Science and Technology The Ontario Curriculum, Grades 1-8 1998 Preface The Ministry of Education and Training wishes to acknowledge the contributions of the many individuals, groups, and organizations that participated in the development of The Ontario Curriculum, Grades 1-8: Science and Technology, 1998. The document was developed through a collaboration between the Ministry of Education and Training and participants in the Assessment of Science and Technology Achievement Project (ASAP), which was coordinated by the Science Education Group at York University. The following boards of education* participated in the project and contributed to the development of this document with the assistance of a Technology Advisory Group: * Board of Education for the City of London * Dufferin-Peel Roman Catholic Separate School Board * Durham Board of Education * Halton Board of Education * Metropolitan Separate School Board * Metropolitan Toronto School Board + Board of Education for the Borough of East York + Board of Education for the City of Etobicoke + Board of Education for the City of North York + Board of Education for the City of Scarborough + Board of Education for the City of Toronto + Board of Education for the City of York + Conseil des écoles françaises de la communauté urbaine de Toronto * Ottawa Board of Education * Peel Board of Education * Simcoe County Board of Education * Waterloo County Board of Education * York Region Board of Education * The names of the boards of education are the names that were current at the time of the development of this document. Introduction The Purpose of The Ontario Curriculum, Grades 1-8: Science and Technology, 1998 Students graduating from Ontario schools require the scientific and technological knowledge and skills that will enable them to be productive members of society. They also need to develop attitudes that will motivate them to use their knowledge and skills in a responsible manner. The Ontario Curriculum, Grades 1-8: Science and Technology, 1998 outlines the knowledge and skills that students must develop in Grades 1 to 8, as well as the levels of achievement at which they are expected to master them. It is these levels that teachers will use to assess students’ achievement. Students must develop a thorough knowledge of basic concepts which they can apply in a wide range of situations. They must also develop the broad-based skills that are so important for effective functioning in the world of work: they must learn to identify and analyse problems and to explore and test solutions in a wide variety of contexts. This firm conceptual base and these essential skills are at the heart of the science and technology curriculum and must be the focus of teaching and learning in the classroom. The knowledge and skills outlined in this document are also consistent with the goals of science education in Canada outlined in the Common Framework of Science Learning Outcomes, K to 12 (Council of Ministers of Education, Canada, 1997). This document replaces the sections of The Common Curriculum: Policies and Outcomes, Grades 1-9, 1995 that relate to science and technology. All science and technology programs for Grades 1 to 8 will be based on the expectations outlined in this document. What Are Science and Technology? Science is a form of knowledge that seeks to describe and explain the natural and physical world and its place in the universe. Occasionally, the fundamental theories, concepts, and structures of science change but, for the most part, the basic ideas of science – ideas such as the cellular basis of life, the laws of energy, the particle theory of matter – have proven stable. The curriculum outlined in this document will introduce students to many of these basic ideas. For example, in Grade 7 students are expected to compare the motion of particles in a solid, liquid, and gas using the particle theory. Technology includes much more than the knowledge and skills related to computers and their applications. Technology is both a form of knowledge that uses concepts and skills from other disciplines (including science) and the application of this knowledge to meet an identified need or solve a specific problem using materials, energy, and tools (including computers). The method of technology consists of inventing or modifying devices, structures, systems, or processes. In Grade 5, for example, students are expected to design devices that can transform one form of energy into another. Science is not only a body of knowledge but “a way of knowing”. Scientific investigation involves exploration, experimentation, observation and measurement, and analysis and dissemination of data. These activities require specific skills and habits of mind; for example, accuracy, discipline, and integrity in the application of scientific principles are fundamental to scientific activity. The science and technology curriculum is designed to develop these skills and habits of mind. In Grade 4, for example, students are expected to describe, using their own observations, the behaviour of light and identify some of the basic characteristics of light. Technology is also “a way of knowing” and a process of exploration and experimentation. Technological investigation involves the application of methods known as design processes, which in turn involve the use of concepts and procedures such as the identification of a need or problem and the selection of a best solution. In Grade 4, for example, students are expected to design, make, and test an optical device (e.g., a periscope, a kaleidoscope). Science and technology both exist in a broader social and economic context. They are affected by the values and choices of individuals and governments and in turn have a significant impact on society. The world as we know it today has been affected in many important ways by science and technology. For example, science has radically altered and expanded our understanding of earth and space, of the workings of the human body, and of the ways in which living things interact; technology has revolutionized the way we communicate and made vast changes in our lives through the discovery of new drugs and materials. It is important, therefore, that students see science and technology in this wider context – as endeavours with important consequences for people – and that they learn to relate their knowledge of science and technology to the world beyond the school. For example, in Grade 6, students are expected to devise a plan for reducing the consumption of electricity at home or at school and to assess how such a plan could affect the use of natural resources and the economy (e.g., jobs). The Goals of Science and Technology Education The goals of science and technology education in Grades 1 to 8 follow from the nature of science and technology and from the needs of Ontario’s students discussed above. The goals are intended to ensure that all students acquire a basic scientific literacy and technological capability before entering secondary school. The goals for students are: * to understand the basic concepts of science and technology; * to develop the skills, strategies, and habits of mind required for scientific inquiry and technological design; and * to relate scientific and technological knowledge to each other and to the world outside the school. These goals are equally important. They can be achieved simultaneously through learning activities that combine the acquisition of knowledge with both inquiry and design processes in a concrete, practical context. At the same time, these learning activities must enable students to develop the communication skills that are an essential component of science and technology education. Features of the New Curriculum for Science and Technology The science and technology curriculum described in this document differs from previous curricula in several important ways. These are outlined below. * The knowledge and skills that students are expected to acquire are identified for each grade. Previous curricula focused on outcomes for the end of Grades 3, 6, and 9. * The subject areas of science and technology are combined. Some of the expectations focus on science, some on technology, while others deal with relating science and technology to each other and to the world outside the school. * Some concepts and skills are introduced earlier and are given more rigorous treatment. For example, the particle theory and the distinction between heat and temperature, formerly taught in Grade 10, are now introduced in Grade 7. * A greater number of technology concepts and processes are included and they are introduced earlier. For example, the design process and control systems are introduced in Grade 1. * There is greater emphasis on earth and space science, in keeping with expectations in other provinces. For example, the curriculum for Grade 6 includes an introduction to astronomy. (Astronomy has been an optional topic in Grade 10 in Ontario since 1987.) * Greater emphasis is placed in the expectations on relating science and technology to each other and to the world outside the school and on the need for sustainable development. Students’ understanding of the concept of sustainability is stressed in a variety of contexts. * Communication skills and the use of appropriate terminology are given greater emphasis – for example, students are expected to describe what they are doing by using the terminology associated with specific scientific and technological concepts. The Role of Parents Studies show that students perform better in school if their parents are involved in their education. Parents therefore have an important role to play in supporting their child’s learning. By reading the curriculum, parents can find out what their children are learning in each grade and why they are learning it. This awareness will enable parents to discuss their children’s work with them, to communicate with teachers, and to ask relevant questions about their child’s progress. Knowledge of the expectations in the various grades will also help parents to interpret their child’s report card and to work with the teacher to improve the student’s learning. For this reason, parents are urged to read through the expectations for all the grades rather than just the particular grade that their child is in. There are many other ways in which parents can express their interest in their child’s education. Participating in parent conferences, working on the school council, and encouraging children to complete their assignments at home are three obvious examples. The science and technology curriculum promotes lifelong learning not only for students but also for their parents and all those with an interest in education. In addition to supporting regular hands-on classroom activities, parents are encouraged to promote science fairs, olympiads, and other events that focus on technological skills. Parents can also provide valuable support for their children’s learning by taking an interest in their out-of-school assignments. Such an interest will allow parents to promote safety techniques in the handling of tools and the disposal of harmful substances, as well as the handling of animals and plants. Many home projects demonstrate the close link that exists between science and technology. For example, to decide how to reduce the loss of heat energy from a home students need to understand first of all how heat energy is transmitted through different materials (science); then they can examine which parts of the home are best insulated, and with what materials (technology). The Role of Teachers Teachers and students have complementary responsibilities. Teachers are responsible for developing appropriate instructional strategies. They need to address different student needs and bring enthusiasm and a variety of teaching approaches to the classroom. Teachers know that they must persevere in their efforts and make every reasonable attempt to ensure sound learning for every student. Teachers will provide as many hands-on activities as possible since the inquiry and design skills emphasized in this curriculum must be taught and learned through experiences with concrete materials. The activities provided should allow students to discover and learn fundamental concepts through investigation, exploration, observation, and experimentation, and to place these concepts in the social, environmental, and economic contexts in which their relevance and application will be most evident. Opportunities to relate knowledge and skills to these wider contexts – to the goals and concerns of the world in which they live – will motivate students to learn in a meaningful way and to learn for life. The Role of Students Students also have responsibilities with regard to their learning, which increase as they advance through elementary and secondary school. Students who are willing to make the effort required and who are able to apply themselves will soon learn that there is a direct relationship between achievement and hard work, and will be motivated to work as a result. There will be some students, however, who will find it more difficult to take responsibility for their learning because of the special challenges they face, which may include lack of support and other difficulties in the home or environment in which they are growing up. For these students, the attention, patience, and encouragement of teachers can be extremely important factors for success. However, regardless of their circumstances, learning to take responsibility for one’s progress and learning is an important part of education for all students. It is imperative that students demonstrate a sincere commitment to safety practices and to true team collaboration skills. Demonstration of these attitudes and skills will facilitate the hands-on approach necessary for the mastery of scientific and technological concepts and skills. Students must also actively pursue opportunities outside the classroom to extend and enrich their understanding of scientific and technological concepts and to explore how science and technology are related. For example, they can create their own file on current scientific and technological issues covered in the media. Curriculum Expectations and Achievement Levels The Ontario Curriculum, Grades 1-8: Science and Technology, 1998 has two main elements: expectations and achievement levels. The expectations identified for each grade describe the knowledge and skills that students are expected to develop and to demonstrate in their class work and investigations, on tests, and in various other activities on which their achievement is assessed. Two sets of expectations are listed for each grade in each strand or broad area of the curriculum. The three Overall Expectations correspond to the three goals of the science and technology program and describe in general terms the knowledge and skills that students are expected to achieve by the end of each grade. The Specific Expectations describe the expected knowledge and skills in greater detail. The specific expectations are organized under three subheadings: Understanding Basic Concepts; Developing Skills of Inquiry, Design, and Communication; and Relating Science and Technology to the World Outside the School. This organization is not meant to imply that the expectations in any one group are achieved independently of the expectations in the other two groups. The subheadings are used merely to help teachers focus on particular aspects of knowledge and skills as they plan learning activities for their students. The achievement levels are brief descriptions of four different degrees of achievement of the provincial curriculum expectations for any given grade. These descriptions are among a number of tools that teachers will use to assess students’ learning. The achievement levels for science and technology focus on the three goals of science and technology education: understanding the basic concepts of science and technology; developing the skills and strategies required for scientific inquiry and technological design, including the techniques involved in the safe use of appropriate tools and equipment; and developing the ability to relate science and technology to each other and to the world outside the school. Also included are the communication skills that are an essential component of science and technology education. Level 3, which is the “provincial standard”, identifies a high level of achievement of the provincial expectations. Parents of students achieving at level 3 in a particular grade can be confident that their children will be prepared for work at the next grade. Level 1 identifies achievement that falls much below the provincial standard. Level 2 identifies achievement that approaches the standard. Level 4 identifies achievement that surpasses the standard. For example, a student who applies some of the required skills of inquiry and design, shows some awareness of safety procedures, and uses tools, equipment, and materials correctly with some assistance would be described as achieving at level 2 in the area of inquiry and design skills. Strands in the Science and Technology Curriculum The science and technology expectations are organized into five strands, which are the major areas of knowledge and skills in the science and technology curriculum. The five strands, which combine topics from science and technology, are: * Life Systems * Matter and Materials * Energy and Control * Structures and Mechanisms * Earth and Space Systems The knowledge and skills outlined in the expectations for the science and technology program are mandatory. [Page 8 chart omitted] The Importance of Safety Teachers are responsible for ensuring the safety of students during classroom activities and also for encouraging and motivating students to assume responsibility for safety. They must also teach students the knowledge and skills needed for safe participation in science and technology activities. For these reasons, teachers must model safe practices at all times and communicate safety expectations to students in accordance with school board and Ministry of Education and Training policies. To carry out their responsibilities with regard to safety, it is important not only that teachers have concern for their own safety and that of their students, but also that they have: * the knowledge necessary to use the materials, tools, and procedures involved in science and technology safely; * knowledge concerning the care of living things – plants and animals – that are brought into the classroom; * the skills needed to perform tasks efficiently and safely. Note: Teachers supervising students using power equipment such as drills, sanders, saws, and lathes need to have specialized training in handling such tools. Students demonstrate that they have the knowledge, skills, and habits of mind required for safe participation in science and technology activities when they: * maintain a well-organized and uncluttered work space; * follow established safety procedures; * identify possible safety concerns; * suggest and implement appropriate safety procedures; * carefully follow the instructions and example of the teacher; and * consistently show concern for their safety and that of others. Specific safety concerns associated with the activities of a particular strand are identified in the introduction to that strand. In addition, skills and practices related to safety are also included in the expectations when knowledge and skills related to safety are part of the learning that students are to acquire in the science and technology program. Attitudes in Science and Technology Students need to develop the attitudes or “habits of mind” that are considered essential for meaningful work in science and technology. These include: commitment to accuracy, precision, and integrity in observation, experimentation, and reporting; respect for evidence; concern for the observance of safety procedures; and respect for living things and the environment. These habits of mind have been incorporated into the specific expectations, especially those grouped under the heading Developing Skills of Inquiry, Design, and Communication. Activities that involve students in investigating issues related to science and technology in the world outside the school provide opportunities for them to develop the attitudes and values needed to make informed and responsible decisions. Students’ attitudes towards science, technology, and education can have a significant effect on their achievement of the expectations. Teaching methods and learning activities that encourage students to recognize the value and relevance of what they are learning will go a long way towards motivating students to work and to learn effectively. The Importance of Communication Skills Communication is an essential component of the science and technology curriculum since many of the activities and tasks that students undertake involve the use of communication skills, both written and oral. For example, students use language to record their observations, to describe their investigations in both informal and formal contexts, and to present their findings in oral presentations and written reports. Students therefore need to be able to communicate effectively. The language of science and technology includes special terms that are recognized as belonging to these fields as well as many words that have ordinary meanings but that, in the context of science and technology, are used in new or more specific ways. The study of science and technology will thus encourage students to use language with greater care and precision. The science and technology curriculum also builds on and reinforces certain aspects of the language and mathematics curricula. For example, it emphasizes the importance of clear, concise communication and involves the use of various charts, tables, and graphs for communicating observations and measurements. It also includes other forms of communication – for example, the use of SI metric units, technical drawing, and experimental reporting. Care has been taken to ensure that expectations involving SI metric units and other communication-related knowledge and skills are consistent with the expectations in language and mathematics for the grade. The Use of Computers in the Science and Technology Curriculum The use of computers can extend and enrich students’ learning in science and technology in important and unique ways. Whenever possible, therefore, students should be encouraged to use computers for a variety of purposes throughout the science and technology program. For example, students can peruse the World Wide Web to learn about science and technology in the world beyond the school, and they can communicate with students in other schools and in other parts of the world through the Internet to broaden their understanding of global scientific issues. In addition, students can use computer programs to compile, organize, and store data gathered through investigations; to write reports and papers in which they present their findings (using word-processing programs and spreadsheets); and to work with simulations in areas of study in which hands-on activities are not feasible (e.g., in astronomy) or in which there is too great a safety risk (e.g., investigations involving toxic substances). Planning Student Programs In planning science and technology programs, teachers will take into account the need to provide students with the fundamental knowledge and skills that will enable them to carry out increasingly complex investigations. Teachers will provide activities and assignments that encourage students to learn the basic concepts of science and technology and to develop the skills required for scientific inquiry and technological design. To ensure that the science and technology program in their school is interesting and relevant, teachers must relate scientific and technological knowledge and skills to issues and problems of the world outside – for example, to the need for sustainable development. Although care must be taken to ensure that the concepts and skills taught are appropriate to students’ stage of development, this emphasis on the relationship of science and technology to the world outside the school must be paramount throughout the program if students are to recognize that science and technology are not just school subjects but fields of knowledge that affect their lives, their communities, and the world. Students in Grades 1 to 6, in particular, will benefit from a program in which science and technology are integrated. An integrated program can help students make connections between the concepts and skills of the two disciplines. For example, students will have opportunities to see the parallels between the processes of inquiry and design. They will also be able to investigate the scientific concepts that underlie and lead to an understanding of technological accomplishments. Schools that have specialist teachers and/or special facilities may teach the two subjects separately, particularly in Grades 7 and 8. In such cases, it is imperative that the two teachers plan their programs collaboratively to ensure that students are able to meet all of the grade expectations. The development of skills and knowledge in science and technology is often related to learning in other subject areas. When planning programs, teachers should emphasize this cross-curricular learning by: * coordinating the teaching of related content in two or more subjects. For example, in Grade 3 students could be taught data management in mathematics and then asked to use the acquired skills to make a graph of data collected in a science and technology activity. Similarly, students could be taught library skills in language and then asked to use those skills to gather data about a science or technology topic; * providing opportunities for students to work towards expectations in two or more subjects within one lesson. For example, in Grade 7 teachers could develop a unit of study around the building of structures to give students opportunities to learn about the properties of materials (science and technology), the characteristics of geometric shapes (mathematics), and the aesthetics of design (visual art and technology). At the conclusion of the lesson, students could be asked to write a paper (language) assessing the impact of a scientific or technological innovation on the lifestyle of people (science and technology/social studies). To help teachers plan such integrated units of study, the expectations in science and technology have been carefully aligned with related expectations in language and mathematics. Science and Technology for Exceptional Students Recognizing the needs of exceptional students and providing appropriate programs for them are important aspects of implementing the curriculum. For some students, the appropriate choice of instructional methods and settings will suffice to ensure achievement of the expectations. For others, some or all of the expectations will need to be modified. To achieve at the highest possible level, some exceptional students may need to participate in special programs. The process whereby a student is formally identified as exceptional by an Identification, Placement, and Review Committee (IPRC) is clearly outlined in legislation (Regulation 305). Through this process, parents, teachers, and other support personnel identify the specific needs of a student, create an Individual Education Plan (IEP) that addresses these needs, and review progress according to a predetermined plan. While specific procedures pertaining to the creation of an IEP are not defined in legislation, the majority of boards have established practices and developed appropriate forms pertaining to IEPs. In the case of students who have been formally identified as exceptional, it is particularly important that school staff work in consultation with parents to support the students’ learning. There must be clear and ongoing communication between all parties involved in the students’ care to ensure that appropriate support and programs are in place. Assessment and evaluation adaptations for such students need to be discussed with parents and with students at appropriate intervals. Parents need to understand how these adaptations affect the assessment and evaluation of the students’ work. Some students who have not been formally identified as exceptional but who have special short-term learning needs because of medical or other reasons may also require an IEP. The IEP must be discussed with parents when it is introduced into the student’s program, and any adaptations in assessment and evaluation must also be discussed at that time. In science and technology, exceptional students may need a variety of modifications both to the program itself and to the learning environment. These may include the following: * facilities that allow for the mobility of students with physical impairments; * modifications to programs for pupils with learning disabilities who may require more hands-on opportunities for learning; * program adaptations for students who are deemed gifted; * visual signs related to safety issues; and * assessment and evaluation strategies that accommodate a variety of learning styles and needs. Achievement Levels The chart that follows identifies four areas of achievement in science and technology – understanding of basic concepts, inquiry and design skills, communication of required knowledge, and relating of science and technology to each other and to the world outside the school. For each of these four areas, there are four levels of achievement. These levels contain brief descriptions of degrees of achievement on which teachers will base their assessment of students’ work. The descriptions in the achievement levels are meant to be used to assess each student’s achievement of the expectations outlined in this document in each grade and strand. Teachers should use the descriptions to identify the level at which a student has achieved a particular expectation, or a group of expectations, in the appropriate category of knowledge or skills. For example, one of the expectations in Life Systems for Grade 7 is that students will “identify and explain the roles of producers, consumers, and decomposers in food chains and their effects on the environment”. If the student can give a complete or nearly complete explanation, the student’s achievement of that expectation would be at level 3 in the area of understanding of basic concepts. Normally a teacher will apply more than one of the descriptions to a student’s achievement of a group of expectations to determine the level that most appropriately describes the student’s achievement. The characteristics given for level 3 represent achievement that is considered to be the standard for the grade. A student’s work at level 3 in science and technology in any grade may be described in general terms as follows: The student understands most of the basic concepts in science and technology, demonstrates no significant misconceptions, and usually gives complete or nearly complete explanations of them. The student applies most of the required skills of inquiry and design, usually shows awareness of safety procedures, and uses tools, equipment, and materials correctly with only occasional assistance. The student also generally communicates clearly and precisely, using appropriate science and technology terminology and units of measurement. The student shows understanding of connections between science and technology in familiar contexts as well as connections between science and technology and the world outside the school. Although the chart is intended to be used mainly for assessing student achievement, teachers may wish to use it for other related purposes; for example, they could use it as a guide when collecting samples of student work to show parents what work at different levels is like. Achievement Levels: Science and Technology, Grades 1-8 [Page 13 chart omitted] Life Systems The Life Systems strand combines the study of traditional topics in life science or biology (e.g., animals, plants, ecosystems, and cells) with technology as it relates to basic human needs (e.g., the need for food, shelter, and clothing). Students begin their study of life systems with aspects that are familiar to them (e.g., animals and plants in their environment, their own bodies) and gradually move on to study global or abstract aspects, such as ecosystems, and less readily visible aspects, such as the microscopic world of cells. Of particular importance in the Life Systems strand is the investigation of interactions between living things and their environment. The topics covered in this strand are: Grade 1: Characteristics and Needs of Living Things Grade 2: Growth and Changes in Animals Grade 3: Growth and Changes in Plants Grade 4: Habitats and Communities Grade 5: Human Organ Systems Grade 6: Diversity of Living Things Grade 7: Interactions Within Ecosystems Grade 8: Cells, Tissues, Organs, and Systems Investigations are a very important part of the Life Systems strand. In the early elementary grades, these take the form of explorations of familiar living things. As students gain the necessary knowledge and skills, their investigations become more complex and more methodical and include laboratory experiments. It is important that students follow established safety practices in all investigations. These practices include: * washing one’s hands after handling plants, animals, and soils; * following instructions for touching or smelling any substances under investigation; * working only with supervision near a pond or other body of water during outdoor activities. It is also important that students ensure that appropriate school staff are informed of any allergies they may have, and take those allergies into consideration when handling plants, animals, and substances. (In the case of younger students, parents and guardians should ensure that appropriate school staff are informed of any allergies.) The Life Systems strand includes study of the relationship between science and technology and the role of science and technology in the broader world context, as well as the impact of technological changes on the environment and the need for sustainable development. In all grades, students will develop the ability to use language to communicate clearly and to use scientific terminology appropriately. Life Systems: Grade 1 – Characteristics and Needs of Living Things Overview The study of Life Systems in Grade 1 focuses on an investigation of the characteristics and basic needs of living things. Students will explore aspects of movement and behaviour in humans and other animals, and will learn about their nutritional requirements. Students will also explore some basic aspects of growth in animals and plants. In all their investigations, students will continually refine their ability to observe, using all five senses, and will attempt to describe their observations as accurately as possible. Overall Expectations By the end of Grade 1, students will: * demonstrate an understanding of the basic needs of animals and plants (e.g., the need for food, air, and water); * investigate the characteristics and needs of animals and plants; * demonstrate awareness that animals and plants depend on their environment to meet their basic needs, and describe the requirements for good health for humans. Specific Expectations Understanding Basic Concepts By the end of Grade 1, students will: * identify major parts of the human body and describe their functions (e.g., arms and legs for movement; lungs and nose for breathing); * identify the location and function of each sense organ; * classify characteristics of animals and plants by using the senses (e.g., texture, colour, size, sounds); * describe the different ways in which animals move (e.g., moles burrow with their large, strong front limbs; fish undulate their bodies) to meet their needs; * identify and describe common characteristics of humans and other animals that they have observed, and identify variations in these characteristics (e.g., eye and hair colour); * describe some basic changes in humans as they grow (e.g., growth of feet, hands, arms; loss of baby teeth), and compare changes in humans with changes in other living things; * describe patterns that they have observed in living things (e.g., sunflower, pine cone, turtle’s shell). Developing Skills of Inquiry, Design, and Communication By the end of Grade 1, students will: * select and use appropriate tools to increase their capacity to observe (e.g., magnifying glass, stethoscope); * ask questions about and identify some needs of living things, and explore possible answers to these questions and ways of meeting these needs (e.g., predict how an animal will move on the basis of two or more characteristics that they have observed); * plan investigations to answer some of these questions or find ways of meeting these needs; * use appropriate vocabulary in describing their investigations, explorations, and observations (e.g., use body, legs, wings, and feelers in describing an insect); * record relevant observations, findings, and measurements, using written language, drawings, charts, and concrete materials (e.g., make a drawing of an insect, observing with the unaided eye, and a drawing of the same insect while using a magnifying glass); * communicate the procedures and results of investigations for specific purposes, using demonstrations, drawings, and oral and written descriptions (e.g., demonstrate how a bird builds a nest). Relating Science and Technology to the World Outside the School By the end of Grade 1, students will: * compare the basic needs of humans with the needs of other living things (e.g., the need for food, air, water, light); * compare ways in which humans and other animals use their senses to meet their needs (e.g., use of the senses of sight and smell in finding food); * describe ways in which people adapt to the loss or limitation of sensory or physical ability (e.g., blind people develop more acute hearing; people who cannot walk may use a wheel chair); * identify a familiar animal or plant from seeing only a part of it (e.g., a feather of a bird, a leaf of a tree); * describe ways in which the senses can both protect and mislead (e.g., seeing enables us to avoid walking into an obstacle; the sense of smell is not reliable when we have a cold); * describe a balanced diet using the four basic food groups outlined in Canada’s Food Guide to Healthy Eating, and demonstrate awareness of the natural sources of items in the food groups (e.g., bread is made from plant products; meat and milk come from animals); * identify ways in which individuals can maintain a healthy environment for themselves and for other living things (e.g., practise cleanliness to reduce the spreading of germs; ensure that materials such as toy balloons are not left outdoors since they are harmful to birds if they are ingested). Life Systems: Grade 2 – Growth and Changes in Animals Overview The study of animals in Grade 2 focuses on patterns of growth and change. Since children are interested in the changes that take place in different types of animals, observing these changes can be a powerful learning experience for them. In their exploration of growth, students will also compare patterns of growth in different animals with their own growth, and they will learn about the conditions needed to support healthy development in an animal. Overall Expectations By the end of Grade 2, students will: * demonstrate an understanding of the similarities and differences among various types of animals and the ways in which animals adapt to different environmental conditions; * investigate physical and behavioural characteristics and the process of growth of different types of animals; * identify ways in which humans can affect other animals. Specific Expectations Understanding Basic Concepts By the end of Grade 2, students will: * identify and describe the major physical characteristics of different types of animals (e.g., mammals, reptiles, insects); * identify and describe behavioural characteristics that enable animals to survive (e.g., migration, dormancy, hibernation); * classify a variety of animals using observable characteristics (e.g., size, body covering, teeth); * compare ways in which animals eat their food (e.g., tear flesh, crack shells), move, and use their environment to meet their needs (e.g., gather grass and twigs to build nests); * describe changes in the appearance and activity of an animal as it goes through a complete life cycle (e.g., mealworm); * compare the life cycles of some animals that have similar life cycles (e.g., bee and butterfly) and some that have different life cycles (e.g., gerbil and butterfly); * identify constant traits (e.g., number of legs) and changing traits (e.g., weight) in animals as they grow, and compare the appearance of young and mature animals of the same species; * describe ways in which animals respond and adapt to their environment (e.g., weasels change colour for camouflage in summer and winter; mammals living in colder climates have longer fur); * compare ways in which different animals care for their young (e.g., bears, alligators, sea turtles). Developing Skills of Inquiry, Design, and Communication By the end of Grade 2, students will: * ask questions about and identify some needs of different animals with which they are familiar, and explore possible answers to these questions and ways of meeting these needs (e.g., examine different kinds of teeth and explain how their shape enables an animal to bite, tear, or grind its food); * plan investigations to answer some of these questions or find ways of meeting these needs, and describe the steps involved; * use appropriate vocabulary in describing their investigations, explorations, and observations (e.g., use the words egg, caterpillar, larva, chrysalis, and adult in describing the metamorphosis of a butterfly); * record relevant observations, findings, and measurements, using written language, drawings, and concrete materials (e.g., make accurately labelled drawings showing the life cycle of an animal); * communicate the procedures and results of investigations for specific purposes, using drawings, demonstrations, and oral and written descriptions (e.g., explain how a caterpillar feeds, using a model constructed of modelling clay and a tree branch). Relating Science and Technology to the World Outside the School By the end of Grade 2, students will: * describe features of the environment that support the growth of familiar animals (e.g., water and insects in a frog’s environment); * identify and compare the effects of the seasons on animals (e.g., some animals grow a thicker coat in cold weather); * describe ways in which humans can help or harm other living things (e.g., protecting endangered species); * demonstrate an understanding of the requirements of small animals for survival (e.g., by maintaining an aquarium or a terrarium); * describe the life processes of an animal that they have observed (e.g., the eating habits, movement, rest patterns, and breathing of a mealworm); * demonstrate awareness of ways of caring for animals properly (e.g., avoid handling them too much; research nutritional requirements); * describe how humans produce food by raising livestock (e.g., pigs, chickens, cattle). Life Systems: Grade 3 – Growth and Changes in Plants Overview The study of plants in Grade 3 focuses on the characteristics and requirements of plants and their patterns of growth. Students will observe and investigate a wide variety of local plants, from trees to mosses, in their natural environment. They will also learn about the importance of plants not only as sources of food and shelter for people and animals, but as suppliers of much of the world’s oxygen. Overall Expectations By the end of Grade 3, students will: * demonstrate an understanding of the similarities and differences in the physical characteristics of different plant species and the changes that take place in different plants as they grow; * investigate the requirements of plants and the effects of changes in environmental conditions on plants; * describe ways in which plants are important to other living things, and the effects of human activities on plants. Specific Expectations Understanding Basic Concepts By the end of Grade 3, students will: * identify the major parts of plants (e.g., seeds, stem, pistil) and describe their basic functions; * classify plants according to visible characteristics (e.g., type of tree bark, leaf shape, type of flowers); * describe, using their observations, the changes that plants undergo in a complete life cycle (e.g., from the germination of a seed to the production of flowers or fruit); * describe, using their observations, the effects of the seasons on plants (e.g., leaf buds grow into leaves in the spring; leaves turn colour in the fall); * compare the life cycles of different kinds of plants (e.g., plants that grow from bulbs or from seeds); * identify traits that remain constant in some plants as they grow (e.g., leaf shape, leaf size, flower colour); * describe, using their observations, how the growth of plants is affected by changes in environmental conditions (e.g., changes in light, soil); * explain how different features of plants help them survive (e.g., leaf structure, fibrous or tap root systems). Developing Skills of Inquiry, Design, and Communication By the end of Grade 3, students will: * design and conduct a hands-on inquiry into seed germination or plant growth; * ask questions about and identify some needs of plants, and explore possible answers to these questions and ways of meeting these needs (e.g., predict how long a particular plant could go without water before its leaves started to droop); * plan investigations to answer some of these questions or find ways of meeting these needs, and explain the steps involved; * use appropriate vocabulary in describing their investigations, explorations, and observations (e.g., stem, pistil, stamen, flower); * record relevant observations, findings, and measurements, using written language, drawings, charts, and graphs (e.g., produce a series of drawings to show a plant at different stages of development); * communicate the procedures and results of investigations for specific purposes and to specific audiences, using drawings, demonstrations, simple media works, and oral and written descriptions (e.g., make a graph that shows the number and kinds of trees found in different yards; design and construct a terrarium or garden that reproduces the conditions that they found to be requirements of specific plants). Relating Science and Technology to the World Outside the School By the end of Grade 3, students will: * describe ways in which humans use plants for food, shelter, and clothing (e.g., trees are used for building houses; cloth is made from cotton); * describe ways in which humans can protect natural areas to maintain native plant species (e.g., establishing conservation areas, wildlife reserves, wetland sanctuaries); * identify the parts of a plant that are used to produce specific products for humans (e.g., sugar, dyes, paper, cloth, lumber) and describe the steps in production; * describe various plants used in food preparation (e.g., vegetables, fruits, spices, herbs) and identify places where they can be grown; * describe various settings in which plant crops are grown (e.g., farms, orchards, home gardens); * describe ways in which plants and animals depend on each other (e.g., plants provide food for energy, and animals help distribute pollen and seeds); * compare the requirements of some plants and animals, and identify the requirements that are common to all living things (e.g., the need for water and minerals); * demonstrate awareness of ways of caring for plants properly (e.g., ensure that a plant has sufficient light and water); * identify some functions of different plants in their local area (e.g., trees provide shade; grass binds soil to prevent soil erosion). Life Systems: Grade 4 – Habitats and Communities Overview Students in Grade 4 will be familiar with the basic needs of plants and animals, and will begin to explore and compare ways in which communities of plants and animals satisfy their needs in specific habitats. In their investigations, they will also study some of the factors that affect various habitats, including changes that occur naturally and changes brought about by people. Overall Expectations By the end of Grade 4, students will: * demonstrate an understanding of the concepts of habitat and community, and identify the factors that could affect habitats and communities of plants and animals; * investigate the dependency of plants and animals on their habitat and the interrelationships of the plants and animals living in a specific habitat; * describe ways in which humans can change habitats and the effects of these changes on the plants and animals within the habitats. Specific Expectations Understanding Basic Concepts By the end of Grade 4, students will: * identify, through observation, various factors that affect plants and animals in a specific habitat (e.g., availability of water, food sources, light; ground features; weather conditions); * classify organisms according to their role in a food chain (e.g., producer, consumer); * demonstrate an understanding of a food chain as a system in which energy from the sun is transferred eventually to animals, construct food chains of different plant and animal species (e.g., carrot’rabbit’fox), and classify animals as omnivore, carnivore, and herbivore; * describe structural adaptations of plants and animals that demonstrate a response of the living things to their environment (e.g., the height of a plant depends on the amount of sunlight the plant gets; many animals that live in the Arctic have white fur); * recognize that animals and plants live in specific habitats because they are dependent on those habitats and have adapted to them (e.g., ducks live in marshes because they need marsh plants for food and shelter and water for movement); * classify plants and animals that they have observed in local habitats according to similarities and differences (e.g., in shape, location). Developing Skills of Inquiry, Design, and Communication By the end of Grade 4, students will: * formulate questions about and identify the needs of animals and plants in a particular habitat, and explore possible answers to these questions and ways of meeting these needs (e.g., predict the structural adaptations, such as webbed feet, that help aquatic animals live in water); * plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions; * use appropriate vocabulary, including correct science and technology terminology, in describing their investigations, explorations, and observations (e.g., habitat, population, ecological niche, community, food chain); * compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelled graphs produced by hand or with a computer (e.g., display data gathered in a population-simulation exercise, using a labelled graph; classify species of insects in the neighbourhood according to habitat, using a chart or table); * communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes and descriptions, drawings, and charts (e.g., prepare a poster illustrating the components of a local habitat; trace a food chain in an illustrated chart, using the sun as the starting point). Relating Science and Technology to the World Outside the School By the end of Grade 4, students will: * describe ways in which humans are dependent on plants and animals (e.g., for food products, medicine, clothing, lumber); * describe ways in which humans can affect the natural world (e.g., urban development forces some species to go elsewhere and enables other species to multiply too rapidly; conservation areas can be established to protect specific habitats); * construct food chains that include different plant and animal species and humans (e.g., grass’cattle’humans); * show the effects on plants and animals of the loss of their natural habitat (e.g., nesting sites of ducks may be destroyed when a dam is built); * investigate ways in which the extinction of a plant or animal species affects the rest of the natural community and humans (e.g., chart the distribution of wolves on a world map and predict the effects if wolves were to become extinct; use a software program that simulates a specific environment to track the effects of the loss of a plant species). Life Systems: Grade 5 – Human Organ Systems Overview In Grade 5, study of the human body focuses on five major organ systems – the respiratory, circulatory, digestive, excretory, and nervous systems. Using models and simulations, students will learn where the major internal organs are located and will explore the functions and interactions of organs within specific systems. In studying the structure of organs, students will learn that all living tissues are composed of different kinds of cells. Students will also develop an understanding of the importance of proper nutrition and exercise to the healthy functioning of organ systems. Overall Expectations By the end of Grade 5, students will: * demonstrate an understanding of the structure and function of the respiratory, circulatory, digestive, excretory, and nervous systems, and the interactions of organs within each system; * investigate the structure and function of the major organs of the respiratory, circulatory, digestive, excretory, and nervous systems; * demonstrate understanding of factors that contribute to good health. Specific Expectations Understanding Basic Concepts By the end of Grade 5, students will: * identify the cell as the basic unit of life; * describe the basic structure and function of the major organs in the respiratory, circulatory, digestive, excretory, and nervous systems; * describe, using models and simulations, ways in which the skeletal, muscular, and nervous systems work together to produce movement (e.g., make a model of the structure of the bones and muscles in an arm, using cardboard rolls and elastic bands); * identify the skin as an organ and explain its purpose; * explain what happens to excess nutrients not immediately used by the body; * describe the components of the body’s system of defence against infections (e.g., tears, skin, white blood cells). Developing Skills of Inquiry, Design, and Communication By the end of Grade 5, students will: * formulate questions about and identify the needs of humans, and explore possible answers to these questions and ways of meeting these needs (e.g., in studying the nervous system, investigate response times by having someone catch a ruler between the thumb and index finger after it is dropped by another person; investigate ways in which orthopaedic devices, such as back rests, have improved the quality of life); * plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions; * use appropriate vocabulary, including correct science and technology terminology, in describing their investigations, explorations, and observations (e.g., use terms such as teeth, esophagus, stomach, and gastric juices in describing the digestive system); * compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelled graphs produced by hand or with a computer (e.g., record both qualitative and quantitative data from observations of the nutritional value of foods; produce a graph of the heartbeat rate of someone climbing a specific number of stairs in a given length of time); * communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes and descriptions, drawings, and charts (e.g., create a comparison chart, grouping foods by major nutrients and by their categories in Canada’s Food Guide to Healthy Eating). Relating Science and Technology to the World Outside the School By the end of Grade 5, students will: * describe the types of nutrients in foods (e.g., carbohydrates, fats, proteins, vitamins, minerals) and their function in maintaining a healthy body (e.g., supporting growth); * identify a balanced diet as one containing carbohydrates, proteins, fats, minerals, vitamins, fibre, and water, and design a diet that contains all of these; * identify food sources from which people in various societies obtain nutrients (e.g., rice, potatoes, and grains furnish carbohydrates); * interpret nutritional information to make healthy food choices (e.g., sort commercial cereals into different categories, such as high fat, low fat, high salt, low sugar, and decide which are best); * demonstrate awareness that some disorders can be affected by diet (e.g., diabetes, heart disease); * identify types of industries involved in the processing and preserving of foods; * describe the relationship between eating habits, weight, height, and metabolism; * describe ways in which various kinds of organisms (e.g., bacteria, fungi) are used to recycle human waste; * explain the importance of daily physical activity; * explain how the health of human beings is affected by environmental factors (e.g., smoking, smog, and pollen affect the respiratory system); * explain the benefits and disadvantages of using some technological innovations (e.g., headsets designed to protect ears from excessive noise are helpful, but headphones used to listen to music can cause hearing impairment); * describe some types of medical technology (e.g., exercise machines, hearing aids, prosthetics). Life Systems: Grade 6 – Diversity of Living Things Overview The study of living things in Grade 6 focuses on the use of classification systems as ways of learning about the great diversity of species and as ways of organizing the study of species. Particular attention is given to the classification of organisms in the animal kingdom. Classifying animals not only will enable students to learn about many different types of animals, from mammals to microscopic organisms, but will help them to observe and describe similarities and differences among species more precisely. To acquire first-hand experience in studying the diversity of living things, students will examine and classify organisms in a specific habitat – a pond, for example. Overall Expectations By the end of Grade 6, students will: * demonstrate an understanding of ways in which classification systems are used to understand the diversity of living things and the interrelationships among living things; * investigate classification systems and some of the processes of life common to all animals (e.g., growth, reproduction, movement, response, and adaptation); * describe ways in which classification systems can be used in everyday life. Specific Expectations Understanding Basic Concepts By the end of Grade 6, students will: * explain why formal classification systems are usually based on structural characteristics (e.g., type of skeleton, circulatory system, reproductive system) rather than on physical appearance or behavioural characteristics; * recognize that the essential difference between cold- and warm-blooded animals lies in different means of regulating body temperature; * identify and describe the characteristics of vertebrates, and use these characteristics to classify vertebrates as mammals, birds, amphibians, reptiles, and fish (the five main classes); * identify and describe the characteristics of invertebrates, and classify invertebrates into phyla (e.g., sponges, worms, molluscs, arthropods); * compare the characteristics of vertebrates and invertebrates; * compare the characteristics of different kinds of arthropods (e.g., crustaceans such as crayfish, shrimp; insects such as grasshoppers, butterflies, mealworms); * describe microscopic living things using appropriate tools to assist them with their observations (e.g., nets and microscopes for pond study); * describe ways in which micro-organisms meet their basic needs (e.g., for food, water, air, movement). Developing Skills of Inquiry, Design, and Communication By the end of Grade 6, students will: * formulate questions about and identify the needs of different types of animals, and explore possible answers to these questions and ways of meeting these needs (e.g., design an experiment to study whether certain insects will grow larger if given large quantities of food); * plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions; * use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such as organism, species, structure, and kingdom in describing classification of animals); * compile data gathered through investigation in order to record and present results, using charts, tables, labelled graphs, and scatter plots produced by hand or with a computer (e.g., make an inventory of animals found in a specific location); * communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes and descriptions, charts, graphs, and drawings (e.g., create a clearly labelled chart of organisms observed and identified during a pond study). Relating Science and Technology to the World Outside the School By the end of Grade 6, students will: * identify various kinds of classification systems that are based on specific criteria and used to organize information (e.g., in a telephone system, numbers are classified according to country code, area code, telephone number, extension number); * identify inherited characteristics (e.g., eye colour, hair colour) and learned or behavioural characteristics (e.g., habits of cleanliness); * explain why characteristics related to physical appearance (e.g., size, shape, colour, texture) or behaviour are not suitable attributes for classifying living things; * identify various kinds of plant or animal organisms in a given plot using commercially produced biological or classification keys (e.g., organisms observed in a pond study, in the school yard, in wildlife centres); * describe specific characteristics or adaptations that enable each group of vertebrates to live in its particular habitat (e.g., fish in water), and explain the importance of maintaining that habitat for the survival of the species; * explain how fossils provide evidence of changes in animals over geological time; * compare similarities and differences between fossils and animals of the present. Life Systems: Grade 7 – Interactions Within Ecosystems Overview The study of ecosystems is an introduction to the study of ecology and involves investigation of the complex interactions between all types of organisms and their environment. Students will learn that ecosystems consist of communities of plants and animals that are dependent on each other as well as on the non-living parts of the environment. They will also learn that groups of ecosystems make up biomes, which, in turn, are components of the biosphere. In investigating ecosystems, students will examine the effects of natural factors, such as climate changes, as well as the impact of technological changes on the environment. Overall Expectations By the end of Grade 7, students will: * demonstrate an understanding of the interactions of plants, animals, fungi, and micro- organisms in an ecosystem; * investigate the interactions in an ecosystem, and identify factors that affect the balance among the components of an ecosystem (e.g., forest fires, parasites); * demonstrate an understanding of the effects of human activities and technological innovations, as well as the effects of changes that take place naturally, on the sustainability of ecosystems. Specific Expectations Understanding Basic Concepts By the end of Grade 7, students will: * identify living (biotic) and non-living (abiotic) elements in an ecosystem; * identify populations of organisms within an ecosystem and the factors that contribute to their survival in that ecosystem; * identify and explain the roles of producers, consumers, and decomposers in food chains and their effects on the environment (e.g., plants as producers in ponds); * explain the importance of microorganisms in recycling organic matter (e.g., as decomposers); * identify micro-organisms as beneficial (e.g., yeast) and/or harmful (e.g., bacteria or viruses that cause disease); * interpret food webs that show the transfer of energy among several food chains, and evaluate the effects of the elimination or weakening of any part of the food web; * describe the process of cycling carbon and water in the biosphere; * investigate ways in which natural communities within ecosystems can change, and explain how such changes can affect animal and plant populations (e.g., changes affecting their life span, their gestation periods, or their ability to compete successfully); * identify signs of ecological succession in a local ecosystem (e.g., the presence of blueberries in an area recently devastated by fire; the presence of pioneer organisms that start the process of succession in sand dunes). Developing Skills of Inquiry, Design, and Communication By the end of Grade 7, students will: * formulate questions about and identify the needs of various living things in an ecosystem, and explore possible answers to these questions and ways of meeting these needs (e.g., research the population levels of a species over time and predict its future levels on the basis of past trends and present conditions; determine how the structure of specific plants helps them withstand high winds, live on the surface of water, or compete for sunlight); * plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions; * use appropriate vocabulary, including correct science and technology terminology, to communicate ideas, procedures, and results (e.g., use scientific terms such as biosphere, biome, ecosystem, species); * compile qualitative and quantitative data gathered through investigation in order to record and present results, using diagrams, flow charts, frequency tables, bar graphs, line graphs, and stem-and-leaf plots produced by hand or with a computer (e.g., use a chart to record the number of producers and consumers in a particular habitat); * communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes and descriptions, charts, graphs, and drawings (e.g., design a multimedia presentation explaining the interrelationships of biotic and abiotic elements in a specific ecosystem). Relating Science and Technology to the World Outside the School By the end of Grade 7, students will: * investigate the impact of the use of technology on the environment (e.g., the “greenhouse effect”; redirection of water flow for human needs; use of pesticides); * investigate the bio-economical costs and benefits of the recycling and waste- disposal industries; * explain the importance of plants as sources of energy (e.g., food, fossil fuels), as producers of carbohydrates and oxygen (e.g., phytoplankton), and as habitats for wildlife; * describe the conditions in an ecosystem that are essential to the growth and reproduction of plants and micro-organisms, and show the connection between these conditions and various aspects of the food supply for humans; * identify the importance of plants in the Canadian economy (e.g., in farming, forestry, drug manufacturing, the nursery industry) and describe the impact of the industrial use of plants on the environment; * explain the long-term effects of the loss of natural habitats and the extinction of species (e.g., loss of diversity of genetic material, both plant and animal); * identify and explain economic, environmental and social factors that should be considered in the management and preservation of habitats (e.g., the need for recycling; the need for people to have employment). Life Systems: Grade 8 – Cells, Tissues, Organs, and Systems Overview In Grade 5, students were introduced to the cell as the basic unit of life in the study of human organ systems. In Grade 8, students will continue to develop their knowledge of systems in living things, focusing on the structure and function of cells in plants and animals and on the organization of cells into tissues, organs, and organ systems. Overall Expectations By the end of Grade 8, students will: * demonstrate an understanding of the basic structure and function of plant and animal cells, and describe the hierarchical organization of cells in plants and animals; * investigate basic cellular processes and certain specialized cells in plants; * describe ways in which study of the structure, function, and interdependence of human organ systems can result in improvements in human health. Specific Expectations Understanding Basic Concepts By the end of Grade 8, students will: * identify unicellular organisms (e.g., amoebae) and multicellular organisms (e.g., worms, humans); * investigate ways in which unicellular organisms meet their basic needs (e.g., for food, movement); * identify organelles in cells through observation (e.g., vacuole, nucleus, chloroplast) and explain their functions; * describe, using their observations, differences in structure between plant and animal cells; * describe the organization of cells into tissues, organs, and systems; * explain the function of selectively permeable membranes in cells; * describe and explain the structure and function of specialized cells and tissues in different parts of plants (e.g., in roots, stems, leaves); * recognize that cells in multicellular organisms need to reproduce to make more cells to form and repair tissues; * explain how the structure of the roots, stem, and leaves of a plant permit the movement of food, water, and gases; * compare the structure of different plants (e.g., cactus, coniferous tree, moss) and show how their structure enables them to live in specific conditions; * describe, using their observations, the movement of gases and water into and out of cells during diffusion and osmosis. Developing Skills of Inquiry, Design, and Communication By the end of Grade 8, students will: * use a microscope accurately to find, observe, and draw microscopic objects; * formulate questions about and identify needs related to the functioning of cells, and explore possible answers to these questions and ways of meeting these needs (e.g., design and conduct an experiment to test a hypothesis about the effect of chemicals on a unicellular organism; design and conduct an experiment to test the effectiveness of different substances in preventing cut flowers from wilting); * plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions; * use appropriate vocabulary, including correct science and technology terminology, to communicate ideas, procedures, and results (e.g., use scientific terms such as organelle, diffusion, osmosis, selectively permeable); * compile qualitative and quantitative data gathered through investigation in order to record and present results, using diagrams, flow charts, frequency tables, graphs, and stem-and-leaf plots produced by hand or with a computer (e.g., use a diagram to present an estimate of the number of cells in a petri dish); * communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes and descriptions, charts, graphs, and drawings (e.g., create a simulation illustrating movement of water and nutrients between cells and through various organs and systems). Relating Science and Technology to the World Outside the School By the end of Grade 8, students will: * describe the needs and functions of various cells and organs in relationship to the needs of the human body as a whole; * describe the basic factors that contribute to the efficient functioning of the human respiratory, circulatory, digestive, excretory, and nervous systems; * describe some ways in which the various systems in the human body are interdependent; * describe similarities and differences in the functions of comparable structures in different groups of living things (e.g., compare the food intake and digestion of a unicellular organism, an invertebrate, and a vertebrate); * describe ways in which research about cells has brought about improvements in human health and nutrition (e.g., development of medicines, immunization procedures, and diets based on the needs of organs such as the heart); * describe ways in which substances work by altering the way cells function (e.g., insulin); * describe ways in which various types of cells contribute to the healthy functioning of the human body (e.g., red blood cells transport oxygen throughout the body); * illustrate how blood is pushed by pressure throughout the body to carry oxygen and nutrients to cells, tissues, and organs. Matter and Materials In this strand, the study of matter in science is integrated with the use of materials in technology. In studying matter, students develop an understanding of the properties of substances, which will serve as a foundation for future theoretical studies in science. In designing and making useful objects, students apply their knowledge of the properties of the materials they are using, as well as knowledge of aesthetic and ergonomic principles in the area of technological design. The topics covered in this strand are: Grade 1: Characteristics of Objects and Properties of Materials Grade 2: Properties of Liquids and Solids Grade 3: Magnetic and Charged Materials Grade 4: Materials That Transmit, Reflect, or Absorb Light or Sound Grade 5: Properties of and Changes in Matter Grade 6: Properties of Air and Characteristics of Flight Grade 7: Pure Substances and Mixtures Grade 8: Fluids In their investigations, students manipulate and observe materials and test them for their properties, and experiment with possible uses of these materials. At first, students report on their findings in qualitative terms, but as they learn to use mathematics, they will be able to express many of their observations in quantitative terms appropriate for their grade. Students also learn to see connections between science and technology and the broader social and economic context – for example, they learn that decisions to make specific products may be based on such factors as economics, environmental and waste considerations, and consumer values and demands. In all grades, students develop the ability to use language to communicate clearly and to use science and technology terminology appropriately. Many of the terms used in the study of matter and materials are ordinary words, so students will need to learn their specialized meanings. It is important that students follow established safety practices in all investigations. These practices include: * following correct procedures when joining and shaping a variety of materials (e.g., always cutting materials away from oneself; firmly holding materials in place; avoiding the application of great force when using a tool as it can lead to loss of control of the tool or material; using scissors to cut masking tape; using a hand drill to make holes in wood; using a paper punch to make holes in paper); * using tools, materials, and equipment safely (e.g., hacksaw, scissors, hot plate, glue gun, rasp); * keeping utensils and their work area clean; * returning materials, tools, utensils, and equipment to their proper places; * demonstrating concern for one’s own safety and the safety of others (e.g., keeping sharp ends of objects such as needles and pins pointed away from oneself and others; tying back long hair and loose garments before approaching a heat source; never leaving a heat source unattended; using pot holders when handling hot utensils or pots; wearing safety goggles; reporting any damage to tools or equipment immediately); * exercising caution when using the senses to explore substances (e.g., when handling toxic substances). Matter and Materials: Grade 1 – Characteristics of Objects and Properties of Materials Overview In Grade 1, students are introduced to the concept of materials through exploration of various objects in their immediate surroundings. Students will use their senses to identify various materials and objects. In doing this, they will learn to make a clear distinction between objects and materials: they will learn that objects are made from materials and that materials have specific properties. They will also learn to describe these properties clearly and precisely. By making objects out of various materials, they will begin to understand that there is a connection between the properties of materials and the specific purposes for which the materials are used. Overall Expectations By the end of Grade 1, students will: * distinguish between objects and materials (e.g., scissors are objects and they can be made of metal and/or plastic), and identify and describe the properties of some materials (e.g., flexibility of plastic, hardness of wood); * investigate the properties of materials and make appropriate use of materials when designing and making objects; * describe the function of specific materials in manufactured objects that they and others use in daily life. Specific Expectations Understanding Basic Concepts By the end of Grade 1, students will: * identify each of the senses and demonstrate understanding of how they help us recognize and use a variety of materials (e.g., our sense of sight enables us to determine whether a banana is ripe; our sense of hearing tells us whether the washing machine is working properly); * describe various materials using information gathered by using their senses (e.g., a piece of steel is hard, shiny, and cold, and makes a ringing noise when tapped; a ceramic bowl is hard and rough-textured, and makes a dull sound when tapped); * identify properties of materials that are important to the purpose and function of the objects that are made from them (e.g., the flexibility of plastic makes plastic wrap useful for covering food in order to keep it fresh); * describe, using their observations, ways in which materials can be changed to alter their appearance, smell, and texture (e.g., cooking changes the smell and texture of ingredients on a pizza; painting rough wood makes it smoother). Developing Skills of Inquiry, Design, and Communication By the end of Grade 1, students will: * sort objects (e.g., students’ coats, lunch bags, cooking utensils) and describe the different materials from which those objects are made; * demonstrate ways in which various materials can be manipulated to produce different sounds (e.g., produce sounds by tapping the sides of glasses that contain different amounts of water) and describe their findings; * design a usable product that is aesthetically pleasing (e.g., a tote bag, cookie, musical instrument) and construct it by combining and modifying materials that they have selected themselves; * ask questions about and identify needs and problems related to objects and materials, and explore possible answers and solutions (e.g., test materials to determine which ones insulate more efficiently; test different fabrics to determine which are waterproof); * plan investigations to answer some of these questions or solve some of these problems; * use appropriate vocabulary in describing their investigations, explorations, and observations (e.g., use words such as soft, smooth, rough, and sticky when describing textures); * record relevant observations, findings, and measurements, using written language, drawings, charts, and concrete materials (e.g., make a display board and record the results of their testing of chalk on different materials); * communicate the procedures and results of investigations for specific purposes, using demonstrations, drawings, and oral and written descriptions (e.g., display examples of materials tested and indicate which ones were best for writing on). Relating Science and Technology to the World Outside the School By the end of Grade 1, students will: * describe how properties of materials (e.g., sounds, textures, lustre) help us learn about natural and human-made objects; * identify materials that can be used to join and fasten other materials (e.g., tape for paper; thread for buttons); * demonstrate ways of reusing materials and objects in daily activities (e.g., reuse of plastic containers for storing food); * recognize that objects made of certain materials can be recycled (e.g., pop cans, plastic jugs, newspapers); * identify, through observation, the same material in different objects (e.g., cotton in shirts and towels; glass in magnifying glasses and windows; wood in pencils and furniture); * compare objects constructed for similar purposes (e.g., different types of chairs) and identify the similarities and differences between their corresponding parts and the materials from which they are made (e.g., metal, wood); * identify materials commonly used in manufactured objects as well as the source of those materials (e.g., wood from trees). Matter and Materials: Grade 2 – Properties of Liquids and Solids Overview When students examine materials in the world around them, they become aware of a wide variety of similarities and differences in the properties of those materials – for example, the way they look, feel, sound, or change. In Grade 2, students will develop their understanding of properties of materials through investigating liquid and solid materials. They will investigate ways in which solids and liquids interact, and will learn that some materials exist in both solid and liquid states. They will also learn that it is important to take into consideration the various properties of solids and liquids when designing and making or building objects for use. Overall Expectations By the end of Grade 2, students will: * demonstrate an understanding of the properties of familiar liquids (e.g., vinegar, detergent, water, oil) and solids (e.g., sugar, salt, sand), and of interactions between liquids and between liquids and solids; * investigate the properties of and interactions between liquids and between liquids and solids, and identify the types of objects or materials that can be used to contain liquids and solids (e.g., a plastic bowl will hold a liquid or a solid but a paper towel will only hold a dry solid); * identify and describe ways in which we use our knowledge of liquids and solids in making useful objects and in living in our environment. Specific Expectations Understanding Basic Concepts By the end of Grade 2, students will: * describe the properties of liquids and solids, using their observations; * distinguish between solids that dissolve in water (e.g., sugar) and solids that do not (e.g., sand); * describe, using their observations, the characteristics of the three states of water, and identify the conditions that cause changes from one state to another (e.g., water turns to ice when placed in a freezer); * recognize that the states of liquids and solids remain constant in some circumstances (e.g., solids remain solid when broken; liquids remain liquid when poured), but may change in other circumstances (e.g., liquids may freeze when the temperature drops; solids may melt when heated); * identify reversible changes in materials (e.g., the changing of ice to water); * identify, through observation, various substances that are buoyant (e.g., wood, oil), that can absorb another substance (e.g., paper towel), and that can dissolve another substance (e.g., water); * evaluate the appropriateness of the materials chosen in the design and used in the construction of a structure that is intended to float (e.g., polystyrene, paper, metal, wood). Developing Skills of Inquiry, Design, and Communication By the end of Grade 2, students will: * design and assemble, using given materials, an object that is buoyant and able to support a given mass, and identify and describe the materials and tools they used; * ask questions about and identify needs and problems related to the use of liquids and solids, and explore possible answers and solutions (e.g., devise and explain a plan to build a model raft; predict changes that will occur when ice or water is heated or cooled); * plan investigations to answer some of these questions or solve some of these problems, and describe the steps involved; * use appropriate vocabulary in describing their investigations, explorations, and observations (e.g., use such words as clear, runny, and greasy when describing liquids, and granular, hard, and opaque when describing solids); * record relevant observations, findings, and measurements, using written language, drawings, charts, and concrete materials (e.g., record data from experimentation with liquids and solids on a chart; list characteristics of different liquids that they have observed); * communicate the procedures and results of investigations for specific purposes, using demonstrations, drawings, and oral and written descriptions (e.g., write a booklet for the school library describing class experiments in investigating liquids and solids). Relating Science and Technology to the World Outside the School By the end of Grade 2, students will: * compare the properties of liquids with those of solids to determine which materials take the shape of their container (e.g., water will fill a margarine container completely but ice cubes will leave spaces); * compare different materials with respect to their capacity to absorb, and identify ways in which this capacity determines how these materials are used (e.g., bond paper, paper towels, cotton, linen, wood, plastic); * describe, using their observations, the behaviour of various liquids (e.g., water, oil) when poured on different surfaces (e.g., rough wood, smooth wood, cloth), when combined with solids (e.g., powdered milk), and when combined with other liquids (e.g., vinegar), and explain how the reactions they observe determine the uses of these liquids and solids; * compare the properties of water with the properties of at least one other liquid (e.g., detergent, oil, molasses); * identify liquids used in the home and describe how they are used (e.g., milk for drinking and cooking; detergent for cleaning); * describe, using their observations, some ways in which solids and liquids can be combined to make useful substances (e.g., flour and water make paste); * identify objects in the immediate environment as solids (e.g., sand, ice, rocks) or liquids (e.g., milk, vinegar, water); * recognize international symbols that give us information on the safety of substances (e.g., household cleaners, cleansers, bleaches) and Canadian Safety Association signage when working with liquids and solids. Matter and Materials: Grade 3 – Magnetic and Charged Materials Overview In previous grades, students have manipulated, observed, and investigated a wide variety of materials. Now, they will focus on materials that are magnetic or those that can hold an electric charge. Students will investigate the ways in which different materials affect magnetic strength and electric charge. They will learn that every magnet has two poles, and that the strength of a magnet depends on the types and combinations of the various materials from which it is made. Students will also describe their observations of static electricity and the conditions that affect it. Through these investigations, students will increase their knowledge about the properties of materials that make them useful for specific purposes. Note: Investigations with static electricity best when the air is dry. On humid days, charge on a conductor is reduced by the moisture in the air. Overall Expectations By the end of Grade 3, students will: * demonstrate an understanding of the properties of materials that can be magnetized or charged and of how materials are affected by magnets or static electric charges; * identify and describe, using their observations, ways in which static electric charges are made in everyday materials, as well as different types of interactions that take place both between charged materials and between magnetized materials; * identify familiar uses of magnets and give examples of static electric charges that are created in the home or at school. Specific Expectations Understanding Basic Concepts By the end of Grade 3, students will: * classify, using their observations, materials that are magnetic and not magnetic, and identify materials that can be magnetized (e.g., iron, nickel); * identify, through observation, the effect of different conditions on the strength of magnets and on static electric charges in materials (e.g., the effect of distance between magnets; the effect of moisture on charged materials); * compare different materials by measuring their magnetic strength or the strength of their electric charge (e.g., the number of paper clips that can be picked up by a magnetized needle; the number of tissue paper bits that can be picked up by a charged comb); * identify, through observation, pairs of materials that produce a charge when rubbed together (e.g., glass and silk; wool and hard rubber); * describe and demonstrate how some materials that have been electrically charged or magnetized may either push or pull similar materials; * determine, through observation, the polarity of a magnet (e.g., use a magnet of known polarity to test another magnet of unknown polarity); * identify materials that can be placed between a magnet and an attracted object without diminishing the strength of the attraction (e.g., construction paper); * predict, verify, and describe the interaction of two objects that are similarly charged (e.g., the interaction of two balloons after rubbing them on hair); * describe, through observation, changes in the force of attraction at different distances, both for magnetic forces and for static electric forces. Developing Skills of Inquiry, Design, and Communication By the end of Grade 3, students will: * design and construct a system that uses magnetic force to move an object (e.g., create a boat that holds paper clips, and move it through water using a magnet); * ask questions about and identify problems related to magnetic and static electric forces, and explore possible answers or solutions (e.g., investigate ways of producing static electric charges in different materials); * plan investigations to answer some of these questions or solve some of these problems, and explain the steps involved; * use appropriate vocabulary in describing their investigations, explorations, and observations (e.g., use terms such as north pole, south pole, attract, and repel when describing magnets, and charge, dry, humid, conductor, and insulator when describing static electricity); * record relevant observations, findings, and measurements, using written language, drawings, charts, and graphs (e.g., use a data table to show the number of times a needle can be magnetized and the results of testing magnetic strength); * communicate the procedures and results of investigations for specific purposes and to specific audiences, using demonstrations, drawings, simple media works, and oral and written descriptions (e.g., demonstrate how an object moves through a magnetic maze they have created). Relating Science and Technology to the World Outside the School By the end of Grade 3, students will: * identify uses of magnets in familiar things (e.g., refrigerator magnets, compasses, door seal on a refrigerator, magnetic catches on cupboards); * describe examples of static electricity encountered in everyday activities (e.g., clothes clinging together after drying in a spin dryer; sparks made by touching objects after shuffling feet on carpets or by sliding down plastic playground slides in nylon snowsuits); * identify ways in which static electricity can be used safely or avoided (e.g., use a charged sheet of plastic to pick up dust; moisten materials so they do not cling together). Matter and Materials: Grade 4 – Materials That Transmit, Reflect, or Absorb Light or Sound Overview As they explore the properties of sound and light (see the Energy and Control strand for Grade 4), students will also encounter a wide variety of materials that transmit, reflect, or absorb energy. By focusing their investigations on the way these materials affect or are affected by sound and light, students will deepen their knowledge of the types of properties materials can have. They will also learn more about how the different properties of materials can help them to design products that are safe, useful, and creative. Overall Expectations By the end of Grade 4, students will: * demonstrate understanding that certain materials can transmit, reflect, or absorb light or sound; * investigate materials that transmit, reflect, or absorb light or sound and use their findings in designing objects and choosing materials from which to construct them; * explain why materials that transmit, reflect, or absorb light and/or sound are used in a variety of consumer products. Specific Expectations Understanding Basic Concepts By the end of Grade 4, students will: * recognize and describe how different materials affect light (e.g., water and prisms bend light as it passes through them; mirrors and polished metals reflect light); * classify materials as transparent (e.g., glass, clear acrylic), translucent (e.g., frosted glass, white plastic shopping bags, tissue paper), or opaque (e.g., wood); * demonstrate how opaque materials absorb light and thereby cast shadows; * investigate, through explorations, ways in which different properties of materials, including their shape, affect the nature of sound (e.g., compare the sound produced by striking solid and hollow materials); * identify and describe, using their observations, physical changes in a material that can alter the sound it makes (e.g., the differences in sound when a loose rubber band and a stretched rubber band are plucked); * identify, using their observations, a variety of materials through which sound can travel (e.g., by ringing bells under water; by sending messages along a string). Developing Skills of Inquiry, Design, and Communication By the end of Grade 4, students will: * design and make instruments for a specific purpose or function (e.g., make magnifiers from a glass jar half filled with water; make drums from boxes or margarine containers with lids); * formulate questions about and identify problems related to the ways in which materials transmit, reflect, or absorb sound or light, and explore possible answers or solutions (e.g., predict and verify the size, shape, and location of shadows from a given light source, or the types of materials that will make ringing sounds when struck); * plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions; * use appropriate vocabulary, including correct science and technology terminology, in describing their investigations, explorations, and observations (e.g., use terms such as translucent, opaque, reflection, absorption, and conductivity to describe properties of materials in relation to light and sound); * compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelled graphs produced by hand or with a computer (e.g., create a table to show the types of sounds made by hollow objects, such as a coffee can full of air, and by solid objects, such as a coffee can filled with sand); * communicate the procedures and results of investigations for specific purposes and to specific audiences, using oral presentations, written notes and descriptions, drawings, and charts (e.g., create a shade chart of a selected colour; make a spinning colour wheel to demonstrate how “white” light is composed of all the colours). Relating Science and Technology to the World Outside the School By the end of Grade 4, students will: * classify materials that transmit, absorb, or reflect energy as natural or human-made (e.g., wood, metal, clay, plastic, fabric); * identify transparent, translucent, and opaque materials used in objects in the immediate environment, and evaluate whether the ability of these materials to transmit, reflect, or absorb light enhances the objects’ usefulness (e.g., usefulness of translucent white plastic shopping bags versus opaque paper shopping bags; use of coloured glass to preserve food or drink from light); * describe, using their observations, how substances employed in finishing processes can alter a material’s ability to transmit, absorb, or reflect light or sound (e.g., how choice of paint can affect the reflective ability of the surface to be painted); * describe and demonstrate, using different materials, ways of mixing colours to create new colours (e.g., by overlapping coloured acetates; by mixing paints); * compare the intensity of light passing through different materials, and identify how the differences might determine the uses of these materials; * identify different types of light observed in the immediate environment (e.g., neon lights, rainbows, flashlights) and compare them (e.g., with respect to colour, intensity); * compare materials in terms of the sounds that they can be made to produce (e.g., by plucking a rubber band, beating a drum, tapping glasses filled to different levels with water, shaking a jar of macaroni, blowing air past a blade of grass placed between the thumbs); * investigate objects in the home and community that are designed and made to produce sounds (e.g., doorbells, sirens, telephones, radios, stereos, smoke detectors, security system alarms); * describe some ways in which materials that absorb sound are used (e.g., in concert halls, adjacent movie theatres, ear plugs, highway sound barriers); * describe practices that ensure their safety and that of others (e.g., use of ear plugs in situations involving excessive noise; use of reflective or fluorescent materials on clothes at night). Matter and Materials: Grade 5 – Properties of and Changes in Matter Overview In earlier grades, students have learned about the properties (such as strength, flexibility, buoyancy) of various materials and about how such properties determine what the materials are used for. Students now will begin to explore the underlying concept of matter. They will learn about the three states of matter (solid, liquid, gas) and the characteristics of each. They will also explore changes of state, and investigate the difference between physical changes (which are usually reversible) and chemical changes (which may not be reversible). Students will already know about many of these changes from their previous investigations, but now they will begin to apply their knowledge in a systematic way, using inquiry and design processes to solve problems and to choose appropriate materials for the devices they design and make. Overall Expectations By the end of Grade 5, students will: * demonstrate an understanding of the three states of matter and of changes in state; * investigate common changes of state (e.g., melting, freezing, condensing, evaporating) and make informed choices about materials when finding solutions to problems in designing and constructing objects; * identify the properties that make different materials useful in everyday products and discuss the environmental impact of their use. Specific Expectations Understanding Basic Concepts By the end of Grade 5, students will: * identify and describe some changes to materials that are reversible and some that are not (e.g., freezing and melting are reversible; burning is not); * describe changes they observe in the properties of materials when the materials interact with each other (e.g., when paints are mixed; when water is combined with gelatine); * describe examples of interactions between materials that result in the production of a gas (e.g., antacid tablets in water, baking soda in vinegar); * identify the three different states of matter – solid, liquid, and gas – and give examples of each state (e.g., solid: sugar, rock; liquid: water, oil, gasoline; gas: water vapour, air, oxygen); * identify the characteristic properties of each of the three states of matter and group materials on the basis of these properties (e.g., solids have definite volume and hold their shape; liquids have definite volume but take the shape of their container; gases have no definite volume and take the volume and shape of their container); * recognize, on the basis of their observations, that melting and evaporation require heat; * use a thermometer to measure the temperature of a material; * identify melting, freezing, condensation, and evaporation as changes of state that can be reversed; * describe, using their observations, non-reversible changes that occur when some materials are heated (e.g., when paper is burnt; when an egg is cooked); * investigate and describe the changes in the relative volume, shape, and temperature of materials when pressure is applied to them (e.g., the effects of using a hammer on clay or of sitting on a beach ball with the stopper removed). Developing Skills of Inquiry, Design, and Communication By the end of Grade 5, students will: * design and make a device or product that minimizes heat loss (e.g., a coffee mug, a Thermos flask, an insulated lunch bag); * conduct a fair test to determine the effectiveness of a variety of commercial products designed for the same purpose (e.g., compare the adhesive qualities of different types of glue); * formulate questions about and identify needs and problems related to the properties and changes in state of familiar materials, and explore possible answers and solutions (e.g., estimate and then measure the length of time certain foods take to melt when heated; design a test to compare the insulating effects of different thicknesses of foam polystyrene); * plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions; * use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such as texture, hardness, strength, buoyancy, solubility, and flexibility to describe properties of materials); * compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelled graphs produced by hand or with a computer (e.g., record the reactions of different materials when vinegar is dropped on them, and use a data table to present their findings); * communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes and descriptions, drawings, and charts (e.g., make accurate and detailed drawings of sugar crystals, as seen both with the unaided eye and through a magnifying glass or microscope). Relating Science and Technology to the World Outside the School By the end of Grade 5, students will: * identify the source of the materials found in a product (e.g., plastic is made from petroleum) and describe the steps required to modify the natural materials to make the product; * describe how physical and chemical processes change materials found at home and materials used in industry (e.g., cooking, the manufacturing of plastics); * describe physical changes and chemical reactions that can take place in household products and explain how these reactions affect the use of the products (e.g., the role of baking soda in cooking; the role of heat in cooking an egg); * measure, in different materials, observable changes that result from such processes as rusting, dissolving, and bleaching, and identify products that are affected by these processes (e.g., metals, powdered foods, fabrics); * describe chemical changes that can be caused in a substance, and explain how the changes affect the use and function of the substance (e.g., changes caused by exposing newspaper or construction paper to light, exposing an apple section to air); * compare the mass of a substance in its liquid and solid states (e.g., compare the mass of ice cubes or chocolate squares with the mass of the liquid that results when they are melted); * relate the mass of a whole object to the sum of the masses of its parts (e.g., measure the mass of a given amount of salt, the mass of a given amount of water, and the mass of the container for the water, and compare the sum of those masses with the mass of the container and the mixture of salt and water; measure the separate masses of the ingredients for a salad and the salad bowl, and compare the sum of those masses with the mass of the bowl and the salad). Matter and Materials: Grade 6 – Properties of Air and Characteristics of Flight Overview Students will continue to broaden their understanding of the gaseous state of matter by focusing on the properties of air. Through investigations, observations, and experiments, students will discover that gases such as air take up space, have mass, and expand when heated. In addition, students will learn that to a large degree the ability to fly – of both living creatures and aircraft – depends on forces related to air pressure. As students investigate the properties of air, they will begin to understand how it can be a means to achieve lift, movement, and control in flying devices. Overall Expectations By the end of Grade 6, students will: * demonstrate an understanding of the properties of air (e.g., air and other gases have mass) and explain how these can be applied to the principles of flight; * investigate the principles of flight and determine the effect of the properties of air on materials when designing and constructing flying devices; * identify design features (of products or structures) that make use of the properties of air, and give examples of technological innovations that have helped inventors to create or improve flying devices. Specific Expectations Understanding Basic Concepts By the end of Grade 6, students will: * recognize that gravity does not depend on the presence of air; * demonstrate understanding that gases expand to fill a space; * demonstrate that air expands when heated (e.g., heat a garbage bag partially filled with air using a blow dryer); * demonstrate and explain how the shape of a surface over which air flows affects the role of lift (Bernoulli’s principle) in overcoming gravity (e.g., changing the shape of airplane wings affects the air flow around them); * demonstrate and describe methods used to alter drag in flying devices (e.g., flaps on a jet aircraft’s wings); * explain the importance of minimizing the mass of an object when designing devices to overcome the force of the earth’s gravity; * describe the sources of propulsion for flying devices (e.g., moving air, propellers, combustible fuel); * describe how unbalanced forces are used to steer airplanes and spacecraft (e.g., rocket firings to control docking in space). Developing Skills of Inquiry, Design, and Communication By the end of Grade 6, students will: * design, construct, and test a structure that can fly (e.g., a kite, a paper airplane, a hot air balloon); * design and create a device that uses pneumatic power to move another object; * formulate questions about and identify needs and problems related to the properties of air and characteristics of flight, and explore possible answers and solutions (e.g., investigate whether the shape of a plane affects its flight path); * plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions; * use appropriate vocabulary, including correct science and technology terminology, to communicate ideas, procedures, and results (e.g., use terms such as lift, thrust, streamline, and aerodynamics when discussing flight materials); * compile data gathered through investigation in order to record and present results, using tally charts, tables, labelled graphs, and scatter plots produced by hand or with a computer (e.g., record the flight distances of different styles of paper airplanes, and present their findings in a graph); * communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, written notes and descriptions, charts, graphs, drawings, and oral presentations (e.g., hold an invention convention on things that fly). Relating Science and Technology to the World Outside the School By the end of Grade 6, students will: * identify devices that involve the application of Bernoulli’s principle (e.g., paint sprayer, carburetor); * describe how the properties of air, such as its compressibility and insulating quality, are used in common products (e.g., automobile tires, double-glazed glass, sleeping bags, fire extinguishers); * describe and justify the differences in design between various types of flying devices (e.g., airplane versus helicopter, spacecraft versus hot-air balloon); * identify characteristics and adaptations that enable birds and insects to fly; * compare living things to identify the different features that allow them to be transported by wind (e.g., differences among spores, pollen, seeds); * describe milestones in the history of air and space travel; * compare the special features of different transportation methods that enable those methods to meet different needs (e.g., features of bicycles, cars, airplanes, spacecraft); * assess whether the materials in student-designed projects were used economically and effectively (e.g., decide whether paper was wasted during the construction of paper airplanes); * describe practices that ensure their safety and that of others (e.g., directing flying objects away from oneself and others). Matter and Materials: Grade 7 – Pure Substances and Mixtures Overview By exploring the distinction between pure substances (e.g., copper, sugar) and mechanical mixtures and solutions, students will come to recognize that most matter is either a solution or a mechanical mixture – including most foods and drinks, many medicines, cosmetics, building materials, cleaning agents, and so on. Through experiments, students will learn to distinguish between mixtures and solutions, discover many of their characteristics, and come to understand their uses and importance in daily life. Introduction of a scientific model (the particle theory) used to describe the particulate nature of matter will provide a conceptual basis for students’ learning in this area. Overall Expectations By the end of Grade 7, students will: * demonstrate an understanding of the characteristics of mechanical mixtures (heterogeneous) and solutions (homogeneous) and describe these characteristics using a scientific model (the particle theory); * investigate properties of different kinds of mechanical mixtures and solutions that make them useful in manufacturing products for particular purposes; * identify human uses of mixtures and solutions in everyday life, and evaluate the environmental impact of some of these uses. Specific Expectations Understanding Basic Concepts By the end of Grade 7, students will: * distinguish between mechanical mixtures and solutions; * describe the concentration of a solution in qualitative terms (e.g., dilute, concentrated) and in quantitative terms (e.g., grams of solute per 100 mL); * recognize that, according to the particle theory, particles have an attraction for each other and that the attraction between the particles of solute and solvent keeps them in solution; * distinguish between pure substances and mixtures using the particle theory (e.g., pure substances have identical particles whereas mixtures have different particles); * identify factors that affect solubility and the rate at which substances dissolve (e.g., temperature, type of solute or solvent, particle size, stirring); * describe, through observation, the difference between saturated and unsaturated solutions; * identify solutes and solvents in various kinds of solutions (e.g., gold and copper in gold rings; iodine and alcohol in iodine solutions; oxygen and nitrogen in air). Developing Skills of Inquiry, Design, and Communication By the end of Grade 7, students will: * formulate questions about and identify needs and problems related to the characteristics of mixtures and solutions, and explore possible answers and ways of meeting these needs (e.g., design a fair test to determine the amount of solute required to form a saturated solution with a fixed amount of solvent whose temperature is varied); * plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions; * use appropriate vocabulary, including correct science and technology terminology, to communicate ideas, procedures, and results (e.g., define the terms mixture, mechanical mixture, solution, solute, solvent, mass concentration, dissolve, soluble, insoluble, saturated, supersaturated, unsaturated, dilute); * compile qualitative and quantitative data gathered through investigation in order to record and present results, using diagrams, flow charts, frequency tables, bar graphs, line graphs, and stem-and-leaf plots produced by hand or with a computer (e.g., use a database to record and display results showing the amount of solute used in given amounts of solvent); * communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, written notes and descriptions, charts, graphs, drawings, and oral presentations (e.g., use drawings to illustrate the process of manufacturing a product from the collecting of raw materials to the end use of the product and its disposal); * follow safe work procedures (e.g., wash hands after handling chemicals; seal containers of unused chemicals promptly after use; recognize and take note of WHMIS warning symbols) and use appropriate tools, materials, and equipment. Relating Science and Technology to the World Outside the School By the end of Grade 7, students will: * identify solutions that exist as solids (e.g., alloys such as bronze, brass, gold rings, solder, sterling silver), liquids (e.g., soda pop, nail polish remover), and gases (e.g., air); * differentiate between raw materials (e.g., wood, coal, natural gas) and processed materials (e.g., plastic, glass, ceramic); * describe how raw materials are collected and processed to produce different materials (e.g., how iron and coal become steel; how sand, soda ash, and limestone become glass); * demonstrate different methods of separating the components of mixtures (e.g., evaporation, sifting, filtration, distillation, magnetism) and describe some industrial applications of these methods (e.g., use of evaporation in the production of maple syrup; use of different sizes of sieves to separate wheat grains in the production of white bread; use of filtration in water purification; use of fractional distillation in refining crude oil; use of magnets in scrap metal yards); * identify a variety of manufactured products made from mixtures or solutions and explain their functions (e.g., medicines, cleaning solutions, salad dressings); * identify the sources and characteristics of pollutants that result from manufacturing and agricultural systems; * describe the effects of some solvents on the environment, and identify regulations that are in place to ensure their safe use and disposal; * demonstrate the use of water as a solvent and as a chemical reactant; * evaluate and compare the quality of water from different sources by performing simple tests (e.g., for pH, salinity, hardness, temperature, turbidity), and assess whether human use of the environment affected the quality of the water; * identify different types of waste present in the community (e.g., water, sewage, trash, toxic materials) and the environmental considerations related to their disposal; * describe practices that ensure their safety and that of others (e.g., read labels on containers of chemical substances to determine whether they are poisonous, flammable, explosive, or corrosive; apply knowledge of WHMIS standards). Matter and Materials: Grade 8 – Fluids Overview The study of fluids, which can be either liquids or gases, introduces students to fluid mechanics, an area of knowledge important in many industries (such as aeronautics, engineering, meteorology, and oceanography). Fluids, including air and water, are essential to many industrial processes and form the basis of hydraulic and pneumatic devices. Students will learn about the properties of fluids by experimenting with and investigating the viscosity and density of different liquids and ways in which these properties affect objects placed in those liquids. Students will explore the implications of Archimedes’ principle by investigating and measuring the buoyant forces on different objects. As well, they will learn about the diverse applications of the principles involved in fluid mechanics, including industrial applications such as jet propulsion, and everyday applications such as ensuring that sauces are cooked to the right consistency (degree of viscosity). Overall Expectations By the end of Grade 8, students will: * demonstrate an understanding of the properties (e.g., viscosity) and the buoyant force of fluids; * investigate the buoyant force and other properties (e.g., viscosity) of fluids, and design and construct pneumatic or hydraulic systems that solve a problem in a given situation; * describe how knowledge of the properties of fluids can help us to understand and influence organisms in the natural world, and to design and operate technological devices and to evaluate how efficiently different devices make use of these properties. Specific Expectations Understanding Basic Concepts By the end of Grade 8, students will: * compare various liquids in terms of their viscosity (e.g., water, syrup, oil, detergent, ketchup); * compare qualitatively the densities of solids, liquids, and gases; * predict how the flow rate (an indicator of viscosity) of different liquids is affected by temperature; * describe qualitatively the relationship between mass and weight (e.g., the mass of an object is constant but the weight of an object varies as the pull of gravity on the object changes); * describe qualitatively the relationship between viscosity and density (e.g., with some exceptions, the greater the viscosity, the greater the density); * determine, through experimentation, the mass-to-volume ratio of different amounts of the same substance (e.g., copper pennies); * describe the relationship between the mass, volume, and density of solids, liquids, and gases, using the particle theory; * compare fluids in terms of their compressibility or incompressibility (e.g., gases versus liquids); * recognize and state the relationship between gravity and buoyancy (e.g., without gravity there is no buoyancy); * explain the effects of changes in temperature on the density of solids, liquids, and gases, and relate their findings to the particle model of matter; * predict the effect of applying external pressure on the behaviour of fluids; * compare different liquids to determine how they alter the buoyant force on a given object; * compare liquids and air in terms of their efficiency as transmitters of force in pneumatic and hydraulic devices. Developing Skills of Inquiry, Design, and Communication By the end of Grade 8, students will: * design and build devices that use pneumatic or hydraulic systems; * design, make, and calibrate a hydrometer and use it to compare the density of water with that of another liquid; * design and construct a model of a common device that uses pneumatic or hydraulic systems (e.g., dentist’s chair, automobile hoist); * formulate questions about and identify needs and problems related to the properties of fluids, and explore possible answers and solutions (e.g., design a fair test to determine whether oil, water, or glycerol has the greatest viscosity); * plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions; * use appropriate vocabulary, including correct science and technology terminology, to communicate ideas, procedures, and results (e.g., use terms such as flow rate, viscosity, compressibility, fluid, density, pneumatics, hydraulics); * compile qualitative and quantitative data gathered through investigation in order to record and present results, using diagrams, flow charts, frequency tables, graphs, and stem-and-leaf plots produced by hand or with a computer (e.g., accurately measure and record the density of different liquids using a hydrometer); * communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, written notes and descriptions, charts, graphs, drawings, and oral presentations (e.g., create a table to show the relationship between the buoyant force and size of object); * use the most appropriate items from a selection of tools, equipment, and materials to perform a specific task (e.g., use nuts and bolts to make temporary joints and screws to make permanent joints; use a power sander for shaping and finishing); * follow safe work procedures (e.g., check the condition of tools and equipment prior to using them). Relating Science and Technology to the World Outside the School By the end of Grade 8, students will: * describe situations in which the density of a substance changes naturally (e.g., molten lava as it cools; air when mirages form) or is intentionally altered (e.g., air in a hot-air balloon; cream when it is churned and cooled); * identify substances that are useful because of their viscosity (e.g., sauces, vegetable oil, asphalt, hand lotion); * compare the way fluids function in living things with the way they function in manufactured devices (e.g., compare the human circulatory system and a fuel pump); * explain how the study of hydraulic systems enhances medical knowledge about vascular systems (e.g., by clarifying how valves control blood flow); * describe some effects of technological innovations related to hydraulics and pneumatics (e.g., getting water from a tap rather than a well results in a reduced need for manual labour; using automatic transmissions rather than mechanical linkages results in greater efficiency); * identify some design features (e.g., of aircraft, cars, submarines) and explain how the design makes use of one or more of the properties of fluids; * identify industries in which the principles of fluid dynamics play a central role (e.g., aeronautics, shipping). The Energy and Control strand introduces students to the concept of energy through concrete contexts and investigations, and gradually leads them to a more theoretical consideration of the topic. Some of the aspects of energy examined through concrete experiences include the common forms of energy, its conversions, and its uses. By experimenting with various devices that control the amount of energy dispensed, students will come to understand the relationship between energy consumption and energy conservation. The topics covered in this strand are: Grade 1: Energy in Our Lives Grade 2: Energy From Wind and Moving Water Grade 3: Forces and Movement Grade 4: Light and Sound Energy Grade 5: Conservation of Energy Grade 6: Electricity Grade 7: Heat Grade 8: Optics As in other strands in the curriculum, investigation of energy begins with an examination of its most common forms, in contexts that are familiar to students, and gradually expands to include more complex forms and global contexts. The exploration of connections with the real world includes such topics as the wise use of energy, energy resources throughout the world, social and economic factors in energy generation, and consumer trends and preferences in energy use. It is important that students follow established safety practices in all investigations. These practices include: * operating safely any appliances used in investigations related to energy (e.g., a hairdryer, an electric fan); * incorporating appropriate safety features in devices or products they design and build, and following safe practices while doing so; * using all materials (e.g., elastics, springs, light bulbs) in an appropriate and safe manner; * following the teacher’s instructions during investigations that involve observation of the sun (e.g., never looking either at the sun directly or at reflections of its rays in a mirror); * using safely any device that enables one to study or produce sound (e.g., tapes, microphones, portable cassette players); * using proper techniques in handling and disposing of glass; * following safety procedures in investigations involving electricity; * using appropriate techniques in handling hot materials. Energy and Control: Grade 1 – Energy in Our Lives Overview Energy has many forms and is an integral part of our daily lives. Students need to become aware that they use many different forms of energy every day and to realize that, as the agents who activate and control the source of energy, they are responsible for the amount of energy they consume. This awareness will help students develop a better understanding of the importance of monitoring their energy use. Students should also come to realize that all living things depend on some form of energy for survival. Overall Expectations By the end of Grade 1, students will: * demonstrate an understanding of ways in which energy is used in daily life; * investigate some common devices and systems that use energy and ways in which these can be controlled manually; * describe different uses of energy at home, at school, and in the community, and suggest ways in which energy can be conserved. Specific Expectations Understanding Basic Concepts By the end of Grade 1, students will: * recognize that the sun is the principal source of energy used on the surface of the earth; * identify food as a source of energy for themselves and other living things; * identify everyday uses of energy (e.g., gas to heat our homes, electricity to cook our food); * describe how our senses of touch, hearing, and sight help us to control energy-using devices in the home, school, and community (e.g., our sensitivity to heat and cold (sense of touch) tells us to turn a tap to adjust the water temperature; our sense of hearing tells us to turn off the alarm clock; our sense of sight tells us when to apply the brakes on our bicycle). Developing Skills of Inquiry, Design, and Communication By the end of Grade 1, students will: * construct a manually controlled device that performs a specific task (e.g., a folding fan); * operate a simple device or system and identify the input and output (e.g., a hair dryer: the input is electricity, the