Grenoble+Project+Sem67

=Grade 3 Science Activity=

... description coming soon...


 * *this list WILL be shortened **
 * **Activity Creators** || **Curriculum Strands** ||
 * **UNDERSTANDING LIFE SYSTEMS - GROWTH AND CHANGES IN PLANTS** ||
 * || 2.4 investigate ways in which a variety of plants adapt and/or react to their environment, including changes in their environment. ||
 * || 3.1 describe the basic needs of plants, including air, water, light, warmth, and space ||
 * || 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) ||
 * || 3.3 describe the changes that different plants undergo in their life cycles (e.g., some plants grow from bulbs to flowers, and when the flowers die off the bulb produces little bulbs that will bloom the next year; some plants grow from germination of a seed to the production of a fruit containing seeds that are then scattered by humans, animals, or the wind so that new plants can grow) ||
 * || 3.4 describe how most plants get energy to live directly from the sun (e.g., plants turn the energy from the sun into food for themselves) and how plants help other living things to get energy from the sun (e.g., Other living things, which cannot “eat”sunshine, eat the plants to get the energy. They also get energy when they eat the animals that eat the 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) ||
 * || 3.6 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 need the oxygen that plants release into the air) ||
 * **UNDERSTANDING STRUCTURES AND MECHANISMS - STRONG AND STABLE STRUCTURES** ||
 * || 2.2 investigate, through experimentation, how various materials (e.g., paper and wood) and construction techniques (e.g., folding, adding layers, twisting/braiding, changing shapes) can be used to add strength to structures ||
 * || 2.3 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) ||
 * || 3.2 identify structures in the natural environment (e.g., a tree, a bees’ nest/hive) and in the built environment (e.g., a totem pole, a fence, a pyramid, the CN Tower) ||
 * || 3.3 identify the strength of a structure as its ability to support a load ||
 * || 3.4 identify the stability of a structure as its ability to maintain balance and stay fixed in one spot ||
 * || 3.5 identify properties of materials (e.g., strength, flexibility, durability) that need to be considered when building structures ||
 * || 3.6 describe ways in which the strength of different materials can be altered (e.g., by folding, adding layers, twisting/braiding, changing their shape) ||
 * || 3.7 describe ways to improve a structure’s strength (e.g., by using triangulation or crossmembers) and stability (e.g., by lowering the centre of gravity) ||
 * || 3.9 describe ways in which different forces can affect the shape, balance, or position of structures (e.g., a load may cause a cardboard box to buckle) ||
 * || 3.10 identify the role of struts and ties in structures under load (e.g., a strut is added to a wooden frame to resist compression that might cause its collapse; a tie is added to a roof truss to resist tension that might cause the roof to collapse from the weight of the shingles) ||
 * **UNDERSTANDING MATTER AND ENERGY FORCES CAUSING MOVEMENT** ||
 * || 2.2 investigate forces that cause an object to start moving, stop moving, or change direction (e.g., release a wound-up elastic band to propel a toy vehicle; pull on a leash to stop a dog; hit a ball with a bat; hold papers on a refrigerator door using magnets) ||
 * || 2.3 conduct investigations to determine the effects of increasing or decreasing the amount of force applied to an object (e.g., using two magnets instead of one to pick up pins; changing the number of people on one side of a tug of war; rubbing a balloon ten times instead of five times on a wool sweater to create a static charge) ||
 * || 3.1 identify a force as a push or a pull that causes an object to move ||
 * || 3.2 identify different kinds of forces (e.g., gravity – the force that pulls objects towards the earth; electrostatic force – the push or pull that happens with charged objects; magnetic force – the force of a magnet that attracts objects containing iron or nickel) ||
 * || 3.3 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 ||
 * || 3.4 explain how forces are exerted through direct contact (e.g., pushing a door, pulling a toy) or through interaction at a distance (e.g., magnetism, gravity) ||
 * || 3.5 identify ways in which forces are used in their daily lives (e.g., magnetism – fridge magnet; gravity – a falling ball; friction – bicycle brakes) ||
 * **UNDERSTANDING EARTH AND SPACE SYSTEMS SOILS IN THE ENVIRONMENT** ||
 * || 2.3 use scientific inquiry/experimentation skills (see page 12), and knowledge and skills acquired from previous investigations, to determine which type(s) of soil (e.g., sandy soil, clay soil, loam) will sustain life ||
 * || 3.1 identify and describe the different types of soils (e.g., Sandy soil is made up of minerals and tiny pieces of rock that have come from the erosion and weathering of rocks. It feels gritty and does not stick together well. Sandy soil drains easily and quickly after a rain and warms up quickly in the spring, but does not hold water and nutrients as well as clay soil, and is eroded more easily. Loamy soil is made up of sand, silt, and clay in relatively equal amounts. It sticks together better than sand but not as well as clay. Loamy soil holds water and nutrients well, and also drains well so that sufficient air can reach the roots. Clay soil is a very fine-grained soil that is plastic when wet but hard when dried. It feels slick and smooth. Clay soils have poor drainage and aeration.) ||
 * || 3.2 identify additives that might be in soil but that cannot always be seen (e.g., pesticides, fertilizers, salt) ||
 * || 3.3 describe the interdependence between the living and non-living things that make up soil (e.g., earthworms ingest the soil and absorb the nutrients, then their castings return the nutrients to the soil; the roots of plants use the soil as an anchor to keep the plants from blowing away) ||
 * || 3.4 describe ways in which the components of various soils enable the soil to provide shelter/ homes and/or nutrients for different kinds of living things (e.g., microscopic bacteria and micro-organisms feed on decaying matter in the soil; roots of plants absorb minerals from the soil) ||
 * Resources: **
 * Ontario Curriculum - Science & Technology Grade 1-8
 * List of student names for characters... [[file:Grade 2 names.docx]]
 * The master (Robert Munsch) doing what he does best
 * The master (Robert Munsch) doing what he does best