compare the life cycles of familiar animals and classify them according to the similarities and differences of their life cycles (e.g., compare stages in the life cycle of a bee, a beetle, and a butterfly; compare and note differences in the life cycle of a guppy, a gerbil, and a garter snake)
describe changes in humans as they grow, and contrast human growth to that of other organisms (e.g., measure and compare the length of their feet, hands, and arms to those of an adult; compare the length of time from birth to adulthood for humans and other organisms)
observe and describe changes in the appearance and activity of an organism as it goes through its life cycle (e.g., draw and describe the stages in the life of a frog, a butterfly, or a mealworm beetle; describe the movements and feeding behaviour of a tadpole and the way it reacts to different things in its environment)
identify constant and changing traits in organisms as they grow and develop (e.g., identify constant traits such as eye colour and number of arms and legs; identify changing traits such as height and weight)
describe features of natural and human-made environments that support the health and growth of some familiar animals (e.g., identify and describe features of a frog's environment that enable it to meet its needs at different stages of its life cycle; replicate and care for a life-supporting environment such as an aquarium or terrarium)
identify the basic food groups, and describe actions and decisions that support a healthy lifestyle (e.g., describe a healthy diet for daily meals and snacks, using the Canada Food Guide; describe actions that reduce the spreading of germs; identify personal behaviours, such as attention to clothing, cleanliness, exercise, and nutritional choices, that help maintain good health)
ask questions that lead to exploration and investigation (e.g., ask what caterpillars eat)
make predictions, based on an observed pattern (e.g., predict that caterpillars eat leaves)
select and use materials to carry out their own explorations (e.g., select and use a jar and a leafy branch as a home for a caterpillar)
make and record relevant observations and measurements, using written language, pictures, and charts (e.g., observe what a caterpillar eats and determine how much it eats in a day)
identify and use a variety of sources of science information and ideas (e.g., look through illustrated books to find out what happens after a caterpillar builds a cocoon)
Analysing and interpreting
place materials and objects in a sequence or in groups according to one or more attributes (e.g., sort a set of animals pictures into adults and non-adults)
propose an answer to an initial question or problem and draw simple conclusions based on observations or research (e.g., identify foods that caterpillars eat and do not eat)
identify new questions that arise from what was learned (e.g., ask what butterflies eat)
identify common objects and events, using terminology and language that others understand (e.g., describe the stages in the life of a butterfly egg, caterpillar or larva, cocoon, and butterfly or adult)
communicate procedures and results, using drawings, demonstrations, and written and oral descriptions (e.g., explain, using a model constructed of modeling clay and a tree branch, how a caterpillar feeds)
respond to the ideas and actions of others and acknowledge their ideas and contributions (e.g., consider and respond to other students' ideas for explaining why a caterpillar is not eating)
All animals grow and change from their earliest beginnings until they reach their full adult condition. The form and pattern of this growth distinguish one kind of animal from another and are sources of interest for children of all ages. Viewing the growth and development of an individual organism can be a powerful learning experience for the young student, especially if the student shares responsibility for its care. In the example below, students raise a butterfly from caterpillar to adult. The growth and development of the butterfly is then compared to that of other animals and of themselves, and opportunity is provided for children to identify the conditions needed to support healthy growth.
Students explore examples of change in animals.
Students draw and describe some young animals they have known.
Students describe changes in familiar animals, and explore other examples of change by examining visual materials in books, media, and electronic resources.
The above exploration may lead to the following question:
How does this animal grow, change, and respond to the environment?
Students investigate stages in animal change and the conditions that support animal growth.
Students assist in setting up and maintaining a life-supporting environment for a caterpillar.
Students describe and record the caterpillar's appearance, movements, and feeding behavior.
Students compare the growth and changes of caterpillars to those of other insects seen in media, print, or electronic resources.
Students develop a presentation or product that depicts the development or care of an animal.
Students prepare a life-history chart for a caterpillar and for other animals they know.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE/Knowledge: 101-7, 102-6
Skills: 200-3, 200-4, 201-5, 203-3
Attitudes: 401, 407
investigate and compare properties of familiar liquids and solids (e.g., compare the texture and appearance of solids such as rocks, pencils, and modeling clay; compare properties of different liquids and their droplets when placed on wax paper)
investigate and describe the interactions of familiar liquids and solids (e.g., investigate and describe the interaction of liquids with different surfaces, powdered solids, and other liquids; investigate and describe ways of changing the characteristics of liquids and solids)
identify ways to use a variety of liquids and to combine solids and liquids to make useful materials (e.g., identify liquids used in the home and describe how they are used; investigate and describe how to make paste with flour and water or how to make cookie dough)
investigate changes that result from the interaction of materials and describe how their characteristics have changed (e.g., determine that melting ice changes its feel, flow, and ability to interact with other materials, and recognize that the changes can be reversed; discover that mixing materials may create a new material with characteristics that are different from the original components)
demonstrate an understanding of sinking and floating objects by solving a related practical problem (e.g., describe and demonstrate ways to make sinking objects float and floating objects sink; select and assemble materials so they will float, carry a load, and be stable)
describe and demonstrate ways we use our knowledge of solids and liquids to maintain a clean and healthy environment (e.g., describe ways to use and dispose of water; describe and demonstrate ways to contain and store materials to prevent spilling or spoiling)
describe the characteristics of the three states of water and predict changes from one state to another (e.g., predict changes that will occur when ice or water is heated or cooled and demonstrate awareness that these changes are reversible; compare the characteristics of ice, water, and vapour)
ask questions that lead to exploration and investigation (e.g., ask why some things float right-side-up and some turn over)
identify problems to be solved (e.g., identify the need to make a model boat that will carry a given load)
select and use materials to carry out their own explorations (e.g., select pieces of wood and other construction materials to build a model boat)
use appropriate tools for manipulating and observing materials and in building simple models (e.g., use a plastic tube as a siphon)
make and record relevant observations and measurements, using written language, pictures, and charts (e.g., use a chart to record observations about solids that hold water and those that do not)
identify and use a variety of sources of science information and ideas (e.g., use print and electronic resources to gather information about different kinds of boats)
place materials and objects in a sequence or in groups according to one or more attributes (e.g., sequence a set of materials by the level that they float in water)
construct and label concrete-object graphs, pictographs, or bar graphs (e.g., prepare a solid-object pictograph to show how many pennies can be carried by different shapes of tinfoil boats)
compare and evaluate personally constructed objects with respect to their form and function (e.g., compare the number of pennies that can be carried by tinfoil boats of different design)
communicate questions, ideas, and intentions while conducting their explorations (e.g., explain how they plan to make a model raft)
communicate procedures and results, using drawings, demonstrations, and written and oral descriptions (e.g., list characteristics of different materials they have studied)
respond to the ideas and actions of others and acknowledge their ideas and contributions (e.g., draw on language used by other students in describing their observations)
When students examine materials in their environment they become aware of a wide array of similarities and differences in their properties: the way they look, the way they feel, and the way they respond to environmental change. Some properties are common to many materials and are used to group materials into broad categories. Other properties are important for distinguishing individual materials. The categories of liquid and solid provide one way for students to organize their understanding of materials. This understanding is extended as students investigate ways that solids and liquids interact, and learn that materials can have both a solid and liquid phase.
Students explore the properties of different liquids and their interaction with solid materials.
Students observe objects that sink and float.
Students describe the appearance of different liquids' droplets placed on a piece of wax paper.
The above exploration may lead to the following questions:
How are these materials alike and how are they different? How do they interact?
Students investigate particular properties and interactions of solids and liquids.
Students investigate the flow rate of liquid droplets down a slope, and their absorbency by different solid materials.
Students investigate the use of different materials in containing a liquid.
Students make a useful object that involves solids and liquids.
Students make a boat that will carry a load.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE/Knowledge: 100-17, 100-21
Skills: 200-1, 200-4, 202-8
Attitudes: 402, 405, 408
describe the motion of an object in terms of a change in position and orientation relative to other objects (e.g., describe a change in position using language such as "backward" or "forward," "upward" or "downward," "left" or "right"; describe a turning or rolling motion and predict its direction)
describe the position of an object relative to other objects or to an identified space, and place an object in an identified position (e.g., follow directions such as "put a stone in the aquarium between the filter and the treasure chest"; choose symbols such as arrows to represent spatial relationships)
describe the position of objects from different perspectives (e.g., describe the position of an object when viewed from two different sides or from one side and then from above; describe the way objects appear to move when viewed from a playground swing, a carousel, or a moving vehicle)
investigate and describe different patterns of movement and identify factors that affect movement (e.g., describe the movement of objects that are spinning, swinging, bouncing, rolling, sliding, vibrating, or moving in a straight line; investigate the movement of film canisters down a slope, with different materials inside them)
ask questions that lead to exploration and investigation (e.g., ask how things move)
identify problems to be solved (e.g., describe where an object is and how it is moving)
make predictions, based on an observed pattern (e.g., predict how an object will move and where it will stop)
follow a simple procedure where instructions are given one step at a time (e.g., follow oral instructions in moving a toy)
use appropriate tools for manipulating and observing materials and in building simple models (e.g., make a toy that swings, bounces, or goes in a circle)
propose an answer to an initial question or problem and draw simple conclusions based on observations or research (e.g., describe and demonstrate how objects they have studied can move)
compare and evaluate personally constructed objects with respect to their form and function (e.g., compare different methods for protecting an object in a model car during collisions)
identify new questions that arise from what was learned (e.g., ask why one gets dizzy when spinning)
identify common objects and events, using terminology and language that others understand (e.g., move an object and describe its movement so that another student who has not seen it move can duplicate the movement)
communicate procedures and results, using drawings, demonstrations, and written and oral descriptions (e.g., draw an aquarium and use a dotted line or gestures to show the pathway of a swimming fish)
respond to the ideas and actions of others and acknowledge their ideas and contributions (e.g., describe the position of an object from a reference point suggested by another student)
Moving things are a source of fascination for children of many ages. The study of moving things offers children an opportunity to develop a sense of space, orientation, perspective, and relationship. Through observation and the use of specific language, students develop the ability to describe where things are and how they are moving, and share their experience with others.
Students examine a variety of toys and objects that move.
Students observe and describe the motion of a variety of toys, models, and devices, such as tops, spring-operated toys, rubber balls, toy helicopters, venetian blinds, and pendulum clocks.
The above exploration may lead to the following questions:
Where is it? Where is it going? What is its path?
Students observe the relative position and movement of objects, and develop their skill in describing them.
Students describe the position and motions of a model car, using a plastic figure as a reference point.
Students observe the motion of a mealworm in a metal pan and describe and draw a path it followed.
Students create a product or presentation that demonstrates an understanding of relative position and motion.
Students create a map for a "buried treasure," using a variety of reference points and measures.
Students invent a device that moves, and develop a way to control and change its movement.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE/Knowledge: 100-22, 100-23
Skills: 200-2, 202-7
Attitudes: 404, 407
observe changes in air conditions in indoor and outdoor environments, and describe and interpret these changes (e.g., investigate and measure changes in temperature in different areas of the classroom or in a sunny and shaded area; observe and describe changes in air movement resulting from heating and cooling)
describe changes in the location, amount, and form of moisture, and identify conditions that can affect these changes (e.g., observe and describe movement of moisture over, into, and through materials; identify conditions that would affect the drying of clothes)
identify evidence of moisture in the environment, in materials, and in living things (e.g., observe condensation on the exterior of a glass of cold water; identify and describe different forms of precipitation; observe perspiration on their skin when they exercise)
demonstrate how air, as a substance that surrounds us, takes up space and is felt as wind when it moves (e.g., observe and describe evidence of moving air; design and create a device that is powered by wind)
identify examples of water in the environment and describe ways that water is obtained, distributed, and used (e.g., identify sources of water such as streams, lakes, and wells; recognize that water is part of the environment and that how waste water is disposed of can affect the health of living things)
describe the effects of weather and ways to protect things under different conditions (e.g., describe changes in things that result from heat, cold, or dampness; describe and demonstrate ways to keep an ice cube from melting for several hours)
identify the importance of clean water for humans, and suggest ways they could conserve water (e.g., record personal use of water in daily activities; identify situations where water is wasted and suggest ways to reduce the waste; measure the water from a dripping tap over a period of time and discuss ways to remedy this problem)
ask questions that lead to exploration and investigation (e.g., ask how things dry)
make predictions, based on an observed pattern (e.g., predict that things dry faster in warmer conditions)
select and use materials to carry out their own explorations (e.g., select materials to test, wet them, and select a warm and a cool location in which to place them)
use appropriate tools for manipulating and observing materials and in building simple models (e.g., use an eyedropper to transfer water from one location to another)
make and record relevant observations and measurements, using written language, pictures, and charts (e.g., make a chart to show how much water is absorbed by different materials)
place materials and objects in a sequence or in groups according to one or more attributes (e.g., classify or order materials according to how quickly they absorb water)
construct and label concrete-object graphs, pictographs, or bar graphs (e.g., make a pictograph to show how many drops of juice can be squeezed from different kinds of fruit)
propose an answer to an initial question or problem and draw simple conclusions based on observations or research (e.g., identify the fruits that they found contained the most juice)
communicate questions, ideas, and intentions while conducting their explorations (e.g., ask other students why some materials do not dry as fast as others)
identify common objects and events, using terminology and language that others understand (e.g., describe an amount of water using an SI measure, and use informal measures such as drops, spoonfuls, and cups)
communicate procedures and results, using drawings, demonstrations, and written and oral descriptions (e.g., communicate, using pictures and a brief description, the results of an investigation into different ways of drying)
Air and water are all around us. They form a major part of the physical environment and are essential materials for life, yet our awareness of them is often incomplete. Where solids are tangible and directly measurable, gases and liquids are sometimes visible only through their effects. The focus of this cluster is on characteristics of these important materials, and on how air and water affect us in daily life. Through investigations, students learn about changes and interactions of air and water when they are heated or cooled, and about their movement through the environment. In the process, students discover that water is important to us in many ways. Students can also learn to appreciate that there is more to obtaining clean water than simply turning on a tap.
Students observe evidence of air and water in a variety of things.
Students observe water droplets that form at the top and sides inside a sealed container in which there is some water.
Students measure the temperature in various parts of the classroom to discover some warm and cold places.
The above exploration may lead to the following question:
How can we make things dry or wet?
Students investigate the response of water to a variety of environmental changes.
Students investigate the evaporation of water sprayed on an outside wall and compare the time it takes to dry for sunny and shaded surfaces.
Students create and use a device that indicates wind speed.
Students record their personal water use.
Students describe and apply ways to use water wisely.
Students develop and carry out a plan for reducing the amount of water they use.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE/Knowledge: 100-26, 102-9, 103-8
Skills: 200-1, 201-5
Attitudes: 402, 407
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