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Science and Technology
Grade 3: Earth and Space Systems: Soils in the Environment
Achievement
Level
Overall Expectations
1
2
3
4
•demonstrate an understanding of the similarities and differences between various soils and the effects of moving water on soils;
 
 
 
 
•investigate the components of various soils, and describe the effects of moving water on these soils;
 
 
 
 
•recognize the dependence of humans and other living things on soil and recognize its importance as a source of materials for making useful objects.        
Specific Expectations
       
Understanding Basic Concepts        
•describe, using their observations, the various components within a sample of soil (e.g., pebbles, decaying plants);        
•describe, using their observations, the differences between sand, clay, humus, and other soil components (e.g., texture, smell, malleability), and compare and describe soil samples from different locations (e.g., school yard, forest, marsh, beach);        
•compare the absorption of water by different earth materials, and describe the effects of moisture on characteristics of the materials (e.g., on texture, coherence, ability to hold a shape);        
•describe, using their observations, how different earth materials (e.g., rocks, pebbles, sand) are affected by moving water (e.g., the sand on a beach washed by waves; pebbles in a river);        
•compare different ways in which plant roots (e.g., fibrous roots, tap roots) grow through the soil;        
•describe through experimentation how soil can be separated into its different components (e.g., sieving, sedimentation).         
Developing Skills of Inquiry, Design, and Communication        
•ask questions about organisms and events in the outdoor environment and identify needs of organisms that arise from these events, and explore possible answers to these questions and ways of meeting these needs (e.g., investigate the different effects produced when water is sprayed on and poured on exposed soil, asphalt, and grass);        
•plan investigations to answer some of these questions or find ways of meeting these needs, and explain the steps involved;        
•use appropriate vocabulary in describing their investigations, explorations, and observations (e.g., use terms such as clay, sand, and pebbles to describe the earth materials in soil);        
•record relevant observations, findings, and measurements, using written language, charts, and drawings (e.g., create a tally chart to record the water absorption of different earth materials);        
•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., record what happens when soil and water are shaken together in a container; prepare a display comparing the composition of soils from different locations).        
Relating Science and Technology to the World Outside the School        
•identify living things found in the soil (e.g., roots, earthworms, larvae);        
•demonstrate awareness of the importance of recycling organic materials in soils (e.g., explain the purpose of a compost heap; explain the reason why it is useful to leave grass clippings on the lawn);        
•recognize the importance of understanding different types of soil and their characteristics (e.g., enables people to determine which crops can be grown in a particular area; enables gardeners and farmers to improve plant growth);        
•describe how the use of different soils affects the growth of indoor plants;        
•describe ways of using soil materials to make useful objects, and investigate, through manipulation, ways of shaping clay to make useful objects (e.g., model bricks or beads).         
Student Name:        
 Expectations: Copyright The Queen's Printer for Ontario, 1998.  Format: Copyright B.Phillips, 1998.