GRADE 3 - PVNC Catholic District School Board

Science and Technology Expectations
Developing Skills of Inquiry, Design and Communication
3s39 – design and construct a system that uses magnetic force to move an object
(e.g., create a boat that holds paper clips, and move it through water using a
magnet);
3s40 –ask questions about and identify problems related to magnetic and static
electric forces, and explore possible answers or solutions (e.g., investigate
ways of producing static electric charges in different materials);
3s41 – plan investigations to answer some of these questions or solve some of
these problems, and explain the steps involved;
3s42 – use appropriate vocabulary in describing their investigations, explorations,
and observations (e.g., use terms such as north pole, south pole, attract, and
repel when describing magnets, and charge, dry, humid, conductor, and
insulator when describing static electricity);
3s43 – record relevant observations, findings, and measurements, using written
language, drawings, charts, and graphs (e.g., use a data table to show the
number of times a needle can be magnetized and the results of testing
magnetic strength);
3s44 – communicate the procedures and results of investigations for specific
purposes and to specific audiences, using demonstrations, drawings, simple
media works, and oral and written descriptions (e.g., demonstrate how an
object moves through a magnetic maze they have created).
Relating Science and Technology to the World Outside the School
3s45 – identify uses of magnets in familiar things (e.g., refrigerator magnets,
compasses, door seal on a refrigerator, magnetic catches on cupboards);
3s46 – describe examples of static electricity encountered in everyday activities
(e.g., clothes clinging together after drying in a spin dryer; sparks made by
touching objects after shuffling feet on carpets or by sliding down plastic
playground slides in nylon snowsuits);
3s47
– identify ways in which static electricity can be used safely or avoided (e.g.,
use a charged sheet of plastic to pick up dust; moisten materials so they do
not cling together).
Energy and Control
Overall Expectations
3s48 • demonstrate an understanding of how movement is caused by forces and by
energy that is stored and then released;
3s49 • investigate how different forces affect the operation of everyday devices, and
design and construct devices that use a form of energy to create controlled
movement;
3s50 • identify objects, devices, and systems in everyday life that are affected by
forces and movement and explain in what ways they are useful to us.
Understanding Basic Concepts
3s51 – identify force as a push or pull by one body on another;
3s52 – investigate the ways in which different forces (e.g., magnetism, static
electricity, muscular force, gravitational force) can change the speed or
direction of a moving object;
3s53 – investigate the effect of magnets and electrically charged objects on the
motion of different materials (e.g., iron filings will be moved by a magnet,
whereas grains of sugar will not);
3s54 – identify, through observation, different forms of energy and suggest how they
might be used to provide power to devices and to create movement (e.g., the
release of energy from a tightly wound rubber band or spring would create
movement in a wind-up toy);
Grade 03
Ministry of Education