Alberta

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Skills available for Alberta grade 3 science curriculum

Objectives are in black and IXL science skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

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Alberta Program of Studies (adopted in 2023) Alberta Program of Studies (adopted in 2023)

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Matter

Students investigate and analyze how materials have the potential to be changed.
- Relate a processed material to the natural material from which it originated.
- Discuss how interaction with natural materials is guided by relationships with the land for First Nations, Métis, and Inuit communities.
- Conduct an investigation to demonstrate changes of state.
  - Change-of-state diagrams: solid, liquid and gas (3-C.1)
- Discuss examples of daily activities that include heating and cooling.
  - Heating, cooling and changes of state (3-C.2)
- Describe solid, liquid, and gas states of matter in terms of the properties of shape and volume.
- Conduct an investigation to demonstrate the properties of the state of matter.
- Safely explore the melting/freezing points of various substances.
- Compare the melting/freezing and boiling points of various substances, including water.
- Describe and diagram the changes of state of water using the water cycle.
  - Label parts of water cycle diagrams (3-M.2)
- Discuss ways to respect water in local environments.
- Identify examples of changes in the state of water in local environments.
- Discuss the importance of safety around bodies of water that have a surface of ice.
- Discuss the importance of safety around bodies of water in different seasons.
- Discuss examples of changes to materials or substances that are permanent and examples of changes to materials or substances that are reversible.
  - Identify physical and chemical changes (3-E.1)
  - Compare physical and chemical changes (3-E.2)
- Safely perform experiments on various materials and substances and classify changes as permanent or reversible.

Energy

Students investigate and explain how forces affect the movement of objects.
- Describe where forces may exist in everyday situations.
- Describe the strength and direction of forces applied to objects.
  - How do balanced and unbalanced forces affect motion? (3-F.2)
  - How do mass and force affect motion? (3-F.3)
- Compare the strength of forces applied to objects.
  - How do mass and force affect motion? (3-F.3)
  - Compare strengths of magnetic forces (3-G.3)
- Predict how an object will be affected by different strengths and directions of force.
  - How do balanced and unbalanced forces affect motion? (3-F.2)
  - How do mass and force affect motion? (3-F.3)
- Conduct investigations to demonstrate the effects of forces on the movement of objects.
  - Solve problems using magnets (3-O.1)
- Conduct investigations to demonstrate how forces can change the shape or size of objects.
- Explore how simple machines reduce the effort needed to move objects.
- Design a device that uses simple machines.
- Safely work with tools, materials, and equipment.
- Describe the purpose of simple machines used by local First Nations, Métis, and Inuit.

Earth Systems

Students analyze changes in Earth's surface and explain how its layers hold stories of the past.
- Describe how natural events change Earth's surface.
- Discuss changes to Earth's surface over time that are shared through stories and intergenerational knowledge of First Nations, Métis, or Inuit.
- Investigate natural events that have changed Earth's surface in Alberta.
- Represent how the movement of water and wind changes Earth's surface over time.
  - Changes to Earth's surface: erosion (3-N.6)
- Represent the flow of water from glaciers to an ocean.
- Investigate glacier-fed rivers that are found locally or in Alberta.
- Relate human activities to changes in Earth's surface.
- Relate activities of plants and animals to changes in Earth's surface.
- Discuss the interconnectedness between human activities and responsibilities for maintaining Earth.
- Investigate how changing Earth's surface by farming and growing crops contributes to daily life in Alberta.
- Examine how layers of Earth's surface hold information about the past.
  - How do rock layers form? (3-K.4)
  - Interpret evidence from fossils in rock layers (3-K.5)
- Explain how paleontologists know that dinosaurs lived on Earth millions of years ago.
- Investigate fossilized dinosaur bones that have been found in Alberta and the dinosaurs they belong to.
- Identify and discuss where fossilized dinosaur bones have been found or are on display in Alberta.
- Examine soil and its components in the local community.
- Identify local habitats provided by soil.
- Describe how soil is changed by plants and animals.

Living Systems

Students analyze and describe how plants and animals interact with each other and within environments.
- Represent various food chains in local and other Canadian environments.
  - How does matter move in food chains? (3-J.4)
- Classify animals in a food chain as carnivores, herbivores, or omnivores.
  - Identify roles in food chains (3-J.3)
- Investigate and discuss how plants and animals respond to stimuli in their environments in order to survive.
- Reflect on and share actions that can be taken to protect plants and animals in local environments.
- Demonstrate respectful and safe practices during observations of plants and animals in local environments.
- Explain interconnections in environments, including how plants depend on animals and how animals depend on plants to survive.
- Discuss First Nations, Métis, and Inuit connection with environments and their knowledge of and relationships with plants and animals.

Computer Science

Students investigate creativity and its relationship to computational thinking.
- Create a set of instructions that could be followed by a human or a machine to complete a task.
- Identify computational thinking used to solve problems or achieve desired outcomes.
- Collaborate to write two different sets of instructions that achieve the same outcome.
- Relate creativity to engineering, computing, and the development of new technologies.
- Create something new by combining, changing, or reapplying existing ideas.
- Examine a Canadian invention.
- Identify examples of creativity in computer science, technology, or engineering.

Scientific Methods

Students relate investigation to building knowledge.
- Reflect on how conducting an investigation contributes to building knowledge.
- Collect data using techniques to improve the accuracy of data.
- Analyze data collected during investigations.
  - Solve problems using magnets (3-O.1)
- Compare the trustworthiness of sources of data.
- Develop new questions for further investigations.

Alberta

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Matter

Students investigate and analyze how materials have the potential to be changed.

Relate a processed material to the natural material from which it originated.

Discuss how interaction with natural materials is guided by relationships with the land for First Nations, Métis, and Inuit communities.

Conduct an investigation to demonstrate changes of state.

Discuss examples of daily activities that include heating and cooling.

Describe solid, liquid, and gas states of matter in terms of the properties of shape and volume.

Conduct an investigation to demonstrate the properties of the state of matter.

Safely explore the melting/freezing points of various substances.

Compare the melting/freezing and boiling points of various substances, including water.

Describe and diagram the changes of state of water using the water cycle.

Discuss ways to respect water in local environments.

Identify examples of changes in the state of water in local environments.

Discuss the importance of safety around bodies of water that have a surface of ice.

Discuss the importance of safety around bodies of water in different seasons.

Discuss examples of changes to materials or substances that are permanent and examples of changes to materials or substances that are reversible.

Safely perform experiments on various materials and substances and classify changes as permanent or reversible.

Energy

Students investigate and explain how forces affect the movement of objects.

Describe where forces may exist in everyday situations.

Describe the strength and direction of forces applied to objects.

Compare the strength of forces applied to objects.

Predict how an object will be affected by different strengths and directions of force.

Conduct investigations to demonstrate the effects of forces on the movement of objects.

Conduct investigations to demonstrate how forces can change the shape or size of objects.

Explore how simple machines reduce the effort needed to move objects.

Design a device that uses simple machines.

Safely work with tools, materials, and equipment.

Describe the purpose of simple machines used by local First Nations, Métis, and Inuit.

Earth Systems

Students analyze changes in Earth's surface and explain how its layers hold stories of the past.

Describe how natural events change Earth's surface.

Discuss changes to Earth's surface over time that are shared through stories and intergenerational knowledge of First Nations, Métis, or Inuit.

Investigate natural events that have changed Earth's surface in Alberta.

Represent how the movement of water and wind changes Earth's surface over time.

Represent the flow of water from glaciers to an ocean.

Investigate glacier-fed rivers that are found locally or in Alberta.

Relate human activities to changes in Earth's surface.

Relate activities of plants and animals to changes in Earth's surface.

Discuss the interconnectedness between human activities and responsibilities for maintaining Earth.

Investigate how changing Earth's surface by farming and growing crops contributes to daily life in Alberta.

Examine how layers of Earth's surface hold information about the past.

Explain how paleontologists know that dinosaurs lived on Earth millions of years ago.

Investigate fossilized dinosaur bones that have been found in Alberta and the dinosaurs they belong to.

Identify and discuss where fossilized dinosaur bones have been found or are on display in Alberta.

Examine soil and its components in the local community.

Identify local habitats provided by soil.

Describe how soil is changed by plants and animals.

Living Systems

Students analyze and describe how plants and animals interact with each other and within environments.

Represent various food chains in local and other Canadian environments.

Classify animals in a food chain as carnivores, herbivores, or omnivores.

Investigate and discuss how plants and animals respond to stimuli in their environments in order to survive.

Reflect on and share actions that can be taken to protect plants and animals in local environments.

Demonstrate respectful and safe practices during observations of plants and animals in local environments.

Explain interconnections in environments, including how plants depend on animals and how animals depend on plants to survive.

Discuss First Nations, Métis, and Inuit connection with environments and their knowledge of and relationships with plants and animals.

Computer Science

Students investigate creativity and its relationship to computational thinking.

Create a set of instructions that could be followed by a human or a machine to complete a task.

Identify computational thinking used to solve problems or achieve desired outcomes.

Collaborate to write two different sets of instructions that achieve the same outcome.

Relate creativity to engineering, computing, and the development of new technologies.

Create something new by combining, changing, or reapplying existing ideas.

Examine a Canadian invention.

Identify examples of creativity in computer science, technology, or engineering.

Scientific Methods

Students relate investigation to building knowledge.

Reflect on how conducting an investigation contributes to building knowledge.

Collect data using techniques to improve the accuracy of data.

Analyze data collected during investigations.

Compare the trustworthiness of sources of data.

Develop new questions for further investigations.