Ontario · Grade 3
Science and Technology, Grade 3
Ontario’s Grade 3 science course, from STEM Skills and Connections to Soils in the Environment.
- Units
- 5
- Lessons
- 12
- Skills
- 40
- Provincial exam
- None
- Official curriculum
- Ontario Ministry of Education
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 4 skills
STEM Skills and Connections
Coding: Test, Fix, and Improve
Testing, debugging, and refining code
I can test, debug, and improve my code.
Official code: A2.1
How Coding and New Technology Change Our Day
Noticing how coding and new technology affect everyday life
I can describe how coding and new technology change everyday life.
Official code: A2.2
Science and Technology Around Us
Finding science and technology at home and in the community
I can find science and technology at home and in my community.
Official code: A3.1
People Who Help Science Grow
Learning about contributions from many communities
I can tell how people from many communities help science and technology.
Official code: A3.3
The official wording · 4 outcomes
- A2.1
- write and execute code in investigations and when modelling concepts, with a focus on testing, debugging, and refining programs
- A2.2
- identify and describe impacts of coding and of emerging technologies on everyday life
- A3.1
- describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems
- A3.3
- analyse contributions to science and technology from various communities
Key ideas
Testing code means running it to see if it does what you wanted.
Coding runs many everyday devices and apps.
A bug is a mistake in the code; debugging means finding and fixing it, then refining to make it better.
New technology changes how people do things, sometimes helping and sometimes creating new challenges.
Watch out for
- Thinking code that doesn't work must be started over from scratch.
- Thinking only computers use code.
- Giving up instead of finding the one step that's wrong.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 12 skills
Growth and Changes in Plants
Life Systems
Plants and People
Why plants are important
I can assess why plants are important to living things.
Official code: B1.1
Protecting native plants
I can identify ways humans can protect native plants and their habitats.
Official code: B1.1
How people affect plants and their habitats
I can assess how people affect plants and choose actions to help.
Official code: B1.2
The good and hard parts of local food
I can assess the benefits and limitations of locally grown food.
Official code: B1.3
How Plants Grow
What plants need to grow
I can describe what plants need and what threatens them.
Official code: B2.1
The parts of a plant
I can name the parts of a plant and what each does.
Official code: B2.2
Plant life cycles
I can describe the life cycle of a plant.
Official code: B2.3
How plants react to their environment
I can describe how plants react to their environment.
Official code: B2.4
How plants make their own food
I can explain how plants make food using the Sun (photosynthesis).
Official code: B2.5
How people around the world use plants
I can describe how people use plants for food, shelter, medicine, and clothing.
Official code: B2.6
Plants grown for food
I can describe plants used for food and where they grow.
Official code: B2.7
How plants and animals depend on each other
I can describe how plants and animals depend on each other.
Official code: B2.8
The official wording · 12 outcomes
- B1.1
- assess ways in which plants are important to humans and other living things, taking different perspectives into consideration
- B1.1
- identify ways in which humans can protect native plant species and their habitats
- B1.2
- assess ways in which human activities have an impact on plants and plant habitats, and identify personal actions that they could take to minimize harmful effects and enhance positive ones
- B1.3
- assess the benefits and limitations of locally grown food
- B2.1
- describe the basic needs of plants, including the need for air, water, light, heat, nutrients, and space, and identify environmental conditions that may threaten plant survival
- B2.2
- identify different parts of plants, including the root, stem, flower, stamen, pistil, leaf, seed, cone, and fruit, and describe how each part contributes to plants’ survival within their environment
- B2.3
- describe changes that different plants undergo in their life cycles
- B2.4
- describe ways in which a variety of plants adapt and/or react to their environment and to changes in their environment
- B2.5
- demonstrate an understanding that most plants get energy directly from the Sun through the process of photosynthesis, which involves the absorption of carbon dioxide and the release of oxygen
- B2.6
- describe ways in which people, including Indigenous peoples, from various cultures around the world use plants for food, shelter, medicine, and clothing
- B2.7
- describe various plants used for food, including those grown by First Nations, Métis, and Inuit, and identify local settings where these plants are grown or found
- B2.8
- describe ways in which plants and animals, including humans, depend on each other
Key ideas
Plants are important to humans and other living things — for food, air, shelter, and more.
Plants need air, water, light, heat, nutrients, and space to grow.
Different people value plants in different ways.
Some conditions, like drought or no light, can threaten a plant's survival.
Native plants are plants that naturally grow in an area, and they can need protection.
Watch out for
- Thinking plants only matter as food.
- Thinking plants only need water.
- Not noticing plants' role in giving us clean air.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 6 skills
Forces Causing Movement
Matter and Energy
Forces, Nature, and Safety
Forces from nature
I can assess the effects of forces from nature.
Official code: C1.1
Harmful forces and safety devices
I can assess harmful forces and how safety devices help.
Official code: C1.2
Exploring Forces and Movement
Contact and non-contact forces
I can describe contact and non-contact forces.
Official code: C2.1
Different ways a force is exerted
I can describe different ways a force can be applied to an object.
Official code: C2.2
How forces change motion and shape
I can describe how forces change an object's motion or shape.
Official code: C2.3
Forces in daily life
I can identify ways forces are used in daily life.
Official code: C2.4
The official wording · 6 outcomes
- C1.1
- assess the effects of the action of forces from natural phenomena on natural and built environments, and identify ways in which human activities can reduce or enhance these effects
- C1.2
- assess harmful effects of forces that may result from various human activities, and describe how health and safety devices can minimize these effects
- C2.1
- describe different types of contact forces and non-contact forces
- C2.2
- describe different ways a force can be exerted on an object
- C2.3
- describe how different forces applied to an object, including forces of varying magnitude, can cause the object to start, stop, or change its direction, speed, or shape
- C2.4
- identify ways in which forces are used in their daily lives
Key ideas
Natural phenomena, like wind, water, and earthquakes, exert forces on the world.
A contact force needs to touch an object, like a push or a pull.
Human activities can reduce these effects (like planting trees) or increase them.
A non-contact force works without touching, like gravity or a magnet.
Some human activities create forces that can be harmful, like a fall or a crash.
Watch out for
- Thinking forces from nature don't really affect built things.
- Thinking all forces need touching.
- Not knowing people's choices can change these effects.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 9 skills
Strong and Stable Structures
Structures and Mechanisms
Why Strong Structures Matter
Effects of strong and stable structures
I can assess how strong and stable structures affect society and the environment.
Official code: D1.1
Structures built by animals
I can assess the environmental impact of structures animals and humans build.
Official code: D1.2
Building Strong, Stable Structures
What a structure is
I can describe what a structure is and find examples.
Official code: D2.1
Form and function of structures
I can explain how a structure's shape (form) fits its job (function).
Official code: D2.2
The strength of structures
I can explain strength and how to make structures stronger.
Official code: D2.3
The stability of structures
I can explain stability and how to make structures more stable.
Official code: D2.4
Choosing materials for structures
I can identify material properties that matter when building.
Official code: D2.5
How forces affect structures
I can describe how forces affect structures.
Official code: D2.6
Struts and ties
I can explain what struts and ties do in a structure.
Official code: D2.7
The official wording · 9 outcomes
- D1.1
- assess effects on society and the environment of strong and stable structures
- D1.2
- assess the environmental impact of structures built by various animals, including structures built by humans
- D2.1
- describe a structure as a supporting framework that holds a load and has a definite size, shape, and function, and identify structures in the natural environment and in the built environment
- D2.2
- demonstrate an understanding of the relationship between form and function for various structures
- D2.3
- identify the strength of a structure as its ability to support a load and describe ways to increase the strength of structures, including ways to increase the strength of different materials used to build them
- D2.4
- describe the stability of a structure as its ability to keep its shape, maintain balance, float, and/or stay fixed in one spot when a force is applied to the structure, and describe ways to improve a structure’s stability
- D2.5
- identify properties of materials that need to be considered when building structures
- D2.6
- describe ways in which different forces can affect the shape, balance, or position of structures
- D2.7
- explain the role of struts and ties in structures under load
Key ideas
Strong and stable structures, like bridges and buildings, affect how people live.
A structure is a supporting framework that holds a load and has a size, shape, and function.
These structures can affect the environment too, both helpfully and not.
Structures are found in nature (like a tree or nest) and in the built world (like a bridge).
Animals build structures too, like beaver dams and bird nests.
Watch out for
- Thinking structures only affect people, not the environment.
- Thinking only human-made things are structures.
- Not noticing the many ways structures shape our lives.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 9 skills
Soils in the Environment
Earth and Space Systems
Why Soil Matters
The importance of soils
I can assess why soils are important for society and the environment.
Official code: E1.1
How people affect soils
I can assess how human activity affects soils.
Official code: E1.2
Improving and protecting soil
I can describe ways humans can improve and protect soil.
Official code: E1.2
Exploring Soil
What soil is made of
I can identify the parts of soil and describe healthy soil.
Official code: E2.1
What gets added to soil
I can identify what's added to soil and how it affects soil health.
Official code: E2.2
Ontario soils and the food they grow
I can examine Ontario's soils and how they suit different foods.
Official code: E2.3
Erosion
I can explain erosion, its causes, and its impact on soil.
Official code: E2.4
Keeping Ontario's soil healthy
I can identify ways to keep Ontario's soil healthy.
Official code: E2.5
Composting
I can describe composting and its benefits.
Official code: E2.6
The official wording · 9 outcomes
- E1.1
- assess the importance of soils for society and the environment
- E1.2
- assess the impact of human activity on soils
- E1.2
- describe ways in which humans can improve the quality of soils and/or lessen or prevent harmful effects on soils
- E2.1
- identify the living and non-living components of soil, and describe the characteristics of healthy soil
- E2.2
- identify different substances that are commonly added to, or absorbed by, the soil, and describe their effects on soil health
- E2.3
- examine different types of soils found in Ontario, and describe how different soils are suited to growing different types of food, including crops
- E2.4
- explain the process of erosion, including its causes and its impact on soils
- E2.5
- identify various strategies used to maintain and improve soil health in Ontario
- E2.6
- describe the process of composting, and explain some benefits of composting
Key ideas
Soil is important for growing food and supporting plant life.
Soil has living parts (worms, roots, tiny creatures) and non-living parts (sand, water, air, rock bits).
Soil is important to both people (society) and the environment.
Healthy soil has the right mix to support plant growth.
Human activities, like farming and building, can affect soil.
Watch out for
- Thinking soil is just dirt with no importance.
- Thinking soil is only non-living dirt.
- Not connecting soil to food and the environment.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
The official curriculum
This page follows Ontario’s own curriculum for Science and Technology, Grade 3.
Strands
| Strand | Outcomes | Taught in |
|---|---|---|
| ASTEM Skills and Connections | Outcomes 4 | Taught in Unit 1 |
| BLife Systems | Outcomes 11 | Taught in Unit 2Growth and Changes in Plants |
| CMatter and Energy | Outcomes 6 | Taught in Unit 3Forces Causing Movement |
| DStructures and Mechanisms | Outcomes 9 | Taught in Unit 4Strong and Stable Structures |
| EEarth and Space Systems | Outcomes 8 | Taught in Unit 5Soils in the Environment |
Study it in MapleMind
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Course Companion
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Questions about Science and Technology, Grade 3
What is Science and Technology, Grade 3?
Ontario’s Grade 3 science course: 5 units and 40 skills, from STEM Skills and Connections to Soils in the Environment.
What units are in Science and Technology, Grade 3?
1. STEM Skills and Connections, 2. Growth and Changes in Plants, 3. Forces Causing Movement, 4. Strong and Stable Structures and 5. Soils in the Environment.
Is there a provincial exam for Science and Technology, Grade 3?
No. Ontario gives no provincial exam for Science and Technology, Grade 3.
What comes after Science and Technology, Grade 3?
Science and Technology, Grade 4.
Can MapleMind help with Science and Technology, Grade 3?
Yes. MapleMind teaches every skill of Science and Technology, Grade 3, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.
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