GCP: Growth and Changes in Plants

GCP.2: investigate similarities and differences in the characteristics of various plants, and ways in which the characteristics of plants relate to the environment in which they grow;

GCP.2.2: observe and compare the parts of a variety of plants (e.g., roots of grass, carrot, dandelion; stem of cactus, carnation, tree; leaves of geranium, spider plant, pine tree)

Flower Pollination

GCP.2.3: germinate seeds and record similarities and 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)


GCP.2.5: use scientific inquiry/experimentation skills, and knowledge acquired from previous investigations, to investigate a variety of ways in which plants meet their basic needs

Growing Plants

GCP.2.6: use appropriate science and technology vocabulary, including stem, leaf, root, pistil, stamen, flower, adaptation, and germination, in oral and written communication

Flower Pollination

GCP.2.7: use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., make illustrated entries in a personal science journal to describe plant characteristics and adaptations to harsh environments)

Graphing Skills

GCP.3: demonstrate an understanding that plants grow and change and have distinct characteristics.

GCP.3.1: describe the basic needs of plants, including air, water, light, warmth, and space

Growing Plants

GCP.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)


GCP.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.)

Energy Conversions
Forest Ecosystem

GCP.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)

Forest Ecosystem
Plants and Snails

SSS: Strong and Stable Structures

SSS.2: investigate strong and stable structures to determine how their design and materials enable them to perform their load-bearing function;

SSS.2.6: use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., an oral report to the class on the results of experiments to strengthen materials)

Graphing Skills

FCM: Forces Causing Movement

FCM.2: investigate devices that use forces to create controlled movement;

FCM.2.6: use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., give a demonstration to show how a device was constructed and how it performs; use a drawing to illustrate the design alterations needed to improve a device; describe with pictures and/or in writing the steps required to build a device)

Graphing Skills

FCM.3: demonstrate an understanding of how forces cause movement and changes in movement.

FCM.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)


FCM.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)

Free Fall Tower

Correlation last revised: 9/24/2019

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.