describe various processes used in science and technology that enable us to understand natural phenomena and develop of technological solutions
describe the development of science and technology over time
explain how science and technology interact with and advance one another
illustrate how the needs of individuals, society, and the environment influence and are influenced by scientific and technological endeavours
analyse social issues related to the applications and limitations of science and technology, and explain decisions in terms of advantages and disadvantages for sustainability, considering a few perspectives
ask questions about relationships between and among observable variables and plan investigations to address those questions
conduct investigations into relationships between and among observations, and gather and record qualitative and quantitative data
analyse qualitative and quantitative data and develop and assess possible explanations
work collaboratively on problems and use appropriate language and formats to communicate ideas, procedures, and results
explain and compare processes that are responsible for the maintenance of an organism's life
explain processes responsible for the continuity and diversity of life
describe interactions and explain dynamic equilibrium within ecological systems
describe the properties and components of matter and explain interactions between those components
describe sources and properties of energy, and explain energy transfers and transformations
recognize that many phenomena are caused by forces and explore various situations involving forces
explain how Earth provides both a habitat for life and a resource for society
explain patterns of change and their effects on Earth
describe the nature and components of the universe
appreciate the role and contribution of science and technology in our understanding of the world
appreciate that the applications of science and technology can have advantages and disadvantages
appreciate and respect that science has evolved from different views held by women and men from a variety of societies and cultural backgrounds
Evident when students, for example:
recognize the potential conflicts of differing points of view on specific science-related issues
consider more than one factor or perspective when formulating conclusions, solving problems, or making decisions on STSE issues
recognize the usefulness of mathematical and problem-solving skills in the development of a new technology
recognize the importance of drawing a parallel between social progress and the contributions of science and technology
establish the relevance of the development of information technologies and science to human needs
recognize that science cannot answer all questions
consider scientific and technological perspectives on an issue
identify advantages and disadvantages of technology
seek information from a variety of disciplines in their study
avoid stereotyping scientists
show an interest in the contributions women and men from many cultural backgrounds have made to the development of modern science and technology
show a continuing curiosity and interest in a broad scope of science-related fields and issues
confidently pursue further investigations and readings
consider many career possibilities in science- and technology-related fields
Evident when students, for example:
attempt at home to repeat or extend a science activity done at school
actively participate in extracurricular activities such as science fairs, science clubs, or science and technology challenges
choose to study topics that draw on research from different science and technology fields
pursue a science-related hobby
discuss with others the information presented in a science show or on the Internet
attempt to obtain information from a variety of sources
express a degree of satisfaction at understanding science concepts or resources that are challenging
express interest in conducting science investigations of their own design
choose to investigate situations or topics that are challenging
express interest in science- and technology-related careers
discuss the advantages of science and technology studies
consider observations and ideas from a variety of sources during investigations and before drawing conclusions
value accuracy, precision, and honesty
persist in seeking answers to difficult questions and solutions to difficult problems
Evident when students, for example:
ask questions to clarify meaning or confirm their understanding
strive to assess a problem or situation accurately by careful analysis of evidence gathered
propose options and compare them when making decisions or taking action
honestly evaluate a complete set of data based on direct observation
critically evaluate inferences and conclusions, basing their arguments on fact rather than opinion
critically consider ideas and perceptions, recognizing that the obvious is not always right
honestly report and record all observations, even when the evidence is unexpected and will affect the interpretation of results
take the time to accurately gather evidence and use instruments carefully
willingly repeat measurements or observations to increase the precision of evidence
choose to consider a situation from different perspectives
pick out biased or inaccurate interpretations
report the limitations of their designs
remain skeptical of a proposal until evidence is offered to support it
seek a second opinion before making a decision
continue working on a problem or research project until the best possible solutions or answers are uncovered
work collaboratively in carrying out investigations as well as in generating and evaluating ideas
Evident when students, for example:
assume responsibility for their share of the work to be done
willingly work with new individuals regardless of their age, their gender, or their physical or cultural characteristics
accept various roles within a group, including that of leadership
help motivate others
consider alternative ideas and interpretations suggested by members of the group
recognize that others have a right to their point of view
listen to the points of view of others
choose a variety of strategies, such as active listening, paraphrasing, and questioning, in order to understand others' points of view
seek consensus before making decisions
advocate the peaceful resolution of disagreements
can disagree with others and still work in a collaborative manner
are interested and involved in decision making that requires full-group participation
share the responsibility for carrying out decisions
share the responsibility for difficulties encountered during an activity
be sensitive and responsible in maintaining a balance between the needs of humans and a sustainable environment
project, beyond the personal, consequences of proposed actions
Evident when students, for example:
show respect for all forms of life
consider both the immediate and long-term effects of their actions
assume personal responsibility for their impact on the environment
modify their behaviour in light of an issue related to conservation and protection of the environment
consider the cause-and-effect relationships of personal actions and decisions
objectively identify potential conflicts between responding to human wants and needs and protecting the environment
consider the points of view of others on a science-related environmental issue
consider the needs of other peoples and the precariousness of the environment when making decisions and taking action
insist that issues be discussed using a bias-balanced approach
participate in school projects that address STSE issues
show concern for safety in planning, carrying out, and reviewing activities
become aware of the consequences of their actions
Evident when students, for example:
read the label on materials before using them, and ask for help if safety symbols are not clear or understood
readily alter a procedure to ensure the safety of members of the group
select safe methods and tools for collecting evidence and solving problems
listen attentively to safety procedures given by the teacher
carefully manipulate materials, using skills learned in class or elsewhere
ensure the proper disposal of materials
immediately react to reminders about the use of safety precautions
willingly wear proper safety attire without having to be reminded
assume responsibility for their involvement in a breach of safety or waste disposal procedures
stay at their own work area during an activity, respecting others' space, materials, and work
take the time to organize their work area so that accidents can be prevented
immediately advise the teacher of spills, breaks, and unusual occurrences, and use appropriate techniques and materials to clean up
clean their work area during and after an activity
seek assistance immediately for any first aid concerns like burns, cuts, or unusual reactions
keep the work area uncluttered, with only appropriate materials present
Framework table of contents or Learning outcomes presented by grade or Next section or Title page