Grade 3 Science



GRADE 3

|Life Science: Plant Growth |Project WILD |Below Zero |Project WET |Native Prairie | |

|and Changes | | | | | |

|PL3.1 Investigate the growth|Pose questions related to plant |95 Seed Need | | | |

|and development of plants, |growth (e.g., How do very young |133 Forest in a Jar | | | |

|including conditions |plants look different from grown |319 Deadly Skies | | | |

|necessary for germination. |plants? How much water do plants | | | | |

| |need to grow? Do all plants grow | | | | |

| |in the same way?). | | | | |

| |Observe and explain the function of|95 Seed Need | | | |

| |the major structures (i.e., root, |127 Urban Nature Search | | | |

| |stem, flower, leaf, and fruit or | | | | |

| |seed) of a variety of plants. | | | | |

| |Relate characteristics such as the |127 Urban Nature Search | | | |

| |number and shape of leaves, flower |133 Forest in a Jar | | | |

| |colour, height, and presence and | | | | |

| |type of fruit in different types of| | | | |

| |plants to the plant’s environment. | | | | |

| |Sort and classify plants and/or |62 Water Plant Art | | | |

| |seeds according to one or more |95 Seed Need | | | |

| |student-selected attributes. |127 Urban Nature Search | | | |

| | |133 Forest in a Jar | | | |

| |Observe and represent, using |133 Forest in a Jar | | | |

| |written language, pictures, and | | | | |

| |charts, changes that occur through | | | | |

| |the life cycle of a flowering | | | | |

| |plant. | | | | |

| |Compare the basic needs of plants |62 Water Plant Art | | | |

| |to the basic needs of animals and |127 Urban Nature Search | | | |

| |humans. |133 Forest in a Jar | | | |

| | |224 Smokey the Bear Said What? | | | |

| |Research ways in which plants rely |62 Water Plant Art | | | |

| |on animals and abiotic factors |95 Seed Need | | | |

| |(e.g., gravity, wind, and water) to|127 Urban Nature Search | | | |

| |support plant reproduction by | | | | |

| |dispersing seeds. | | | | |

| |Predict and investigate conditions |95 Seed Need | | | |

| |such as the temperature, available |127 Urban Nature Search | | | |

| |sunlight, available nutrients in |133 FOREST IN A JAR | | | |

| |soil, and available water, which |224 SMOKEY THE BEAR SAID WHAT? | | | |

| |are necessary for plant germination|319 DEADLY SKIES | | | |

| |and growth. | | | | |

| |Care for a flowering plant |95 Seed Need | | | |

| |throughout its life cycle, tracking| | | | |

| |its growth and changes. | | | | |

| |Estimate, record, and display |95 Seed Need | | | |

| |relevant measurements of plant |133 Forest in a Jar | | | |

| |growth, using rulers, tables, and |319 DEADLY SKIES | | | |

| |bar graphs. | | | | |

| |Suggest explanations for patterns |95 Seed Need | | | |

| |and discrepancies in the growth |133 Forest in a Jar | | | |

| |rate of similar plants grown in |319 DEADLY SKIES | | | |

| |varying conditions. | | | | |

| |Explain the importance of water and|95 Seed Need | | | |

| |light for plant growth and the |127 Urban Nature Search | | | |

| |mechanisms by which plants obtain |133 Forest in a Jar | | | |

| |water and light from the |319 Deadly Skies | | | |

| |environment. | | | | |

| |Identify characteristics that | | | | |

| |remain constant and those that | | | | |

| |change throughout the life cycle of| | | | |

| |a flowering plant. | | | | |

| |Pose new questions about conditions|133 Forest in a Jar | | | |

| |necessary for plant growth, based |319 DEADLY SKIES | | | |

| |on what was learned. | | | | |

|PL3.2 Analyze the |Observe, safely and respectfully, |62 Water Plant Art | | | |

|interdependence among |plants in local environments (e.g.,|127 Urban Nature Search | | | |

|plants, individuals, |classroom, flower garden, |133 Forest in a Jar | | | |

|society, and the |schoolyard, community garden, |177 The Edge of Home | | | |

|environment. |forest, reserve, and nature |280 LEARNING TO LOOK, LOOKING TO | | | |

| |preserve). |SEE | | | |

| | |310 Aquatic Times | | | |

| |Research traditional and |32 Habitracks | | | |

| |contemporary uses of plants or |38 Habitat Rummy | | | |

| |parts of plants, such as food, |62 Water Plant Art | | | |

| |beverages, medicine, arts, seed |252 Lobster in Your Lunchbox | | | |

| |banks, shade, windbreaks, erosion |276 Water We Eating? | | | |

| |protection, cultural celebrations, | | | | |

| |and for creating products such as | | | | |

| |dyes, shelter, and clothing. | | | | |

| |Examine the significance to some | | | | |

| |First Nations and Métis people of | | | | |

| |offering tobacco during harvesting | | | | |

| |and how that purpose differs from | | | | |

| |using the tobacco plant for | | | | |

| |smoking. | | | | |

| |Examine the importance of | | | | |

| |agriculture in Saskatchewan, | | | | |

| |including the variety of plants and| | | | |

| |plant-related products. | | | | |

| |Describe examples of plant |38 Habitat Rummy | | | |

| |biodiversity (e.g., trees, shrubs, |62 Water Plant Art | | | |

| |bushes, herbs, grasses, vines, and |95 Seed Need | | | |

| |mosses) in various ecosystems |122 What Bear Goes Where? | | | |

| |throughout the world. |127 Urban Nature Search | | | |

| | |135 Pond Succession | | | |

| |Explain how to determine whether |15 Grasshopper Gravity E2 | | | |

| |plants are healthy and discuss |127 Urban Nature Search | | | |

| |societal and environmental impacts |133 Forest in a Jar | | | |

| |of diseased plants. |224 Smokey the Bear Said What? | | | |

| | |319 DEADLY SKIES | | | |

| |Describe ways that plants and |11 Colour Crazy | | | |

| |animals depend on each other. |32 Habitracks | | | |

| | |36 What’s That Habitat? | | | |

| | |38 Habitat Rummy | | | |

| | |62 Water Plant Art | | | |

| | |122 What Bear Goes Where? | | | |

| | |127 Urban Nature Search | | | |

| | |144 Surprise Terrarium | | | |

| | |224 Smokey the Bear Said What? | | | |

| | |252 Lobster in Your Lunchbox M | | | |

| |Assess the impact of natural (e.g.,|62 Water Plant Art | | | |

| |animal migration, fire, |135 Pond Succession | | | |

| |competition, and decay) and human |224 Smokey the Bear Said What? | | | |

| |activity (e.g., burning land, |319 DEADLY SKIES | | | |

| |logging, fertilization, soil |330 Playing Lightly on the Earth | | | |

| |compaction, and picking endangered |335 What Did Your Lunch Cost | | | |

| |plants) on the biodiversity of |Wildlife? | | | |

| |plant species. | | | | |

| |Examine the type and quantity of |46 What’s for Dinner? E | | | |

| |plants and plant matter in the |252 Lobster in Your Lunchbox | | | |

| |diets of people who live in various|276 Water We Eating? | | | |

| |communities and/or represent |335 What Did Your Lunch Cost | | | |

| |various cultures. |Wildlife? | | | |

| |Explain how and why plants are |95 Seed Need | | | |

| |replenished naturally (e.g., forest|224 Smokey the Bear Said What? | | | |

| |fires, and pollination) and | | | | |

| |artificially (e.g., tree farms, | | | | |

| |planting seedlings, and seed | | | | |

| |banks). | | | | |

| |Defend a position related to plant |62 Water Plant Art | | | |

| |use (e.g., picking plants, |224 Smokey the Bear Said What? | | | |

| |harvesting crops, fertilization, |252 Lobster in Your Lunchbox | | | |

| |and planting invasive species) and |319 DEADLY SKIES | | | |

| |protection (e.g., establishing |335 What Did Your Lunch Cost | | | |

| |conservation areas, planting native|Wildlife? | | | |

| |species, and developing | | | | |

| |alternatives to plant based | | | | |

| |products). | | | | |

| |Imagine a world without plants and |25 The Beautiful Basics | | | |

| |describe the impact on animals, |46 What’s for Dinner? | | | |

| |people, and the environment. |224 Smokey the Bear Said What? | | | |

| | |252 LOBSTER IN YOUR LUNCHBOX | | | |

| | |319 Deadly Skies | | | |

| |Respond to and acknowledge the |62 Water Plant Art | | | |

| |ideas of others regarding the |127 Urban Nature Search | | | |

| |importance of plants to self and | | | | |

| |society. | | | | |

| |Research lifestyles (e.g., farming,|204 Wildwork | | | |

| |fishing, and logging) and jobs |224 Smokey the Bear Said What? | | | |

| |(e.g., florist, crop scientist, |319 Deadly Skies | | | |

| |landscaper, gardener, fruit grower,| | | | |

| |ecologist, logger, and nursery | | | | |

| |worker) which depend on | | | | |

| |understanding and working with | | | | |

| |plants and plant-related products. | | | | |

|Physical Science: |Project WILD |Below Zero |Project WET |Native Prairie | |

|Structures and Materials | | | | | |

|SM3.1 Investigate |Identify problems to be solved |44 My Kingdom for a Shelter | | | |

|properties of materials and|related to the properties of | | | | |

|methods of joinery used in |materials in structures (e.g., What | | | | |

|structures. |is the purpose of the structure? | | | | |

| |What materials are appropriate for | | | | |

| |constructing the structure? What | | | | |

| |are appropriate methods of | | | | |

| |joinery?). | | | | |

| |Examine the properties of materials |44 My Kingdom for a Shelter | | | |

| |used in structures (e.g., beaver |70 Designing a Habitat | | | |

| |lodge, bird nest, wasps’ nest, | | | | |

| |honeycomb, anthill, tipi, house, | | | | |

| |marionette, circus float, umbrella, | | | | |

| |ladder, bridge, earth lodge, | | | | |

| |quinzhee, drink can, hockey puck, | | | | |

| |playground equipment, and toys). | | | | |

| |Compare the properties of materials |70 Designing a Habitat | | | |

| |used historically and currently to | | | | |

| |construct structures such as houses,| | | | |

| |bridges, towers, and roads | | | | |

| |throughout the world. | | | | |

| |Sort materials for use in |44 My Kingdom for a Shelter | | | |

| |constructing structures according to|70 Designing a Habitat | | | |

| |one or more physical properties such| | | | |

| |as strength, texture, colour, | | | | |

| |flexibility, and durability. | | | | |

| |Analyze how various similar and | | | | |

| |dissimilar materials can be joined | | | | |

| |(e.g., gluing, nailing, screwing, | | | | |

| |stapling, taping, velcroing and | | | | |

| |tying) and identify the most | | | | |

| |appropriate methods for joining | | | | |

| |specific materials for an identified| | | | |

| |use. | | | | |

| |Use appropriate tools (e.g., hammer,| | | | |

| |nail, glue, and scissors) to safely | | | | |

| |cut, shape, make holes, sew, and | | | | |

| |assemble materials. | | | | |

| |Develop and carry out a plan, | | | | |

| |including making predictions, | | | | |

| |identifying variables, and recording| | | | |

| |relevant observations, to test the | | | | |

| |strength of various materials (e.g.,| | | | |

| |straws, toothpicks, masking tape, | | | | |

| |string, cotton balls, wooden blocks,| | | | |

| |Styrofoam, cloth, clay, and | | | | |

| |spaghetti). | | | | |

| |Assess the suitability of various |44 My Kingdom for a Shelter | | | |

| |materials for constructing |70 Designing a Habitat | | | |

| |structures, including methods of |145 Polar Bears in Winnipeg? | | | |

| |strengthening those materials (e.g.,| | | | |

| |adding more layers, tying or gluing | | | | |

| |together, triangulation, | | | | |

| |cross-bracing, and changing the | | | | |

| |shape of the materials). | | | | |

| |Examine the suitability of using |70 Designing a Habitat | | | |

| |recycled materials to construct | | | | |

| |structures (e.g., tires as highway | | | | |

| |surfacing, and reclaimed lumber or | | | | |

| |straw bales for houses). | | | | |

| |Discuss the effects of obtaining raw|44 My Kingdom for a Shelter | | | |

| |materials from the environment | | | | |

| |(e.g., wood, oil, and metals) and | | | | |

| |returning those materials to the | | | | |

| |environment after being used in | | | | |

| |manufactured structures. | | | | |

|SM3.2 Assess the function |Analyze the purpose or function of |44 My Kingdom for a Shelter | | | |

|and characteristics of |various natural and human-built |70 Designing a Habitat | | | |

|strong, stable, and |structures. |145 Polar Bears in Winnipeg? | | | |

|balanced natural and | | | | | |

|human-built structures. | | | | | |

| |Examine how some human-built |44 My Kingdom for a Shelter | | | |

| |structures are modeled on shapes and|70 Designing a Habitat | | | |

| |structures found in nature. |145 Polar Bears in Winnipeg? | | | |

| |Assess how 2D shapes (e.g., | | | | |

| |rectangle, triangle, circle, square,| | | | |

| |hexagon, and octagon) and 3D objects| | | | |

| |(e.g., dome, arch, and cylinders) | | | | |

| |provide strength, stability, and | | | | |

| |balance to natural and human-built | | | | |

| |structures. | | | | |

| |Compare the characteristics of solid| | | | |

| |(e.g., sand castle, mountain, and | | | | |

| |dam), frame (e.g., partition wall, | | | | |

| |hockey net, and spider web), and | | | | |

| |shell (e.g., igloo, bike helmet, | | | | |

| |balloon, and drink can) structures. | | | | |

| |Classify natural and human-built |44 My Kingdom for a Shelter | | | |

| |structures as solid, frame, or shell|70 Designing a Habitat | | | |

| |structures. | | | | |

| |Compare the characteristics of | | | | |

| |different types of shelter (e.g., | | | | |

| |tent, igloo, hut, boat, castle, | | | | |

| |tipi, yurt, and house) constructed | | | | |

| |by people throughout the world past | | | | |

| |and present. | | | | |

| |Examine the characteristics and | | | | |

| |significance of historical | | | | |

| |structures such as Stonehenge, the | | | | |

| |Parthenon, Petra, the Great Wall of | | | | |

| |China, Angkor Wat, Machu Picchu, the| | | | |

| |Taj Mahal, the Pyramids, and Easter | | | | |

| |Island moai. | | | | |

| |Analyze how various shapes | | | | |

| |contribute to balance and stability | | | | |

| |in humans and various animals. | | | | |

| |Develop and carry out a plan to |70 Designing a Habitat | | | |

| |construct a simple structure such as|145 Polar Bears in Winnipeg? | | | |

| |a tower, bridge, tipi, or bird | | | | |

| |feeder that meets teacher- or | | | | |

| |student-specified criteria related | | | | |

| |to strength, stability, and | | | | |

| |function. | | | | |

| |Estimate measurements in order to |70 Designing a Habitat | | | |

| |select appropriate quantities of | | | | |

| |required materials for constructing | | | | |

| |a structure. | | | | |

| |Follow safety procedures and rules |44 My Kingdom for a Shelter | | | |

| |while constructing structures and |70 Designing a Habitat | | | |

| |explain the need for such procedures| | | | |

| |and rules. | | | | |

| |Illustrate the construction process |44 My Kingdom for a Shelter | | | |

| |for a simple structure, including |70 Designing a Habitat | | | |

| |descriptions of the components of |145 Polar Bears in Winnipeg? | | | |

| |the structure, using labelled | | | | |

| |drawings, written and oral | | | | |

| |explanations, and demonstrations. | | | | |

| |Assess the strength, stability, and |44 My Kingdom for a Shelter | | | |

| |balance of personally constructed | | | | |

| |structures and make changes to | | | | |

| |improve the structure as deemed | | | | |

| |necessary. | | | | |

| |Identify materials or parts of a | | | | |

| |structure that failed and | | | | |

| |hypothesize why they failed. | | | | |

| |Assess natural and human-built |44 My Kingdom for a Shelter | | | |

| |structures to determine if they are |70 Designing a Habitat | | | |

| |effective, safe, make efficient use |145 Polar Bears in Winnipeg? | | | |

| |of materials, meet user’s needs, and| | | | |

| |minimize impact on the environment. | | | | |

| |Research jobs and hobbies related to| | | | |

| |the design, building, and | | | | |

| |maintenance of natural and | | | | |

| |human-built structures. | | | | |

|Physical Science: Visible |Project WILD |Below Zero |Project WET |Native Prairie | |

|and Invisible Forces | | | | | |

|IF3.1 Investigate the |Pose questions related to the | | | | |

|characteristics of contact |characteristics of magnetic and | | | | |

|(e.g., push, pull, and |static electric forces (e.g., Do all | | | | |

|friction) and non-contact |magnets attract objects? Do all | | | | |

|(e.g., magnetic and static |magnets have a North Pole? Why do I | | | | |

|electric) forces. |get a shock when I rub my shoes on a | | | | |

| |carpet and touch a doorknob?). | | | | |

| |Demonstrate how contact and | | | | |

| |non-contact forces are able to cause | | | | |

| |objects to start moving, speed up, | | | | |

| |slow down, and stop; cause moving | | | | |

| |objects to change direction; and | | | | |

| |cause changes to the shape of | | | | |

| |objects. | | | | |

| |Compare the characteristics of | | | | |

| |contact, magnetic, and static | | | | |

| |electric forces, including the range | | | | |

| |over which they act, and propose | | | | |

| |methods of increasing or decreasing | | | | |

| |effects of these forces. | | | | |

| |Group materials according to criteria| | | | |

| |such as their attraction to magnets | | | | |

| |and ability to be magnetized, based | | | | |

| |on personal observation. | | | | |

| |Compare the characteristics and | | | | |

| |effects of different types and shapes| | | | |

| |of magnets (e.g., horseshoe, disc, | | | | |

| |bar, cylindrical, and block), | | | | |

| |including the location and type of | | | | |

| |magnetic poles (if any exist), and | | | | |

| |the shape of magnetic field produced | | | | |

| |by the magnet. | | | | |

| |Predict and test the number of | | | | |

| |objects a magnet can pick up under | | | | |

| |different conditions (e.g., distance | | | | |

| |between magnet and object, number of | | | | |

| |identical magnets, solids between | | | | |

| |magnet and object) and develop simple| | | | |

| |conclusions about conditions that | | | | |

| |affect strength of magnetic forces. | | | | |

| |Investigate how charged materials | | | | |

| |interact with each other and with | | | | |

| |other charged and uncharged objects. | | | | |

| |Demonstrate ways to use materials | | | | |

| |found in their environment (e.g., | | | | |

| |balloon, cotton, fur, wool, confetti,| | | | |

| |acetate strip, ebonite rod, and | | | | |

| |Scotch tape) to investigate | | | | |

| |conditions which affect the strength | | | | |

| |of static electric forces. | | | | |

| |Make and record relevant observations| | | | |

| |during investigations to identify | | | | |

| |conditions (e.g., humidity, type of | | | | |

| |materials, and distance between | | | | |

| |charged objects) which affect the | | | | |

| |strength of static electric forces, | | | | |

| |and develop simple conclusions about | | | | |

| |these conditions. | | | | |

|IF3.2 Assess effects of |Investigate how magnets are used at | | | | |

|practical applications of |home, school, and in business and | | | | |

|magnetic and static |industrial applications (e.g., | | | | |

|electric forces on |refrigerator magnet, magnetic | | | | |

|individuals and society. |cupboard door latches, credit card | | | | |

| |magnetic strip, radio speakers, | | | | |

| |navigation, motorized devices, scrap | | | | |

| |yard crane, magnetic levitation | | | | |

| |trains, jewellery, tools, and toys). | | | | |

| |Classify magnets that are used at | | | | |

| |home, school, and in business and | | | | |

| |industrial applications as natural, | | | | |

| |temporary, and permanent. | | | | |

| |Explore how magnetic compasses can | | | | |

| |provide evidence for and information | | | | |

| |about magnetic fields, including | | | | |

| |those created by current traveling | | | | |

| |through a conductor, and Earth’s | | | | |

| |magnetic field. | | | | |

| |Design, construct, and test an object| | | | |

| |such as a toy or game whose function | | | | |

| |depends on attractive or repulsive | | | | |

| |magnetic forces. | | | | |

| |Describe the operation of a toy or | | | | |

| |game whose function depends on | | | | |

| |magnetic forces using terms such as | | | | |

| |“attract” , “repel”, “push”, and | | | | |

| |“pull.” | | | | |

| |Explain safety procedures to be | | | | |

| |followed when interacting with | | | | |

| |magnetic and static electric forces. | | | | |

| |Describe the effects of static | | | | |

| |electric forces in their daily lives | | | | |

| |(e.g., static cling, sparks when | | | | |

| |touching metal objects after walking | | | | |

| |across carpeted surfaces, and | | | | |

| |photocopiers). | | | | |

| |Explain the purpose of technologies | | | | |

| |which are designed to minimize static| | | | |

| |electric forces (e.g., fabric | | | | |

| |softeners and dryer sheets, | | | | |

| |antistatic bags, chains hanging from | | | | |

| |combines, antistatic safety boots, | | | | |

| |grounding straps on cars, and | | | | |

| |dusters). | | | | |

| |Investigate methods of using magnetic| | | | |

| |and static electric forces to create | | | | |

| |artistic expressions (e.g., mobiles, | | | | |

| |kinetic sculptures, painting, and | | | | |

| |drama). | | | | |

| |Generate new questions from what has | | | | |

| |been learned about applications of | | | | |

| |magnetic and static electric forces. | | | | |

|Earth and Space Science: |Project WILD |Below Zero |Project WET |Native Prairie | |

|Exploring Soils | | | | | |

|ES3.1 Investigate the |Pose questions and make predictions |92 Eco-Enrichers | | | |

|characteristics, including |about the characteristics and |319 Deadly Skies | | | |

|soil composition and |composition of soils that lead to | | | | |

|ability to absorb water, of|exploration and investigation (e.g., | | | | |

|different types of soils in|What colours are soil? What does | | | | |

|their environment. |soil feel like? Where does soil come| | | | |

| |from? Is there water in soil?). | | | | |

| |Examine physical characteristics |92 Eco-Enrichers | | | |

| |(e.g., particle size, texture, |127 Urban Nature Search | | | |

| |moisture, particle size distribution,| | | | |

| |colour, and ability to hold together)| | | | |

| |of soils from different locations | | | | |

| |(e.g., garden, flowerpot, riverbed, | | | | |

| |slough, hill top, grassy field, lawn,| | | | |

| |ditch, and forest) in their | | | | |

| |environment. | | | | |

|Earth and Space Science: |Project WILD |Below Zero |Project WET |Native Prairie | |

|Exploring Soils | | | | | |

| |Classify soils in their environment |92 Eco-Enrichers | | | |

| |according to location and type (e.g., | | | | |

| |clay, sand, silt, and loam). | | | | |

| |Analyze soil samples using tools such as |92 Eco-Enrichers | | | |

| |spoons, hand lenses, jars, and filters | | | | |

| |appropriately and safely. | | | | |

| |Make and record observations and |92 Eco-Enrichers | | | |

| |measurements in investigations related to | | | | |

| |soil composition using techniques such as | | | | |

| |notes in point form, diagrams, tables, bar| | | | |

| |graphs, photographs, and video. | | | | |

| |Make predictions about the capability of |127 Urban Nature Search | | | |

| |different types of soil to absorb water |133 Forest in a Jar | | | |

| |and test these predictions through | | | | |

| |exploration and investigation. | | | | |

| |Collect and display data, using tables and|127 Urban Nature Search | | | |

| |bar graphs, to show the amount of water |133 Forest in a Jar | | | |

| |absorbed by different types of soil. |319 Deadly Skies | | | |

| |Sort soil samples according to one or more|319 Deadly Skies | | | |

| |physical characteristics such as texture, | | | | |

| |ability to absorb water, particle size, | | | | |

| |and colour. | | | | |

|Earth and Space Science: |Project WILD |Below Zero |Project WET |Native Prairie | |

|Exploring Soils | | | | | |

| |Communicate procedures and results of | | | | |

| |investigations related to the testing of | | | | |

| |water absorption of soils using drawings, | | | | |

| |demonstrations, and oral and written | | | | |

| |descriptions. | | | | |

| |Propose answers to initial questions | | | | |

| |related to soil composition based on | | | | |

| |personal investigations. | | | | |

|ES3.2 Analyze the |Suggest ways in which individuals and |25 The Beautiful Basics | | | |

|interdependence between |communities value and use soil, including |46 What’s for Dinner? | | | |

|soil and living things, |the importance of Mother Earth for First |92 Eco-Enrichers | | | |

|including the importance of|Nations and Métis peoples. |127 Urban Nature Search | | | |

|soil for individuals, | | | | | |

|society, and all components| | | | | |

|of the environment. | | | | | |

| |Examine the interdependence between |9 Colour Crazy E2 & 3 | | | |

| |animals and soils (e.g., insects and grubs|25 The Beautiful Basics | | | |

| |live in soil, soil provides shelter for |26 Everybody Needs a Home | | | |

| |some animals, and earthworms aerate soil).|46 What’s for Dinner? | | | |

| | |92 Eco-Enrichers | | | |

| | |127 Urban Nature Search | | | |

| | |135 Pond Succession | | | |

| |Examine the interdependence between plants|25 The Beautiful Basics | | | |

| |and soils (e.g., soils provide nutrients |46 What’s for Dinner? | | | |

| |for plant growth, plant leaves die and |92 Eco-Enrichers | | | |

| |fall onto the ground, and plant roots |127 Urban Nature Search | | | |

| |spread throughout soil). |133 Forest in a Jar | | | |

| | |135 Pond Succession | | | |

| | |224 Smokey the Bear Said What? | | | |

| | |319 DEADLY SKIES | | | |

|Earth and Space Science: |Project WILD |Below Zero |Project WET |Native Prairie | |

|Exploring Soils | | | | | |

| |Relate the characteristics of soils (e.g.,|133 Forest in a Jar | | | |

| |composition, colour, texture, and ability | | | | |

| |to absorb water) to their uses (e.g., | | | | |

| |agriculture, berms, fuel, pottery, earth | | | | |

| |shelters, road building, habitats, | | | | |

| |landscaping, and purifying water). | | | | |

| |Observe the effects of moving water on |127 Urban Nature Search | | | |

| |soils in different environments (e.g., |135 E Pond Succession | | | |

| |beneath an eaves trough downspout, along a| | | | |

| |stream bank, down a slope, and under a | | | | |

| |sprinkler). | | | | |

| |Collaboratively design and safely carry | | | | |

| |out procedures to determine the effects of| | | | |

| |moving water on different types of soils. | | | | |

| |Propose practices that individuals and | | | | |

| |communities can take to reduce the effects| | | | |

| |of erosion on a small-scale (e.g., | | | | |

| |vegetable garden, and flowerpot) and | | | | |

| |large-scale (e.g., agricultural field, | | | | |

| |sports field, riverbank, and road ditch). | | | | |

| |Suggest sustainable practices (e.g., |92 Eco-Enrichers | | | |

| |composting, and fertilizing) that can |319 DEADLY SKIES | | | |

| |affect soils positively and reduce or | | | | |

| |prevent harmful effects such as compaction| | | | |

| |and contamination of soils. | | | | |

| |Research careers that involve an | | | | |

| |understanding of soils. | | | | |

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