| Grade 3: Earth and Space Systems: Soils in the Environment |
Achievement
Level
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Overall Expectations
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1
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2
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3
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4
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| •demonstrate an understanding of the similarities and
differences between various soils and the effects of moving water on soils; |
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| •investigate the components of various soils, and describe
the effects of moving water on these soils; |
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| •recognize the dependence of humans and other living
things on soil and recognize its importance as a source of materials for
making useful objects. |
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Specific Expectations
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| Understanding Basic Concepts |
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| •describe, using their observations, the various components
within a sample of soil (e.g., pebbles, decaying plants); |
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| •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); |
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| •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); |
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| •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); |
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| •compare different ways in which plant roots (e.g., fibrous
roots, tap roots) grow through the soil; |
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| •describe through experimentation how soil can be separated
into its different components (e.g., sieving, sedimentation). |
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| Developing Skills of Inquiry, Design, and Communication |
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| •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); |
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| •plan investigations to answer some of these questions
or find ways of meeting these needs, and explain the steps involved; |
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| •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); |
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| •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); |
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| •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). |
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| Relating Science and Technology to the World Outside
the School |
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| •identify living things found in the soil (e.g., roots,
earthworms, larvae); |
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| •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); |
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| •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); |
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| •describe how the use of different soils affects the
growth of indoor plants; |
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| •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). |
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| Student Name: |
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