identify and describe parts of plants and their general function (e.g., compare plants in local areas and identify their similarities and differences; describe the development and function of flowers and seeds and identify variations in their size, shape, and appearance)
identify and investigate life needs of plants and describe how plants are affected by the conditions in which they grow (e.g., describe different ways plants meet their needs for light, water, food, and space to grow; investigate plants in the local area, and describe variations between plants growing in different locations; investigate ways to grow healthy plants, and identify conditions that favour their growth)
observe and describe changes that occur through the life cycle of a flowering plant (e.g., investigate and describe the sprouting of a seed; describe the development of a plant from seed to flower to maturity by growing a variety of plants throughout the year)
describe ways in which plants are important to living things and the environment (e.g., identify plants used to provide homes and food for living things; describe ways in which plants help maintain soil and air quality)
identify parts of different plants that provide humans with useful products, and describe the preparation that is required to obtain these products and how our supply of useful plants is replenished (e.g., investigate and describe different ways of extracting materials, such as sources of sugar, fibre, or colouring; describe and demonstrate ways plant fibre can be used to make useful materials such as woven mats, ropes, and homemade paper)
ask questions that lead to exploration and investigation (e.g., ask why some plants have bright flowers and some plants do not)
make predictions, based on an observed pattern (e.g., predict
how long a particular plant can go
without water before its leaves start to droop)
make and record relevant observations and measurements, using written language, pictures, and charts (e.g., observe a plant carefully to see how a flower forms)
estimate measurements (e.g., estimate the height of a plant)
follow given safety procedures and rules and explain why they are needed (e.g., use information sources to identify plants that are suitable for growing indoors)
construct and label concrete-object graphs, pictographs, or bar graphs (e.g., create a graph that shows the number of trees found in different people's yards)
identify and suggest explanations for patterns and discrepancies in observed objects and events (e.g., identify a plant that seem less healthy than others)
distinguish between useful and not useful information when answering a science question (e.g., identify information about a plant that is important if one is going to grow it from seed)
identify common objects and events, using terminology and language that others understand (e.g., describe the size, shape, and other features of plants and their parts)
respond to the ideas and actions of others and acknowledge their ideas and contributions (e.g., learn ways of looking after plants from their parents or other adults in the community)
Careful observation of the natural world reveals patterns of growth how plants grow and respond to their natural environment. Students' awareness of plants begins with a variety of informal encounters within the local environment, but their deeper understanding grows best from experience in planting, nurturing, and observing individual plants over an extended period of time. Through these experiences, students come to recognize the link between themselves and other living things, and appreciate the benefits and responsibilities they have for the care of these things.
Students examine a variety of plant materials and observe similarities and differences in their overall structure, and their intricate detail.
Students observe a group of plants from the local area, choose two plants of the same kind, and describe all the things about them that make them the same. Later, students describe and draw some features of an individual plant that make it unique.
The above exploration may lead to the following questions:
How do these plants grow, change, and respond to their environment? How do they respond to the care that we provide?
Students care for one or more small plants and observe changes as the plants grow.
Students plant seeds of a fast-growing plant, observe and record the seeds' germination and the development of the plants' leaves, flowers, and seeds.
Students compare plant growth under two different conditions and determine which condition led to the healthiest growth.
Students describe or demonstrate methods to care for or propagate plants.
Students describe and explain some of the methods used to raise plants in local gardens or farms.
Students describe and demonstrate uses for different parts of plants.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE/Knowledge: 100-28, 100-29, 100-30
Skills: 200-3, 202-5
Attitudes: 401, 403, 408
describe the properties of some common materials and evaluate their suitability for use in building structures (e.g., evaluate materials best suited to use as walls in a model building, or to support a load; make a sample "brick" from locally available materials and test its strength)
test the strength and stability of personally built structures, and identify ways of modifying a structure to increase its strength and stability (e.g., identify and evaluate ways to strengthen a model building, bridge, or other structure that supports a load; increase the stability of a miniature tower or a model animal)
use appropriate tools in safely cutting, shaping, making holes through, and assembling materials (e.g., responsibly use appropriate tools for cutting wood, polystyrene, and plastic; investigate the use of different ways to remove roughness from a surface)
investigate ways to join materials and identify the most appropriate methods for the materials to be joined (e.g., identify and evaluate some common adhesive materials; identify, evaluate, and apply ways of joining that involve the overlapping of components, the insertion of one component into another, or the use of specialized components for joining)
identify shapes that are part of natural and human-built structures, and describe ways these shapes help provide strength, stability, or balance (e.g., identify symmetry in plants, animals, and things they build, and identify specific shapes that are an important part of the structure of these items; examine human built structures such as umbrellas, stepladders, bridges, and towers, identify shapes within them, and describe reasons why these shapes are important to their structure)
evaluate simple structures to determine if they are effective and safe, if they make efficient use of materials, and if they are appropriate to the user and the environment (e.g., evaluate a model chair that is built for a specific doll, identify the amounts and kinds of materials used, and evaluate whether using recycled materials or reduced amounts of materials would be effective)
identify problems to be solved (e.g., identify a need to improve the stability of a structure)
identify materials and suggest a plan for how they will be used (e.g., select materials and tools and develop a plan for constructing or improving a model structure)
follow a simple procedure where instructions are given one step at a time (e.g., follow a set of step-by step instructions for building a folded-paper model)
use appropriate tools for manipulating and observing materials and in building simple models (e.g., use, with guidance, an appropriate tool to make sure that a surface is level)
estimate measurements (e.g., estimate the length of a structure, given a measure of an individual piece of the structure)
follow given safety procedures and rules and explain why they are needed (e.g., identify appropriate procedures for protecting eyes from danger)
identify the most useful method of sorting for a specific purpose (e.g., sort a set of construction materials according to their potential use)
identify and suggest explanations for patterns and discrepancies in observed objects and events (e.g., identify materials or parts of a structure that failed and suggest why)
compare and evaluate personally constructed objects with respect to their form and function (e.g., evaluate a model bridge for a set of model cars)
identify new questions that arise from what was learned (e.g., ask why some buildings have sloped roofs and some are flat)
identify common objects and events, using terminology and language that others understand (e.g., describe the structures and components of structures they have built)
communicate procedures and results, using drawings, demonstrations, and written and oral descriptions (e.g., illustrate their construction process, using drawing with explanations)
respond to the ideas and actions of others and acknowledge their ideas and contributions (e.g., use ideas from other students in their own constructions)
Students learn about the nature of materials, not just by observing them but, more importantly, by using them sometimes in their original form and sometimes as things the students themselves construct. the focus for students is on building things, and on selecting and using materials to fit the task at hand. Students learn that the strength and other characteristics of structures they build are linked to the properties of the materials they use, and to the particular way the materials are configured and joined.
Students explore a variety of construction materials and structures.
Students look through print materials, media, and electronic resources to view different ways structures are built.
Students observe, describe, and compare local buildings seen on a neighbourhood walk.
Students explore different construction materials and ways they can be assembled to satisfy a given purpose.
The above exploration may lead to the following questions:
How shall we build it? What materials shall we use?
Students investigate different materials, techniques, and designs.
Students build structures in response to specific needs such as bridging a gap between two desks so that a model car can go from one desk to the other.
Students investigate different ways of joining two materials.
Students evaluate structures and techniques with regard to their effectiveness, safety, and use of materials.
Students make a product to meet a given need.
Students work with other students in building a set of model furniture for a model house.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE/Knowledge: 100-34, 101-9, 101-11, 102-17
Skills: 200-2, 200-5, 202-8
Attitudes: 404, 405, 406, 408
investigate to identify materials that can be magnetized and materials that are attracted by magnets, and distinguish these from materials that are not affected by magnets (e.g., investigate the effects of magnets on different materials and classify these materials as magnetic or non-magnetic; identify materials that can be placed between a magnet and an attracted object without diminishing the strength of the attraction)
investigate the polarity of a magnet, determine the orientation of its poles, and demonstrate that opposite poles attract and like poles repel (e.g., investigate and identify the location of poles on bar magnets, horseshoe magnets, and different kinds of refrigerator magnets)
identify conditions that affect the force of magnets and of static electric materials (e.g., investigate and identify the effect of intervening materials; identify the effects of moisture on charged materials; describe changes in magnetic and static electric forces at different distances)
describe and demonstrate ways to use everyday materials to produce static electric charges, and describe how charged materials interact (e.g., identify pairs of materials that produce a charge when rubbed together; predict and describe the interaction of two charged objects)
identify familiar uses of magnets (e.g., identify uses of magnets for holding things in place and picking things up; explore the use of a compass)
describe examples of the effects of static electricity in their daily lives, and identify ways in which static electricity can be used safely or avoided (e.g., use a charged sheet of plastic to pick up dust; investigate different ways of treating materials so they will not cling when rubbed together)
identify problems to be solved (e.g., ask how they could prevent paper and plastic from sticking together)
make predictions, based on an observed pattern (e.g., predict that there would be no static charge if materials were kept damp)
identify materials and suggest a plan for how they will be used (e.g., choose materials and identify a method to make and keep materials damp)
follow a simple procedure where instructions are given one step at a time (e.g., follow a procedure to magnetize a needle by stroking it with a magnet)
make and record relevant observations and measurements, using written language, pictures, and charts (e.g., measure how close a piece of tissue paper can be brought to a charged cloth before it starts to cling to it)
place materials and objects in a sequence or in groups according to one or more attributes (e.g., group objects by whether or not they are attracted by magnets)
propose an answer to an initial question or problem and draw simple conclusions based on observations or research (e.g., indicate their findings about the effect of moisture on static electricity)
compare and evaluate personally constructed objects with respect to their form and function (e.g., evaluate toys that they have created and that use magnets)
identify new questions that arise from what was learned (e.g., ask whether there are other types of magnets besides those already studied)
communicate procedures and results, using drawings, demonstrations, and written and oral descriptions (e.g., describe the methods they used to produce static electric charges)
respond to the ideas and actions of others and acknowledge their ideas and contributions (e.g., listen to other students and learn from their descriptions of how they have used magnets)
Some forces involve direct pushes and pulls, where a surface is directly contacted. Others involve interaction at a distance. The intent of this cluster is to introduce students to two kinds of forces that can act between objects, where the objects need not be touching one other. Students learn that magnetic forces and static electric forces both involve attraction and repulsion, but have different origins and involve different kinds of materials. Students discover a variety of ways these forces can be applied or can affect their daily life.
Students explore the effects of magnetic and static electric forces.
Students explore the effects of magnets on a variety of metals and non-metallic materials.
Students explore the effects of rubbing different materials together on the production of static electric forces.
The above exploration may lead to the following questions:
How can we make this force stronger or weaker? How can we use it?
Students identify conditions that affect the strength of forces.
Students investigate the effects of different materials inserted between a magnet and a paper clip.
Students investigate what leads to static electric forces of attraction and what leads to forces of repulsion.
Students apply their understanding of magnetism or static electricity to a practical purpose.
Students invent a useful device or toy using a magnet or using static electricity.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE/Knowledge: 100-31, 100-33, 101-8
Skills: 200-2, 202-8
Attitudes: 400, 401, 404
investigate and describe how living things affect and are affected by soils (e.g., investigate and describe living things found in the soil; investigate plant roots and describe how they spread through the soil; investigate and describe recycling of biological materials in soils)
explore and describe a variety of soils and find similarities and differences among them (e.g., compare and describe soils from many locations; compare soil at the surface with soil found approximately 30 centimeters under the surface)
investigate and describe soil components (e.g., investigate and describe ways to separate soil components; observe and describe differences in sand, clay, humus, and other components)
compare the absorption of water by different soils, and describe the effect of moisture on characteristics of the soils (e.g., investigate and describe changes in the coherence and texture of soil materials as they are moistened or dried; investigate and describe the effects of different amounts of water on the ability of soil materials to take and hold a given shape)
observe and describe the effects of moving water on different soils (e.g., describe soil materials that move readily with water and those that do not; observe and describe patterns in soil that result from running water)
demonstrate and describe ways of using earth materials to make useful objects (e.g., explore and demonstrate ways of shaping clay to make bricks or beads; describe and demonstrate the use of local soils in growing indoor plants)
ask questions that lead to exploration and investigation (e.g., ask what soil is made of)
make predictions, based on an observed pattern (e.g., predict that soil has bits of rock and sand)
use appropriate tools for manipulating and observing materials and in building simple models (e.g., use a magnifying glass to look for sand, rocks, and other components in soil)
make and record relevant observations and measurements, using written language, pictures, and charts (e.g., sieve a sample of soil, describe the products, and compare and measure their volume)
identify and use a variety of sources of science information and ideas (e.g., use books and electronic resources to gather information about animals that live in the soil)
place materials and objects in a sequence or in groups according to one or more attributes (e.g., put containers of sieved material in order according to the size of the particles)
construct and label concrete-object graphs, pictographs, or bar graphs (e.g., produce a bar graph to show the amounts of material found after sieving some soil)
propose an answer to an initial question or problem and draw simple conclusions based on observations or research (e.g., describe soil composition based on their observations and research)
communicate questions, ideas, and intentions while conducting their explorations (e.g., describe a way to use soil materials to make useful objects)
communicate procedures and results, using drawings, demonstrations, and written and oral descriptions (e.g., describe and draw living things that emerge from a winter soil sample that has been placed in a classroom terrarium)
Students soon discover that there is more to soil than just dirt. It is stuff for creatures to live in and for plants to grow in, and provides a base for gardens, forests, fields, and farms. By examining soils, students discover that soils are made up of more than one thing, and that the particular combination of materials in soil has a lot to do with what lives in it and on it. By focussing on the ways we can change soil especially changes that occur as a result of water students learn that soil is affected by humans and the environment.
Students examine soils for living and non-living things.
Students examine and describe a soil and its components, using magnifying glasses to observe and sieves to separate different components.
Students spread a sample of soil on a white sheet of plastic and observe to see what crawls out of and through the soil.
The above exploration may lead to the following questions:
What do we find in soil? How does soil change when it is wet?
Students investigate the characteristics of soils and soil components.
Students examine different soils from the local area and describe their characteristics.
Students investigate what happens when soil gets wet: does it feel different, pile up differently, hold together differently?
Students investigate what happens when soil is shaken in a container of water.
Students prepare and maintain soils.
Students make a soil from different components.
Students select and maintain the soil for a growing plant.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE/Knowledge: 100-35, 100-36, 100-37, 100-38
Skills: 200-3, 201-3, 201-5
Attitudes: 401, 405
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