Courses

Prince Edward Island · Grade 3

Science, Grade 3

Prince Edward Island’s Grade 3 science course, from Life Science: Plant Growth and Changes to Physical Science: Materials and Structures.

Learn thisPractice test
Units
4
Lessons
8
Skills
55
Provincial exam
None
Official curriculum
princeedwardisland.ca

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 13 skills

Life Science: Plant Growth and Changes

Germination and Growing Conditions

The Life Cycle and Uses of Plants

The official wording · 13 outcomes
1.1
place seeds in groups according to one or more attributes
1.2
ask questions to investigate related to growing conditions for plants
1.3
make predictions about which conditions will be the best for plant growth
1.4
make and record relevant observations and measurements of plant growth during their investigations
1.5
construct and label bar graphs that show plant growth under different conditions
1.6
draw inferences that identify and investigate life needs of plants and describe how plants are affected by the conditions in which they grow
1.7
identify and describe parts of plants and their general function
1.8
identify and suggest explanations for patterns and discrepancies in the growth rate of similar plants grown in varying conditions
1.9
observe and describe changes, using written language, pictures, and charts, that occur through the life cycle of a flowering plant
1.10
estimate measurements of the plant as it grows
1.11
describe ways in which plants are important to living things and the environment
1.12
identify parts of different plants that provide humans with useful products, and describe the preparation that is required to obtain these products and how our supply of useful plants is replenished
1.13
respond to the ideas and actions of others and acknowledge their ideas about the uses and replenishing of plants

Key ideas

  1. Seeds have attributes like size, colour, and shape.

  2. A flowering plant grows from a seed.

  3. We can group seeds that share an attribute.

  4. It grows a stem, leaves, and then flowers.

  5. Grouping helps us compare seeds.

Watch out for

  • Thinking all seeds look the same.
  • Thinking a plant does not make new seeds.
  • Thinking there is only one way to group seeds.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 2 · 14 skills

Earth and Space Science: Exploring Soils

Investigating Soil Composition

Soil, Water, and Living Things

The official wording · 14 outcomes
2.1
ask questions and make predictions that lead to exploration and investigation about the composition of soil
2.2
explore and describe a variety of soils and find similarities and differences among them
2.3
investigate and describe soil components using appropriate tools such as spoons, magnifying glasses, jars, and filters
2.4
make and record observations and measurements in investigations related to soil composition
2.5
propose an answer to initial question related to soil composition based on their investigations
2.6
make predictions about the absorption of water by different types of soil that lead to exploration and investigation
2.7
construct and label bar graphs to show the amount of water absorbed by the different soils samples
2.8
place containers of soil in order of their ability to absorb water
2.9
communicate procedures and results of investigations related to test water absorption of soils, using drawings, demonstrations, and/ or written and oral descriptions
2.10
observe and describe the effects of moving water on different types of soil
2.11
investigate and describe how living things affect and are affected by soils
2.12
demonstrate and describe ways of using earth materials to make useful objects
2.13
identify and use a variety of sources of science information to gather information about how living things affect and are affected by soils
2.14
communicate questions, ideas, and intentions while using earth materials to make useful objects

Key ideas

  1. Soil is made of different materials.

  2. Absorption is how much water a soil soaks up.

  3. We ask questions about what is in soil.

  4. Different soils absorb water differently.

  5. We predict what we will find.

Watch out for

  • Thinking soil is just dirt with nothing in it.
  • Thinking all soils absorb water the same.
  • Predicting without any reason.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 3 · 14 skills

Physical Science: Invisible Forces

Magnetic Forces

Static Electricity

The official wording · 14 outcomes
3.1
investigate the polarity of a magnet, determine the orientation of its poles, and demonstrate that opposite poles attract and like poles repel
3.2
investigate to identify and group materials that can be magnetized and materials that are attracted by magnets, and distinguish these from materials that are not attracted to magnets
3.3
follow a simple procedure where instructions are given one step at a time to increase and test the strength of a temporary magnet by stroking it or storing it next to a stronger magnet
3.4
identify problems to be solved related to magnetizing materials
3.5
propose answers to questions raised related to magnetizing materials
3.6
make predictions about the number of objects that can be picked up by a magnet under different conditions
3.7
make and record relevant observations in investigations on the number of objects that can be picked up by a magnet under different conditions, and use the observations to identify conditions that affect the force of magnets
3.8
identify familiar uses of magnets
3.9
in cooperative groups, construct and evaluate a toy that is moved by attractive or repulsive magnetic forces
3.10
describe and demonstrate ways to use everyday materials to produce static electric charges, and describe how charged materials interact (attract, repel)
3.11
identify materials to be used to investigate conditions affecting the force of static electricity, and suggest ways to use them in their investigations
3.12
make and record relevant observations in investigations related to identify conditions that affect the force of static electricity, and draw simple conclusions that identify these conditions
3.13
identify new questions from what has been learned about static electricity
3.14
describe examples of the effects of static electricity in their daily lives, and identify ways in which static electricity can be used safely or avoided

Key ideas

  1. Every magnet has two poles: north and south.

  2. Rubbing materials can create static electricity.

  3. Opposite poles (north and south) attract each other.

  4. Charged materials can attract or repel each other.

  5. Like poles (two norths or two souths) repel each other.

Watch out for

  • Thinking magnets always attract each other.
  • Thinking static electricity is the same as the electricity in outlets.
  • Thinking a magnet has only one pole.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 4 · 14 skills

Physical Science: Materials and Structures

Proposing Building Solutions

Building and Evaluating Structures

The official wording · 14 outcomes
4.1
identify problems to be solved while creating structures
4.2
describe the properties of some common materials, and evaluate their suitability for use in building structures
4.3
investigate ways to join materials and identify the most appropriate methods for the materials to be joined
4.4
identify shapes that are part of natural and human-built structures, and describe ways these shapes help provide strength, stability, or balance
4.5
identify materials that could be used to solve the problem posed, and suggest a plan for how they will be used
4.6
safely use appropriate tools for cutting, shaping, making holes, and assembling materials
4.7
follow given safety procedures and rules while constructing structures and explain why they are needed
4.8
estimate measurements in order to select the required materials for the structure
4.9
manipulate materials purposefully in order to create the structure
4.10
respond to the ideas of partners while constructing the structure, acknowledge their ideas and contributions, and make changes in the structure as deemed necessary
4.11
test the strength and stability of personally built structures, and identify ways of modifying a structure to increase its strength, stability, form and function
4.12
identify materials or parts of a structure that failed and suggest why
4.13
evaluate simple structures to determine if they are effective and safe, if they make efficient use of materials, and if they are appropriate to the user and the environment
4.14
illustrate their construction process, using drawings with explanations, demonstrations, and written and/or oral descriptions, and describe the structures and components of structures they have built

Key ideas

  1. Building a structure has problems to solve.

  2. Tools help us cut, shape, and join materials.

  3. We identify the problem before we build.

  4. We use tools safely and carefully.

  5. A clear problem guides our plan.

Watch out for

  • Thinking building has no problems to solve.
  • Thinking any tool suits any job.
  • Starting to build without a clear problem.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

The official curriculum

This page follows Prince Edward Island’s own curriculum for Science, Grade 3.

PEI Department of Education and Early Childhood Development / APEF - Science Grade 3princeedwardisland.ca · Read August 7, 2026

Study it in MapleMind

MapleMind teaches Science, Grade 3 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.

Biology 11 (BIO521A) in the MapleMind app on a tablet: its units, Unit 1 open, and the skills done so far with their starsBiology 11 (BIO521A) in the MapleMind app on a phone: its units, Unit 1 open, and the skills done so far with their stars
Pictured: Biology 11 (BIO521A), another Prince Edward Island course, partway through Unit 1.

Practise it

Course Companion

Your year in one workbook

A fun way to keep Science, Grade 3 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.

Pages
31
Fillable fields
1,784
Price
$4.99
See the Course Companion

Questions about Science, Grade 3

What is Science, Grade 3?

Prince Edward Island’s Grade 3 science course: 4 units and 55 skills, from Life Science: Plant Growth and Changes to Physical Science: Materials and Structures.

What units are in Science, Grade 3?

1. Life Science: Plant Growth and Changes, 2. Earth and Space Science: Exploring Soils, 3. Physical Science: Invisible Forces and 4. Physical Science: Materials and Structures.

Is there a provincial exam for Science, Grade 3?

No. Prince Edward Island gives no provincial exam for Science, Grade 3.

What comes after Science, Grade 3?

Science, Grade 4.

Can MapleMind help with Science, Grade 3?

Yes. MapleMind teaches every skill of Science, 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.

Before this course

After this course

Get ready for Science, Grade 3

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