demonstrate that science and technology use specific processes
to investigate the natural and constructed world or to seek solutions
to practical problems
demonstrate that science and technology develop over time
describe ways that science and technology work together in investigating questions and problems and in meeting specific needs
describe applications of science and technology that have developed in response to human and environmental needs
describe positive and negative effects that result from applications of science and technology in their own lives, the lives of others, and the environment
ask questions about objects and events in the local environment and develop plans to investigate those questions
observe and investigate their environment and record the results
interpret findings from investigations using appropriate methods
work collaboratively to carry out science-related activities and communicate ideas, procedures, and results
describe and compare characteristics and properties of living things, objects, and materials
describe and predict causes, effects, and patterns related to change in living and non-living things
describe interactions within natural systems and the elements required to maintain these systems
describe forces, motion, and energy and relate them to phenomena in their observable environment
appreciate the role and contribution of science and technology in their understanding of the world
realize that the applications of science and technology can have both intended and unintended effects
recognize that women and men of any cultural background can contribute equally to science
Evident when students, for example:
recognize that scientific ideas help explain how and why things happen
recognize that science cannot answer all questions
use science inquiry and problem-solving strategies when given a question to answer or a problem to solve
plan their actions to take into account or limit possible negative and unintended effects
are sensitive to the impact their behaviour has on others and the environment when taking part in activities
show respect for people working in science, regardless of their gender, their physical and cultural characteristics, or their views of the world
encourage their peers to pursue science-related activities and interests
show interest and curiosity about objects and events within different environments
willingly observe, question, explore, and investigate
show interest in the activities of individuals working in scientific and technological fields
Evident when students, for example:
attempt to answer their own questions through trial and careful observation
express enjoyment in sharing and discussing with classmates science-related information gathered from books, magazines, newspapers, videos, digital discs, the Internet, or personal discussions with family members, teachers, classmates, and experts
ask questions about what scientists in specific fields do
express enjoyment from reading science books and magazines
willingly express their personal way of viewing the world
demonstrate confidence in their ability to do science
pursue a science-related hobby
involve themselves as amateur scientists in exploration and scientific inquiry, arriving at their own conclusions rather than those of others
consider their own observations and ideas as well as those of others during investigations and before drawing conclusions
appreciate the importance of accuracy and honesty
demonstrate perseverance and a desire to understand
Evident when students, for example:
ask questions to ensure they understand
respond positively to the questions posed by other students
listen attentively to the ideas of other students and consider trying out suggestions other than their own
listen to, recognize, and consider differing opinions
open-mindedly consider nontraditional approaches to science
seek additional information before making a decision
base conclusions on evidence rather than preconceived ideas or hunches
report and record what is observed, not what they think ought to be or what they believe the teacher expects
willingly consider changing actions and opinions when presented with new information or evidence
record accurately what has been seen or measured when collecting evidence
take the time to repeat a measurement or observation for greater precision
ask questions about what would happen in an experiment if one variable were changed
complete tasks undertaken or all steps of an investigation
work collaboratively while exploring and investigating
Evident when students, for example:
complete group activities or projects
willingly participate in cooperative problem solving
stay with members of the group during the entire work period
willingly contribute to the group activity or project
willingly work with others, regardless of their age, their gender or their physical or cultural characteristics
willingly consider other people's views of the world
be sensitive to and develop a sense of responsibility for the welfare of other people, other living things, and the environment
Evident when students, for example:
choose to have a positive effect on other people and the world around them
frequently and thoughtfully review the effects and consequences of their actions
demonstrate willingness to change behaviour to protect the environment
respect alternative views of the world
consider cause and effect relationships that exist in environmental issues
recognize that responding to our wants and needs may negatively affect the environment
choose to contribute to the sustainability of their community through individual positive actions
look beyond the immediate effects of an activity and identify its effects on others and the environment
show concern for their safety and that of others in planning and carrying out activities and in choosing and using materials
become aware of potential dangers
Evident when students, for example:
look for labels on materials and seek help to interpret them
ensure that all steps of a procedure or all instructions given are followed
repeatedly use safe techniques when transporting materials
seek counsel of the teacher before disposing of any materials
willingly wear proper safety attire, when necessary
recognize their responsibility for problems caused by inadequate attention to safety procedures
stay at their own work area during an activity, to minimize distractions and accidents
immediately advise the teacher of spills, breaks, or unusual occurrences
share in cleaning duties after an activity
seek assistance immediately for any first aid concerns like cuts, burns, and unusual reactions
keep the work station uncluttered, with only appropriate materials present
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