Science and Technology

Grade 3: Life Systems: Growth and Changes in Plants	Achievement Level
Overall Expectations	1	2	3	4
•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;
•investigate the requirements of plants and the effects of changes in environmental conditions on plants;
•describe ways in which plants are important to other living things, and the effects of human activities on plants.
Specific Expectations
Understanding Basic Concepts
•identify the major parts of plants (e.g., seeds, stem, pistil) and describe their basic functions;
•classify plants according to visible characteristics (e.g., type of tree bark, leaf shape, type of flowers);
•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);
•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);
•compare the life cycles of different kinds of plants (e.g., plants that grow from bulbs or from seeds);
•identify traits that remain constant in some plants as they grow (e.g., leaf shape, leaf size, flower colour);
•describe, using their observations, how the growth of plants is affected by changes in environmental conditions (e.g., changes in light, soil);
•explain how different features of plants help them survive (e.g., leaf structure, fibrous or tap root systems).
Developing Skills of Inquiry, Design, and Communication
•design and conduct a hands-on inquiry into seed germination or plant growth;
•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);
•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., stem, pistil, stamen, flower);
•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);
•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;
•design and construct a terrarium or garden that reproduces the conditions that they found to be requirements of specific plants).
Relating Science and Technology to the World Outside the School
•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);
•describe ways in which humans can protect natural areas to maintain native plant species (e.g., establishing conservation areas, wildlife reserves, wetland sanctuaries);
•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;
•describe various plants used in food preparation (e.g., vegetables, fruits, spices, herbs) and identify places where they can be grown;
•describe various settings in which plant crops are grown (e.g., farms, orchards, home gardens);
•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);
•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);
•demonstrate awareness of ways of caring for plants properly (e.g., ensure that a plant has sufficient light and water);
•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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 Expectations: Copyright The Queen's Printer for Ontario, 1998.  Format: Copyright B.Phillips, 1998.