Grade 3: Science

Here is the Science curriculum for Grade 3 in British Columbia, presented with the content first.

Grade 3 Science Content (BC Curriculum)

The learning standards for Grade 3 Science are organized into four content areas, known as the “Big Ideas.”

1. Biodiversity

• Core Question: What kinds of things are alive in our local environment, and how are they the same and different?

• Key Content:

  • Classification: Observing, describing, and comparing the structures and behaviours of local plants and animals.

  • Similarities & Differences: Identifying how organisms are alike and different (e.g., comparing the life cycles of different animals like salmon and butterflies).

  • First Peoples Knowledge: Learning from First Peoples about the characteristics of local plants and animals and their uses (e.g., medicinal plants, food sources).

  • Biodiversity: Understanding that a variety of plants and animals (biodiversity) is important for a healthy environment.

2. Matter

• Core Question: What are things made of, and how does that affect how they interact?

• Key Content:

  • Properties of Matter: Describing materials by their physical properties (e.g., colour, texture, flexibility, hardness, absorbency, buoyancy).

  • Structures of Objects: Exploring how the structure of an object is related to its function (e.g., a duck’s webbed feet for swimming, a honeycomb’s structure for strength).

  • Changes & Interactions: Testing and observing how materials interact (e.g., mixing, dissolving, separating) and how objects can be changed (e.g., cutting, folding, bending).

3. Energy

• Core Question: What is energy, and where can we find it?

• Key Content:

  • Thermal Energy: Exploring how the sun is the primary source of energy for the Earth and its connection to light and heat.

  • Energy Transfer: Observing how thermal energy can be transferred (e.g., from the sun to the air, ground, and water).

  • Wind and Water Energy: Understanding that wind and water are other sources of energy that can cause objects to move.

  • First Peoples Knowledge: Learning about traditional and current uses of energy from the sun, wind, and water by First Peoples.

4. Landforms and the Water Cycle

• Core Question: How does the land and water shape where and how we live?

• Key Content:

  • Observable Local Landforms: Identifying major local landforms (e.g., mountains, rivers, lakes, valleys, oceans).

  • The Water Cycle: Observing and describing the key components of the water cycle in the local environment, including:

    • Sun: As the source of energy.

    • Water Sources: Oceans, lakes, rivers, groundwater.

    • Evaporation & Condensation: The basics of how water moves into the air and forms clouds.

    • Precipitation: Rain, snow, hail.

  • First Peoples Knowledge: Learning about the relationships between First Peoples and the land and water in their territory, including concepts of stewardship.

Curricular Competencies (The “Doing” of Science)

These are the processes and skills students use to learn the science content.

• Questioning and Predicting: Demonstrate curiosity about the natural world. Make simple predictions based on prior knowledge.

• Planning and Conducting: Suggest ways to plan and conduct an inquiry to find answers to their questions. Make and record observations about living and non-living things in the local environment.

• Processing and Analyzing Data and Information: Sort and classify data and information using drawings, pictographs, and provided tables. Identify simple patterns and connections.

• Evaluating: Compare observations with predictions through discussion. Identify some simple environmental implications of their and others’ actions.

• Applying and Innovating: Contribute to care for self, others, and school through personal or collaborative approaches. Co-operatively design projects.

• Communicating: Communicate observations, ideas, and findings in a variety of ways (e.g., orally, through drawings, in writing).

Big Ideas (The Core Concepts)

These are the overarching understandings students will develop.

• Biodiversity: Living things are diverse, can be grouped, and interact with their ecosystems.

• Matter: All matter is made of particles. The arrangement of particles determines the state of matter.

• Energy: Thermal energy can be produced and transferred.

• Landforms and the Water Cycle: Wind, water, and ice change the shape of the land.

Key Changes & Focus for Grade 3

• A strong emphasis on local, observable phenomena.

• Moving from general exploration to more structured classification and comparison.

• Introduction to the relationship between structure and function.

• Laying the foundation for more abstract concepts (like states of matter and the water cycle) with concrete, hands-on experiences.

• Integrating First Peoples knowledge as a core way of knowing about the local environment.