Newfoundland and Labrador

Unit 1 Exploring Soils

• Exploring and Investigating Soils

  • 1.0 pose questions that lead to exploration and investigation

    • Types of soils (3)

• Communicating about Soils

  • 2.0 communicate using scientific terminology

    • Types of soils (3)

• How Are Soils Different?

  • 3.0 investigate a variety of soils and find similarities and differences among them

    • Types of soils (3)

  • 4.0 communicate while exploring and investigating

• What are Soils Made of?

  • 5.0 investigate and describe soil components

    • Types of soils (3)

  • 6.0 use appropriate tools

• How Do Soils Change When They Get Wet?

  • 7.0 describe the effect of moisture on the characteristics of soil

  • 8.0 sequence or group materials and objects

• Do Soils Absorb Water?

  • 9.0 compare the absorption of water by different soils

  • 10.0 make and record observations and measurements

  • 11.0 construct and label concrete-object graphs, pictographs, or bar graphs

• Soils and Living Things

  • 12.0 use a variety of sources of science information and ideas

  • 13.0 investigate and describe how living things affect and are affected by soils

  • 14.0 propose an answer to an initial question or problem and draw a simple conclusion

• How Does Moving Water Affect Soils?

  • 15.0 investigate the effects of moving water on different soils

    • Changes to Earth's surface: erosion (3-N.6)

  • 16.0 predict based on an observed pattern

    • Evaluate multiple design solutions to prevent erosion (3-O.2)

  • 17.0 communicate procedures and results

• How Do Humans Use Soils?

  • 18.0 demonstrate and describe ways humans use soils to make useful objects

Unit 2 Materials and Structures

• Exploring and Investigating Materials and Structures

  • 1.0 pose questions that lead to exploration and investigation

• How Can We Describe Structures?

  • 2.0 communicate using scientific terminology

  • 19.0 identify shapes and forms that are part of natural and human-built structures

• Which Shapes and Forms are the Strongest?

  • 20.0 investigate and describe ways different shapes and forms help provide strength, and stability

  • 21.0 follow a simple procedure

  • 22.0 identify and suggest explanations for patterns and discrepancies in objects and events

• Selecting Suitable Materials

  • 23.0 describe the properties of some common materials and evaluate their suitability for use in building structures

    • Compare properties of materials (3)

  • 24.0 identify the most useful method of sorting

  • 6.0 use appropriate tools

• How Are Building Materials Joined Together?

  • 25.0 investigate ways to join materials and identify the most appropriate methods for the materials to be joined

  • 17.0 communicate procedures and results

  • 26.0 use appropriate tools in safely cutting, shaping, making holes through, and assembling materials

• Evaluating Structures

  • 27.0 evaluate structures to determine if they are effective and safe, if they make efficient use of materials, and if they are appropriate to the user and the environment

  • 28.0 identify problems to be solved

• Designing Student-Built Structures

  • 29.0 identify materials and suggest a plan for how they will be used

  • 30.0 respond to the ideas and actions of others and acknowledge their ideas and contributions

  • 31.0 estimate measurements

  • 32.0 follow safety procedures and rules

• Testing and Evaluating Student-Built Structures

  • 33.0 test the strength and stability of personally built structures

  • 34.0 pose new questions that arise from what was learned

  • 35.0 compare and evaluate personally constructed objects

• Modifying Structures to Increase Strength and Stability

  • 36.0 identify ways of modifying a structure to increase its strength and stability

Unit 3 Invisible Forces

• Exploring and Investigating Invisible Forces

  • Identify magnets that attract or repel (3-G.1)
  • Label magnets that attract or repel (3-G.2)

  • 1.0 pose questions that lead to exploration and investigation

  • 2.0 communicate using scientific terminology

• Creating Static Electricity

  • 37.0 describe and demonstrate ways to use everyday materials to produce static electric charges, and describe how charged materials interact

  • 34.0 pose new questions that arise from what was learned

  • 38.0 describe examples of the effects of static electricity in their daily lives and identify ways in which static electricity can be used safely or avoided

• What Conditions Affect Static Electricity?

  • 39.0 identify conditions that affect the force of static electric materials

  • 10.0 make and record observations and measurements

• What Materials Are Attracted to Magnets?

  • 40.0 identify familiar uses of magnets

  • 41.0 investigate and identify materials that are attracted by magnets and distinguish from those materials that are not affected by magnets

  • 16.0 predict based on an observed pattern

    • Solve problems using magnets (3-O.1)

  • 8.0 sequence or group materials and objects

• How Can You Make Your Own Magnet?

  • 21.0 follow a simple procedure

  • 42.0 investigate how to magnetize magnetic materials

• What Conditions Affect the Strength of Magnets?

  • 43.0 identify conditions that affect the force of magnets

    • Compare strengths of magnetic forces (3-G.3)

  • 14.0 propose an answer to an initial question or problem and draw a simple conclusion

    • Compare strengths of magnetic forces (3-G.3)

• What Happens When Two Magnets Meet?

  • 44.0 investigate the polarity of a magnet, determine the orientation of its poles, and demonstrate that opposite poles attract and like poles repel

    • Identify magnets that attract or repel (3-G.1)
    • Label magnets that attract or repel (3-G.2)
    • Compare strengths of magnetic forces (3-G.3)

• What Can You Make That Uses Invisible Forces?

  • 28.0 identify problems to be solved

  • 29.0 identify materials and suggest a plan for how they will be used

  • 30.0 respond to the ideas and actions of others and acknowledge their ideas and contributions

  • 35.0 compare and evaluate personally constructed objects

  • 17.0 communicate procedures and results

Unit 4 Plant Growth and Changes

• What Are Plants?

  • 1.0 pose questions that lead to exploration and investigation

    • How do plants make food? (3-I.3)
    • How do flowering plants make new plants? (3-I.5)

• Communicating about Plants

  • 45.0 identify and describe parts of plants and their general function

    • Classify fruits and vegetables as plant parts (3-I.1)
    • Identify plant parts and their functions (3-I.2)
    • Identify flower parts and their functions (3)

  • 2.0 communicate using scientific terminology

    • How do plants make food? (3-I.3)
    • Read and construct flowering plant life cycle diagrams (3-I.4)
    • How do flowering plants make new plants? (3-I.5)
    • Describe and construct conifer life cycles (3)

• What Do Plants Need?

  • 46.0 identify and investigate needs of plants and describe how plants are affected by the conditions in which they grow

    • How do plants make food? (3-I.3)

  • 47.0 distinguish between useful and not useful information when answering a science question

  • 16.0 predict based on an observed pattern

  • 30.0 respond to the ideas and actions of others and acknowledge their ideas and contributions

• Observing and Recording How Plants Are Affected by Growing Conditions

  • 46.0 identify and investigate needs of plants and describe how plants are affected by the conditions in which they grow

  • 47.0 distinguish between useful and not useful information when answering a science question

  • 32.0 follow safety procedures and rules

  • 10.0 make and record observations and measurements

  • 11.0 construct and label concrete-object graphs, pictographs, or bar graphs

  • 22.0 identify and suggest explanations for patterns and discrepancies in objects and events

  • 30.0 respond to the ideas and actions of others and acknowledge their ideas and contributions

• Life Cycle of a Flowering Plant

  • 48.0 observe and describe changes that occur through the life cycle of a flowering plant

    • Read and construct flowering plant life cycle diagrams (3-I.4)
    • How do flowering plants make new plants? (3-I.5)

• Why are Plants Important?

  • 49.0 describe ways in which plants are important to living things and the environment

  • 50.0 identify parts of different plants that provide humans with useful products, and describe the preparation that is required to obtain these products and how our supply of useful plants is replenished

    • Classify fruits and vegetables as plant parts (3-I.1)