Saskatchewan Curriculum
PL3.1.a.: Pose questions related to plant growth (e.g., How do very young plants look different from grown plants? How much water do plants need to grow? Do all plants grow in the same way?).
PL3.1.b.: Observe and explain the function of the major structures (i.e., root, stem, flower, leaf, and fruit or seed) of a variety of plants.
PL3.1.c.: Relate characteristics such as the number and shape of leaves, flower colour, height, and presence and type of fruit in different types of plants to the plant’s environment.
PL3.1.f.: Compare the basic needs of plants to the basic needs of animals and humans.
PL3.1.h.: Predict and investigate conditions such as the temperature, available sunlight, available nutrients in soil, and available water, which are necessary for plant germination and growth.
PL3.1.n.: Pose new questions about conditions necessary for plant growth, based on what was learned.
PL3.2.g.: Describe ways that plants and animals depend on each other.
PL3.2.j.: Explain how and why plants are replenished naturally (e.g., forest fires and pollination) and artificially (e.g., tree farms, planting seedlings, and seed banks).
Flower Pollination
Forest Ecosystem
Growing Plants
Measuring Trees
SM3.1.b.: Examine the properties of materials used in natural and human-built structures (e.g., beaver lodge, bird nest, wasps’ nest, honeycomb, ant hill, tipi, house, marionette, circus float, umbrella, ladder, bridge, earthlodge, quinzhee, drink can, hockey puck, playground equipment, and toys).
Mineral Identification
Weight and Mass
SM3.1.e.: Analyze how various similar and dissimilar materials can be joined (e.g., gluing, nailing, screwing, stapling, taping, Velcroing and tying) and identify the most appropriate methods for joining specific materials for an identified use.
SM3.1.h.: Assess the suitability of various materials for constructing structures, including methods of strengthening those materials (e.g., adding more layers, tying or gluing together, triangulation, cross-bracing, and changing the shape of the materials).
SM3.1.i.: Examine the suitability of using recycled materials to construct structures (e.g., tires as highway surfacing, and reclaimed lumber or straw bales for houses).
ME3.1.b.: Demonstrate how contact and non-contact forces are able to cause objects to start moving, speed up, slow down, and stop; cause moving objects to change direction; and cause changes to the shape of objects.
ME3.1.d.: Group materials according to criteria such as their attraction to magnets and ability to be magnetized based on personal observation.
ME3.1.e.: Compare the characteristics and effects of different types and shapes of magnets (e.g., horseshoe, disc, bar, cylindrical, and block), including the location and type of magnetic poles (if any exist), and the shape of the magnetic field produced by the magnet.
ME3.1.f.: Predict and test the number of objects a magnet can pick up under different conditions (e.g., distance between magnet and object, number of identical magnets, solids between magnet and object) and develop simple conclusions about conditions that affect strength of magnetic forces.
ME3.2.c.: Explore how magnetic compasses can provide evidence for and information about magnetic fields, including those created by current traveling through a conductor, and the Earth’s magnetic field.
ME3.2.d.: Design, construct, and test an object such as a toy or game whose function depends on attractive or repulsive magnetic forces.
ME3.2.e.: Describe the operation of a toy or game whose function depends on magnetic forces using terms such as attract, repel, push, and pull.
ES3.1.a.: Pose questions and make predictions about the characteristics and composition of soils that lead to exploration and investigation (e.g., What colours are soil? What does soil feel like? Where does soil come from? Is there water in soil?).
ES3.1.g.: Collect and display data, using tables and bar graphs, to show the amount of water absorbed by different types of soil.
ES3.2.c.: Examine the interdependence between plants and soils (e.g., soils provide nutrients for plant growth, plant leaves die and fall onto the ground, and plant roots spread throughout soil).
ES3.2.h.: Suggest sustainable practices (e.g., composting and fertilizing) that can affect soils positively and reduce or prevent harmful effects such as compaction and contamination of soils.
Correlation last revised: 3/29/2021