Curricular Cross Reference: Saskatchewan Grade 3 Science (2011) and Growing Up WILD, Flying WILD, and Project WET L. Nicholls, M.Ed., June 2012, Saskatchewan Outdoor and Environmental Education Association GRADE 3 LIFE SCIENCE: PLANT GROWTH AND CHANGES Growing UP WILD Flying WILD Project WET Outcomes Indicators PL3.1 Investigate the a. Pose questions related to 198 Bird Action growth and plant growth (e.g., How do development of very young plants look plants, including different from grown plants? conditions necessary How much water do plants for germination. need to grow? Do all plants grow in the same way?). b. Observe and explain the 198 Bird Action function of the major structures (i.e., root, stem, flower, leaf, and fruit or seed) of a variety of plants. c. Relate characteristics such 134 Home Sweet Home as the number and shape of 198 Bird Action leaves, flower colour, height, and presence and type of fruit in different types of plants to the plant’s environment. d. Sort and classify plants and/or seeds according to one or more student- selected attributes. e. Observe and represent, using written language, pictures, and charts, changes that occur through the life cycle of a flowering plant. f. Compare the basic needs of 134 Home, Sweet Home plants to the basic needs of 198 Bird Action animals and humans. SK Cross-Reference Gr. 3 Science, L. Nicholls June 2012 1 Curricular Cross Reference: Saskatchewan Grade 3 Science (2011) and Growing Up WILD, Flying WILD, and Project WET L. Nicholls, M.Ed., June 2012, Saskatchewan Outdoor and Environmental Education Association LIFE SCIENCE: PLANT GROWTH AND CHANGES Growing UP WILD Flying WILD Project WET Outcomes Indicators g. Research ways in which 198 Bird Action plants rely on animals and abiotic factors (e.g., gravity, wind, and water) to support plant reproduction by dispersing seeds. h. Predict and investigate 198 Bird Action conditions such as the temperature, available sunlight, available nutrients in soil, and available water, which are necessary for plant germination and growth. i. Care for a flowering plant 198 Bird Action throughout its life cycle, tracking its growth and changes. j. Estimate, record, and 198 Bird Action display relevant measurements of plant growth, using rulers, tables, and bar graphs. k. Suggest explanations for patterns and discrepancies in the growth rate of similar plants grown in varying conditions. l. Explain the importance of 134 Home, Sweet Home water and light for plant 198 Bird Action growth and the mechanisms by which plants obtain water and light from the environment. SK Cross-Reference Gr. 3 Science, L. Nicholls June 2012 2 Curricular Cross Reference: Saskatchewan Grade 3 Science (2011) and Growing Up WILD, Flying WILD, and Project WET L. Nicholls, M.Ed., June 2012, Saskatchewan Outdoor and Environmental Education Association LIFE SCIENCE: PLANT GROWTH AND CHANGES Growing UP WILD Flying WILD Project WET Outcomes Indicators m. Identify characteristics that remain constant and those that change throughout the life cycle of a flowering plant. n. Pose new questions about conditions necessary for plant growth, based on what was learned. PL3.2 Analyze the a. Observe, safely and 134 Home, Sweet Home interdependence respectfully, plants in local 198 Bird Action among plants, environments (e.g., individuals, society, classroom, flower garden, and the environment. schoolyard, community garden, forest, reserve, and nature preserve). b. Research traditional and 91 Home Is Where The Forest Is contemporary uses of plants 134 Home, Sweet Home or parts of plants, such as 198 Bird Action food, beverages, medicine, 230 Bird Buffet arts, seed banks, shade, windbreaks, erosion protection, cultural celebrations, and for creating products such as dyes, shelter, and clothing. c. Examine the significance to some First Nations and Métis people of offering tobacco during harvesting and how that purpose differs from using the tobacco plant for smoking. SK Cross-Reference Gr. 3 Science, L. Nicholls June 2012 3 Curricular Cross Reference: Saskatchewan Grade 3 Science (2011) and Growing Up WILD, Flying WILD, and Project WET L. Nicholls, M.Ed., June 2012, Saskatchewan Outdoor and Environmental Education Association LIFE SCIENCE: PLANT GROWTH AND CHANGES Growing UP WILD Flying WILD Project WET Outcomes Indicators d. Examine the importance of agriculture in Saskatchewan, including the variety of plants and plant-related products. e. Describe examples of plant 134 Home, Sweet Home biodiversity (e.g., trees, 198 Bird Action shrubs, bushes, herbs, grasses, vines, and mosses) in various ecosystems throughout the world. f. Explain how to determine 198 Bird Action whether plants are healthy and discuss societal and environmental impacts of diseased plants. g. Describe ways that plants 66 Food Chain Tag and animals depend on 70 Create Your Own Food Web each other. 91 Home Is Where The Forest Is 134 Home, Sweet Home 198 Bird Action 230 Bird Buffet h. Assess the impact of natural 91 Home Is Where The Forest Is (e.g., animal migration, fire, 134 Home, Sweet Home competition, and decay) and human activity (e.g., burning land, logging, fertilization, soil compaction, and picking endangered plants) on the biodiversity of plant species. i. Examine the type and 198 Bird Action quantity of plants and plant matter in the diets of people who live in various communities and/or represent various cultures. SK Cross-Reference Gr. 3 Science, L. Nicholls June 2012 4 Curricular Cross Reference: Saskatchewan Grade 3 Science (2011) and Growing Up WILD, Flying WILD, and Project WET L. Nicholls, M.Ed., June 2012, Saskatchewan Outdoor and Environmental Education Association LIFE SCIENCE: PLANT GROWTH AND CHANGES Growing UP WILD Flying WILD Project WET Outcomes Indicators j. Explain how and why plants 134 Home, Sweet Home are replenished naturally 198 Bird Action (e.g., forest fires, and pollination) and artificially (e.g., tree farms, planting seedlings, and seed banks). k. Defend a position related to 134 Home, Sweet Home plant use (e.g., picking 198 Bird Action plants, harvesting crops, fertilization, and planting invasive species) and protection (e.g., establishing conservation areas, planting native species, and developing alternatives to plant based products). l. Imagine a world without 66 Food Chain Tag plants and describe the 70 Create Your Own Food Web impact on animals, people, 91 Home Is Where The Forest Is and the environment. 113 Who Was That masked Bird? 128 Feeder Frenzy 134 Home, Sweet Home 198 Bird Action 230 Bird Buffet m. Respond to and 91 Home Is Where The Forest Is acknowledge the ideas of 134 Home, Sweet Home others regarding the 198 Bird Action importance of plants to self and society. SK Cross-Reference Gr. 3 Science, L. Nicholls June 2012 5 Curricular Cross Reference: Saskatchewan Grade 3 Science (2011) and Growing Up WILD, Flying WILD, and Project WET L. Nicholls, M.Ed., June 2012, Saskatchewan Outdoor and Environmental Education Association LIFE SCIENCE: PLANT GROWTH AND CHANGES Growing UP WILD Flying WILD Project WET Outcomes Indicators n. Research lifestyles (e.g., farming, fishing, and logging) and jobs (e.g., florist, crop scientist, landscaper, gardener, fruit grower, ecologist, logger, and nursery worker) which depend on understanding and working with plants and plant-related products. SK Cross-Reference Gr. 3 Science, L. Nicholls June 2012 6 Curricular Cross Reference: Saskatchewan Grade 3 Science (2011) and Growing Up WILD, Flying WILD, and Project WET L. Nicholls, M.Ed., June 2012, Saskatchewan Outdoor and Environmental Education Association PHYSICAL SCIENCE: STRUCTURES AND MATERIALS Growing Up WILD Flying WILD Project WET Outcomes Indicators SM3.1 Investigate a. Identify problems to be 128 Feeder Frenzy properties of solved related to the 194 The Fine Art of Nesting materials and properties of materials in 289 Newton, Bernoulli and methods of joinery structures (e.g., What is the Birds used in structures. purpose of the structure? What materials are appropriate for constructing the structure? What are appropriate methods of joinery?). b. Examine the properties of 88 Adaptation Artistry materials used in structures 113 Who Was That masked (e.g., beaver lodge, bird Bird? nest, wasps’ nest, 128 Feeder Frenzy honeycomb, anthill, tipi, 194 The Fine Art of Nesting house, marionette, circus 282 Egg-Stravaganza float, umbrella, ladder, 289 Newton, Bernoulli and bridge, earth lodge, Birds quinzhee, drink can, hockey puck, playground equipment, and toys). c. Compare the properties of materials used historically and currently to construct structures such as houses, bridges, towers, and roads throughout the world. d. Sort materials for use in 88 Adaptation Artistry constructing structures 128 Feeder Frenzy according to one or more 194 The Fine Art of Nesting physical properties such as 206 strength, texture, colour, flexibility, and durability. SK Cross-Reference Gr. 3 Science, L. Nicholls June 2012 7 Curricular Cross Reference: Saskatchewan Grade 3 Science (2011) and Growing Up WILD, Flying WILD, and Project WET L. Nicholls, M.Ed., June 2012, Saskatchewan Outdoor and Environmental Education Association PHYSICAL SCIENCE: STRUCTURES AND MATERIALS Growing Up WILD Flying WILD Project WET Outcomes Indicators e. Analyze how various similar 75 Birds On Display and dissimilar materials can 88 Adaptation Artistry be joined (e.g., gluing, 99 Busy Bird Motel nailing, screwing, stapling, 128 Feeder Frenzy taping, velcroing and tying) 194 The Fine Art of Nesting and identify the most 206 Avian Art appropriate methods for 230 Bird Buffet joining specific materials for an identified use. f. Use appropriate tools (e.g., 75 Birds On Display hammer, nail, glue, and 88 Adaptation Artistry scissors) to safely cut, 99 Busy bird Motel shape, make holes, sew, 128 Feeder Frenzy and assemble materials. 206 Avian Art 230 Bird Buffet g. Develop and carry out a 128 Feeder Frenzy plan, including making 282 Egg-Stravaganza predictions, identifying variables, and recording relevant observations, to test the strength of various materials (e.g., straws, toothpicks, masking tape, string, cotton balls, wooden blocks, Styrofoam, cloth, clay, and spaghetti).