demonstrate and describe processes for investigating scientific questions and solving technological problems (e.g., identify medical machines, such as a dialysis machine, an iron lung, computer-assisted prostheses, and an artificial heart, that simulate the workings of different organ systems)
identify examples of scientific questions and technological problems addressed in the past (e.g., identify examples of the limitations of technology, such as in tissue production and in the identification of hereditary diseases)
describe examples of tools and techniques that have contributed to scientific discoveries (e.g., describe examples such as the microscope, the stethoscope, surgery, and dissection)
describe instances where scientific ideas and discoveries have led to new inventions and applications (e.g., describe various medical technologies such as exercise machines, hearing aids, and artificial limbs)
describe and compare tools, techniques, and materials used by different people in their community and region to meet their needs (e.g., describe and compare tools and techniques used by dentists, surgeons, physiotherapists, and lab technicians)
provide examples of how science and technology have been used to solve problems in their community and region (e.g., provide examples such as portable dialysis machines or transportation for physically challenged individuals)
describe examples of technologies that have been developed to improve their living conditions (e.g., describe examples such as synthetic drugs and ergonomically designed office chairs)
provide examples of Canadians who have contributed to science and technology (e.g., provide examples such as Leslie Dolman, who invented software that allows physically challenged persons to communicate via morse code, or Wilfred Bigelow, who invented the cardiac pacemaker)
identify scientific discoveries and technological innovations of people from different cultures (e.g., identify examples such as the use of tree bark by Aboriginals for headaches, which led to the development of a synthetic drug)
propose questions to investigate and practical problems to solve (e.g., ask questions such as "What causes a heart attack?")
rephrase questions in a testable form (e.g., rephrase a question such as "How does the heart work?" to "What factors affect the ability of a pump to circulate water?")
define objects and events in their investigations (e.g., define terms such as "organ" and "system")
carry out procedures to explore a given problem and to ensure a fair test of a proposed idea, controlling major variables (e.g., investigate response times by having one person catch a ruler between his or her thumb and index finger after it is dropped by another person, or by dropping a tennis ball from various heights over a person's foot)
select and use tools in manipulating materials and in building models (e.g., use various materials and tools to construct a model heart)
record observations using a single word, notes in point form, sentences, and simple diagrams and charts (e.g., draw and label a diagram of a chicken wing to show its structure)
compile and display data, by hand or by computer, in a variety of formats including frequency tallies, tables, and bar graphs (e.g., display in a graph heartbeat rate as a function of the number of stairs climbed)
identify and suggest explanations for patterns and discrepancies in data (e.g., explain that the closer a tennis ball is to someone's foot when dropped, the less successful he or she will be at avoiding it)
evaluate the usefulness of different information sources in answering a given question (e.g., evaluate the usefulness of TV commercials in obtaining nutritional information about foods)
identify problems as they arise and work cooperatively with others to find solutions (e.g., work cooperatively to refine their design of a model heart)
relate bodily changes, such as acne on the skin and growth of body hair, to growth and development
describe the role played by body systems in helping humans and other animals to grow and reproduce and to meet their basic needs
describe the structure and function of the major organs of the digestive, excretory, respiratory, circulatory, and nervous systems
demonstrate how the skeletal, muscular, and nervous systems work together to produce movement
describe the role of the skin
describe the body's defences, such as tears, saliva, skin, certain blood cells, and stomach secretions, against infections
describe nutritional and other requirements for maintaining a healthy body
Students can develop the understanding that the body has organs and systems that function together to help humans and other animals meet their basic needs. Students should have the opportunity to explore major internal organs through the use of models and simulations, and know where they are located in the body. It is important for students to recognize that many things may affect a healthy body. The body has its own defences against germs, but students should understand that they must meet their own bodies' requirements for things such as nutrition and exercise. This illustrative example emphasizes the nature of science and technology.
Students explore various technologies that are used to assist body systems/organs that are not functioning properly.
The above exploration may lead to the following question:
What factors influence the health of the respiratory system?
Students explore the effect of environmental factors on the health of lungs and the respiratory system.
Identify a variety of potentially harmful airbound substances like smog, dust, pollen, and smoke.
Carry out investigations of environmental pollutants, including simulations of the effect of smoking on the lungs. Filter paper and Vaseline could be used to collect foreign particles in the air.
Describe how the respiratory system filters out harmful substances, and how some individuals are especially susceptible to these substances, like people suffering from allergies or asthma.
Carry out investigations to determine and compare lung capacities of classmates, and identify factors that may affect lung capacity.
Students identify and act on behaviours that will help them maintain healthy lungs and respiratory systems, such as following a program of regular physical activities, avoiding second-hand smoke, etc.)
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 104-2, 107-2, 107-8
Skills: 204-1, 205-7, 206-2
Knowledge: 302-5
Attitudes: 413, 419, 424
demonstrate and describe processes for investigating scientific questions and solving technological problems (e.g., demonstrate techniques, such as tearing, breaking, and pounding, to investigate physical properties; prepare putty and demonstrate how it can be used to repair a window)
describe how results of similar and repeated investigations may vary and suggest possible explanations for variations (e.g., compare different pieces resulting from tearing or breaking an object and relate their form and size to the force and direction applied)
demonstrate the importance of using the languages of science and technology to communicate ideas, processes, and results (e.g., use appropriate terminology, such as texture, hardness, solubility, and flexibility, to describe the properties of materials)
identify examples of scientific questions and technological problems addressed in the past (e.g., compare the building materials and techniques, and the ways of joining, strengthening, and protecting materials used in the past to those used today)
describe examples of tools and techniques that have contributed to scientific discoveries (e.g., describe examples such as a distillation apparatus and the centrifuge)
describe instances where scientific ideas and discoveries have led to new inventions and applications (e.g., describe instances such as the development of motor oils of different viscosities, corrosion- resistant paints, and antifreeze)
describe examples of technologies that have been developed to improve their living conditions (e.g., describe examples such as the development of synthetic fibres that are superior heat insulators and sublimating deodorizers)
describe the impact of school and community on natural resources (e.g., describe the impact of using motor oil and not recycling it when the oil is changed)
rephrase questions in a testable form (e.g., rephrase a question such as "Does changing the physical characteristics of an object change its mass?" to "What happens to the total mass of a piece of cardboard when it is cut up into several pieces?")
identify and control major variables in their investigations (e.g., control variables such as the amount of liquid and the mass of solids being dissolved in a solubility test)
plan a set of steps to solve a practical problem and carry out a fair test of a science-related idea (e.g., plan a set of steps to determine which type of wood is the hardest)
follow a given set of procedures (e.g., follow a given set of procedures to determine whether changes caused by wetting materials are reversible or irreversible)
make observations and collect information that is relevant to a given question or problem (e.g., make observations related to the characteristics and properties of materials and objects as they are cut up, crushed, and stretched)
identify and use a variety of sources and technologies to gather pertinent information (e.g., use print and electronic resources to gather information about the processes by which trees are made into boards)
classify according to several attributes and create a chart or diagram that shows the method of classifying (e.g., classify materials according to physical properties such as hardness and flexibility)
compile and display data, by hand or by computer, in a variety of formats including frequency tallies, tables, and bar graphs (e.g., use a data table to present results of fizz tests, indicating which materials fizz when vinegar is dropped on them)
identify potential applications of findings (e.g., identify which materials would be best for use in making a waterproof coat, a model bridge, or a canoe)
work with team members to develop and carry out a plan (e.g., in a group, develop a plan to determine which substances will react with an unknown substance and which will not)
group materials as solids, liquids, or gases, based on their properties
identify properties such as texture, hardness, flexibility, strength, buoyancy, and solubility that allow materials to be distinguished from one another
relate the mass of a whole object to the sum of the mass of its parts
identify the source of the materials found in an object and describe the changes to the natural materials required to make the object
identify changes that can be made to an object without changing the properties of the material making up the object
identify and describe some changes to materials that are reversible and some that are not
describe changes that occur in the properties of materials when they interact with each other
describe examples of interactions between materials that result in the production of a gas
Materials around us have properties that are important to their use. By studying materials used in various applications, students become aware of properties such as strength, flexibility, and buoyancy, and they learn the significance of these properties to particular uses. Students learn that the form a material takes, including its shape and structure, can be modified as required. They also learn that material substances themselves can be changed, and that some changes involve the production of new materials through reactions that are not reversible. This illustrative example emphasizes the nature of science and technology.
Students explore examples of different materials used in a particular application.
Compare different materials used in a piece of sports clothing or equipment such as a bat, ball, roller blade, life preserver, or sweatshirt.
Identify properties of an ideal material for a particular sports application.
Describe the properties of some materials, and brainstorm a list of different ways each material could be used.
The above exploration may lead to the following questions:
What are the properties of these materials? How can a material and its properties be changed?
Students investigate the properties of materials and ways they can be changed.
Test and compare the texture, hardness, flexibility, strength, buoyancy, and solubility of particular materials.
Identify properties that are important to a particular application (such as a sports application, an item of clothing, or a material used in baking) and evaluate several materials with respect to this application.
Investigate materials that react with other materials and consider ways these changes may be desirable or undesirable.
Students apply their knowledge to a new application.
Compare a variety of safe kitchen substances for use in cleaning glass. (Students could compare the effectiveness of different water solutions that include salt, vinegar, or baking soda.)
Identify source materials from which some products are made and describe the changes that were made to suit a given application. (Students could describe changes in the raw materials required for the production of a given textile.)
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 104-2, 104-5, 104-7
Skills: 204-2, 204-5, 205-5, 206-2
Knowledge: 300-10, 301-10, 301-11
Attitudes: 410, 413, 415, 418, 420
identify examples of scientific knowledge that have developed as a result of the gradual accumulation of evidence (e.g., identify methods used by past cultures to carry and move heavy objects, and relate these methods to our present knowledge of simple machines)
describe instances where scientific ideas and discoveries have led to new inventions and applications (e.g., describe how the wheel and axle have been used for different applications over time)
describe examples of technologies that have been developed to improve their living conditions (e.g., describe technologies such as wheelbarrows and conveyor belts that facilitate the carrying and transportation of products; identify devices such as the pulley, which is used in a clothesline or in lifting the platforms used by window cleaners)
identify positive and negative effects of familiar technologies (e.g., identify the effects of the widespread use of aluminum in our society)
describe how technological products and systems can be used to conserve natural resources (e.g., describe local recycling initiatives and identify how they contribute to the conservation of natural resources)
propose questions to investigate and practical problems to solve (e.g., propose questions such as "Does the type of surface have an effect on how far a book will slide?")
state a prediction and a hypothesis based on an observed pattern of events (e.g., predict the effect on load-lifting capacity of adding another pulley)
define objects and events in their investigations (e.g., define fulcrum, load, and effort)
identify and control major variables in their investigations (e.g., control variables such as the load, when testing and comparing simple machines)
plan a set of steps to solve a practical problem and to carry out a fair test of a science-related idea (e.g., devise a plan, using one or more simple machines, to move a piano to the top floor of a house)
select and use tools in manipulating materials and in building models (e.g., use a simple device such as a rubber band to measure force)
select and use tools for measuring (e.g., use a spring scale to measure force)
make observations and collect information that is relevant to a given question or problem (e.g., describe force quantitatively and using qualitative terms such as "more" and "less")
estimate measurements (e.g., estimate the force needed to lift a given load)
identify and use a variety of sources and technologies to gather pertinent information (e.g., use a variety of sources such as books and the Internet to explore the use of simple machines in construction vehicles)
suggest improvements to a design or constructed object (e.g., suggest modifications to a personally constructed sailboat to improve its speed)
identify new questions or problems that arise from what was learned (e.g., ask a question such as "Are there other simple machines in addition to those studied?")
communicate questions, ideas, and intentions, and listen to others while conducting investigations (e.g., discuss possible improvements to a device constructed by another student)
investigate different kinds of forces used to move objects or hold them in place
observe and describe how various forces, such as magnetic, mechanical, wind, and gravitational, can act directly or from a distance to cause objects to move
demonstrate and describe the effect of increasing and decreasing the amount of force applied to an object
investigate and compare the effect of friction on the movement of an object over a variety of surfaces
demonstrate the use of rollers, wheels, and axles in moving objects
compare the force needed to lift a load manually with that required to lift it using a simple machine
differentiate between the position of the fulcrum, the load, and the effort force when using a lever to accomplish a particular task
design the most efficient lever to accomplish a given task
compare the force needed to lift a load using a single pulley system with that needed to lift it using a multiple pulley system
The study of motion and the forces causing motion help students begin to build a more sophisticated understanding of forces. Students are able to move from qualitative to simple quantitative descriptions of forces acting on objects as they manipulate simple machines. The effects of friction on the movement of objects are also explored. The ability of simple machines to accomplish tasks with less effort is a major emphasis as students compare and improve the ability of these machines to function. Simple machines are used in many aspects of life, and students should become familiar with their design and their advantages. This illustrative example emphasizes the relationships between science and technology.
Students explore examples of simple machines in the environment.
Identify some devices in the school, at home, and in the community that are used to lift, carry, or move things.
The above exploration may lead to the following question:
What is the best method to deliver a piano to the second floor of a building that has no elevator?
Students explore a variety of simple machines and the ability of these machines to move a load.
Test and compare the ability of levers, inclined planes, pulleys, rollers, wheels, and axles to move/lift a load.
As a team, develop and present a plan for the most effective method of moving a piano, identifying the materials needed and justifying the choice made.
Construct a working model of a lifting system.
Students apply their understanding of simple machines by using them to construct a model.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 106-4
Skills: 204-3, 204-7, 205-4
Knowledge: 303-14, 303-17
Attitudes: 412, 418, 420
demonstrate the importance of using the languages of science and technology to communicate ideas, processes, and results (e.g., use appropriate terms such as "humidity," "wind-chill factor," "barometric pressure", and "cloud cover")
identify examples of scientific questions and technological problems addressed in the past (e.g., predict the weather using indicators relied on in the past such as sky colour, cloud formations and colour, and animal behaviours)
describe examples of tools and techniques that have contributed to scientific discoveries (e.g., explain how a thermometer, a hygrometer, and a barometer work)
describe instances where scientific ideas and discoveries have led to new inventions and applications (e.g., describe how studies of the depletion of the ozone layer have led to the replacement of CFCs in aerosols)
describe and compare tools, techniques, and materials used by different people in their community and region to meet their needs (e.g., describe the relationship between scientific techniques and aboriginal methods of predicting weather)
provide examples of how science and technology have been used to solve problems in their community and region (e.g., explain how farmers use weather predictions when preparing for seeding and harvesting)
describe examples of technologies that have been developed to improve their living conditions (e.g., describe examples, such as the use of CFC-free aerosols, to reduce ozone depletion)
identify women and men in their community who work in science- and technology-related areas (e.g., identify careers such as weather reporter or meteorologist)
identify scientific discoveries and technological innovations of people from different cultures (e.g., give examples of hats designed for specific weather conditions)
identify positive and negative effects of familiar technologies (e.g., suggest effects of using air conditioners; identify advantages and disadvantages of relying on weather predictions)
state a prediction and a hypothesis based on an observed pattern of events (e.g., predict the effect of a moving air mass on evaporation)
identify appropriate tools, instruments, and materials to complete their investigations (e.g., identify examples of instruments such as thermometers, rain gauges, anemometers, and barometers)
select and use tools for measuring (e.g., use an anemometer)
estimate measurements (e.g., estimate the temperature at different times of the day)
record observations using a single word, notes in point form, sentences, and simple diagrams and charts (e.g., record both qualitative and quantitative observations of weather over a period of time)
identify and use a variety of sources and technologies to gather pertinent information (e.g., use sources such as newspapers, television, and the Internet to gather local, regional, and national weather forecasts)
classify according to several attributes and create a chart or diagram that shows the method of classifying (e.g., classify types of clouds)
compile and display data, by hand or by computer, in a variety of formats including frequency tallies, tables, and bar graphs (e.g., collect weather data and present them on tables and graphs)
identify and suggest explanations for patterns and discrepancies in data (e.g., identify seasonal patterns in atmospheric conditions, using historical weather data)
draw a conclusion, based on evidence gathered through research and observation, that answers an initial question (e.g., conclude that water evaporates more quickly when exposed to a moving air mass than when exposed to a static one)
ask others for advice or opinions (e.g., consult a meteorologist when designing a weather station)
describe weather in terms of temperature, wind speed and direction, precipitation, and cloud cover
describe situations demonstrating that air takes up space, has weight, and expands when heated
relate the constant circulation of water on Earth to the processes of evaporation, condensation, and precipitation
describe and predict patterns of change in local weather conditions
identify patterns in indoor and outdoor air movement
describe the key features of a variety of weather systems
relate the transfer of energy from the sun to weather conditions
Weather is an important aspect of daily life. Students should be provided with opportunities to realize that daily weather conditions are not the result of random occurrences, but rather are part of larger systems and patterns that can be predicted on both a short-term and seasonal basis. An important part of the study of weather is understanding the characteristics of air, its movement, and its ability to hold water. Students study various aspects of weather such as temperature, wind speed, precipitation, and cloud formation, and begin to recognize the role these aspects play in weather systems. This illustrative example emphasizes the social and environmental contexts of science and technology.
Students investigate basic components of weather through observation and measurement.
Use both student-constructed and standard instruments to measure temperature, wind speed and direction, and precipitation.
Track and describe a variety of weather systems through both school-based measurements and local weather forecasting information.
The above exploration may lead to the following question:
How do current weather instruments and methods of prediction compare with various folk methods used by people around the word today, as well as in the past?
Students investigate examples of tools and techniques used by different people around the world (past and present) to predict the weather.
Survey a variety of local people about their beliefs and superstitions related to weather prediction.
Collect folk tales and legends that refer to weather prediction from a variety of print and non-print resources.
Use both technology-based and folk-based methods of predicting weather over a period of time and compare the success rate of each.
Recognize the usefulness of scientific instruments in gathering data; recognize also that some folk methods of predicting weather are based on meteorological fact.
Students appreciate the importance of forecasting weather and the link between weather and clothing and shelter requirements.
Test fabrics and other materials for water resistance, protection from cold, etc.
Compare today's clothing and shelter with those of the past.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 107-2, 107-5, 107-14
Skills: 204-8, 205-4, 205-7
Knowledge: 300-13, 302-11
Attitudes: 409, 411, 414, 415
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