IXL Skill Plan | New Brunswick Curriculum: Grade 3

New Brunswick Curriculum: Grade 3

Skills available for New Brunswick Grade 3 science standards

Strand

Scientific Literacy
Learning and Living Sustainably

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Scientific Literacy
Investigation
Plan investigations to solve problems relating to the local natural world: weather and climate, habitats, plants, and animals.
Plan investigations to solve problems relating to the local natural world: weather and climate, habitats, plants, and animals.

Ask questions about familiar phenomena		1. How do plants make food? 2. How do flowering plants make new plants? 3. How does matter move in food chains?
Ask questions about familiar phenomena
1. How do plants make food? 2. How do flowering plants make new plants? 3. How does matter move in food chains?
Make predictions about posed questions based on prior knowledge
Make predictions about posed questions based on prior knowledge

Suggest plans for how to carry out scientific inquiry		1. Evaluate multiple design solutions to prevent flooding 2. Identify the best design solution to prevent hurricane damage
Suggest plans for how to carry out scientific inquiry
1. Evaluate multiple design solutions to prevent flooding 2. Identify the best design solution to prevent hurricane damage
Suggest and explain the required equipment and materials to carry out scientific inquiry		1. Read a thermometer
Suggest and explain the required equipment and materials to carry out scientific inquiry
1. Read a thermometer
Explain the types of data and data collection to answer posed questions		1. Compare temperatures on thermometers 2. Collect and graph temperature data
Explain the types of data and data collection to answer posed questions
1. Compare temperatures on thermometers 2. Collect and graph temperature data
Respond to the ideas of others and acknowledge their contributions
Respond to the ideas of others and acknowledge their contributions


Collect data during scientific inquiry into the local natural world.
Collect data during scientific inquiry into the local natural world.

Collect and record data using formal measurements, lists, tallies, tables, pictographs, and bar graphs		1. Collect and graph temperature data
Collect and record data using formal measurements, lists, tallies, tables, pictographs, and bar graphs
1. Collect and graph temperature data
Describe observations and compare with others		1. Compare temperatures on thermometers
Describe observations and compare with others
1. Compare temperatures on thermometers
Differentiate between observed and measured data
Differentiate between observed and measured data

Sensemaking
Analyze data to construct explanations and conclusions based on evidence from scientific inquiry.
Analyze data to construct explanations and conclusions based on evidence from scientific inquiry.

Represent titled and labelled collected data graphically and in tables		1. Collect and graph temperature data
Represent titled and labelled collected data graphically and in tables
1. Collect and graph temperature data
Identify classifications, patterns, sorting rules, or trends in collected data		1. Classify fruits and vegetables as plant parts 2. Identify plant parts and their functions 3. Read and construct flowering plant life cycle diagrams 4. Identify ecosystems 5. Identify roles in food chains
Identify classifications, patterns, sorting rules, or trends in collected data
1. Classify fruits and vegetables as plant parts 2. Identify plant parts and their functions 3. Read and construct flowering plant life cycle diagrams 4. Identify ecosystems 5. Identify roles in food chains
Construct explanations and conclusions from collected data
Construct explanations and conclusions from collected data

Connect explanations and conclusions to scientific knowledge and experience		Pollinators 1. Pollinator: ruby-throated hummingbird 2. Pollinator: Indian flying fox 3. Pollinator: painted lady butterfly Seed dispersers 4. Seed disperser: Eurasian red squirrel 5. Seed disperser: African elephant 6. Seed disperser: common ostrich Group behaviour 7. Benefits of group behaviour: North American caribou 8. Benefits of group behaviour: African wild dogs 9. Benefits of group behaviour: leafcutter ants Ecosystems 10. Describe ecosystems
Connect explanations and conclusions to scientific knowledge and experience
Pollinators 1. Pollinator: ruby-throated hummingbird 2. Pollinator: Indian flying fox 3. Pollinator: painted lady butterfly Seed dispersers 4. Seed disperser: Eurasian red squirrel 5. Seed disperser: African elephant 6. Seed disperser: common ostrich Group behaviour 7. Benefits of group behaviour: North American caribou 8. Benefits of group behaviour: African wild dogs 9. Benefits of group behaviour: leafcutter ants Ecosystems 10. Describe ecosystems
Identify new questions that arise from scientific inquiry		1. How do plants make food? 2. How do flowering plants make new plants? 3. How does matter move in food chains?
Identify new questions that arise from scientific inquiry
1. How do plants make food? 2. How do flowering plants make new plants? 3. How does matter move in food chains?
Apply what has been learned through inquiry to other situations		1. Interpret food webs
Apply what has been learned through inquiry to other situations
1. Interpret food webs
Communication
Communicate procedure, result, and conclusion of scientific inquiry using a variety of media.
Communicate procedure, result, and conclusion of scientific inquiry using a variety of media.

Communicate procedures, results, and conclusions of scientific inquiry in a clear and logical order
Communicate procedures, results, and conclusions of scientific inquiry in a clear and logical order

Discuss observations and ideas from scientific inquiry		Pollinators 1. Pollinator: ruby-throated hummingbird 2. Pollinator: Indian flying fox 3. Pollinator: painted lady butterfly Seed dispersers 4. Seed disperser: Eurasian red squirrel 5. Seed disperser: African elephant 6. Seed disperser: common ostrich Group behaviour 7. Benefits of group behaviour: North American caribou 8. Benefits of group behaviour: African wild dogs 9. Benefits of group behaviour: leafcutter ants
Discuss observations and ideas from scientific inquiry
Pollinators 1. Pollinator: ruby-throated hummingbird 2. Pollinator: Indian flying fox 3. Pollinator: painted lady butterfly Seed dispersers 4. Seed disperser: Eurasian red squirrel 5. Seed disperser: African elephant 6. Seed disperser: common ostrich Group behaviour 7. Benefits of group behaviour: North American caribou 8. Benefits of group behaviour: African wild dogs 9. Benefits of group behaviour: leafcutter ants
Support claims or draw conclusions using evidence from data analysis
Support claims or draw conclusions using evidence from data analysis

Communicate how problems were solved or can be solved
Communicate how problems were solved or can be solved

Use science, mathematics, and technology language that others understand		Units of measurement 1. Choose units of time 2. Choose units of distance 3. Abbreviate time and length units 4. Abbreviate mass and volume units Pollinators 5. Pollinator: ruby-throated hummingbird 6. Pollinator: Indian flying fox 7. Pollinator: painted lady butterfly Seed dispersers 8. Seed disperser: Eurasian red squirrel 9. Seed disperser: African elephant 10. Seed disperser: common ostrich Plant parts 11. Classify fruits and vegetables as plant parts 12. Identify plant parts and their functions Ecosystems 13. Identify ecosystems 14. Identify roles in food chains
Use science, mathematics, and technology language that others understand
Units of measurement 1. Choose units of time 2. Choose units of distance 3. Abbreviate time and length units 4. Abbreviate mass and volume units Pollinators 5. Pollinator: ruby-throated hummingbird 6. Pollinator: Indian flying fox 7. Pollinator: painted lady butterfly Seed dispersers 8. Seed disperser: Eurasian red squirrel 9. Seed disperser: African elephant 10. Seed disperser: common ostrich Plant parts 11. Classify fruits and vegetables as plant parts 12. Identify plant parts and their functions Ecosystems 13. Identify ecosystems 14. Identify roles in food chains

Learning and Living Sustainably
Responsible and Sustainable Application
Apply scientific knowledge and an understanding of sustainable practices responsibly with respect to the local natural world.
Apply scientific knowledge and an understanding of sustainable practices responsibly with respect to the local natural world.

Discuss Wabanaki understandings of interconnectedness with the land (the land is not owned; people "borrow" what the land has to offer and in return take care of the land)
Discuss Wabanaki understandings of interconnectedness with the land (the land is not owned; people "borrow" what the land has to offer and in return take care of the land)

Investigate the impact colonization had and continues to have on the ways that Wabanaki people interact with the natural environment
Investigate the impact colonization had and continues to have on the ways that Wabanaki people interact with the natural environment

Explore Wabanaki identity including connection to the land, the interconnectedness of all things, responsibility to the natural world, and responsibility to each other
Explore Wabanaki identity including connection to the land, the interconnectedness of all things, responsibility to the natural world, and responsibility to each other

Demonstrate respect and responsibility for all living things
Demonstrate respect and responsibility for all living things

Identify parts of different plants and animals that provide humans with useful products		1. Classify fruits and vegetables as plant parts 2. Identify plant parts and their functions
Identify parts of different plants and animals that provide humans with useful products
1. Classify fruits and vegetables as plant parts 2. Identify plant parts and their functions
Describe how useful plants and animals are replenished		1. Read and construct flowering plant life cycle diagrams 2. How do flowering plants make new plants? 3. Read animal life cycle diagrams 4. Construct animal life cycle diagrams
Describe how useful plants and animals are replenished
1. Read and construct flowering plant life cycle diagrams 2. How do flowering plants make new plants? 3. Read animal life cycle diagrams 4. Construct animal life cycle diagrams
Identify human behaviours that can lead to habitat loss
Identify human behaviours that can lead to habitat loss

Explore solution criteria to reduce the impact on organisms when a habitat changes
Explore solution criteria to reduce the impact on organisms when a habitat changes

Explore careers in related areas of personal interest
Explore careers in related areas of personal interest

Distinguish between scientific facts, beliefs, and opinions when answering scientific questions
Distinguish between scientific facts, beliefs, and opinions when answering scientific questions

Apply scientific knowledge when considering issues of concern
Apply scientific knowledge when considering issues of concern

Use equipment safely while carrying out scientific inquiry		1. Read a thermometer
Use equipment safely while carrying out scientific inquiry
1. Read a thermometer
Use tools and materials safely when building models and prototypes
Use tools and materials safely when building models and prototypes

Connect scientific inquiry to technological knowledge and experiences		1. Evaluate multiple design solutions to prevent flooding 2. Identify the best design solution to prevent hurricane damage
Connect scientific inquiry to technological knowledge and experiences
1. Evaluate multiple design solutions to prevent flooding 2. Identify the best design solution to prevent hurricane damage
Practise safety rules when carrying out field studies
Practise safety rules when carrying out field studies

Conduct investigations and application while following environmentally sustainable practices
Conduct investigations and application while following environmentally sustainable practices

Reflect on aspects of applications, decisions, and possible actions of issues of concern
Reflect on aspects of applications, decisions, and possible actions of issues of concern