Grade 3: Life Systems: Growth and Changes in Plants |
Achievement
Level
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Overall Expectations
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1
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2
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3
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4
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•demonstrate an understanding of the similarities and
differences in the physical characteristics of different plant species
and the changes that take place in different plants as they grow; |
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•investigate the requirements of plants and the effects
of changes in environmental conditions on plants; |
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•describe ways in which plants are important to other
living things, and the effects of human activities on plants. |
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Specific Expectations
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Understanding Basic Concepts |
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•identify the major parts of plants (e.g., seeds, stem,
pistil) and describe their basic functions; |
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•classify plants according to visible characteristics
(e.g., type of tree bark, leaf shape, type of flowers); |
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•describe, using their observations, the changes that
plants undergo in a completelife cycle (e.g., from the germination of a
seed to the production of flowers or fruit); |
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•describe, using their observations, the effects of the
seasons on plants (e.g., leaf buds grow into leaves in the spring; leaves
turn colour in the fall); |
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•compare the life cycles of different kinds of plants
(e.g., plants that grow from bulbs or from seeds); |
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•identify traits that remain constant in some plants
as they grow (e.g., leaf shape, leaf size, flower colour); |
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•describe, using their observations, how the growth of
plants is affected by changes in environmental conditions (e.g., changes
in light, soil); |
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•explain how different features of plants help them survive
(e.g., leaf structure, fibrous or tap root systems). |
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Developing Skills of Inquiry, Design, and Communication |
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•design and conduct a hands-on inquiry into seed germination
or plant growth; |
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•ask questions about and identify some needs of plants,
and explore possible answers to these questions and ways of meeting these
needs (e.g., predict how long a particular plant could go without water
before its leaves started to droop); |
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•plan investigations to answer some of these questions
or find ways of meeting these needs, and explain the steps involved; |
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•use appropriate vocabulary in describing their investigations,
explorations, and observations (e.g., stem, pistil, stamen, flower); |
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•record relevant observations, findings, and measurements,
using written language, drawings, charts, and graphs (e.g., produce a series
of drawings to show a plant at different stages of development); |
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•communicate the procedures and results of investigations
for specific purposes and to specific audiences, using drawings, demonstrations,
simple media works, and oral and written descriptions (e.g., make a graph
that shows the number and kinds of trees found in different yards; |
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•design and construct a terrarium or garden that reproduces
the conditions that they found to be requirements of specific plants). |
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Relating Science and Technology to the World Outside
the School |
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•describe ways in which humans use plants for food, shelter,
and clothing (e.g., trees are used for building houses; cloth is made from
cotton); |
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•describe ways in which humans can protect natural areas
to maintain native plant species (e.g., establishing conservation areas,
wildlife reserves, wetland sanctuaries); |
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•identify the parts of a plant that are used to produce
specific products for humans (e.g., sugar, dyes, paper, cloth, lumber)
and describe the steps in production; |
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•describe various plants used in food preparation (e.g.,
vegetables, fruits, spices, herbs) and identify places where they can be
grown; |
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•describe various settings in which plant crops are grown
(e.g., farms, orchards, home gardens); |
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•describe ways in which plants and animals depend on
each other (e.g., plants provide food for energy, and animals help distribute
pollen and seeds); |
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•compare the requirements of some plants and animals,
and identify the requirements that are common to all living things (e.g.,
the need for water and minerals); |
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•demonstrate awareness of ways of caring for plants properly
(e.g., ensure that a plant has sufficient light and water); |
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•identify some functions of different plants in their
local area (e.g., trees provide shade; grass binds soil to prevent soil
erosion). |
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Student Name: |
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