Construct an argument that some animals form groups that help members survive
34 specific outcomes
Specific Curriculum Outcomes
SCIENCE-G3-IRE-SCO1Define the terms:
• survive
• groups (e.g. herds, nests, swarm, packs, pride, troops,
• flocks, etc.)
• members
• social
• solitary
• predator and prey relationship
• structure or organization within a group
SCIENCE-G3-IRE-SCO2Identify and name the different types of ecosystems in the country indicating their location on a map (ST 3 LS ECS 4).
SCIENCE-G3-IRE-SCO3Identify collective nouns used to describe common groups of animals such as a pride of lions, a herd of cow, troop of monkeys, a swarm of bees, flock of sheep or birds, etc.
SCIENCE-G3-IRE-SCO4Identifying types of animals (e.g. honey bees, jack Spaniard wasps, termites, elephants, wolves, sheep, goats, whales, dolphins, mosquitoes, lizards, monkeys, lions, birds) that form or live in groups of varying sizes.
SCIENCE-G3-IRE-SCO5
SCIENCE-G3-IRE-ELO2
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
SCIENCE-G3-IRE-SCO36Demonstrate that they understand that habitats are different and that some animals survive well in a particular habitat, some survive less well, and some cannot survive at all.
SCIENCE-G3-IRE-SCO37
SCIENCE-G3-IRE-ELO3
Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
67 specific outcomes
Specific Curriculum Outcomes
SCIENCE-G3-IRE-SCO98Define the terms:
• environment
• environmental change
• environmental destruction
• pollution and pollutants
• conservation and preservation
• endangered species and extinct species
• ecosystem restoration
• habitat fragmentation
SCIENCE-G3-IRE-SCO99Demonstrate they understand that changes in the environment affect the organisms that live in that environment.
Identifying at least one animal that does not live in a group.
SCIENCE-G3-IRE-SCO6Explaining how some animals are able to survive alone.
SCIENCE-G3-IRE-SCO7Showing situations when it is better to live in a group than as an individual.
SCIENCE-G3-IRE-SCO8Explaining the roles of different animals in a group.
SCIENCE-G3-IRE-SCO9Explaining how the different roles of members in a group benefits the group as a whole.
SCIENCE-G3-IRE-SCO10Giving multiple examples of animals in groups of various sizes:
1. Obtaining more food for each individual animal compared to the same type of animal looking for food individually.
2. Displaying more success in defending themselves than those same animals acting alone.
3. Making faster or better adjustments to harmful changes in their ecosystem than would those same animals acting alone.
SCIENCE-G3-IRE-SCO11Observe the behaviour of individuals in a group.
SCIENCE-G3-IRE-SCO12Compare how an individual member of a group of animals behaves when it is in the group and when it is separated from the group.
SCIENCE-G3-IRE-SCO13Infer what could happen to members of a group if they are separated from the group.
SCIENCE-G3-IRE-SCO14Communicate information gained from observations, texts, videos etc. with members of your group and the class.
SCIENCE-G3-IRE-SCO15Predict how members of a named animal group may respond to certain changes in their environment.
SCIENCE-G3-IRE-SCO16Compile data on the behaviour of different members of identified/named groups.
SCIENCE-G3-IRE-SCO17Analyse data on the behaviour of different members of identified/named groups.
SCIENCE-G3-IRE-SCO18Graph data provided/generated on the behaviour of different members of identified/named groups
SCIENCE-G3-IRE-SCO19Interpret data provided/generated on the behaviour of different members of identified/named groups
SCIENCE-G3-IRE-SCO20Show an appreciation for the work that scientists do in studying animal behaviour.
SCIENCE-G3-IRE-SCO21Appreciate that there are solitary animals.
SCIENCE-G3-IRE-SCO22Be persistent when studying the various groups as it can take a lot of time.
SCIENCE-G3-IRE-SCO23Show interest in what is happening in the group or at the class level.
SCIENCE-G3-IRE-SCO24Use the inquiry approach in conducting various investigations.
SCIENCE-G3-IRE-SCO25Show respect for evidence in making various claims about animals living in groups
SCIENCE-G3-IRE-SCO26Develop different ways that animals may be studied.
SCIENCE-G3-IRE-SCO27Design ways to model the behaviour of different members of a group.
SCIENCE-G3-IRE-SCO28Work collaboratively with their group members to complete various tasks.
SCIENCE-G3-IRE-SCO29When observing animals, students should make sure that the animals or the environment are not harmed.
SCIENCE-G3-IRE-SCO30While observing animals, students should exhibit appropriate behaviour to ensure that the animals or students did not get hurt.
SCIENCE-G3-IRE-SCO31While observing animals, students should be respectful of the animals they study.
SCIENCE-G3-IRE-SCO32Students should be aware that some animals can harm them. For example, ants can bite.
SCIENCE-G3-IRE-SCO33When conducting practical and group work, students should display sensitivity and offer assistance to classmates/group members who may have physical or learning challenges.
SCIENCE-G3-IRE-SCO34Participate actively in classroom discussions.
Show evidence that in a particular habitat, some organisms can survive well, some survive less well, and some cannot survive at all.
SCIENCE-G3-IRE-SCO38Account for adaptations observed in organisms found in different habitats.
SCIENCE-G3-IRE-SCO39Explain how some features of organisms enable their survival in their habitats. (ST 2 LS ECS 5)
SCIENCE-G3-IRE-SCO40Distinguish between activities that harm and those that preserve habitat/the environment. (ST 2 LS ECS 6)
SCIENCE-G3-IRE-SCO41Explain, with examples, what are endangered species. (ST 2 LS ECS 12)
SCIENCE-G3-IRE-SCO42Identify and describe ways of protecting endangered species e.g. laws, change of human's attitudes to life and the environment. (ST 2 LS ECS 13)
SCIENCE-G3-IRE-SCO43Explain how adaptations of organisms enable their survival in their habitats.
SCIENCE-G3-IRE-SCO44Explain how some features of organisms enable their survival in their habitats. (ST 2 LS ECS 5)
SCIENCE-G3-IRE-SCO45Identify, with examples, ways in which organisms in a particular habitat depend on each other (feeding, shelter, protection, beauty)
SCIENCE-G3-IRE-SCO46Identify, with examples, ways in which plants and animals depend on each other (feeding, shelter, protection, beauty) (ST 2 LS ECS 17)
SCIENCE-G3-IRE-SCO47Explain to their classmates the need for environmental conservation in their country, outlining possible scenarios if such protection is neglected. (ST 3 LS ECS 7)
SCIENCE-G3-IRE-SCO48Reiterate the meaning of the concept of balance in the environment. (ST 3 LS ECS 5)
SCIENCE-G3-IRE-SCO49Explain that living things compete for food and space in the environment and describe how breaking the flow or supply of food can have serious consequences. (ST 5 LS ECS 2)
SCIENCE-G3-IRE-SCO50Explain with examples, the ways in which the structure of the land influences the types of ecosystems. (ST 3 LS ECS 3)
SCIENCE-G3-IRE-SCO51Identify and name the different types of ecosystems in their country indicating their location on the map. (ST 3 LS ECS 4)
SCIENCE-G3-IRE-SCO52Identify organisms found within a particular habitat.
SCIENCE-G3-IRE-SCO53Identify the basic needs of living organisms in various habitats.
SCIENCE-G3-IRE-SCO54Describe the characteristics of different types of environments (e.g., soft earth, trees and shrubs, seasonal flowering plants).
SCIENCE-G3-IRE-SCO55Identify at least five different habitats that exist in different ecosystems.
SCIENCE-G3-IRE-SCO56Compare the habitats of many different kinds of Caribbean plants and animals.
SCIENCE-G3-IRE-SCO57Construct a model of a habitat for a given organism.
SCIENCE-G3-IRE-SCO58Describe the characteristics of particular organisms that help them to adapt to particular environments.
SCIENCE-G3-IRE-SCO59Identify the needs of named organisms in a particular habitat (e.g., shelter from predators, food, water).
SCIENCE-G3-IRE-SCO60Identify characteristics of organisms that might affect their survival.
SCIENCE-G3-IRE-SCO61Compare the needs of at least three types of organisms found in a particular habitat.
SCIENCE-G3-IRE-SCO62Determine how and what features of the habitat are meeting the needs of each of the organisms (i.e., the degree to which a habitat meets the needs of an organism).
SCIENCE-G3-IRE-SCO63Determine what features of the habitat are meeting the needs of each of the organisms (i.e., the degree to which a habitat meets the needs of an organism).
SCIENCE-G3-IRE-SCO64Determine what features of the habitat that are not meeting the needs of each of the organisms (i.e., the degree to which a habitat does not meet the needs of an organism).
SCIENCE-G3-IRE-SCO65Observe different habitats to determine key features/their characteristics and that of the animals living there.
SCIENCE-G3-IRE-SCO66Recognize that organisms and their habitat form an interconnected system.
SCIENCE-G3-IRE-SCO67Develop a clear argument about the survival of organisms in the habitat, supported by evidence.
SCIENCE-G3-IRE-SCO68Make comparisons between different
SCIENCE-G3-IRE-SCO69organisms' abilities to survive in the habitat.
SCIENCE-G3-IRE-SCO70Classify different habitats based on their characteristics / Classify animals found in different habitats based on their characteristics/adaptations.
SCIENCE-G3-IRE-SCO71Infer which habitat an organism might survive best in based on its physical/behavioral characteristics.
SCIENCE-G3-IRE-SCO72Measure different variables within a given habitat, such as temperature, pH, etc.
SCIENCE-G3-IRE-SCO73Communicate information gained from observation text, videos etc. with member of your group and the class.
SCIENCE-G3-IRE-SCO74Construct an argument supported by evidence about the ability of organisms to survive in a habitat.
SCIENCE-G3-IRE-SCO75Compile/analyse data obtained from organisms observed in a habitat.
SCIENCE-G3-IRE-SCO76Create and Interpret graph on data obtained from organisms observed in a habitat.
SCIENCE-G3-IRE-SCO77Carry out simulations exercises to demonstrate the behaviour of animals in a habitat.
SCIENCE-G3-IRE-SCO78Observe homes/habitats of different animals, indicating how each habitat satisfies the various needs of animals. (ST 2 LS ECS 3)
SCIENCE-G3-IRE-SCO79Infer how food webs help to maintain nature's balance, and identify the factors that may disrupt this balance. (ST 3 LS ECS 2)
SCIENCE-G3-IRE-SCO80Construct and label simple food chains to depict feeding interrelationships among animals and plants. (ST 2-LS ECS 20)
SCIENCE-G3-IRE-SCO81Construct and label simple food webs to show feeding linkages among animals in a given area(e.g., pond, a section of the school yard) (ST 3 LS ECS 1)
SCIENCE-G3-IRE-SCO82Infer how food webs help to maintain nature’s balance, and identify the factors that may disrupt this balance. (ST 3 LS ECS 2)
SCIENCE-G3-IRE-SCO83Interpret simple food webs, referring to the need of natures balance. (ST 4 LS ECS 1)
SCIENCE-G3-IRE-SCO84Investigate the characteristics of mangroves, swamps, rainforests, pods and explain the importance of these habitats. (ST 4 LS ECS 2)
SCIENCE-G3-IRE-SCO85Design and construct the model of a habitat. (ST 4 LS ECS 3)
SCIENCE-G3-IRE-SCO86Appreciate the role that the different parts of a habitat play in the survival of an organism.
SCIENCE-G3-IRE-SCO87Develop an appreciation for the role that adaptation to the habitat plays in an organism’s survival.
SCIENCE-G3-IRE-SCO88Appreciate that not all organisms can survive well in a given habitat as not all habitats will meet all their needs.
SCIENCE-G3-IRE-SCO89Show persistence when conducting studies of organisms within different habitats.
SCIENCE-G3-IRE-SCO90Demonstrate interest in conservation of resources in each habitat to ensure that organisms’ needs are met.
SCIENCE-G3-IRE-SCO91Use the inquiry approach in conducting various investigations.
SCIENCE-G3-IRE-SCO92Show respect for evidence in making various claims about organisms living in habitats.
SCIENCE-G3-IRE-SCO93Work collaboratively with their group members to complete various tasks.
SCIENCE-G3-IRE-SCO94Stewardship/Respect for Living Things. When observing animals in their habitats, students should make sure that neither the animals nor their habitats are harmed.
SCIENCE-G3-IRE-SCO95Safety:
• While observing organisms in their habitats, students should exhibit appropriate behaviour to ensure that neither the organisms nor themselves get hurt.
• While observing organisms in their habitats, students should be respectful of the organisms and their habitats.
• Students should be aware that some organisms can harm them. For example, ants can bite or plants can cause hives etc.
SCIENCE-G3-IRE-SCO96When conducting practical and group work, students should be sensitive about the physical or learning challenges of classmates or group members.
SCIENCE-G3-IRE-SCO97Participate actively in classroom discussions and activities.
SCIENCE-G3-IRE-SCO100Compare the effects of a habitat change on two different groups of organisms in the same habitat.
SCIENCE-G3-IRE-SCO101Account for changes that are observed in an ecosystem/habitat.
SCIENCE-G3-IRE-SCO102Explain the importance of environmental conservation in their country.
SCIENCE-G3-IRE-SCO103Distinguish between the terms endangered and extinct.
SCIENCE-G3-IRE-SCO104Explain how loss of habitat results in the endangerment or extinction of species.
SCIENCE-G3-IRE-SCO105Investigate the factors that cause and prevent environmental destruction.
SCIENCE-G3-IRE-SCO106Identify organisms that are deemed to be endangered in the OECS region.
SCIENCE-G3-IRE-SCO107Identify ways of conserving the environment.
SCIENCE-G3-IRE-SCO108Identify local ecosystems in need of conservation or restoration.
SCIENCE-G3-IRE-SCO109Identify some ways in which environmental destruction may be prevented.
SCIENCE-G3-IRE-SCO110Identify solutions to specific problems caused when an ecosystem/habitat has undergone change.
SCIENCE-G3-IRE-SCO111Describe ways in which plants respond to changes in their environment.
SCIENCE-G3-IRE-SCO112Describe ways in which animals respond to changes in their environment.
SCIENCE-G3-IRE-SCO113Identify some ways in which an ecosystem can change.
SCIENCE-G3-IRE-SCO114List factors that can bring about changes to ecosystems.
SCIENCE-G3-IRE-SCO115Describe an ecosystem before changes occurred in it.
SCIENCE-G3-IRE-SCO116Describe changes that have occurred in an environment.
SCIENCE-G3-IRE-SCO117Describe the problems caused for the organisms living in this area.
SCIENCE-G3-IRE-SCO118Assess the effects of the solution on the plants and animals within the environment.
SCIENCE-G3-IRE-SCO119Document the resulting changes to plants and animals living within the changed environment, after the solution has been implemented.
SCIENCE-G3-IRE-SCO120Give examples of organisms that have become extinct due to change in their habitat.
SCIENCE-G3-IRE-SCO121Evaluate the solution to determine how the solution reduced the impact of the problem created by the environmental change in the system.
SCIENCE-G3-IRE-SCO122Determine how changes to one part of the system due to the solution, affects the other parts of the system.
SCIENCE-G3-IRE-SCO123Explain how environmental destruction can lead to changes in the diversity and number of organisms living in a habitat. Determine how the solution affects plants and animals.
SCIENCE-G3-IRE-SCO124Identify different ways that organisms are adapting to changes in their habitats.
SCIENCE-G3-IRE-SCO125Identify some natural events that cause change in an ecosystem.
SCIENCE-G3-IRE-SCO126Identify some actions or activities of humans that negatively impact the environment.
SCIENCE-G3-IRE-SCO127Describe how pollutants affect people’s activities and health. (ST 2 ESS ER 8)
SCIENCE-G3-IRE-SCO128Explain with examples what are endangered species. (ST 2 LS ECS 12)
SCIENCE-G3-IRE-SCO129Identify and discuss ways in which water may be polluted and ways in which it may be conserved. (ST 2 LS ECS 21)
SCIENCE-G3-IRE-SCO130Explain to their classmates the need for environmental conservation in their country outlining possible scenarios if such protection is neglected. (ST 3 LS ECS 7)
SCIENCE-G3-IRE-SCO131Define the term environmental destruction and investigate the factors that cause and prevent this destruction. (ST 2 LS ECS 24)
SCIENCE-G3-IRE-SCO132Observe and record the effect of changes upon the living organisms and nonliving things in a small–scale environment.
SCIENCE-G3-IRE-SCO133Distinguish between actions that harm a habitat/the environment from those that preserve it.
SCIENCE-G3-IRE-SCO134Demonstrate how one would care for a habitat/environment.
SCIENCE-G3-IRE-SCO135Predict how a specific environmental change might affect the survival of a plant or animal species.
SCIENCE-G3-IRE-SCO136Describe the role of conservation methods in maintaining balance in the environment.
SCIENCE-G3-IRE-SCO137Examine an ecosystem that has experienced change.
SCIENCE-G3-IRE-SCO138Compare and contrast an ecosystem/habitat before and after it has experienced a single disturbance.
SCIENCE-G3-IRE-SCO139Compare an ecosystem that has undergone change before and after a solution has been implemented.
SCIENCE-G3-IRE-SCO140Infer the changes that can occur to a habitat due to an action on a habitat.
SCIENCE-G3-IRE-SCO141Classify changes within an ecosystem based on the factors that caused them.
SCIENCE-G3-IRE-SCO142Take different measurements within an ecosystem that has undergone changes before and after the solution was implemented.
SCIENCE-G3-IRE-SCO143Hypothesize how an ecosystem will respond to a solution.
SCIENCE-G3-IRE-SCO144Communicate findings from investigations to the class, group members and in the form of reports.
SCIENCE-G3-IRE-SCO145Communicate effectively about environmental issues and their solutions.
SCIENCE-G3-IRE-SCO146Develop a proposed plan of action for the rehabilitation of a damaged habitat.
SCIENCE-G3-IRE-SCO147Compile data obtained on a habitat/ecosystem that has experienced a disturbance.
SCIENCE-G3-IRE-SCO148Interpret data obtained from the monitoring of a habitat to determine the effectiveness of a solution.
SCIENCE-G3-IRE-SCO149Graph results obtained from investigating damage caused to a named habitat.
SCIENCE-G3-IRE-SCO150Distinguish between the causes of air pollution and water pollution.
SCIENCE-G3-IRE-SCO151Infer how food webs help to maintain nature's balance and identify the factors that may disrupt this balance. (ST 3 LS ECS 2)
SCIENCE-G3-IRE-SCO152Appreciate the fragile nature of ecosystems.
SCIENCE-G3-IRE-SCO153Appreciate the importance of caring for plants, animals and their environment.
SCIENCE-G3-IRE-SCO154Recognize the role that humans play in protecting or destroying ecosystems.
SCIENCE-G3-IRE-SCO155Appreciate that the environment needs to be protected.
SCIENCE-G3-IRE-SCO156Show persistence in conducting investigations done on habitat destruction and restoration.
SCIENCE-G3-IRE-SCO157Display interest about what is being done to protect and maintain different ecosystems in their country.
SCIENCE-G3-IRE-SCO158Use the inquiry approach in their investigation of different habitats.
SCIENCE-G3-IRE-SCO159Display respect for evidence generated from investigations done on habitat destruction and restoration.
SCIENCE-G3-IRE-SCO160Use their inventiveness in the development of a plan for the restoration and monitoring of a habitat that has experienced change.
SCIENCE-G3-IRE-SCO161Work collaboratively to propose a course of action to protect the habitat within a local ecosystem.
SCIENCE-G3-IRE-SCO162Follow different safety rules which were developed to protect themselves and other organisms in their exploration/investigation of different habitats.
SCIENCE-G3-IRE-SCO163When carrying out their investigations, especially those done outdoors, extend a helping hand to persons who may have certain physical or learning challenges.
SCIENCE-G3-IRE-SCO164Participate actively in classroom discussions on different aspects about habitat destruction and restoration.
