NAME: - CLASS: - : 3 Grade

3rd GRADE
NAME: ________________
CLASS: ____________
1st TERM
3rd Grade Science Workbook
UNIT 1
Plants and Their
Environment
Learning Goals:
➢ Observe and describe through hands-on exploration the
needs of plants and the relationship between roots, stem and
leaves. (OA 1)
➢ Observe and describe changes of flowering plants during
their life cycle (germination, growth, reproduction, flower and
fruit) recognizing the importance of pollination and seed
dispersal. (OA 3)
➢ Describe the importance of plants for living things, human
beings and the environment e.g. for food, for breathing, as
by-products, for decoration and medicinal use, proposing
and communicating measures to protect them. (OA 4)
➢ Describe, register and identify the most common native
Chilean plants and main crops (fruits and vegetables). (OA 2)
1st Term Page 2 of 53

Unit 1: Plants and their environment

Hour: 4-5
Learning Outcome: Label the different parts of a plant in a picture, a drawing, or a real plant.
Contents: Parts of a plant (roots, stem, leaves, flower, seed, and fruit).
Plants
1
Discuss with a partner and answer the following questions:
1. Why are plants important for human beings?
______________________________________________________________________
2. Do you eat plants?
______________________________________________________________________
3. Why are the roots, the stem and leaves important for plants?
______________________________________________________________________
Label the parts of the plant.
stem fruit roots leaves flower

Most living things, including plants and animals, need food,

air, water, and space to live and grow. Animals find and eat
plants or other animals to get their food.
Plants, however, can make their own food. To make their food,
plants need energy from the sun. Most plants also need soil.
Most plants have four main parts. These parts are leaves,
roots, stems, and flowers.
Match the parts of the plant to one of the functions they have.
2
____ It attracts animals to the plant.
a. Stem
____ It makes food for the plant.
b. Leaf
c. Flower ____ It contains the seeds.
d. Roots
____ It’s the support of the plant.
e. Fruit
____ It absorbs water from the soil.


Hour: 6
Learning Outcome: Classify types of leaves according to given criteria.
Contents: Types of leaves.
Leaves
Leaves are usually green because they have a green chemical

inside of them called chlorophyll, which catches sunlight. Leaves have stomas,
very small holes that open and close to allow gases to pass.
Different plants have different types of leaves. You can classify them according to
colour, shape, edge, texture or size.
Types of leaf edges: Types of leaf shapes:
Get different samples of leaves.

3
Paste them onto a piece of drawing paper and classify them according to
two or more characteristics.
*The texture of a leaf can
Example: feel soft or rough.
* The size of a leaf can be
big or small.
This leaf has a round shape

and an irregular edge.
Its colour is green. It feels
soft.


Hour: 7- 8- 9
Learning Outcome: Identify functions of leaves. Carry out an experiment to find out the functions of
the leaves. Communicate the conclusions from the experiment. Carry out an
experiment to find out the functions of the stem. Draw conclusions from the
experiment and communicate them.
Contents: Functions of the leaves. Types and functions of the stem.
Functions of leaves
A leaf is an above-ground plant organ. Its

main functions are photosynthesis and gas
exchange. A leaf is often flat, so it absorbs
the greatest amount of light, and thin, so https://goo.gl/6HFdMi
that the sunlight can get to the
chloroplasts in the cells. Most leaves have
stomata, which open and close. They
regulate carbon dioxide, oxygen, and
water vapour exchange with the
atmosphere.
4 Work in pairs. Read and answer in complete sentences, then present your
answers to your classmates and discuss your ideas.
Martín took two plants of the 1. Based on the information from the video,
same type and size, he what are the elements needed to produce
labeled them with numbers. photosynthesis?
__________________________________________
Then he covered the leaves
__________________________________________
of plant 1 with Vaseline and
plant 2 stayed the same. 2. Which element did plant 1 not receive?
__________________________________________
Both plants received the
same amount of water and 3. What is the importance of the stomata, or
sunlight, but after five days
very small holes in the leaves?
plant number 1 dried.
__________________________________________
__________________________________________

Experiment time!
Procedure:
Set up the tables to work as a

Materials: group.
(For every four students) Clean the bottles and fill each
bottle halfway with water.
3 small transparent plastic Pour a different colour of food
bottles colouring in each bottle.
3 different colours of food Introduce one flower in each
colouring bottle.
3 white carnations
Keep the flowers in the

bottles until next class.
5 Make predictions:
What do you think will happen to the flowers? Draw and colour.

How does water run through the stem?
Now that the flowers have been exposed to

coloured water for several hours or days, let’s make
some conclusions!
6 Draw and colour the flowers as they look now.
6
7 Why do you think the flowers changed colours? Explain in your own
words.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

What’s the function of the stem?
Types of stems
Stems can have different shapes, sizes and colours. Watch the following
video: https://goo.gl/uUKFVg
Look at the following examples:
This type of stem is a This type of stem This type of stem This stem is
trunk; it is big and is slim, usually stores a great edible, you can
usually hard. smaller than a amount of water. eat it!
tree and soft.

Plants need the ____________ to

produce their food.
Gases from the air

enter the plant through
the ________________.
Water goes up through

the _____________ to get
to all the green parts of
the plant.
Water enters the

plant trough the
________________.


Hour: 11-12
Learning Outcome: Identify the characteristics of the stages in the life cycle of a plant.
Organize and describe the life cycle of a plant and its changes.
Contents: Life cycle of a flowering plant
Life cycle of a flowering plant
8 Go to page 13 and cut out the pictures. Organize them to explain the life
cycle of a flowering plant.
1. 2. 3.
A seed in the fruit makes Leaves make food for the Flowers grow on the plant.
a new plant new plant so it can grow.
4. 5. 6.
Petals fall from the flower. Fruit grows from the Old fruits fall to the
flower. ground and rot or
decompose.

THIS PAGE WAS INTENTIONALLY LEFT BLANK

Materials for next class:

Get into small groups and make a
poster that represents the life * You will need two
different types of flowers.
cycle of a flowering plant. (Find out their names)
Use felt tips to decorate the poster
* Construction paper.
and present it to the class.


Hour: 13
Learning Outcome: Identify characteristics of different types of flowers.
Contents: Types of flowers.
Different types of flowers

The plants that have flowers are called flowering plants. Flowers are
important because they allow the pollination process on plants.
There are so many types of flowers that it is really difficult to identify all of
them. As scientists, it’s possible to identify their specific features by just observing
them.
10 On a piece of construction paper, paste two different types of flowers and

record their features.
Follow this example:
Sample of Number of Name of

Petal shape Colour Leaf shape
Flower petals flower.
It has six It has an Petals are The shape It is a tulip.

petals. oval shape. red. of the
leaves is
elliptic.


Hour: 14-15
Learning Outcome: Identify the different parts of a flower and its functions /
Conduct a flower dissection experiment in groups using tulips or lilies.
Contents: A flower's main parts and functions.
The flower
Flowering plants grow flowers that make seeds. Flowers have different
parts. One part makes pollen. Another part, the petals, attracts bees and other
animals to the flower. Let’s look at the different parts:

11 Watch the video and follow the instructions to dissect your own hibiscus
https://goo.gl/jS07X6
12 Fill in the chart with information from the dissection:
Color of the Number of Did you find a Did you Did you find
petals petals stamen? Draw identify the the ovary and
it pistil? Draw it the eggs?
Draw them
______________ ______________ ______________ ______________ ______________

______________ ______________
______________ ______________


Hour: 17
Learning Outcome: Explain the concept of pollination and give examples of agents of pollination.
Contents: Concept of pollination and agents of pollination
Pollination
* 3 beans soaked in water for

12 hours.
* Plastic knife
*magnifying glass
The pollination process involves the transfer of pollen from the male part
of a plant (in flowers, this is the ‘stamen’) to the female part of the plant (the 'pistil').
Draw the pollination process. Include the role of the stamen and pistil in the
13 process.


Hour: 18- 19
Learning Outcome: Give examples of seed dispersal. Observe a seed and identify its parts/ Seed
dissection experiment.
Contents: Seed dispersal. Parts of a seed
Seed dispersal

Parts of a seed
14 Dissect the seed you brought and complete the chart
Shape Texture Colour

Write
__________________ __________________ __________________
__________________ __________________ __________________
__________________ __________________ __________________
Draw


Hour: 20
Learning Outcome: Understand the stages in the germination of a seed/ Conduct an experiment to
identify the needs of a seed to germinate.
Contents: Needs of a seed to germinate
What do seeds need to grow?
15 Go to page 41 and cut out the elements that the seed MUST have to grow.
Paste them here.
Can you help me

become a plant?


Hour: 21-22
Learning Outcome: Understand the concept of germination. / Conduct an experiment to identify
the stages in the germination of a seed.
Contents: The concept of germination / stages
Seed germination
Germination is when a seed starts developing to become a plant.

Seeds need air, the right amount of water, and the right
temperature to germinate, or begin to grow. With the right conditions,
the young plant germinates. The young plant uses food stored in the
seed to grow.
As the young plant grows, it grows out of the soil. Leaves grow
from the stem. The leaves use sunlight to make sugar (glucose). The
plant uses the sugar for food. The baby plant can grow into an adult
plant that has flowers. The flowers are pollinated and new seeds form.
If these new seeds germinate, they can grow into new plants. Then
the cycle begins again.
16 Materials:
• One bean
• Cotton
• One small transparent cup
Instructions:
1. Put some cotton in the cup.
2. Then, put the bean into the cup with some water. (Water it regularly)
3. Observe the seed every day for one week.
4. In your science notes, write your observations.

Make predictions:
Do you think the bean is going to germinate? Why?
__________________________________________________________________________
__________________________________________________________________________
What do you think is going to be the first part to come out?
__________________________________________________________________________
__________________________________________________________________________
17 Watch the video and compare it to your predictions

https://goo.gl/BmwalR
Now draw the stages in the germination of a seed:

18
The root grows down, The shoot develops Tiny leaves sprout at
a shoot begins to and reaches towards the end of the shoot.
grow: the light: The plant will feed
through photosynthesis
now:
The root grows longer More leaves grow and

and thicker. The leaves the stem becomes
grow larger: thicker and stronger:


Hour: 23
Learning Outcome: Importance of plants for human beings.
Contents: Importance of plants for human beings
We can eat a whole plant
Plants are important for human beings, and

animals, because they provide food. There are
different parts of a plant we can eat.
We can eat the roots. We can eat the stem. We can eat the flower.
Asparagus Cauliflower
Beets Carrots
We can eat the seeds. We can eat the leaves. We can eat the fruits.
Corn Peas Cabbage Lettuce Pepper Tomato

19
Draw one example in each category of the part of the plant we eat.
Seeds Leaves Roots
Fruits Stems Flowers


Hour: 24
Learning Outcome: Order the stages in the formation of fruit
Contents: Fruit
Fruit formation
Watch the following video: https://goo.gl/kqQcre
When a flower is fertilized, the petal and stamens get dry and fall
off. The ovaries begin to grow and form a fruit. Inside the fruit are the
fertilized ovules, which form the seeds. When the fruit is fully developed,
the seeds are dispersed by a variety of methods.
There are two ways to

fertilize a flower:
Direct Indirect
It occurs when a It occurs when a flower has

flower has male and male or female part only.
female part. The flower can’t fertilize itself.
The flower fertilizes It needs a pollination agent.
itself.

20 Observe the sequence and answer in complete sentences:
1) Which part of the flower transforms into the seeds?
________________________________________________________________________________
2) Which part of the flower transforms into the fruit?
________________________________________________________________________________
3) Draw the fruit formation process as you understand it:


Hour: 25-26
Learning Outcome: Identify food coming from plants. Identify the stages followed in making bread.
Contents: Food from plants
Importance of plants for other living things

Tick the food that comes from plants:
The bread you use for

your sandwiches comes
from wheat.
Look at the process:
https://goo.gl/UcQy4y

21 In groups of four, discuss and answer these questions.
Why are plants and seeds important?
_____________________________________________________________________________
_____________________________________________________________________________
Why are seeds important to have a healthy diet?

_____________________________________________________________________________
_____________________________________________________________________________
What parts of plants do we eat?

_____________________________________________________________________________
_____________________________________________________________________________
What leaves, stems and roots do we usually eat? Give two examples of each.
____________________________________________________________________________
____________________________________________________________________________


Hour: 27-28
Learning Outcome: Describe the life cycle of a plant and apply knowledge to assemble a flower.
Contents: Review
Let’s practice what we have leaned!
22
Use your knowledge to explain the life cycle of a plant. Draw and write
2)
1) The seed
becomes a little
plant
3)
5)
4)

23 Go to page 43 and cut out the different parts of the flower. Colour them
and assemble the flower. Label the different parts.
Paste it here:


Hour: 31-32
Learning Outcome: Propose measures to look after plants.
Contents: Measures to look after plants
Measures to look after plants
My plant is not ok. Can you

help me keep it healthy?
24
Draw around the plant the elements it needs to live.
In pairs, think about how you can look after plants in the garden.
25
Write your idea on a piece of block paper using markers and pictures.


Hour: 33
Learning Outcome: Identify Chilean plants and recognize their characteristics.
Contents: Chilean plants
Chilean plants
Talk with a partner and answer:

Which of these plants do you recognize? Select names from the list and write
them in the boxes.
Rose - Palm tree- Boldo- Araucaria tree- Cactus- Copihue
Where have you seen them?
Are they all trees?
26 Choose one of these plants and describe it in your notes. (Type of plant, size,
colour of leaf, flower/ fruit)


Hour: 34-35
Learning Outcome: Identify and describe characteristics of Chilean trees. Class project (a
catalogue).
Contents: Chilean trees.
Characteristics of Chilean trees
Materials:
• Pictures of some Chilean trees. (visit the web page: www.chilebosque.cl for
more information)
• Information about the Chilean trees. (type of fruit, leaves or flowers)
• Colour construction paper
• Glue or stick fix
• A pair of scissors
• Markers
Instructions:
1. Get into groups of four.
2. Each member chooses one Chilean tree. They have to be different.
3. On a piece of colour construction paper, each member has to write a short text
about the tree.
4. When everyone is ready, put the information together and make a catalogue.
5. Decorate it as you wish.
6. Present it to the class.


Hour: 36-37
Learning Outcome: Describe the most common medicinal plants in Chile.
Contents: Medicinal plants
Medicinal plants
Key facts
1. Many plants are used to make modern medicine.

2. Many food crops have medicinal effects, for example garlic.
3. Plants are resources for developing new drugs. There are more than
400,000 flowering plant species approximately.
Medicinal plants are considered important for people’s health.

Therepeutical properties of medicinal plants are very useful in healing
different ailments.
Some medicinal plants and their properties
Mint: It is recommended in cases of asthma because of its anti-inflammatory

properties. It can also be used to help treat the
common cold since it contains a natural
decongestant, menthol.

Garlic: The main therapeutic characteristic of garlic is that it can help reduce
high blood pressure.
Chamomile: Chamomile’s soothing properties are
used to help with general inflammation and pain,

such as dental pains. Chamomile is a mild
sedative, so it can be used to help with insomnia.
Ginkgo biloba: Is high in antioxidants and can

help by increasing blood flow, which may help people
who suffer from poor circulation.

27 Organize the information from the previous pages. Use the chart below:
Herb It treats……
Do you use any medicinal plants at home?
Name of the plant
It treats

Find out information about three
plants from each zone in Chile.
Write their names and bring
pictures.


Hour: 38
Learning Outcome: Group different Chilean plants by geographical zones using a map.
Contents: Species and geographical distribution of Chilean plants.
Chilean plants
Chile is a long country with a great diversity of plants. (Flora)

Chile is divided into five different zones, each one with specific geographical
characteristics.
Far north
Near north
Central Chile
Southern Chile
Far south

Look at some examples of typical trees or plants from each zone:
Chilean zone Plants
Far North
Cactus
Near North
Tamarugo tree
Central Chile
Quillay

Southern Chile
Cypress
Far South
Antarctic beech
Using the pictures and information you brought, create a graphic organizer of the
plants in your notes.

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Cut out 1

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3rd GRADE

1st Term Page 2 of 53

Unit 1: Plants and their environment

stem fruit roots leaves flower

1st Term Page 3 of 53

Most living things, including plants and animals, need food,

c. Flower ____ It contains the seeds.

____ It absorbs water from the soil.

1st Term Page 4 of 53

Unit 1: Plants and their environment

Leaves are usually green because they have a green chemical

Types of leaf edges: Types of leaf shapes:

Get different samples of leaves.

This leaf has a round shape

1st Term Page 5 of 53

Unit 1: Plants and their environment

A leaf is an above-ground plant organ. Its

1st Term Page 6 of 53

Set up the tables to work as a

Keep the flowers in the

1st Term Page 7 of 53

How does water run through the stem?

Now that the flowers have been exposed to

6 Draw and colour the flowers as they look now.

1st Term Page 8 of 53

What’s the function of the stem?

Look at the following examples:

1st Term Page 9 of 53

Plants need the ____________ to

Gases from the air

Water goes up through

Water enters the

1st Term Page 10 of 53

Unit 1: Plants and their environment

Life cycle of a flowering plant

1st Term Page 11 of 53

THIS PAGE WAS INTENTIONALLY LEFT BLANK

1st Term Page 12 of 53

Materials for next class:

1st Term Page 13 of 53

Unit 1: Plants and their environment

Different types of flowers

10 On a piece of construction paper, paste two different types of flowers and

Sample of Number of Name of

It has six It has an Petals are The shape It is a tulip.

1st Term Page 14 of 53

Unit 1: Plants and their environment

1st Term Page 15 of 53

12 Fill in the chart with information from the dissection:

______________ ______________ ______________ ______________ ______________

1st Term Page 16 of 53

Unit 1: Plants and their environment

Materials for next class:

* 3 beans soaked in water for

1st Term Page 17 of 53

Unit 1: Plants and their environment

1st Term Page 18 of 53

14 Dissect the seed you brought and complete the chart

Shape Texture Colour

1st Term Page 19 of 53

Unit 1: Plants and their environment

What do seeds need to grow?

Can you help me

__