describe how results of similar and repeated investigations may
vary and suggest possible explanations for variations (e.g., explain
why independent studies may reveal different responses by earthworms
to temperature changes or pollution)
demonstrate the importance of using the languages of science and
technology to compare and
communicate ideas, processes, and results (e.g., recognize the
need to use appropriate terminology such as “kingdom,” “phylum,”
“class,” “order,” “family,” “genus,” “species,” “producer,” “consumer,”
“herbivore,” and “carnivore” to classify or group organisms)
describe how evidence must be continually questioned in order
to validate scientific knowledge
(e.g., describe implications of fossil findings like Lucy that
can be used to justify or question
certain scientific ideas)
describe examples of improvements to the tools and techniques
of scientific investigation that have led to new discoveries (e.g.,
describe examples such as carbon-dating techniques and the use
of radio sensors to track migrating animals)
compare tools, techniques, and scientific ideas used by different
people around the world to interpret natural phenomena and meet
their needs (e.g., compare the different cultural understandings
and explanations of the role of microorganisms in diseases)
provide examples of how science and technology have been used
to solve problems around the world (e.g., provide examples such
as sanitation procedures in hospital operating rooms or supermarket
meat refrigerators)
identify examples of careers in which science and technology play
a major role (e.g., identify examples of careers such as environmental
chemist, paleontologist, and wildlife biologist)
describe how personal actions help conserve natural resources
and protect the environment in their region (e.g., describe how
composting can reduce the need for synthetic fertilizers and topsoil)
describe the potential impact of the use by humans of regional
natural resources (e.g., identify the possible impact on the local
deer population)
propose questions to investigate and practical problems to solve
(e.g., propose questions such as
“Why are birds in Canada different from birds in South America?”)
identify various methods for finding answers to given questions
and solutions to given problems, and select one that is appropriate
(e.g., identify a variety of methods for studying how insects
obtain their food)
identify appropriate tools, instruments, and materials to complete
their investigations (e.g., identify tools such as magnifying
glasses and optical microscopes)
identify and use a variety of sources and technologies to gather
pertinent information (e.g., conduct an inventory of plants found
in their surroundings)
classify according to several attributes and create a chart or
diagram that shows the method of classifying (e.g., classify organisms
found in pond water using criteria they have developed themselves)
identify new questions or problems that arise from what was learned
(e.g., identify questions such as “How can students from different
parts of the country and around the world communicate effectively
about animals and plants?”)
ask others for advice or opinions (e.g., consult with the appropriate
authorities before removing fossils from a site)
describe the role of a common classification system for living
things
distinguish between vertebrates and invertebrates
compare the characteristics of mammals, birds, reptiles, amphibians,
and fishes
compare characteristics of common arthropods
examine and describe some living things that cannot be seen with
the naked eye
compare the adaptations of closely related animals living in different
parts of the world and discuss reasons for any differences
identify changes in animals over time, using fossils
describe how microorganisms meet their basic needs, including obtaining food, water, and air, and moving around
students are able to recognize that living things can be subdivided into smaller groups. As an introduction to the formal biological classification system, students should focus on plants, animals, and microorganisms. Students should have the opportunity to learn about an increasing variety of living organisms, both familiar and exotic, and should become more precise in identifying similarities and differences among them. The illustrative example emphasizes the relationships between science and technology.
Students explore the diversity of living things within a pond
community.
Describe and categorize living things found within a pond community.
The above exploration may lead to the following question:
How can information and characteristics be gained about living
things that cannot be seen with the naked eye?
Students investigate living things using magnifying tools.
Construct a variety of magnifiers such as water drop magnifier
and bucket magnifier.
Examine and evaluate the effectiveness of each magnifier in
enlarging the print on a piece of newspaper.
Use a variety of commercial magnifying tools like hand lenses,
low-power microscopes, and student-constructed magnifiers to observe
and gather data about living things like insects, spiders, butterflies,
and pond microorganisms.
Use data gathered on pond microorganisms to discuss ways in
which these organisms are able to meet their basic needs.
Describe examples of how high-power magnification technologies
have enabled scientists to learn more about the natural world.
Students include magnifiers in their repertoire of available tools
and are able to effectively and efficiently make use of them in
a variety of situations.
This illustrative example suggests ways students can be led to
attain the following learning outcomes:
STSE: 104-8, 106-3
Skills: 204-8, 205-8, 206-1
Knowledge: 300-15, 300-19, 302-12
Attitudes: 413, 419
describe how results of similar and repeated investigations may
vary and suggest possible explanations for variations (e.g., explain
the differences in electrostatic charges resulting from the rubbing
together of different substances)
describe examples of scientific questions and technological problems
that have been addressed differently at different times (e.g.,
give examples such as how electricity has been generated over
time)
describe examples of improvements to the tools and techniques
of scientific investigation that have led to new discoveries (e.g.,
describe examples such as the invention of the microwave oven,
made possible by the discovery of electromagnets)
describe instances where scientific ideas and discoveries have
led to new inventions and applications (e.g., describe examples
such as the development of computer microchips)
compare past and current needs, and describe some ways in which
science and technology have changed the way people work, live,
and interact with the environment (e.g., compare how humans have
heated or lighted their homes over time; describe the impact on
the environment of increased energy consumption by industries
over time)
describe intended and unintended effects of a scientific or technological
development (e.g., describe effects stemming from the production
of electricity or the use of high-voltage transmission lines)
describe how personal actions help conserve natural resources
and protect the environment in their region (e.g., describe actions
such as the wise use of thermostats, batteries, and domestic lighting)
describe the potential impact of the use by humans of regional
natural resources (e.g., devise an action plan for reducing the
consumption of electricity at home or school, and assess how this
plan could contribute to the conservation of a natural resource)
propose questions to investigate and practical problems to solve
(e.g., propose a question such as “Why don’t all the bulbs in
a string of Christmas lights go out when you remove one bulb?”)
state a prediction and a hypothesis based on an observed pattern
of events (e.g., hypothesize about the relationship between the
number of coils around a nail and the strength of the electromagnetic
field)
plan a set of steps to solve a practical problem and to carry
out a fair test of a science-related idea
(e.g., plan a procedure to test the strength of electromagnets)
identify appropriate tools, instruments, and materials to complete
their investigations (e.g., identify materials that can be used
to make a switch)
follow a given set of procedures (e.g., follow instructions for
testing the conductivity of different materials)
use tools and apparatus in a manner that ensures personal safety
and the safety of others (e.g., ensure that batteries, bulbs,
and wires are handled safely)
draw a conclusion, based on evidence gathered through research
and observation, that answers an initial question (e.g., draw
a conclusion as to which material conducts electricity best)
communicate procedures and results, using lists, notes in point
form, sentences, charts, graphs, drawings, and oral language (e.g.,
illustrate electrical circuits using appropriate symbols)
compare the conductivity of a variety of solids and liquids
compare the characteristics of static and current electricity
compare a variety of electrical pathways by constructing simple
circuits
describe the role of switches in electrical circuits
compare characteristics of series and parallel circuits
demonstrate how electricity in circuits can produce light, heat,
sound, motion, and magnetic effects
describe the relationship between electricity and magnetism when
using an electromagnet
identify various methods by which electricity can be generated
identify and explain sources of electricity as renewable or nonrenewable
identify and explain different factors that could lead to a decrease
in electrical energy consumption in the home and at school
identify and explain the dangers of electricity at work or at
play
Students encounter electricity every day of their lives. a basic
understanding of how electricity works can help students recognize
the need for safe practices when around electricity, begin to
realize that they have control over how much electricity they
use in the home and at school, and begin to understand the impact
energy consumption has on
electricity as a resource. This illustrative example emphasizes
the social and environmental contexts of science
and technology.
Students investigate how electricity is used at home and at school.
Keep an “electrical use” journal, noting the various electrical
devices/systems they encounter over the course of a day.
Categorize devices according to whether they are high-, medium-,
or low-consumption devices (some discussion of kilowatt hours
is needed).
The above exploration may lead to the following questions:
How much electricity does the average home use over the course
of a year? how can consumption be decreased?
Students investigate electrical energy consumption in their own
home.
Examine electrical bills for the past year, identify patterns
related to peak use periods (time of day and time of year), and
propose reasons for those peak periods.
Carry out a household inventory of electrical appliances, and
light bulbs, noting the wattage of bulbs, and describing use patterns.
For example, how often is the air conditioner on during the summer?
are lights turned off when no one is in the room?
Discuss ways to reduce energy consumption.
Students can carry out a similar activity based on school electricity
usage and implement a plan to reduce consumption. Implementing
the plan could include:
An energy retrofit where more energy efficient lighting systems
are used.
A public information campaign to change behaviours in the school,
such as turning off classroom lights when they are not in use.
This illustrative example suggests ways students can be led to
attain the following learning outcomes:
STSE: 108-5, 108-8
Skills: 204-1, 204-3, 206-5
Knowledge: 303-29, 303-30
Attitudes: 413, 415, 418
demonstrate and explain the importance of selecting appropriate processes for investigating scientific questions and solving technological problems (e.g., explain why it is appropriate to demonstrate an aerodynamic principle using a simulation; explain why it is important to change one variable while keeping others constant in designing and testing paper airplanes)
describe how results of similar and repeated investigations may vary and suggest possible explanations for variations (e.g., describe and explain variations in the flow of air over surfaces of different shapes)
describe examples of scientific questions and technological problems that have been addressed differently at different times (e.g., describe examples such as the evolution of airplane engines over time)
describe examples of improvements to the tools and techniques of scientific investigation that have led to new discoveries (e.g., describe how using different fuels has led to new applications from balloons to rockets; describe how aerodynamic research using wind tunnels or computers can contribute to new airplane designs)
provide examples of how science and technology have been used to solve problems around the world (e.g., provide examples such as the design of aircraft for specific purposes, including fighting fires, transporting people and products, rescuing people, fighting wars, and studying the environment)
compare past and current needs, and describe some ways in which science and technology have changed the way people work, live, and interact with the environment (e.g., compare transportation methods used in the 20th century to cover large distances)
provide examples of Canadians who have contributed to science and technology (e.g., provide examples such as Wallace R. Turnbull from New Brunswick who invented the variable speed propeller and Robert Noorduyn from Québec who designed the bush plane)
rephrase questions in a testable form (e.g., rephrase a question such as "Why can some gliders travel farther than others?" to "What effect does wing shape have on the distance a glider can travel?")
define objects and events in their investigations (e.g., use appropriate terminology such as "fuselage", "stabilizer," and "rudder" when referring to major components of an aircraft)
plan a set of steps to solve a practical problem and to carry out a fair test of a science-related idea (e.g., plan a set of steps to test the efficiency of different designs of propellers in model airplanes)
select and use tools in manipulating materials and in building models (e.g., select and use appropriate tools in constructing model airplanes and rockets)
follow a given set of procedures (e.g., follow a given set of procedures to compare drag in gliders)
make observations and collect information that is relevant to a given question or problem (e.g., make observations about the performance of a model airplane related to distance travelled, amount of time in the air, and ability to turn)
identify and use a variety of sources and technologies to gather pertinent information (e.g., identify and use Internet sources and simulation software to gather information about the use of wind tunnels in testing aircraft designs)
identify and suggest explanations for patterns and discrepancies in data (e.g., identify patterns in air flow related to the size and shape of aircraft wings)
suggest improvements to a design or constructed object (e.g., suggest improvements to a glider's design)
identify new questions or problems that arise from what was learned (e.g., identify questions such as "What characteristics allow very large and heavy aircraft to fly?")
communicate procedures and results, using lists, notes in point form, sentences, charts, graphs, drawings, and oral language (e.g., communicate the results of their experimentation with their model planes using drawings and oral language)
identify characteristics and adaptations that enable birds and insects to fly
describe and justify the differences in design between aircraft and spacecraft
describe and demonstrate how lift is affected by the shape of a surface
describe and demonstrate methods for altering drag in flying devices
describe the role of lift in overcoming gravity and enabling devices or living things to fly
dentify situations which involve Bernoulli's principle
describe the means of propulsion for flying devices
The capability of flight is shared by a variety of living things and human inventions. for many centuries, humans have marveled at the ability of living things to attain flight, and they have developed a variety of devices to recreate that ability. Students learn to appreciate the science and technology involved as they investigate how things fly and develop and test a variety of prototype devices. Through their investigations they learn that many different approaches are used, and that each provides a means to achieve lift, movement, and control. This illustrative example emphasizes the nature of science and technology.
Students examine materials that show living things and devices that fly.
Use print, media, and electronic resources to identify and explore living things and devices that fly.
Explore historical events and milestones in the history of flight.
The above exploration may lead to the following question:
How do living things and flying devices achieve lift, movement, and control?
Students investigate features of living things and constructed devices that fly.
Investigate insects and birds that fly, mammals and seeds that glide, and spiders, spores, pollen, and other living things that are carried aloft by wind.
Investigate the accomplishments of different people, past and present, in explaining flight and inventing flying devices.
Investigate different ways lift is achieved through the interaction of moving air and a solid surface.
Students create a product or presentation to illustrate and explain a flight technology, or to explore implications and opportunities created by flight.
Develop a presentation on the development of a particular flight technology, including an illustration, explanation, and description of problems overcome.
Investigate different designs and prototype devices that fly or glide through air in a controlled direction or a predetermined pattern of flight.
Investigate careers in flight and aerospace industries.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 104-3, 105-3, 107-6
Skills: 204-2, 205-3, 205-5, 206-3
Knowledge: 301-17, 301-18, 303-32, 303-33
Attitudes: 409, 412, 413
demonstrate and explain the importance of selecting appropriate processes for investigating scientific questions and solving technological problems (e.g., explain why astrology is not a part of science)
demonstrate the importance of using the languages of science and technology to compare and communicate ideas, processes, and results (e.g., use appropriate terminology such as "constellations," "planets," "moons," "comets," "asteroids," and "meteors" to describe objects in space)
describe how evidence must be continually questioned in order to validate scientific knowledge (e.g., provide examples of ideas, such as the flat Earth, the Earth as the centre of the solar system, and life on Mars, which were or are being challenged to develop new understandings of the natural world)
describe examples of improvements to the tools and techniques of scientific investigation that have led to new discoveries (e.g., describe examples, such as the lunar buggy, the Canadarm, the Hubble telescope, and space probes, which have extended scientific knowledge)
describe instances where scientific ideas and discoveries have led to new inventions and applications (e.g., describe examples for producing electrical energy, such as how a better understanding of tides has led to their harnessing)
compare tools, techniques, and scientific ideas used by different people around the world to interpret natural phenomena and meet their needs (e.g., compare how different cultures over time, such as the Celts, the Aztecs, and the Egyptians, have traced the positions of stars to determine the appropriate time to plant and harvest crops)
provide examples of Canadians who have contributed to science and technology (e.g., provide examples of Canadian astronauts such as Marc Garneau, Roberta Bondar and Chris Hadfield)
describe scientific and technological achievements that are the result of contributions by people from around the world (e.g., describe international contributors related to the construction of the space station)
identify and control major variables in their investigations (e.g., predict what variables might affect the size of craters on the moon, using a flour and marble simulation)
identify various methods for finding answers to given questions
and solutions to given problems, and select one that is appropriate
(e.g., use local papers or science periodicals for listings of
planets that are visible at a particular time)
plan a set of steps to solve a practical problem and to carry out a fair test of a science-related idea (e.g., plan a procedure to test a hypothesis in a simulated moon crater activity)
select and use tools in manipulating materials and in building models (e.g., select appropriate materials to build model constellations)
record observations using a single word, notes in point form,
sentences, and simple diagrams and charts (e.g., use a data table
to record night sky observations)
identify and use a variety of sources and technologies to gather pertinent information (e.g., use electronic and print resources or visit a planetarium to gather information on the visual characteristics of planets)
compile and display data, by hand or by computer, in a variety of formats including frequency tallies, tables, and bar graphs (e.g., prepare a diagram showing the orbits of the planets)
evaluate the usefulness of different information sources in answering a given question (e.g., compare information received from science fiction stories about space with that from scientific sources)
draw a conclusion, based on evidence gathered through research and observation, that answers an initial question (e.g., conclude that simulated flour craters are deeper and wider when the marble is heavier or is dropped from greater heights)
communicate procedures and results, using lists, notes in point form, sentences, charts, graphs, drawings, and oral language (e.g., write a postcard describing your holiday on a planet other than Earth and include in the description the key characteristics of that planet)
describe the physical characteristics of components of the solar system specifically, the sun, planets, moons, comets, asteroids, and meteors
demonstrate how Earth's rotation causes the day and night cycle and how Earth's revolution causes the yearly cycle of seasons
observe and explain how the relative positions of Earth, the moon, and the sun are responsible for the moon phases, eclipses, and tides
describe how astronauts are able to meet their basic needs in space
identify constellations in the night sky
Space science involves learning about objects in the sky to discover their form, their movements, and their interactions. For students, developing a concept of Earth and space presents a new challenge. It requires extensive experience with models to explore relationships of size, position, and motion of different bodies. In learning about space, students come to appreciate that human ability to observe and study objects in space is now greatly enhanced by technology. Students learn that manned and unmanned probes and earth-based devices are contributing to our knowledge of space, and that new capabilities are being developed for monitoring the Earth, for communications, and for the further exploration of space. This illustrative example emphasizes the relationships between science and technology.
Students explore the night sky and examine images of space and space technologies.
Use print, media, and electronic resources to identify and explore images of space and space technologies.
Observe the night sky and identify patterns and differences from night to night.
The above exploration may lead to the following question:
What technologies have been developed to find objects in space?
Students investigate the form and features of different bodies and space, and develop awareness of different ideas and technologies that have been developed.
Use models to explore and illustrate the relative position and motion of objects in space, such as rotation and revolution, and to explain daily and seasonal cycles.
Investigate the understandings of different peoples at different times of the nature of space, time, and the seasons.
Students create a product or presentation to illustrate and explain an aspect of space or space technology.
Develop a presentation to illustrate the development of a space technology, including an illustration, explanation, and description of problems overcome.
Investigate challenges and new opportunities created by space science.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 106-3, 107-3, 107-15
Skills: 204-6, 205-8, 206-4, 207-2
Knowledge: 300-23, 301-21
Attitudes: 409, 411, 417
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