Grenoble+Sem68

You will design an activity to be experienced by grade 3 students at Grenoble Public School based on the [|Ontario Grade 3 Science Curriculum] p. 69 - 81. You will work in pairs.

Jihyun || Karen || SOIL-Process of composting || ** 2.4 **
 * ===Students=== || ===Topic (plants/structures/forces/soil)=== || ===Curriculum Expectation (e.g. 2.5)=== ||
 * Maryam
 * SOIL **

investigate the process of composting, and explain some advantages and disadvantages of composting

**// (e.g., set up a pop-bottle composter //** **// in the classroom, and observe what happens //**   identify ways in which forces are used in their daily lives
 * // over time) //** ||
 * Emily || Kalysta || Forces || ** 3.5 **

**// (e.g., magnetism – fridge magnet; //**
 * // gravity – a falling ball; friction – bicycle brakes) //** ||
 * Julia || Alycea || Plants || 3.2 identify the major parts of plants, including root, stem, flower, stamen, pistil, leaf, seed, and fruit, and describe how each contributes to the plant’s survival within the plant’s environment (e.g., the roots soak up food and water for the plant; the stem carries water and food to the rest of the plant; the leaves make food for the plant with help from the sun; the flowers grow fruit and seeds for new plants) ||
 * Maddie || Lina || Plants || ** 3.5 **

describe ways in which humans from various cultures, including Aboriginal people, use plants for food, shelter, medicine, and clothing (e.g., food – from rice plants; houses for shelter – from the wood of trees; medicines – from herbs; clothing – from cotton plants) || Jihyun || Jessica Y || PLANTS ||      3.8 identify examples of environmental conditions that may threaten plant and animal survival (e.g., extreme heat and cold; floods and/or droughts; changes in habitat because of human activities  such as construction, use of gas-powered personal watercraft on lakes) ||   || describe ways in which plants and animals depend on each other **// (e.g., plants provide food //** **// for energy; animals help disperse pollen and //**  **// seeds, and provide manure that fertilizes the soil //**  **// in which plants grow; plants need the carbon //**  **// dioxide that animals breathe out, and animals //**
 * Helen,
 * Clara || Joanna || plants || 3.6
 * // need the oxygen that plants release into the air) //** ||
 * Dylan || Zech || Soils || ** 2.2 **

investigate the components of soil **// (e.g., nonliving //** **// things such as pebbles and decaying matter; //**  **// living things such as organic matter, bacteria, //**  **// earthworms, and insects) //** (pg 80) ||
 * Geoffrey || Jason || Structures || **      3.6      **

describe ways in which the strength of different materials can be altered **//     (e.g., by folding,      //**  **//      adding layers, twisting/braiding, changing      //**  ||  Investigate, through experimentation, the    effects of pushing, pulling, and other forces    on the shape and stability of simple structures   (e.g., the effect of adding one or more struts on  the strength of a tower; the effect of adding ties on the strength of a bridge; the effect of adding weight to the base of a tower on the stability of the tower) || describe how different forces (e.g., magnetism, muscular force, gravitational force, friction) applied to an object at rest can cause the object to start, stop, attract, repel, or change direction
 * //     their shape)      //**
 * Nathen || Debrish || structures || 2.3
 * Jordan || Theresa || Forces || 3.3

ex. transportation using magnetism || differences as seedlings develop **// (e.g., plant //****// quick-growing seeds – nasturtium, morning //****// glory, sunflower, tomato, beet, or radish seeds – //****// in peat pellets to observe growth) //** ||  || __**Grenoble Project Description**__
 * Megan || Jessica S || Plants || 2.3: germinate seeds and record similarities and