observe and identify similarities and differences in the needs of living things (e.g., observe living things through direct experience and visual media, and identify similarities and differences in their needs for food, water, and particular habitats; compare their own needs to those of other animals)
describe different ways that plants and animals meet their needs (e.g., describe ways that different animals adapt to changes in temperature; describe homes and habitats of some local plants and animals; identify similarities and differences in the ways different animals get their food and protect themselves from danger)
describe ways that humans use their knowledge of living things in meeting their own needs and the needs of plants and animals (e.g., describe methods, materials, and tools used in caring for plants and animals; identify local animals and plants that are normally raised by humans and those that are not)
describe the different ways that humans and other living things move to meet their needs (e.g., describe how birds use their wings to fly in order to catch insects; describe ways that people adapt to physical challenges through learning, use of technology, and support of the community)
identify and describe common characteristics of humans and other animals, and identify variations that make each person and animal unique (e.g., describe ways in which young animals are similar to and different from their parents)
recognize that humans and other living things depend on their environment, and identify personal actions that can contribute to a healthy environment (e.g., describe how the environment - both indoor and outdoor - is important to their well-being; describe ways that humans might help or harm other living things)
ask questions that lead to exploration and investigation (e.g., ask questions about the shape and number of legs animals have and how they move)
make predictions based on an observed pattern (e.g., predict the movements of an animal based on previous observations)
make and record relevant observations and measurements, using written language, pictures, and charts (e.g., record the number of legs of different kinds of mammals and insects)
identify and use a variety of sources of science information and ideas (e.g., use picture books, models, and observations of animals and plants in the local area)
place materials and objects in a sequence or in groups according to one or more attributes (e.g., group a series of pictures of animals by the number of legs they have or by whether or not they have wings)
compare and evaluate personally constructed objects with respect to their form and function (e.g., build a model of an animal and indicate how their model is similar to or different from those of others)
identify new questions that arise from what was learned (e.g., ask why some insects can walk up walls or walk on water)
identify common objects and events, using terminology and language that others understand (e.g., use words such as "body", "legs", "wings", and "feelers" to describe parts of an insect)
respond to the ideas and actions of others in constructing their own understanding (e.g., listen and respond to another student's description of an animal)
Students at this level are interested in a wide variety of living things, including those found in their local environments and ones from afar. A study of living things provides an opportunity for students to discover the many different forms life takes. Students can observe similarities and differences and develop an understanding of the general characteristics of living things. Through this study, students also become aware that all living things including themselves have needs. They discover that the needs of organisms are often similar, but that the particular needs of individual organisms may be unique.
Students observe and become aware of a variety of living things and their surroundings.
Students observe living things, both directly and through print and visual media.
Students observe pairs of organisms and identify characteristics that are similar and characteristics that are different.
The above exploration may lead to the following question:
How do these animals and plants meet their needs?
Students investigate the characteristics and needs of living things.
Students investigate and identify foods for different animals.
Students observe and describe ways that plants meet their needs for water, space, and light.
Students develop a product or presentation that demonstrates care of living things.
Students develop a picture of an animal, identify its needs, and describe how its needs are met.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE/Knowledge: 100-4, 100-5, 100-6, 100-7
Skills: 200-1, 201-5, 203-2
Attitudes: 401, 402, 407
observe and identify similarities and differences in the needs of living things (e.g., observe living things through direct experience and visual media, and identify similarities and differences in their needs for food, water, and particular habitats; compare their own needs to those of other animals)
describe different ways that plants and animals meet their needs (e.g., describe ways that different animals adapt to changes in temperature; describe homes and habitats of some local plants and animals; identify similarities and differences in the ways different animals get their food and protect themselves from danger)
describe ways that humans use their knowledge of living things in meeting their own needs and the needs of plants and animals (e.g., describe methods, materials, and tools used in caring for plants and animals; identify local animals and plants that are normally raised by humans and those that are not)
describe the different ways that humans and other living things move to meet their needs (e.g., describe how birds use their wings to fly in order to catch insects; describe ways that people adapt to physical challenges through learning, use of technology, and support of the community)
identify and describe common characteristics of humans and other animals, and identify variations that make each person and animal unique (e.g., describe ways in which young animals are similar to and different from their parents)
recognize that humans and other living things depend on their environment, and identify personal actions that can contribute to a healthy environment (e.g., describe how the environment both indoor and outdoor is important to their well-being; describe ways that humans might help or harm other living things)
ask questions that lead to exploration and investigation (e.g., ask questions about the shape and number of legs animals have and how they move)
make predictions based on an observed pattern (e.g., predict the movements of an animal based on previous observations)
make and record relevant observations and measurements, using written language, pictures, and charts (e.g., record the number of legs of different kinds of mammals and insects)
identify and use a variety of sources of science information and ideas (e.g., use picture books, models, and observations of animals and plants in the local area)
place materials and objects in a sequence or in groups according to one or more attributes (e.g., group a series of pictures of animals by the number of legs they have or by whether or not they have wings)
compare and evaluate personally constructed objects with respect to their form and function (e.g., build a model of an animal and indicate how their model is similar to or different from those of others)
identify new questions that arise from what was learned (e.g., ask why some insects can walk up walls or walk on water)
identify common objects and events, using terminology and language that others understand (e.g., use words such as "body", "legs", "wings", and "feelers" to describe parts of an insect)
respond to the ideas and actions of others in constructing their own understanding (e.g., listen and respond to another student's description of an animal)
Students at this level are interested in a wide variety of living things, including those found in their local environments and ones from afar. A study of living things provides an opportunity for students to discover the many different forms life takes. Students can observe similarities and differences and develop an understanding of the general characteristics of living things. Through this study, students also become aware that all living things including themselves have needs. They discover that the needs of organisms are often similar, but that the particular needs of individual organisms may be unique.
Students observe and become aware of a variety of living things and their surroundings.
Students observe living things, both directly and through print and visual media.
Students observe pairs of organisms and identify characteristics that are similar and characteristics that are different.
The above exploration may lead to the following question:
How do these animals and plants meet their needs?
Students investigate the characteristics and needs of living things.
Students investigate and identify foods for different animals.
Students observe and describe ways that plants meet their needs for water, space, and light.
Students develop a product or presentation that demonstrates care of living things.
Students develop a picture of an animal, identify its needs, and describe how its needs are met.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE/Knowledge: 100-4, 100-5, 100-6, 100-7
Skills: 200-1, 201-5, 203-2
Attitudes: 401, 402, 407
observe objects and materials and describe their similarities and differences (e.g., compare the properties of objects they and others have constructed; investigate a variety of materials and describe the different forms they can take)
compare and describe the components of some familiar objects (e.g., describe the properties of the different parts of a pencil; compare corresponding parts of different types of chairs)
explore and describe ways to create useful objects by combining or joining different components or materials (e.g., identify objects and materials that are useful for constructing things; observe that different materials have different characteristics and select materials according to a given need)
identify objects used, how they are used, and for what purpose they are used (e.g., identify and describe how some tools are used in their home; investigate and explain the use of different devices for writing)
describe and demonstrate ways to use materials appropriately and efficiently to the benefit of themselves and others (e.g., select the amount and kind of materials that are appropriate to a given task; recognize and demonstrate appropriate reuse of materials in daily activities)
identify problems to be solved (e.g., find out what kinds of materials pens and pencils can and cannot mark)
make predictions, based on an observed pattern (e.g., predict that a pen will not mark things made of plastic)
select and use materials to carry out their own explorations (e.g., select different materials to test if pens will mark them)
follow a simple procedure where instructions are given one step at a time (e.g., follow oral directions for making a useful object from recyclable materials)
use appropriate tools for manipulating and observing materials and in building simple models (e.g., use recyclable materials to make a model toy)
make and record relevant observations and measurements, using written language, pictures, and charts (e.g., record the kinds of materials whose surface can easily be marked with a pencil or a pen)
construct and label concrete-object graphs, pictographs, or bar graphs (e.g., make a graph using piles of blocks to show the number of students who have wooden rulers and the number who have plastic rulers)
propose an answer to an initial question or problem and draw simple conclusions based on observations or research (e.g., describe the kinds of materials they could write on and those that were difficult or impossible to write on)
compare and evaluate personally constructed objects with respect to their form and function (e.g., evaluate a pencil case that they have constructed from recyclable materials)
communicate questions, ideas, and intentions while conducting their explorations (e.g., identify materials on which students believe they can write and on which they would like to conduct a test)
communicate procedures and results, using drawings, demonstrations, and written and oral descriptions (e.g., show examples of materials they tested and indicate which ones worked best)
The materials and objects around us have a wide variety of properties, representing the rich and diverse environments in which we live. Making sense of this diversity requires the ability to make distinctions, including distinctions that are largely perceptual, such as "which material is the softest?" and some that have a conceptual element, such as "what materials are used to make this object?" initially, young children may not make a clear distinction between object and materials. Through guided activities, students can discover that objects may be made of several materials, each with its own properties. Students can also discover that the selection of materials is related to the purpose of the object.
Students explore a variety of different objects and materials.
Students explore sets of similar objects that are made of different materials.
Students explore uses of the same material in different objects.
The above exploration may lead to the following question:
What materials should we use and what are their characteristics?
Students identify commonalities and differences in materials found in a variety of objects.
Students examine a group of similar objects and compare the materials with which they are made.
Students build model tables from paper, from clay, and from blocks, and subsequently compare the various models.
Students apply their understanding of materials to the construction of useful objects.
Students create a model or toy from a variety of scrap materials.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE/Knowledge: 100-12, 100-13, 101-5
Skills: 200-4, 203-1
Attitudes: 401, 403, 405
identify each of the senses and demonstrate how each one helps us to recognize, describe, and safely use a variety of materials (e.g., describe how colour and smell help them recognize whether fruit is healthy or bruised, ripe or overripe; describe examples of noises machines make that tell us if repair is needed or if a machine is not being used correctly)
identify attributes of materials that we can learn to recognize through each of our senses (e.g., compare sounds using words such as "loud" or "soft," "high pitch" or "low pitch"; describe tastes as sweet, sour, salty, bitter; compare textures using words such as "hard" or "soft," "smooth" or "rough," "sticky" or "not sticky"; describe appearance in terms of shape, colour, and lustre)
demonstrate ways that materials can be changed to alter their smell and taste (e.g., describe changes in the taste and appearance of lemonade when different amounts of sugar, water, and lemon are added; compare the aroma and texture of food at different temperatures, with different spices, and cooked in different ways)
demonstrate ways we can use materials to make different sounds (e.g., demonstrate and describe changes in the sound of a plucked elastic band as it is stretched; demonstrate and describe the different sounds made by tapping the sides of glasses filled with different amounts of water)
describe ways in which materials can be changed to alter their appearance and texture (e.g., demonstrate and describe ways of changing the rough surface of a piece of wood, such as by sanding, painting, or waxing; describe ways to obtain a particular shade or colour by mixing two or more paints)
create a product that is functional and aesthetically pleasing to the user by safely selecting, combining, and modifying materials (e.g., make a cover or case for some objects; make a musical instrument)
ask questions that lead to exploration and investigation (e.g., ask how an instrument can make different sounds)
select and use materials to carry out their own explorations (e.g., select and use a rubber band to make different sounds)
follow a simple procedure where instructions are given one step at a time (e.g., follow instructions to make lemonade)
use appropriate tools for manipulating and observing materials and in building simple models (e.g., change the surface of an object so it feels more comfortable to the hand)
follow given safety procedures and rules and explain why they are needed (e.g., avoid tasting unknown materials and explain the danger to their health)
place materials and objects in a sequence or in groups according to one or more attributes (e.g., classify materials into groups according to their texture)
construct and label concrete-object graphs, pictographs, or bar graphs (e.g., after tasting various types of foods, make a pictograph showing the number of foods that tasted sweet, or sour, or salty)
propose an answer to an initial question or problem and draw simple conclusions based on observations or research (e.g., indicate that sounds can be made by plucking, blowing, and striking things)
communicate questions, ideas, and intentions while conducting their explorations (e.g., ask a partner to describe an object that can be seen only by the partner)
identify common objects and events, using terminology and language that others understand (e.g., communicate their sensory experiences of texture, smell, taste, shape, and colour)
communicate procedures and results, using drawings, demonstrations, and written and oral descriptions (e.g., adopt vocabulary that other students have used in describing the texture of materials)
Our awareness of our environment and the many materials found within it are based on our sensory experiences. Through the wonders of our senses, we can recognize things that may be good to eat, things that may pose dangers, or things that we may want to use. Our senses are immediate and automatic, but the ability to use our senses safely and effectively involves focus, discernment, awareness, and judgement. Through guided experiences that require careful and critical use of the senses, students can be encouraged to refine and become aware of their skills of observation.
Students explore materials that provide a wide range of sensory experiences.
Students explore a variety of materials at an activity centre, including materials that have different textures, colours, and odours.
The above exploration may lead to the following questions:
What is this material like? How can we tell? How can we describe it?
Students develop vocabulary to describe and make distinctions between materials studied.
Within a guided situation, students describe objects they are prevented from seeing, using a variety of senses other than sight.
Students describe a particular material so that it can be recognized by other students.
Students create a product or performance to share a sensory experience with classmates.
Students collaborate in using a variety of sound-producing devices to produce a rhythmic or musical presentation.
Students use different papers, plastics, cloth scraps, or other materials as parts of a collage.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE/Knowledge: 100-9, 101-3, 102-1
Skills: 201-8, 203-1, 203-2
Attitudes: 401, 406, 408
describe changes in heat and light from the sun (e.g., measure and compare outdoor temperatures and other weather conditions on cloudy and sunny days; measure and describe outdoor temperature changes at different times of the day; observe and describe how the position of the sun influences the length and position of shadows)
describe ways of measuring and recording environmental changes that occur in daily and seasonal cycles (e.g., investigate and describe ways of measuring daily and seasonal changes in light and temperature; observe and describe changes that occur in a cyclic pattern, and relate these changes to the passage of time)
observe and describe changes in sunlight and describe how these changes affect living things (e.g., observe and describe the location of the sun in the sky at different times of the day; describe changes from day to night and how these changes affect living things)
investigate and describe changes that occur on a daily basis in the characteristics, behaviours, and location of living things (e.g., describe changes in their own activity and location during a school day; describe daily changes in the activity and location of a familiar animal)
investigate and describe changes that occur in seasonal cycles in the characteristics, behaviours, and location of living things (e.g., describe changes in plants that occur during the fall; identify seeds and other structures that give rise to new growth in the spring; describe seasonal changes in the activity and location of animals)
investigate and describe human preparations for seasonal changes (e.g., investigate and describe characteristics of clothing worn in different seasons; investigate and describe features of buildings that keep us warm and dry)
ask questions that lead to exploration and investigation (e.g., ask where animals go during the night)
make predictions based on an observed pattern (e.g., predict that some animals will migrate at particular times of the year)
make and record relevant observations and measurements, using written language, pictures, and charts (e.g., make a chart recording the number of birds that came to a feeder on different days)
follow given safety procedures and rules and explain why they are needed (e.g., explain the dangers of not being properly dressed for cold weather)
place materials and objects in a sequence or in groups according to one or more attributes (e.g., group pictures by season)
propose an answer to an initial question or problem and draw simple conclusions based on observations or research (e.g., describe some places where animals are found in winter)
identify new questions that arise from what was learned (e.g., ask how animals survive the cold)
communicate questions, ideas, and intentions while conducting their explorations (e.g., share ideas about how animals survive at different times of the year)
identify common objects and events, using terminology and language that others understand (e.g., use vocabulary such as "buds," "flowers," "seeds," and "leaves" to identify seasonal changes in plants)
In observing their environment, students become aware of things that change, including changes in physical factors such as temperature, wind, or light, and changes in plants and animals found near their home. With guidance, students learn that changes often occur in cycles, including the relatively short cycle of day and night and the longer cycle of the seasons. Recognizing these patterns prepares students to discover relationships among events in their environment, and between the environment and themselves.
Students observe changes in the environment.
Students observe a variety of pictures that show different times of day or different seasons of the year.
Students observe media portrayals of the different seasons.
The above exploration may lead to the following questions:
What changes from day to night and from season to season? How does it change?
Students describe and interpret changes in their own environment.
Students observe and describe changes in temperature and in the position of the sun.
Students observe a local plant in the spring, and draw pictures that show how it changes over the season.
Students describe changes in a tree through the year.
Students study changes in other plants and animals, and create products that show what they have learned.
Using a variety of media resources, students investigate and describe seasonal changes in plants and animals.
Students prepare pictures that show a seasonal activity.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE/Knowledge: 101-6, 102-3
Skills: 200-3, 202-2
Attitudes: 401, 403
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