (203-5)

• identify parts of different plantsthat provide humans with usefulproducts, and describe thepreparation that is required toobtain these products and howour supply of useful plants isreplenished (102-13)




Uses for Plants (continued)

Journal

• Today we visited (or had a visitor from) a ______ (farm, gardencentre, paper mill, green house, or industrial processor of plantproducts). I learned that ... The best part of the trip (or talk/demonstration) was ... (203-5)

Interview

• Why is it important to replenish plants in our environment?(203-5)

Presentation

• Develop a presentation about being a user of plants whichillustrates why it is important to replenish plants. (203-205)

Portfolio

• Select a piece(s) of work from this unit to put in your portfolio.


102-13

Lesson 2, page 12


203-5

Lesson 12, page 43

Key:

L = Launch



DP = Design Project

33

Earth and Space Science: Exploring SoilsIntroduction Students soon discover that there is more to soil than just dirt. It is a

place for plants and animals to grow in. It provides a base forgardens, forests, fields, and farms. By examining soils, studentsdiscover that soils are made up of more than one type of substanceand that the particular combination of materials in soil has a lot todo with what lives in it and on it. By focusing on the ways we canchange soil—especially changes that occur as a result of water—students learn that soil is affected by humans and the environment.

Focus and Context Inquiry is the focus of this unit. Students should have manyopportunities to observe, manipulate, and test various soil samples toexplore their composition, water absorption, drainage, and how theyerode. The importance of soils to living things, and howtechnological processes transform soil into other products isemphasized.

ScienceCurriculum Links

This unit should complement the grade 3 unit, “Plant Growth andChanges”, since many of the activities can be used to addressoutcomes from both units.

“Exploring Soils” will provide the background knowledge necessaryfor a grade 4 unit, “Rocks, Minerals, and Erosion”.


EARTH AND SPACE SCIENCE: EXPLORING SOILS


Students will be expected to Students will be expected to



100-36 explore and describe a variety of soils andfind similarities and differences among them

100-37 investigate and describe soil components

100-38a describe the effect of moisture oncharacteristics (e.g., how it holds together(cohesion), texture, colour) of the soils

100-38b compare the absorption of water bydifferent soils

100-39 observe and describe the effects of movingwater on different soils

100-35 investigate and describe how living thingsaffect and are affected by soils

101-12 demonstrate and describe ways of usingearth materials to make useful objects


200-1 ask questions that lead to exploration andinvestigation



201-3 use appropriate tools for manipulating andobserving materials and in building simple models

201-5 make and record relevant observations andmeasurements, using written language, pictures, andcharts

201-7 identify and use a variety of sources of scienceinformation and ideas


202-2 place materials and objects in a sequence or ingroups according to one or more attributes

202-4 construct and label concrete-object graphs,pictographs, or bar graphs

202-7 propose an answer to an initial question orproblem and draw simple conclusions based onobservations or research


203-1 communicate questions, ideas, andintentions while conducting their explorations

203-3 communicate procedures and results, usingdrawings, demonstrations, and written and oraldescriptions

pan-Canadian Science Learning OutcomesN.B. The following pan-Canadian Science Learning Outcomes were used as the framework in the development of the

Atlantic Canada Science Curriculum at this grade level. They are included here to illustrate the two types of scienceoutcomes at the primary level: i.e., STSE/Knowledge and Skills. For planning, instructional, and assessment purposes,

teachers should refer to the PEI/APEF Specific Curriculum Outcomes found on the next page.




Investigating Soils Composition

Students will be expected to• ask questions and make predictions that lead to

exploration and investigation about thecomposition of soil (200-1, 200-3)

• explore and describe a variety of soils and findsimilarities and differences among them(100-36)

• investigate and describe soil components usingappropriate tools such as spoons, magnifyingglasses, jars, and filters (100-37, 201-3)

• make and record observations andmeasurements in investigations related to soilcomposition (201-5)

• propose an answer to initial question relatedto soil composition based on theirinvestigations (202-7)

Water Absorption of Soils


• describe the effect of moisture on characteristicsof the soils (100-38a)

• make predictions about the absorption of waterby different types of soil that lead to explorationand investigation (200-3)

• compare the absorption of water by differentsoils (100-38b)

• construct and label bar graphs to show theamount of water absorbed by the differentsoils samples (202-4)

• place containers of soil in order of theirability to absorb water (202-2)

• communicate procedures and results ofinvestigations related to test water absorptionof soils, using drawings, demonstrations, and/or written and oral descriptions (203-3)

Moving Water and Soil


• observe and describe the effects of moving wateron different types of soil (100-39)

Interactions of Living Things and Soils


• investigate and describe how living things affectand are affected by soils (100-35)

Technological Products and ProcessesRelated to Soils


• demonstrate and describe ways of using earthmaterials to make useful objects (101-12)

• identify and use a variety of sources of scienceinformation to gather information about howliving things affect and are affected by soils(201-7)

• communicate questions, ideas, and intentionswhile using earth materials to make usefulobjects (203-1)





36


• ask questions and makepredictions that lead toexploration and investigationabout the composition of soil(200-1, 200-3)

This unit could be easily integrated with the unit, Plant Growthand Changes. As students determine the factors that affect thegrowth of plants, they should investigate soil type. Teachersshould have students fill out a chart with the column headings“What I know about soil” and “What I would like to find out”.Some of things that they might know could be “Soil has worms init”, “Soil helps plants grow”, or “Soil has dirt and rocks in it”.Some of things they might want to learn about could be “Is soilthe same everywhere?”, “What kind of soil is best for growingplants?” or “How is soil made?”. Some of these questions will beinvestigated during this unit. Soil composition questions will bethe focus of this section.

In this section, students explore a variety of types of soil samplesfrom different areas, for example, river banks, forest, grassy field,top of a hill, bottom of a hill to determine how the compositionof soil varies. If students bring in soil samples from their backyards, they probably will get a totally different soil compositionthan one from a more natural setting, since many homes are builton fill that has been trucked in, and not on the original soil.Caution: It is advisable to wear gloves when working with soil.

Students can spread out the soil samples on newspapers, and notesimilarities and differences in properties such as colour, texture,and ability to hold together. Magnifying glasses can be used tofurther explore these soils.

Students can separate and view the components of various soilsamples by putting them in a clear plastic jar, adding water, andshaking it. The jar should be left to settle for at least one day.Students can measure the various layers to compare the amountsof the various components (clay, silt, sand, gravel, humus) in eachsoil sample. Measurements can be displayed using bar graphs.This activity can be used to address grade 3 mathematicsoutcomes.

Students can take soil samples and sieve them through mesh/screen of progressively smaller openings, such as chicken wire,colanders, and flour sieves. Students can compare the amounts ofmaterials that result from the consecutive screenings.

From their explorations, students will be able to see similaritiesand differences in the soil samples, and can draw pictures thatshow patterns that emerge from their settling investigations. Theycan compare and describe soils (particle size, colour, texture) frommany locations. Ultimately, they will see that soil compositionvaries from one place to another.

• explore and describe a variety ofsoils and find similarities anddifferences among them (100-36)

• propose an answer to initialquestion related to soilcomposition based on theirinvestigations (202-7)

• investigate and describe soilcomponents using appropriatetools such as spoons, magnifyingglasses, jars, and filters (100-37,201-3)

• make and record observationsand measurements ininvestigations related to soilcomposition (201-5)

!




37


Performance

• Take your soil sample, put it in a clear plastic container, and addwater until it is

34

full. Put the lid on, and shake it. Watch thecontents settle.

– As you watch the particles settle, do you notice any patterns?

– Let the container settle overnight. Draw a picture of thesettled soil in the container in your notebook.

– Compare your soil sample composition with that of otherclassmates. (100-36, 100-37, 201-3, 201-5)

• Using different size screening materials (chicken wire, colander,flour sieve), separate your soil sample into different piles, one foreach screening material.

Describe the materials in each of your piles. Are all the types ofparticles the same, or are they different? Compare the sizes of thepiles that you have made. Measurements can be displayed as a bargraph. (100-36, 100-37, 201-3, 201-5)

Journal

• Things I learned about different types of soils. (202-7)

Paper and Pencil

• Predict what kinds of layers you are going to have after your soilsample settles. (200-1, 200-3)

Interview

• Are there places in your community where the soil is different?Compare the soil from a pasture to the soil on a mountain, or ona river bank. (202-7)


200-1, 200-3

Launch and Lesson 1, pages 7-12

100-36

Lesson 3, page 16

100-37, 201-3

Lessons 1, 2, 3 and 4, pages 10-21

DP, page 47

201-5


DP, page 47

202-7

Lesson 4, page 19


200-1, 200-3

Lesson One

Cave-Ins: Staying Safe Around Soil

Key:

L = Launch



DP = Design Project





38


• describe the effect of moisture oncharacteristics of the soils(100-38a)

• construct and label bar graphs toshow the amount of waterabsorbed by the different soilsamples (202-4)

• place containers of soil in orderof their ability to absorb water(202-2)

• communicate procedures andresults of investigations relatedto test water absorption of soils,using drawings,demonstrations, and/or writtenand oral descriptions (203-3)

Students can investigate what happens when various types of soilsbecome wet: Do they feel different, pile up differently, holdtogether differently? Are some soil types better for making mudpies than others? Do some soil types stick together better afterdrying? Do some soils hold more water than others?

In their explorations, students may notice that some soil samplesseem to absorb more water than others. They can makepredictions about which soil samples they think will absorb themost, and then test their predictions with detailed investigations.

• make predictions about theabsorption of water by differenttypes of soil that lead toexploration and investigation(200-3)

• compare the absorption of waterby different soils (100-38b)

To test the water absorption abilities of various soil samples,students can put the same amount of each (for example, sandy soil,gravelly soil, loam, potting soil, clay soil) in a plastic cup with smallholes poked in the bottom. (A variety of soil types can be obtainedfrom hardware stores or garden shops.) Students can pour in equalamounts of water on each sample, and measure the amount of waterthat drains through, noting which one retained the most, and howmuch water was retained by each sample. A discussion of variablesthat might affect their result might highlight, for example, the effectof taking soil samples after a rainy day versus taking soil samples inthe middle of a dry spell.

Students can practice their graphing with both of these activities(mathematics outcome F3).

As students are finishing up their work on soil retention, teacherscan ask them to think about questions such as “When would youwant to have soil that absorbs lots of water? When wouldn’t you?”and “When would you want to have good drainage?” Studentsmay have noticed in the unit, Plant Growth and Changes, thatsome plants grow better in dry, well-drained soil, while othersneed to have very wet soil. They may note that their drivewaysare often constructed with gravel that allows water to drain away,while a layer of topsoil is usually put over gravel on lawns toprovide water absorption for grass, as well as the necessarynutrients for their growth.




39


Performance

• Complete the chart as you investigate the effect of water ondifferent soil types. (100-38a)

• Put four or five small holes (the size of a skewer) in the bottom of

a styrofoam cup. Put 125 mL 1 cup

2

of soil in the cup.

Hold it over another styrofoam cup, and pour 125 mL of waterover the soil. Measure the amount of water that drips out.Record your results in the chart.

Compare your results to your classmates for different types ofsoils, and draw a bar chart to display your class results. (100-38b, 202-4, 202-2, 203-3)

Properties of Soils

Type ofSoil (clay,sandy,loamy,etc.)

clay

Colourwhenwet

Abilityto holdtegetherwhenwet

Abilityto holdtegetherwhen dry

Colour,Texture andSize (drawingof sampleparticle)

reddish-brown

clumpstogetherand canform aball

can squishtogether,but will fallapart easily

tiny red-dish parti-cles

Soils Absorb Water

Soil Type ordescription

sandy

Amount ofwaterabsorbed

clay

loam orpotting soil

: :

gravel

How much water does soil hold?

Am

ount

of W

ater

(m

L)

0

10

20

30

40

50

sandy loam day


100-38a

Lesson 5, page 22

200-3

Lesson 5, page 22

100-38b

Lesson 5, page 22

202-4

Lesson 5, page 22

203-3

Lesson 5, page 22

Key:

L = Launch



DP = Design Project





40


• observe and describe the effectsof moving water on differenttypes of soils (100-39)

Students should record their procedures and investigations usingdrawings, demonstrations and written/oral presentations.

Students may be given the opportunity to observe the effects ofmoving water on soil in their own community where such evidenceexists. From their previous experiences have students discusspossible effects of moving water on various types of soil. Havestudents suggest methods they could try in class to test theirsuggestions. Students can observe and describe patterns in soil thatresult from running water. For example, students can explore whichsoil materials move readily with water and those that do not. Theycan pour water from a watering can on a pile of soil that contains arange of particle sizes, and record their observations. On a smallerscale, students can pour water at one end of a cake pan containingsand or soil, and observe and describe what happens to the soil.They can observe and describe patterns in soil that result fromrunning water by noting changes in their school yard after aparticularly heavy rain, looking at the ground near an eavestroughrun-off, and noting the banks of rivers, creeks, streams and culverts.Caution: It is advisable to wear gloves when working with soil.

The following activity could be done in conjunction with activitiesfrom the unit on Plant Growth and Changes. Given a pile of soil,students can investigate different methods of preventing the soilfrom washing away. One thing they might try is to investigate theeffect of plants growth on erosion. Students can use small aluminumfoil pie plates with a few holes in the bottom for drainage, and plantgrass seed in one, and various other seeds in the rest. Leave one pieplate with soil alone as the control. When the seeds have grown intoplants, students can run equal amounts of water on one side of thetipped pie plates, and note which plate has more soil running awayfrom it. Students may also wish to test other means to preventerosion, such as stretching nylon stockings or other meshed materialover the pie plates. Netting is sometimes used to prevent soilerosion on the slopes besides many new highways. It provides ameans of preventing erosion until grass or other plants can grow,or making ridges in the soil that run perpendicular to the flow ofwater (contor plowing). This is a common technique used byfarmers when plowing their hills.

Students can look for evidence in their community of erosionprevention strategies that are being used. For example, grass isoften planted on the banks of highways to prevent the soil fromwashing away. Farmers often leave unplowed buffer zones next towaterways so that water will not erode the soil on the field intothe river or stream.

!




41


Performance

• Take a soil sample with different particle sizes in it. Put it in acake pan, and pour 250 mL of water on top of it. (100-39)

What happens to the soil? Do you notice any difference betweenthe types of particles that were washed away and the ones thatstayed?

• Go outside the school and look at the ground near a water runofffrom the school roof (eavestrough). What do you notice aboutthe soil there? (100-39)


100-39

Lesson 12, page 43


100-39

Lesson One


Key:

L = Launch



DP = Design Project





42


• investigate and describe howliving things affect and areaffected by soils (100-35)

• identify and use a variety ofsources of science information togather information about howliving things affect and areaffected by soils (201-7)

Investigations should focus on the following:

€ investigating and describing living things found in the soil€ investigating plant roots and describing how they spread

through the soil€ investigating and describing recycling of biological materials in soils

Students can spread a sample of soil on a white sheet of plastic or waxpaper and observe what crawls out of and through the soil, or theycan lift rocks or other ground coverings to see the insects that areunder them. They can compare the insects and grubs that live in avariety of soils (e.g., clay, loam). Students can put different soilsamples in plastic bags or small jars with some of these living things,and observe how they move through the soil, what they seem to beeating, and any signs of droppings. A plastic bag, an ant farm, or asimilar device made with two sheets of plexiglass held about 2 cmapart, with insects, worms, and grubs in it would provideopportunities for closer observation. Where appropriate, havestudents observe in a natural setting.

Outcomes from this section complement outcomes from the grade 3unit Plant Growth and Change. Students can investigate plant roots anddescribe how they spread through the soil. They can place a moist papertowel around the inside of a glass jar or plastic bag. Put some soil incentre, and place popcorn (unpopped) between glass and paper towel.Popcorn will sprout and roots and leaves are visible to observe.

Students can make a classroom compost by collecting food scraps (suchas apple cores) from lunches and putting it in a plastic ice creamcontainer. They can put some holes in the top so that air can get in andout, and bring in some bugs/worms to add to the container, and let thefood decompose. This can be kept outside, but since the months thatschool are open are fairly cold, should be kept inside in smallamounts to speed up the process. Students can explore theadvantages of composting, and the uses for compost material.

Students could also explore the decomposing of materials by makinga leaf litter. In the fall, students can pile up fallen leaves, and then inthe spring, they can dig around them to see how much hasdecomposed.

Students can use other sources of information to find out more abouthow living things affect and are affected by soil. They may visit siteson the Internet on composting, watch videos or read magazines thathighlight beetles, worms, slugs, or other soil creatures.




43


Performance

• Take some soil and put it in a clear container. Pack the soil downfairly tightly. Put three or four worms on top of this soil, andobserve the worms periodically throughout the next couple ofdays. What happens to the soil over the two days? Why do youthink worms are good for soil? (100-35)

• Put some potting soil in a small, clear plastic cup. Plant someseeds and care for them as they germinate and grow. Look forevidence of the roots through the cup, and draw what youobserve. Why do you think roots need soil? (100-35)

• In a plastic jar, put your vegetable or fruit scraps collected over atwo week period. Add a layer of soil on top. Store the containerin a warm place for a long time (a couple of months at least). Stirthings around daily and add small amounts of water. Recordyour observations in sentences and drawings during thoseperiods.

After your compost is finished, test it out. In one cup, plant yourseeds in regular potting soil or dirt from around your school/home. In the second cup, mix your compost material with thesoil, and plant the same kinds of seeds. Care for both cups thesame way, and record your observations in a chart.

Research and write a report on composting, and include thiswith your observations from your own compost. (100-35)

Using Compost

Date

(insertdate)

Clay and sand,mixed withcompost

Mixtureof clayand sand

(oneweeklater)

Observations

ObservationsGrowthMeasurement

GrowthMeasurement

: :


100-35

Launch, page 7

Lessons 6-12, pages 26-45

201-7

Lesson 7, page 29

Lesson 9, page 35


100-35

Lesson One


Key:

L = Launch



DP = Design Project





44

Technological Products and Processes Related to Soil

• demonstrate and describe waysof using earth materials to makeuseful objects (101-12)

• communicate questions, ideas,and intentions while using earthmaterials to make useful objects(203-1)

Students can use a variety of materials that come from the earthto make useful products. They can make some “pottery” fromclay, experiment with different soil materials to make mud bricks,or collect small, colourful stones to use as decorations on objectssuch as empty tins, that can be turned into pencil holders. Theycan make ceramic shapes, or use beads to make jewellery.

Displays of pictures or objects can be set up around the room toillustrate the many uses for earth materials. The displays couldinclude earthenware or pottery, pictures of mud huts, beadjewellery, various ceramic, brick and concrete objects. Studentsmay have objects at home that they could bring in and show tothe rest of the class.




45

Technological Products and Processes Related to Soil

Presentation

• In a group of two or three, pick an “earth” product to make anddisplay your product for the class. (Alternatively, this activitycould have everyone making the same type of product. Thisactivity can provide opportunities for connections to art andsocial studies outcomes). (101-12)

• Bring in an earth product from home. Find out where theproduct was made, what it was made from, and what it is usedfor. Write this information clearly on a file card for display, andinclude it in a class display of earth products. (203-1)

Informal/Formal Observation

• Observe students as they work as a team to complete theirproducts. Anecdotal records can be used to document theirabilities to work as a team, communicate, and problem solve.(203-1)


101-12

Lesson 11, page 40

203-1

Lesson 11, page 40

Key:

L = Launch



DP = Design Project

Physical Science: Invisible Forces

Introduction Some forces involve direct pushes and pulls, where a surface is directlycontacted, while others involve interaction at a distance. The intent ofthis unit is to introduce students to two kinds of forces that can actbetween objects, where the objects need not be touching one other.Students learn that magnetic forces and static electric forces bothinvolve attraction and repulsion, but have different origins and involvedifferent kinds of materials. Students discover a variety of ways theseforces can be applied or can affect their daily life.

Although gravity is an invisible force, it is not addressed until thegrade 5 unit, Forces and Simple Machines.

Focus and Context Inquiry, in the form of observation making and recording, is the focusin this unit. Through explorations into magnetic and static electricforces, students observe and record the materials and conditions thatalter the strength of these forces. Investigations of electrostatic forcesare best done in the winter, when the air is dry.

Science

Curriculum Links

Students first learned about the concept of forces in the grade 2 unit,“Relative Position and Motion” during investigations into the factorsthat affect motion. This unit will extend students’ experiences withtwo types of forces—magnetism and electrostatic forces. Thisexploration of forces will be extended in the grade 5 unit, “Forces andSimple Machines.”


PHYSICAL SCIENCE: INVISIBLE FORCES


Students will be expected to Students will be expected to



102-14 identify familiar uses of magnets

100-31 investigate to identify materials that can bemagnetized and materials that are attracted bymagnets, and distinguish these from materials thatare not affected by magnets

100-32 investigate the polarity of a magnet,determine the orientation of its poles, anddemonstrate that opposite poles attract and likepoles repel

100-33 identify conditions that affect the force ofmagnets and of static electric materials

101-8 describe and demonstrate ways to useeveryday materials to produce static electric charges,and describe how charged materials interact

102-15 describe examples of the effects of staticelectricity in their daily lives, and identify ways inwhich static electricity can be used safely or avoided


200-2 identify problems to be solved



201-1 follow a simple procedure whereinstructions are given one step at a time


201-5 make and record relevant observations andmeasurements, using written language, pictures,and charts


202-2 place materials and objects in a sequence orin groups according to one or more attributes

202-7 propose an answer to an initial question orproblem and draw simple conclusions based onobservations or research

202-8 compare and evaluate personallyconstructed objects with respect to their form andfunction

202-9 identify new questions that arise from whatwas learned



203-5 respond to the ideas and actions of othersand acknowledge their ideas and contributions

N.B. The following pan-Canadian Science Learning Outcomes were used as the framework in the development of the

Atlantic Canada Science Curriculum at this grade level. They are included here to illustrate the two types of science

outcomes at the primary level: i.e., STSE/Knowledge and Skills. For planning, instructional, and assessment purposes, teachersshould refer to the PEI/APEF Specific Curriculum Outcomes found on the next page.





○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Magnetic Forces


• investigate the polarity of a magnet, determinethe orientation of its poles, and demonstratethat opposite poles attract and like poles repel(100-32)

• investigate to identify and group materials thatcan be magnetized and materials that areattracted by magnets, and distinguish thesefrom materials that are not attracted tomagnets (100-31, 202-2)

• follow a simple procedure where instructionsare given one step at a time to increase and testthe strength of a temporary magnet bystroking it or storing it next to a strongermagnet (201-1)

• identify problems to be solved related tomagnetizing materials (200-2)

• propose answers to questions raised related tomagnetizing materials (202-7)

• make predictions about the number of objectsthat can be picked up by a magnet underdifferent conditions (200-3)

• make and record relevant observations ininvestigations on the number of objects thatcan be picked up by a magnet under differentconditions, and use the observations to identifyconditions that affect the force of magnets(100-33, 201-5)

• identify familiar uses of magnets (102-14)

• in cooperative groups, construct and evaluate atoy that is moved by attractive or repulsivemagnetic forces (201-3, 202-8, 203-5)

Electrostatic Forces(Forces arising from Static Electricity)


• describe and demonstrate ways to use everydaymaterials to produce static electric charges,and describe how charged materials interact(attract, repel) (101-8, 203-3)

• identify materials to be used to investigateconditions affecting the force of staticelectricity, and suggest ways to use them intheir investigations (202-7)

• make and record relevant observations ininvestigations related to identify conditionsthat affect the force of static electricity, anddraw simple conclusions that identify theseconditions (100-33, 201-5, 202-7)

• identify new questions from what has beenlearned about static electricity (202-9)

• describe examples of the effects of staticelectricity in their daily lives, and identify waysin which static electricity can be used safely oravoided (102-15)



Outcomes Elaboration–Strategies for Learning and Teaching


Magnetic Forces

• investigate the polarity of amagnet, determine theorientation of its poles, anddemonstrate that opposite polesattract and like poles repel (100-32)

Caution: Do not allow students to hold magnets nearcomputers, computer discs, video tapes, audio tapes, ortelevision sets.

Background for teacher: since the designation of “north” and “south”on a magnet is an arbitrary standard, given unmarked magnets,students will be unable to tell which pole is which. Bar magnets onwhich the poles are marked can be used so students can see thatopposite poles attract, and like poles repel.

Students can investigate materials that can be magnetized.Students will be curious about which materials will attractmagnets, and will be eager to test out a wide variety of materials.They may encounter magnets that don’t appear to be verystrong, or magnets that are so strong that pins or staples that staytogether after the magnet has been removed. These situations canlead to discussions and investigations into the strength ofmagnets, and how to magnetize other materials such as pins andiron nails. Show them how to stroke an iron object or othermagnetic metal with a magnet to make that object a magnet.They can then test materials to see if they can make themmagnetic, as well try to make their weaker magnets stronger.

Students can follow a procedure where they select an iron nail, amagnet, and some staples. They can be instructed to stroke thenail five times in the same direction using the same end of themagnet. They can then put the iron nail into the staples, andrecord the number of staples that were attracted. They can thenrepeat this procedure a number of times, and test and record thenumber of staples that are attracted. Students should beinstructed in the proper way to handle and store magnets.Magnets gradually lose their strength if they are droppedrepeatedly, or stored improperly.

Bar magnets and horseshoe magnets can be explored todetermine which objects are attracted to magnets, and which arenot. When students hold magnets together, they will veryquickly discover that sometimes magnets attract, while othertimes they repel.

. . . continued

!

• identify problems to be solvedrelated to magnetizing materials(200-2)

• propose answers to questionsraised related to magnetizingmaterials (202-7)

• investigate to identify andgroup materials that can bemagnetized and materials thatare attracted by magnets, anddistinguish these from materialsthat are not attracted tomagnets (100-31, 202-2)

• follow a simple procedure whereinstructions are given one stepat a time to increase and test thestrength of a temporary magnetby stroking it or storing it nextto a stronger magnet (201-1)




Magnetic Forces

Performance

• Complete the chartas you investigatemagnets. (100-31,202-2)

• Set up some tests tofind out which end isthe north pole.(100-32)

• Scatter iron filings ona sheet of paper, andscatter salt on asecond sheet. Hold different shapes, sizes and strengths ofmagnets under each sheet, and draw what you see when youslightly jiggle the sheets. (100-31, 202-2)

Journal

• Today I learned about magnets ... (Look for words like attract,repel, north, south in their description of what they learned.)(100-32, 200-2)

Interview

• How can you magnetize an iron nail? How can you prove that ithas become magnetized? (200-2)

• What is the correct way for storing bar magnets? (200-2)

• Are all metals attracted to magnets? (200-2)

• How can you make a nail a stronger magnet? How can you makeit weaker? (201-1)

Caution: Do not hold magnets close to computers, computer disks,video or audio tapes.

. . . continued

Will this object be attracted to a

magnet?

Object

paper clip

ActualPrediction

: :

!


100-32


100-31, 202-2


Lesson 5, page 17

Lesson 8, page 24

DP, page 43

201-2Lesson 8, page 24

200-2

Lesson 4, page 15

Lesson 8, page 24

Lesson 10, page 29

202-7

Lesson 8, page 24

Lesson 10, page 29

Safety Science Guide

200-2, 102-14

Lesson One

Magnets: The Safety Rules of Attraction

Key:

L = Launch



DP = Design Project





Magnetic Forces (continued)

• make predictions about thenumber of objects that can bepicked up by a magnet underdifferent conditions (200-3)

Students can brainstorm conditions (e.g., intervening solids,distance from magnet) to test the strength of the magnets, andthen predict the number of staples that will be picked up. Thesepredictions could be recorded in a chart.

Students can then test the strength of magnets or magnetizedobjects by counting how many objects a magnet can hold (e.g.,paper clips, nails). They can then start to investigate theconditions identified in their brainstorming.

From their investigations, students should use their observationsto make inferences which they can share with the class.

After explorations involving magnets, students should be able torecognize the fact that magnets are much stronger the closer theyare to magnetic materials. Also, students should recognize thatnot all magnetic materials react in the same way to magnets.

Students can identify places in their lives where magnets are usedon a regular basis. Students may be able to relate fridge magnets,doors that close because of magnets and magnetic tools(screwdrivers).

They can make a simple toy or device that has a magnet on it,and experiment with making it move using other magnets. Somestudents will choose to move their toys using attractive force,while others may use repulsion to get a better motion. Encouragethem to work together, look at their options, and test out variousways of getting their toy to move.

• identify familiar uses of magnets(102-14)

• make and record relevantobservations in investigations onthe number of objects that canbe picked up by a magnetunder different conditions, anduse the observations to identifyconditions that affect the forceof magnets (100-33, 201-5)

• in cooperative groups, constructand evaluate a toy that is movedby attractive or repulsivemagnetic forces (201-3, 202-8,203-5)




Magnetic Forces (continued)

Performance

• Complete the chart asyou investigate how toincrease themagnetism of an ironnail. (200-3, 100-33,201-5)

• Use magnets and thematerials provided tomake a toy that youcan move around. Forexample, a boy or girlthat can climb walls; a car that can be controlled. (201-3, 202-8,203-5)

• Complete the chart as you investigate the factors that you thinkmight affect the strength of the magnetic force . (100-33, 201-5)

Journal

• My testing proved I could make a magnet stronger by ... Thetypes of things that are attracted to magnets are ... (202-7)

Presentation

• Show the class the magnetic toy that you made. Explain how itworks using terms like “attract” and “repel”or “pull” or “push”.(201-3, 202-8, 203-5)

Making a Nail a Stronger Magnet

Numberof strokes

0

Actual numberof staplesattracted

Prediction ofnumber ofstaplesattracted

::

5

Factors affecting the Strength of a Magnet

# of sheets ofpaper betweenmagnet and staples

1

: :

2

Distancefrom magnet

# of staplespicked up

# of staplespicked up

1 cm

0 cm

: :


200-3

Lesson 4, page 15

Lesson 6, page 19

Lesson 7, page 21

100-33, 201-5

Lesson 4, page 15

Lesson 6, page 19

Lesson 7, page 21

Lesson 14, page 40

201-3, 202-8, 203-5

DP, page 43

102-14

Launch, page 7

Lessons 1 and 2, page 8-12


Lesson 8, page 24

Lesson 10, page 29

Lesson 14, page 40

DP, page 43

Safety Science Guide

100-33

Lesson One

Magnets: The Safety Rules of Attraction

Key:

L = Launch



DP = Design Project





Electrostatic Forces (Forces arising from Static Electricity)

• describe and demonstrate waysto use everyday materials toproduce static electric charges,and describe how chargedmaterials interact (attract, repel)(101-8, 203-3)

• identify materials to be used toinvestigate conditions affectingthe force of static electricity, andsuggest ways to use them intheir investigations (202-7)

• make and record relevantobservations in investigationsrelated to identify conditionsthat affect the force of staticelectricity, and draw simpleconclusions that identify theseconditions (100-33, 201-5,202-7)

This unit is best done in the winter when the air is usually drier.Students can start their explorations of static charges by rubbinga variety of materials together, and seeing if the materials willthen attract other objects, such as puffed rice, confetti,suspended pith balls or balloons, or any other objects they maywish to test.

Which material will

cause the greatest static

charge in rubber?

fur

wool

cotton not much

lots

balloonrubbed with

amount ofconfetti

Students can observe attraction and repulsion caused by staticelectricity using materials such as suspended balloons, fur, water,combs, and confetti. Students can rub two balloons with thesame material (cotton, fur or wool), and explore how the balloonsinteract, then record theirresults. They can also rub aballoon with one piece ofmaterial (e.g., fur), and then rubother pairs of different materialstogether, and note how thesuspended balloon interacts witheach of these other materials. Foreach pair of materials, theballoon should be attracted toone and repel the other. Studentscan also see what happens when acharged material (e.g., wool thathas been rubbed) touches theballoons. Students can make andrecord their observations, anddraw simple conclusions such as “some things cause more static”.

Background for teacher: When some materials are rubbed,electrons will move from one material to another, and thus thematerials will have opposite charges due to an excess of electronson one of the materials (negative) and a reduction of electrons onthe other (positive). If two balloons are rubbed with the samematerial, both balloons will have the same charge, and will repeleach other, but will both be attracted to the original material thatit was rubbed with, since opposite charges attract. Any other pairof materials that are rubbed together can then be held close tothe balloons, and one of the pair will attract the balloon, whilethe other will repel it. If a highly charged object is attracted tothe balloon so much that it touches it, electrons will betransferred as they touch, so that both the balloon and theobjects now hold the same charge, and will repel each other.

. . . continued




Electrostatic Forces (Forces arising from Static Electricity)

Performance

• Working in groups of two to four, try to find ways to attract themost puffed rice. Write down what you tried and theobservations that you made.(100-33, 201-5, 202-7)

• Complete the chart as youinvestigate which materials willcharge a balloon the most. Whenyou are finished, write aboutwhat you discovered. (Studentscan repeat this activity with agarbage bag and a plasticdrinking straw.) (100-33, 101-8,201-5, 202-7, 203-3)

Interview

• Have you ever stuck balloons tothe wall? How did you do it? Didthey stay very long? (101-8, 203-3)

• How can you get two balloons that are suspended on threads tomove away from each other? (101-8, 202-7, 203-3)

. . . continued

Which material will

cause the greatest

static charge in rubber?

fur

cotton

balloonrubbed

# of puffedrice

: :


101-8, 202-2

Lesson 11, page 31

Lesson 12, page 34

Lesson 14, page 40

202-7

Lesson 11, page 31

100-33, 201-5, 202-7

Lesson 11, page 31

Lesson 12, page 34

Lesson 14, page 40

Key:

L = Launch



DP = Design Project





Electrostatic Forces (Forces arising from Static Electricity) (continued)

• identify new questions fromwhat has been learned aboutstatic electricity (202-9)

• describe examples of the effectsof static electricity in their dailylives, and identify ways in whichstatic electricity can be usedsafely or avoided (102-15)

Students could discuss what they have found out about staticcling from their investigations. Students should be encouraged toidentify new questions that could be investigated at some othertime based on their investigations. Some questions that studentsmight ask are “Do different types of clothes cause more staticcling than others?”, “Why do clothes dried in a clothes dryer havemore static than the clothes on a clothes line?”

Products that inhibit static electricity (for example, sprayproducts used for clothes) or use static electricity (dusters andnew brooms that pick up dust using static charge attraction) canbe displayed around the classroom. Students might exploretechniques to reduce static attraction, “static cling”, like makingthings moist, or touching them to grounded metal. Students mayrelate this to how hair can stand up on end when combed.




Electrostatic Forces (Forces arising from Static Electricity) (continued)

Interview

• Describe what you know about static electricity and carpetedfloors. (102-15)

Paper and Pencil

• Describe what happens when your clothes come out of the dryer.How do you think this is related to static cling? (102-15, 202-9)

Presentation

• Create a poster that shows products that have been developed toreduce static (hair conditioners, sprays for clothes, static clingsheets for the dryer). (102-15)


202-9

Lesson 12, page 34

102-15

Lesson 11, page 31

Lesson 12, page 34

Key:

L = Launch



DP = Design Project

PHYSICAL SCIENCE: MATERIALS AND STRUCTURES


Physical Science: Materials and Structures

Introduction Students learn about the nature of materials, not just by observingthem but, more importantly, by using them—sometimes in theiroriginal form and sometimes as things the students construct. Theemphasis in this unit is on building things, and on selecting andusing materials to fit the task at hand. Students learn that thecharacteristics of structures they build, such as strength, are linked tothe properties of the materials they use, and to the particular way thematerials are configured and joined.

Focus and Context The focus in this unit is problem solving. Students should beprovided with a number of challenges or design tasks over the courseof this unit, and asked to follow the steps in the problem solvingprocess to design solutions. Proposing: Students should be givenopportunities to research a variety of designs already in use, andinvestigate the properties and ways of joining materials to see whythey will be suitable for that particular task. They will then be in aposition to propose solutions to the task or challenge. Creating:Students gather materials and tools that they have chosen, and designa solution to the task or challenge. This should involve revisions ofthe original plan as problems are encountered. Testing: Students willtest and evaluate their design, compare it to other students’ designs,and refine their designs as appropriate.

Students should be presented with several structural challenges ortasks that require the individuals or in small groups, to complete thedesign technology cycle. These challenges should involve using avariety of materials, the acquisition of a variety of techniques forjoining materials, and improving the strength and stability ofstructures.

Science

Curriculum Links

Students have already distinguished between objects and materials ingrade 1. This unit will provide the background necessary for a grade5 unit, “Properties and Changes of Materials”, as well as help themdevelop design skills necessary for the grade 6 unit, “Flight”.




60


100-34 describe the properties of some commonmaterials and evaluate their suitability for use inbuilding structures

101-11 investigate ways to join materials andidentify the most appropriate methods for thematerials to be joined

102-16 identify shapes that are part of natural andhuman-built structures, and describe ways theseshapes help provide strength, stability, or balance

101-10 use appropriate tools in safely cutting,shaping, making holes through, and assemblingmaterials

101-9 test the strength and stability of personallybuilt structures, and identify ways of modifying astructure to increase its strength and stability

102-17 evaluate simple structures to determine ifthey are effective and safe, if they make efficientuse of materials, and if they are appropriate to theuser and the environment


200-2 identify problems to be solved

200-5 identify materials and suggest a plan for howthey will be used


201-1 follow a simple procedure where instructionsare given one step at a time

201-2 manipulate materials purposefully


201-6 estimate measurements

201-8 follow given safety procedures and rules andexplain why they are needed


202-5 identify and suggest explanations forpatterns and discrepancies in observed objects andevents

202-8 compare and evaluate personally constructedobjects with respect to their form and function


203-2 identify common objects and events, usingterminology and language that others understand


203-5 respond to the ideas and actions of othersand acknowledge their ideas and contributions

N.B. The following pan-Canadian Science Learning Outcomes were used as the framework in the development of theAtlantic Canada Science Curriculum at this grade level. They are included here to illustrate the two types of science

outcomes at the primary level: i.e., STSE/Knowledge and Skills. For planning, instructional, and assessment purposes,teachers should refer to the PEI/APEF Specific Curriculum Outcomes found on the next page.



61


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Proposing Solutions to Building Challenges


• identify problems to be solved while creatingstructures (200-2)

• describe the properties of some commonmaterials, and evaluate their suitability for usein building structures (100-34)

• investigate ways to join materials and identifythe most appropriate methods for the materialsto be joined (101-11)

• identify shapes that are part of natural andhuman-built structures, and describe waysthese shapes help provide strength, stability,or balance (102-16)

• identify materials that could be used to solvethe problem posed, and suggest a plan forhow they will be used (200-5)

Creating Solution to Structural Challenges


• safely use appropriate tools for cutting, shaping,making holes, and assembling materials(101-10, 201-3)

• follow given safety procedures and rules whileconstructing structures and explain why theyare needed (201-8)

• estimate measurements in order to select therequired materials for the structure (201-6)

• manipulate materials purposefully in order tocreate the structure (201-2)

• respond to the ideas of partners whileconstructing the structure, acknowledge theirideas and contributions, and make changes inthe structure as deemed necessary (203-5)

Evaluate the Structural Solution


• test the strength and stability of personallybuilt structures, and identify ways of modifyinga structure to increase its strength, stability,form and function (101-9, 202-8)

• identify materials or parts of a structure thatfailed and suggest why (202-5)

• evaluate simple structures to determine if theyare effective and safe, if they make efficient useof materials, and if they are appropriate to theuser and the environment (102-17)

• illustrate their construction process, usingdrawings with explanations, demonstrations,and written and/or oral descriptions, anddescribe the structures and components ofstructures they have built (203-3, 203-2)





62


• identify problems to be solvedwhile creating structures (200-2)

In the initial stage of the design process students are given achallenge that requires them to build a structure out of materials.During the design process, students will encounter manyproblems (e.g., which materials to select, how to join them) thatthey will have to solve. Before the actual construction phasestarts, students should focus on selecting the appropriatematerials and designing a structure for the task. Bridge and towerbuilding, or egg-drop containers are common challenges, butteachers and students can use their imagination to think up othertasks that will encourage students to think creatively andcritically in creating constructions, and increase their awareness ofvariety of design structures and materials that can be used indifferent situations. The task should be well-defined, and theappropriate features (e.g., be able to hold 200 pennies, shouldhave a minimum height of 1 metre) should be identified. Inorder to get the most out of this problem, students should taketime in this initial stage to explore options, materials and ways ofjoining them, and look around them to see structures that havebeen built for similar reasons, or structures exhibiting shapes thatgive stability and strength.

Students should explore and describe the properties of someeveryday materials that can be used in their constructions.Samples of cardboard, putty, popsicle sticks, cotton balls, plastic,toothpicks, wooden blocks, paper, cans, Styrofoam, pipe cleanersor straws should be available for students to use and evaluatetheir appropriateness. As they investigate the properties of thesematerials, they should be able to determine a situation orstructure that a particular material would be well-suited for. Forexample, cotton balls would not make a suitable material to buildour house, but may make an excellent material for a bird’s houseor insulation or cushioning.

Students can also explore ways of joining materials. This wouldinvolve them identifying and evaluating some common adhesivematerials; identifying and evaluating, and applying ways ofjoining that involve the overlapping of components, the insertionof one component into another (paper clips into straws ortoothpicks on peas), or the use of specialized components forjoining, such as staples, or velcroTM. Caution: Students are to takecare when stapling thick layers of paper/fabric or when using ahammer and nails.

• investigate ways to join materialsand identify the mostappropriate methods for thematerials to be joined (101-11)

. . . continued

• describe the properties of somecommon materials, and evaluatetheir suitability for use inbuilding structures (100-34)

!




63


Performance

• Make a list, with the class, of the problems which might arise inbuilding a structure. (200-2)

Test out materials and ways of joining these materials in order tofind out which ones would be most appropriate for yourstructure. (The development of the solution to this challenge willbe continued throughout this unit.) (101-11)

• Which glue works best for which material? Add a drop of eachtype of glue to each materials being tested, and let the glue dry.Test the glue by counting the number of pennies that can besupported on the join (or the number of paper clips that can besupported). (101-11)

Journal

• Today we had to test materials to find out which ones we mightwant to use in our structure. Here is what we found out abouttrying to join these materials ... (101-11, 100-34)

Paper and Pencil

• Match the material with thestructure it is most suited for.(100-34)

Interview

• Which types of materials are youplanning on using for yourstructure? Why? (100-34)

. . . continued

plastic

wood

: :

Material Structure

cement houses

sidewalks

toys

: :


200-2

Lessons 1, 2, and 3, pages 1-17

Lesson 9, page 32

Lesson 13, page 41

DP, page 45

100-34

Lesson 3, page 15

Lesson 5, page 21

Lesson 7, page 26

101-11

Lesson 2, page 12

Lesson 9, page 32


DP, page 45

Key:

L = Launch



DP = Design Project





64

Proposed Solutions to Building Challenges (continued)

• identify shapes that are part ofnatural and human-builtstructures, and describe waysthese shapes help providestrength, stability, or balance(102-16)

• identify materials that could beused to solve the problem posed,and suggest a plan for how theywill be used (200-5)

Students should explore building simple structures with shapessuch as triangles and squares, and testing these structures to seewhich structures provide the most stability and strength. Fromtheir examination of these structures, and as they are joiningmaterials and constructing objects, they should gain anappreciation for shapes such as triangles, columns, and arches,and the importance of a strong, supportive base. Students canexamine human-built structures such as umbrellas, stepladders,bridges, and towers, identify shapes within them, and describereasons why these shapes are important to the structure. Theycan examine the symmetry in plants and animals, and look athuman-built objects that try to mimic this symmetry (comparethe shape of a plane to that of a bird, for example). They can alsolook at structures built by animals, such as bird nests or beaverlodges.

Once students have investigated various materials and ways ofjoining them, they can group them based on the function theycould serve (e.g., strength, flexibility) and their suitability for theintended task.

Students can identify materials that would be best suited for aparticular challenge, and suggest a plan for their use.Alternatively, some materials could be identified by the class orteacher as being appropriate for the challenge, and limits put onhow much of each material could be used in the construction.For example, a challenge could require students to build astructure to hold three apples, one on top of the other, using a 20cm by 20 cm square of nylon netting and a bottle of glue. Bothof these approaches have their advantages. The first approach doesnot limit the creativity of the student, while the second approachforces the students to thing critically about how to best use alimited amount of material.

Have students draw a rough sketch of their plan before starting.They can then use this plan, and refine it as necessary in the nextstage of the design process.

Opportunities to hear from an architect about designingstructures, or visiting a construction site, are valued experiencesthat will increase students knowledge of the design andconstruction process.




65

Proposing Solutions to Building Challenges (continued)

Performance

• Look at buildings and structures during one week. Keep track ofshapes (e.g., rectangles, triangles) and structures (e.g., arches,columns) that you see. (102-16)

Journal

• Draw a sketch of your plan for building your structure. As youproceed through the construction phase, note any problems youhad, and how you solved them. (200-5, 101-11)


102-16

Launch, page 8

Lesson 1, page 10


Lesson 10, page 34

200-5


Lesson 9, page 32

Lesson 13, page 41

DP, page 45

Key:

L = Launch



DP = Design Project





66

Creating Solution to Structural Challenges

• safely use appropriate tools forcutting, shaping, making holes,and assembling materials (101-10, 201-3)

• follow given safety proceduresand rules while constructingstructures and explain why theyare needed (201-8)

• estimate measurements in orderto select the required materialsfor the structure (201-6)

• manipulate materialspurposefully in order to createthe structure (201-2)

• respond to the ideas of partnerswhile constructing the structure,acknowledge their ideas andcontributions, and make changesin the structure as deemednecessary (203-5)

In this part of the design cycle, students make their structuresusing the materials provided. Students should work in pairs orsmall groups as they build their structure, and teachers shouldencourage them to work cooperatively together.

Tools and construction processes used during this unit should beage-appropriate. Students can use safety scissors, paper holepunch, school glue or other tools deemed safe by teachers to cut,make holes, or join materials when constructing.

Students should be made aware of any important safety rules,such as not running with scissors, and taking care with staplers.Students should be warned of the dangers of putting anythingmetal (e.g., scissors) in electrical sockets.

As students select their materials for their construction, they canestimate, for example, the number of straws or the amount ofaluminum foil they might need.

There should be opportunities for students to try out their plan,encounter problems as they construct the structure, andproblem-solve together, sharing questions, ideas and suggestions.Background for teacher: teachers could make observations onthese aspects of the activity as part of the assessment. Teachersshould allow opportunity for changes in the plans, and discussthese changes with students.

Changes in their planning should be noted in their drawing.Students should discuss with their partners why the changes weremade.




67

Creating Solutions to Structural Challenges

Performance

• Safely build the structure based on your plan of materials andhow you are going to join them. As you work on your structure,talk with your partner about any problems you have, and adjustyour plan based on your discussions. (201-2, 203-5, 201-8)

– Design a bridge that allows two-way “dinkie” traffic. Itshould be strong enough to hold 10 cars at a time, must beable to span a distance of 50 cm, and must be 10 cm offthe ground.

– Design a tower that is 20 cm high, and must be capable ofholding a paper (or plastic) cup with 15 marbles in it whilea fan set on medium speed is fanning it from 0.5 m away.(201-2, 203-5, 201-8)

Journal

• Problems that we had while building our structure are ... Wesolved them by ... (201-2)

Interview

• Describe the structure you are building and how your project isprogressing. (203-3)

• What problems did you encounter and how did you deal withthem? (203-3)

Portfolio

• Include your plans for your structure in your portfolio. Alsoinclude a report on the problems you encountered, and how yousolved them. Use drawings to explain. (201-2, 203-5)

Informal/Formal Observation

• A checklist as students construct their structures follows: (101-10, 201-3, 203-5, 201-8)

– Student uses tools safely.– Student knows the correct use for each tool.– Student communicates and works well with partners.


101-10, 201-3

Lesson 6, page 24

Lesson 9, page 32


DP, page 45

201-8

Lesson 3, page 15

DP, page 45

201-6

Lesson 9, page 32

Lesson 13, page 41

DP, page 45

201-2


Lesson 9, page 32

Lesson 13, page 41

DP, page 45

203-5

DP, page 45

Key:

L = Launch



DP = Design Project


101-10

Lesson One

Build It Safely





68

Evaluating the Structural Solution

• test the strength and stability ofpersonally built structures, andidentify ways of modifying astructure to increase its strength,stability, form and function(101-9, 202-8)

• identify materials or parts of astructure that failed and suggestwhy (202-5)

• evaluate simple structures todetermine if they are effective andsafe, if they make efficient use ofmaterials, and if they areappropriate to the user and theenvironment (102-17)

• illustrate their constructionprocess, using drawings withexplanations, demonstrations, andwritten and/or oral descriptions,and describe the structures andcomponents of structures theyhave built (203-3, 203-2)

Once students have finished their structure, they should sharewhat they have constructed with the rest of the class. Thestructures can be tested and evaluated. Students should focus onfeatures of a design that give more strength, flexibility, or otherspecified characteristics. They can be given a chance to modifytheir design, or try constructing a new one based on what theyhave learned.

In the end students should recognize that many designs arepossible and there is no one “right” answer or product. Structuresare evaluated on the basis of how they perform or suit thepurpose for which it was designed. The design process itself is themain focus of this whole exercise. Students learn importantstrategies and techniques for working together, problem solving,testing their structures, refining their design, and learning fromtheir mistakes and other students. Their ability to work in thismanner is what is important. Students may make a structure thatdoesn’t function the way it was intended, but in the process mayhave learned more about structures and design than if they hadnot run into problems.




69

Evaluating the Structural Solution

Performance

• Test your structure to see if it can do what it was designed forIdentify ways that you could improve your structure. (101-9, 202-8,102-17)

• Using a sheet of paper and two soup cans, fold the paper to forma bridge that spans the two cans that will hold the most pennies.Test your design against those of your classmates. What thingswere done to make the strongest bridge? (102-17)

• Using straws and small paper clips (or soaked peas andtoothpicks), form a variety of shapes (e.g., triangles, squares,pentagons). Gently push on the shapes to see how stable theyare. Which shape is the most stable, and doesn’t bend very easily?(102-17)

Journal

• Update your journal to include a drawing of your final structure,and how it performed when tested. (203-3, 203-2)

• What I learned from designing a ______ is ... (101-9, 202-8,102-17)

Presentation

• Present your structure to your classmates. Describe problemsthat you solved, strengths of your design, and weaknesses thatyou think it has. (203-3, 203-2, 202-5, 102-17)


101-9, 202-8



Lesson 13, page 41

DP, page 45

202-5

Lesson 4, page 18

Lesson 7, page 26

DP, page 45

203-3, 203-2

Lesson 9, page 32

Lesson 13, page 41

DP, page 45

Key:

L = Launch



DP = Design Project


APPENDIX

Elementary Science Safety

Although experimentation in the elementary years may not be in as much depth as in secondary school,and the equipment and chemicals may not be as sophisticated, the attention to safety is just asimportant. Safety is an important concern in the elementary science classroom because students arelearning new skills and working with unfamiliar equipment and materials that can pose some degree ofhazard. Safety in the elementary school science classroom depends upon the wise selection ofexperiments, materials, resources and field experiences as well as consistent adherence to correct and safetechniques. Some work procedures require thorough planning, careful management and constantmonitoring of students’ activities. Teachers should be knowledgeable of the properties, possible hazards,and proper use and disposal of all materials used in the classroom.

The Safe Classroom

Some general principles of safe science classroom management may be identified:

• Prepare, maintain, and prominently display a list of emergency telephone numbers.

• Identify people within the school who are qualified to administer first aid.

• Annually review and complete the safety checklists relevant to your situation.

• Familiarize yourself with the relevant medical histories of individual students.

• Review basic first aid procedures regularly.

• Formulate, in consultant with administration and other teachers, an action plan to deal withaccidents in the classroom and also on extracurricular activities such as field trips.

Non-Hazardous Chemicals

The following chemicals can be used safely by students (but remember that any substance, even salt,can be harmful if taken in sufficient quantity). Be aware that any substance in a fine powder or dustform can be inhaled and thus harm health.

Aluminum foil

Baking powder (sodium bicarbonate andtartaric acid)

Baking soda (sodium bicarbonate)

Bath salts/Epsom salts (magnesium sulfate)

Borax (sodium borate)

Carbonated (fizzy) drinks

Chalk (calcium carbonate)

Charcoal (carbon)

Citric acid crystals

Clay (moist)

Copper foil

Cream of tartar (tartaric acid andpotassium hydrogen tartrate)

Detergents, hand-washing types(but not dishwashing)

Food colouring

Glycerine (glycerol)

Iron filings

Lemon juice (contains citric acid)

Marble chips (calcium carbonate)

Litmus paper or solution

Milk

Oils, vegetable and mineral (but notmotor oil)

Plaster of Paris or cellulose fillers(‘Polyfilla’)

Salt (sodium chloride)

Sand

Soap

Starch

Steel wool

Sugar

Tea (contains tannic acid)

Universal (pH) indicatorpaper or solution

‘Vaseline’

Vinegar (dilute acetic acid)

Vitamin C (ascorbic acid)

Washing powder, hand-washing types

Zinc foil


APPENDIX

Dangerous Household Chemicals

Some common products are potentially hazardous and should not be used in the elementary classroom.Consider warning the students about the dangers in their homes.

Bleach

Caustic coda (sodium hydroxide)

Rust-removal solution

Dishwasher detergents

Drain cleaner

Dry cleaning fluids

Some fertilizers

Fine powdered substances

Fireworks, sparklers and party poppers

Gasoline and other fuels

Hydrogen peroxide

(more than a 3% solution)

Laundry detergents

Oven cleaners

Paint strippers

Pesticides, fungicides, and insecticides

Some plant growth substances

(e.g. rooting powders)

Scale removers

Toilet cleansers

Weed killers

Disposing of Chemicals

• The disposal of non-hazardous, water-soluble liquid wastes (e.g. liquid handsoap, vinegar) shouldinvolve diluting the liquid waste before pouring it down the drain, then running tap water down thedrain to further dilute the liquid.

• Non-hazardous solid wastes (e.g. iron filings, table salt) should be disposed of in a waste container.

• Hazardous wastes should be placed in specially marked waste containers and disposed of in anappropriate manner.

Science Safety Rules and Procedures for Elementary Science Students

(not a conclusive list)

1. Never do any experiment without the approval and direct supervision of your teacher.

2. Read all written instructions before doing an activity.

3. Listen to all instructions and follow them carefully.

4. Make sure you understand all the safety labels.

5. Always ask your teacher if you do not understand.

6. Wear proper safety protection as instructed by teacher.

7. Never remove your goggles during an activity.

8. Tie back long hair and avoid wearing loose clothing such as scarves, ties or long necklaces.

9. Know the location of safety and first aid equipment.

10.Work carefully and make sure that your work area is not cluttered.

11. Always cut away from yourself and others when using a knife.

12. Always keep the pointed end of scissors or any other sharp object facing away from yourself and others if you have to walk with it.

13. Dispose of broken glass as your teacher directs.

14. Do not smell a substance directly. Fan the smell toward you with your hand.


APPENDIX

15. Never eat or drink in the laboratory.

16. Never drink or taste any substances.

17. Never use cracked or broken glassware.

18. Make sure that your hands are dry when touching electrical cords, plugs, or sockets.

19. Handle hot objects carefully.

20. Tell your teacher immediately if an accident or spill occurs, no matter how minor.

21. Clean equipment before you put it away.

22. Dispose of materials as directed by your teacher.

23. Clean up your work area upon completion of your activity.

24. Wash hands carefully with soap and water after handling chemicals, after all spills and at the end of each activity.

Plant and Animal Care in the Classroom

(http://www.sasked.gov.sk.ca/docs/elemsci/corgesc.html)

Teachers should familiarize themselves with any local, provincial, or federal statutes pertaining to thecare of plants or animals. If in doubt, inquire. Pet shops may have useful information. Remember thatthere are regulations preventing the picking of some wild flowers, or the captive use of migratory birdsor endangered species. The following are some guidelines for the care of plants and animals in theclassroom:

• Be wary of any possible signs of allergic reactions among students to any plants or animals.

• Inform the administration before bringing any animals into the school.

• Inquire about specific feeding and facility requirements for classroom pets.

• Be wary of possible diseases that may be spread by animals, or by people to animals.

• Poisonous animals and plants, or other potentially dangerous animals such as venomous snakes andspiders should not be kept in the classroom.

• Wear gloves when handling animals in the classroom. Over-handling can put the animals underexcessive stress.

• Involve students in helping to care for plants and animals.

• Make arrangements to have the plants and animals looked after over holidays and on weekends.

(Adapted and used with permission from the Ministry of Education, British Columbia)

Science Safety Rules and Procedures for Elementary Science Students

(not a conclusive list) (continued)


APPENDIX

Attitude Outcome Statements

For grades 1-3, it is expected that students will be encouraged to

400 recognize the role andcontribution of science in theirunderstanding of the world

Evident when students, for example,

• give examples of science intheir own lives

• give examples of how objectsstudied and investigationsdone in class relate to theoutside world

• recognize that scientific ideashelp use to explain how orwhy events occur

401 show interest in and curiosityabout objects and events withinthe immediate environment

402 willingly observe, question,and explore


• ask “why” and “how”questions about observableevents

• ask many questions related towhat is being studied

• participate in show-and-tellactivities, bringing objectsfrom home or sharing a storyor an observation

• ask questions about whatscientists do

• express enjoyment from beingread to from science books

• seek out additionalinformation from librarybooks and digital discs

• express enjoyment in sharingscience-related informationgathered from a variety ofsources, including discussionswith family members andfriends

• ask to use additional scienceequipment to observe objectsin more detail

• express the desire to findanswers by exploring andconducting simpleexperiments

403 consider their observationsand their own ideas when drawinga conclusion

404 appreciate the importance ofaccuracy

405 be open-minded in theirexplorations


• raise questions about theworld around them

• willingly recordobservations in a given format

• compare results of anexperiment with otherclassmates

• use observations to draw aconclusion or verify aprediction

• take the time to measurewith care

• willingly explore a changeand its effects

• choose to follow directionswhen they complete a simpleinvestigation

• express the desire to findanswers by conductingsimple experiments

Appreciation of Science Interest in Science Scientific Inquiry


APPENDIX

Attitude Outcome Statements

For grades 1-3, it is expected that students will be encouraged to

Collaboration Stewardship Safety in Science

406 work with others inexploring and investigating


• willingly share ideas andmaterials

• respond positively to others’questions and ideas

• take on and fulfil a variety ofroles within the group

• participate in science-relatedactivities with others,regardless of their age or theirphysical or culturalcharacteristics

• respond positively to otherpeople’s views of the world

407 be sensitive to the needs ofother people, other living things,and the local environment


• ensure that living things arereturned to an adequateenvironment after a study iscompleted

• demonstrate awareness of theneed for recycling andwillingness to do somethingabout it

• show concern for otherstudents’ feelings or needs

• care for living things that arekept in their classsroom

• clean reusable materials andstore them in a safe place

• willingly suggest how we canprotect the environment

408 show concern for their safetyand that of others in carrying outactivities and using materials


• are attentive to the safe use ofmaterials

• insist that classmates usematerials safely

• act with caution in touchingor smelling unfamiliarmaterials, refrain fromtasting them, and encourageothers to be cautious

• point out to others simpleand familiar safety symbols

• put materials back wherethey belong

• follow given directions forset-up, use, and clean-up ofmaterials

• wash hands before and afterusing materials, as directedby teacher

• seek assistance immediatelyfor any first aid concerns likecuts, burns, and unusualreactions

• keep the work stationuncluttered, with onlyappropriate materials present

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Science Curriculum Grade 3

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