This page will be updated as more resources are added, so check back often for new content!
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
Cycle of Day and Night (Lesson Plan) Why is there day and night (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
Which Materials Bounce? (Hands-On Activity) Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Which Fastener Is Best? (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Which Fastener Is Best? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Which Fastener Is Best? (Lesson Plan) Exploring Materials, Fasteners and Objects (Lesson Plan) Cycle of Day and Night (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on creating clear and precise instructions for simple algorithms | n/a |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | n/a |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems |
Which Fastener Is Best? (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
Cycle of Day and Night (Lesson Plan) Why is there day and night (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
Which Materials Bounce? (Hands-On Activity) Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Which Fastener Is Best? (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Which Fastener Is Best? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Which Fastener Is Best? (Lesson Plan) Exploring Materials, Fasteners and Objects (Lesson Plan) Cycle of Day and Night (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on creating clear and precise instructions for simple algorithms | n/a |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | n/a |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems |
Which Fastener Is Best? (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 describe changes or problems that could result from the loss of living and non-living things that are part of everyday life, while taking different perspectives into consideration | Pollinators are Important! (STEM in Context) |
| B1.2 identify actions that can be taken to contribute to a healthy environment | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of the natural environment as a place where living and non-living things are interconnected |
What Is An Insect (E-Book/Interactive) |
| B2.2 identify the basic needs of living things, including the need for air, water, food, heat, shelter, and space |
Plants: Needs (Photo Collection) Needs of Plants (Backgrounder)
|
| B2.3 identify the physical characteristics of various plants and animals, including humans, and explain how these characteristics help the plants and animals meet their basic needs | What Is An Insect (E-Book/Interactive) |
| B2.4 identify the location and the function of various parts of the human body, including sensory organs | n/a |
| B2.5 describe the characteristics of a healthy environment, including clean air and water and nutritious food, and how a healthy environment enables living things to meet their needs | n/a |
| B2.6 describe ways in which living things provide for the needs of other living things | What Is An Insect (E-Book/Interactive) |
| Specific Expectation | Resources |
|---|---|
| B1.1 describe changes or problems that could result from the loss of living and non-living things that are part of everyday life, while taking different perspectives into consideration | Pollinators are Important! (STEM in Context) |
| B1.2 identify actions that can be taken to contribute to a healthy environment | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of the natural environment as a place where living and non-living things are interconnected |
What Is An Insect (E-Book/Interactive) |
| B2.2 identify the basic needs of living things, including the need for air, water, food, heat, shelter, and space |
Plants: Needs (Photo Collection) Needs of Plants (Backgrounder)
|
| B2.3 identify the physical characteristics of various plants and animals, including humans, and explain how these characteristics help the plants and animals meet their basic needs | What Is An Insect (E-Book/Interactive) |
| B2.4 identify the location and the function of various parts of the human body, including sensory organs | n/a |
| B2.5 describe the characteristics of a healthy environment, including clean air and water and nutritious food, and how a healthy environment enables living things to meet their needs | n/a |
| B2.6 describe ways in which living things provide for the needs of other living things | What Is An Insect (E-Book/Interactive) |
| Specific Expectation | Resources |
|---|---|
| C1.1 describe everyday uses of energy at school and at home, and suggest ways to use energy responsibly |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C1.2 describe how the lives of people and other living things would be affected if electrical energy were no longer available | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding that energy is the ability to move or change something |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C2.2 demonstrate an understanding that the Sun is Earth’s principal source of energy, including how it warms the air, land, and water; is a source of light for Earth; and makes it possible for plants to grow | Cycle Of Day And Night (Lesson Plan) |
| C2.3 identify food as a source of energy for living things | n/a |
| C2.4 identify everyday uses of various sources of energy |
Introduction To Energy (Backgrounder)
|
| C2.5 demonstrate an understanding that humans get the energy resources they need from the world around them, and that the supply of many of these resources is limited | n/a |
| C2.6 describe seasonal differences in how we use energy and in the forms of energy we use | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 describe everyday uses of energy at school and at home, and suggest ways to use energy responsibly |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C1.2 describe how the lives of people and other living things would be affected if electrical energy were no longer available | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding that energy is the ability to move or change something |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C2.2 demonstrate an understanding that the Sun is Earth’s principal source of energy, including how it warms the air, land, and water; is a source of light for Earth; and makes it possible for plants to grow | Cycle Of Day And Night (Lesson Plan) |
| C2.3 identify food as a source of energy for living things | n/a |
| C2.4 identify everyday uses of various sources of energy |
Introduction To Energy (Backgrounder)
|
| C2.5 demonstrate an understanding that humans get the energy resources they need from the world around them, and that the supply of many of these resources is limited | n/a |
| C2.6 describe seasonal differences in how we use energy and in the forms of energy we use | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 identify the kinds of waste materials produced by humans, and plan and carry out a course of action for minimizing waste in the classroom or at home, explaining why each action is important |
What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How is food packaged? (Hands-On Activity) The Environmental Impact of Wasted Food (STEM in Context) We use a lot of plastic (STEM in Context) |
| D1.2 assess everyday objects, including structures, that have similar purposes, in terms of the materials they are made from, the source of these materials, and what happens to these objects when they are worn out or no longer needed |
Which Materials Bounce? (Hands-On Activity) Bouncing Objects (Photo Collection) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe objects as things that are made of one or more materials |
How Can We Make A Paddle Boat? (Hands-On Activity) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) Why Wires? (STEM-In-Context) |
| D2.2 identify structures that are objects designed to support a load, including those acting as supporting frameworks for objects |
How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) |
| D2.3 identify materials that are used to make various everyday objects, including structures |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.4 describe observable characteristics of various everyday objects, including structures, using qualitative information gathered through their senses |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.5 describe purposes of everyday objects, including structures |
How can we build a structure that protects toy people from wind? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Wires? (STEM-In-Context) |
| D2.6 identify properties of materials that enable the objects made from them to perform their intended function |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.7 identify different kinds of fasteners and describe uses for each |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) |
| D2.8 identify sources in nature of some common materials that are used to make various objects, including structures |
Why Wires? (STEM-In-Context) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 identify the kinds of waste materials produced by humans, and plan and carry out a course of action for minimizing waste in the classroom or at home, explaining why each action is important |
What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How is food packaged? (Hands-On Activity) The Environmental Impact of Wasted Food (STEM in Context) We use a lot of plastic (STEM in Context) |
| D1.2 assess everyday objects, including structures, that have similar purposes, in terms of the materials they are made from, the source of these materials, and what happens to these objects when they are worn out or no longer needed |
Which Materials Bounce? (Hands-On Activity) Bouncing Objects (Photo Collection) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe objects as things that are made of one or more materials |
How Can We Make A Paddle Boat? (Hands-On Activity) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) Why Wires? (STEM-In-Context) |
| D2.2 identify structures that are objects designed to support a load, including those acting as supporting frameworks for objects |
How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) |
| D2.3 identify materials that are used to make various everyday objects, including structures |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.4 describe observable characteristics of various everyday objects, including structures, using qualitative information gathered through their senses |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.5 describe purposes of everyday objects, including structures |
How can we build a structure that protects toy people from wind? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Wires? (STEM-In-Context) |
| D2.6 identify properties of materials that enable the objects made from them to perform their intended function |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.7 identify different kinds of fasteners and describe uses for each |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) |
| D2.8 identify sources in nature of some common materials that are used to make various objects, including structures |
Why Wires? (STEM-In-Context) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of daily and seasonal changes on human outdoor activities, and identify innovations that enable people to engage in various activities year-round |
Weather: Temperature (Backgrounder) Seasonal Activities: Winter (Photo Collection) Seasonal Activities: Spring (Photo Collection) Seasonal Activities: Summer (Photo Collection) Seasonal Activities: Autumn (Photo Collection) |
| E1.2 assess ways in which daily and seasonal changes have an impact on society, the environment, and living things in the natural environment |
Weather: Temperature (Backgrounder) Seasonal Clothing: Winter (Photo Collection) Seasonal Clothing: Spring (Photo Collection) Seasonal Clothing: Summer (Photo Collection) Seasonal Clothing: Autumn (Photo Collection) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of Earth’s relationship to the Sun and that this relationship results in daily and seasonal changes on Earth |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.2 demonstrate an understanding that a cycle is a series of repeating events, and that cycles can be observed in daily and seasonal changes |
Cycle Of Day And Night (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| E2.3 describe the changes in the amount of light and heat from the Sun that occur throughout the day and in the four seasons |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) |
| E2.4 describe and compare the four seasons in terms of the weather, including precipitation and temperature, in their local area | n/a |
| E2.5 describe changes in the appearance or behaviour of living things that are adaptations to seasonal changes |
How do animals stay warm in winter? (Hands-on Activity) How do trees survive winter? (STEM in Context) Trees: In Winter (Photo Collection) Trees: In Spring (Photo Collection) Trees: In Summer (Photo Collection) Trees: In Autumn (Photo Collection) |
| E2.6 describe how humans prepare for, and respond to, daily and seasonal changes | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of daily and seasonal changes on human outdoor activities, and identify innovations that enable people to engage in various activities year-round |
Weather: Temperature (Backgrounder) Seasonal Activities: Winter (Photo Collection) Seasonal Activities: Spring (Photo Collection) Seasonal Activities: Summer (Photo Collection) Seasonal Activities: Autumn (Photo Collection) |
| E1.2 assess ways in which daily and seasonal changes have an impact on society, the environment, and living things in the natural environment |
Weather: Temperature (Backgrounder) Seasonal Clothing: Winter (Photo Collection) Seasonal Clothing: Spring (Photo Collection) Seasonal Clothing: Summer (Photo Collection) Seasonal Clothing: Autumn (Photo Collection) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of Earth’s relationship to the Sun and that this relationship results in daily and seasonal changes on Earth |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.2 demonstrate an understanding that a cycle is a series of repeating events, and that cycles can be observed in daily and seasonal changes |
Cycle Of Day And Night (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| E2.3 describe the changes in the amount of light and heat from the Sun that occur throughout the day and in the four seasons |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) |
| E2.4 describe and compare the four seasons in terms of the weather, including precipitation and temperature, in their local area | n/a |
| E2.5 describe changes in the appearance or behaviour of living things that are adaptations to seasonal changes |
How do animals stay warm in winter? (Hands-on Activity) How do trees survive winter? (STEM in Context) Trees: In Winter (Photo Collection) Trees: In Spring (Photo Collection) Trees: In Summer (Photo Collection) Trees: In Autumn (Photo Collection) |
| E2.6 describe how humans prepare for, and respond to, daily and seasonal changes | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
Cycle of Day and Night (Lesson Plan) Why is there day and night (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
Which Materials Bounce? (Hands-On Activity) Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Which Fastener Is Best? (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Which Fastener Is Best? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Which Fastener Is Best? (Lesson Plan) Exploring Materials, Fasteners and Objects (Lesson Plan) Cycle of Day and Night (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on creating clear and precise instructions for simple algorithms | n/a |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | n/a |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems |
Which Fastener Is Best? (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
Cycle of Day and Night (Lesson Plan) Why is there day and night (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
Which Materials Bounce? (Hands-On Activity) Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Which Fastener Is Best? (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Which Fastener Is Best? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Which Fastener Is Best? (Lesson Plan) Exploring Materials, Fasteners and Objects (Lesson Plan) Cycle of Day and Night (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on creating clear and precise instructions for simple algorithms | n/a |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | n/a |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems |
Which Fastener Is Best? (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 describe changes or problems that could result from the loss of living and non-living things that are part of everyday life, while taking different perspectives into consideration | Pollinators are Important! (STEM in Context) |
| B1.2 identify actions that can be taken to contribute to a healthy environment | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of the natural environment as a place where living and non-living things are interconnected |
What Is An Insect (E-Book/Interactive) |
| B2.2 identify the basic needs of living things, including the need for air, water, food, heat, shelter, and space |
Plants: Needs (Photo Collection) Needs of Plants (Backgrounder)
|
| B2.3 identify the physical characteristics of various plants and animals, including humans, and explain how these characteristics help the plants and animals meet their basic needs | What Is An Insect (E-Book/Interactive) |
| B2.4 identify the location and the function of various parts of the human body, including sensory organs | n/a |
| B2.5 describe the characteristics of a healthy environment, including clean air and water and nutritious food, and how a healthy environment enables living things to meet their needs | n/a |
| B2.6 describe ways in which living things provide for the needs of other living things | What Is An Insect (E-Book/Interactive) |
| Specific Expectation | Resources |
|---|---|
| B1.1 describe changes or problems that could result from the loss of living and non-living things that are part of everyday life, while taking different perspectives into consideration | Pollinators are Important! (STEM in Context) |
| B1.2 identify actions that can be taken to contribute to a healthy environment | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of the natural environment as a place where living and non-living things are interconnected |
What Is An Insect (E-Book/Interactive) |
| B2.2 identify the basic needs of living things, including the need for air, water, food, heat, shelter, and space |
Plants: Needs (Photo Collection) Needs of Plants (Backgrounder)
|
| B2.3 identify the physical characteristics of various plants and animals, including humans, and explain how these characteristics help the plants and animals meet their basic needs | What Is An Insect (E-Book/Interactive) |
| B2.4 identify the location and the function of various parts of the human body, including sensory organs | n/a |
| B2.5 describe the characteristics of a healthy environment, including clean air and water and nutritious food, and how a healthy environment enables living things to meet their needs | n/a |
| B2.6 describe ways in which living things provide for the needs of other living things | What Is An Insect (E-Book/Interactive) |
| Specific Expectation | Resources |
|---|---|
| C1.1 describe everyday uses of energy at school and at home, and suggest ways to use energy responsibly |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C1.2 describe how the lives of people and other living things would be affected if electrical energy were no longer available | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding that energy is the ability to move or change something |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C2.2 demonstrate an understanding that the Sun is Earth’s principal source of energy, including how it warms the air, land, and water; is a source of light for Earth; and makes it possible for plants to grow | Cycle Of Day And Night (Lesson Plan) |
| C2.3 identify food as a source of energy for living things | n/a |
| C2.4 identify everyday uses of various sources of energy |
Introduction To Energy (Backgrounder)
|
| C2.5 demonstrate an understanding that humans get the energy resources they need from the world around them, and that the supply of many of these resources is limited | n/a |
| C2.6 describe seasonal differences in how we use energy and in the forms of energy we use | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 describe everyday uses of energy at school and at home, and suggest ways to use energy responsibly |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C1.2 describe how the lives of people and other living things would be affected if electrical energy were no longer available | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding that energy is the ability to move or change something |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C2.2 demonstrate an understanding that the Sun is Earth’s principal source of energy, including how it warms the air, land, and water; is a source of light for Earth; and makes it possible for plants to grow | Cycle Of Day And Night (Lesson Plan) |
| C2.3 identify food as a source of energy for living things | n/a |
| C2.4 identify everyday uses of various sources of energy |
Introduction To Energy (Backgrounder)
|
| C2.5 demonstrate an understanding that humans get the energy resources they need from the world around them, and that the supply of many of these resources is limited | n/a |
| C2.6 describe seasonal differences in how we use energy and in the forms of energy we use | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 identify the kinds of waste materials produced by humans, and plan and carry out a course of action for minimizing waste in the classroom or at home, explaining why each action is important |
What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How is food packaged? (Hands-On Activity) The Environmental Impact of Wasted Food (STEM in Context) We use a lot of plastic (STEM in Context) |
| D1.2 assess everyday objects, including structures, that have similar purposes, in terms of the materials they are made from, the source of these materials, and what happens to these objects when they are worn out or no longer needed |
Which Materials Bounce? (Hands-On Activity) Bouncing Objects (Photo Collection) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe objects as things that are made of one or more materials |
How Can We Make A Paddle Boat? (Hands-On Activity) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) Why Wires? (STEM-In-Context) |
| D2.2 identify structures that are objects designed to support a load, including those acting as supporting frameworks for objects |
How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) |
| D2.3 identify materials that are used to make various everyday objects, including structures |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.4 describe observable characteristics of various everyday objects, including structures, using qualitative information gathered through their senses |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.5 describe purposes of everyday objects, including structures |
How can we build a structure that protects toy people from wind? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Wires? (STEM-In-Context) |
| D2.6 identify properties of materials that enable the objects made from them to perform their intended function |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.7 identify different kinds of fasteners and describe uses for each |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) |
| D2.8 identify sources in nature of some common materials that are used to make various objects, including structures |
Why Wires? (STEM-In-Context) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 identify the kinds of waste materials produced by humans, and plan and carry out a course of action for minimizing waste in the classroom or at home, explaining why each action is important |
What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How is food packaged? (Hands-On Activity) The Environmental Impact of Wasted Food (STEM in Context) We use a lot of plastic (STEM in Context) |
| D1.2 assess everyday objects, including structures, that have similar purposes, in terms of the materials they are made from, the source of these materials, and what happens to these objects when they are worn out or no longer needed |
Which Materials Bounce? (Hands-On Activity) Bouncing Objects (Photo Collection) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe objects as things that are made of one or more materials |
How Can We Make A Paddle Boat? (Hands-On Activity) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) Why Wires? (STEM-In-Context) |
| D2.2 identify structures that are objects designed to support a load, including those acting as supporting frameworks for objects |
How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) |
| D2.3 identify materials that are used to make various everyday objects, including structures |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.4 describe observable characteristics of various everyday objects, including structures, using qualitative information gathered through their senses |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.5 describe purposes of everyday objects, including structures |
How can we build a structure that protects toy people from wind? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Wires? (STEM-In-Context) |
| D2.6 identify properties of materials that enable the objects made from them to perform their intended function |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.7 identify different kinds of fasteners and describe uses for each |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) |
| D2.8 identify sources in nature of some common materials that are used to make various objects, including structures |
Why Wires? (STEM-In-Context) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of daily and seasonal changes on human outdoor activities, and identify innovations that enable people to engage in various activities year-round |
Weather: Temperature (Backgrounder) Seasonal Activities: Winter (Photo Collection) Seasonal Activities: Spring (Photo Collection) Seasonal Activities: Summer (Photo Collection) Seasonal Activities: Autumn (Photo Collection) |
| E1.2 assess ways in which daily and seasonal changes have an impact on society, the environment, and living things in the natural environment |
Weather: Temperature (Backgrounder) Seasonal Clothing: Winter (Photo Collection) Seasonal Clothing: Spring (Photo Collection) Seasonal Clothing: Summer (Photo Collection) Seasonal Clothing: Autumn (Photo Collection) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of Earth’s relationship to the Sun and that this relationship results in daily and seasonal changes on Earth |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.2 demonstrate an understanding that a cycle is a series of repeating events, and that cycles can be observed in daily and seasonal changes |
Cycle Of Day And Night (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| E2.3 describe the changes in the amount of light and heat from the Sun that occur throughout the day and in the four seasons |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) |
| E2.4 describe and compare the four seasons in terms of the weather, including precipitation and temperature, in their local area | n/a |
| E2.5 describe changes in the appearance or behaviour of living things that are adaptations to seasonal changes |
How do animals stay warm in winter? (Hands-on Activity) How do trees survive winter? (STEM in Context) Trees: In Winter (Photo Collection) Trees: In Spring (Photo Collection) Trees: In Summer (Photo Collection) Trees: In Autumn (Photo Collection) |
| E2.6 describe how humans prepare for, and respond to, daily and seasonal changes | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of daily and seasonal changes on human outdoor activities, and identify innovations that enable people to engage in various activities year-round |
Weather: Temperature (Backgrounder) Seasonal Activities: Winter (Photo Collection) Seasonal Activities: Spring (Photo Collection) Seasonal Activities: Summer (Photo Collection) Seasonal Activities: Autumn (Photo Collection) |
| E1.2 assess ways in which daily and seasonal changes have an impact on society, the environment, and living things in the natural environment |
Weather: Temperature (Backgrounder) Seasonal Clothing: Winter (Photo Collection) Seasonal Clothing: Spring (Photo Collection) Seasonal Clothing: Summer (Photo Collection) Seasonal Clothing: Autumn (Photo Collection) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of Earth’s relationship to the Sun and that this relationship results in daily and seasonal changes on Earth |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.2 demonstrate an understanding that a cycle is a series of repeating events, and that cycles can be observed in daily and seasonal changes |
Cycle Of Day And Night (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| E2.3 describe the changes in the amount of light and heat from the Sun that occur throughout the day and in the four seasons |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) |
| E2.4 describe and compare the four seasons in terms of the weather, including precipitation and temperature, in their local area | n/a |
| E2.5 describe changes in the appearance or behaviour of living things that are adaptations to seasonal changes |
How do animals stay warm in winter? (Hands-on Activity) How do trees survive winter? (STEM in Context) Trees: In Winter (Photo Collection) Trees: In Spring (Photo Collection) Trees: In Summer (Photo Collection) Trees: In Autumn (Photo Collection) |
| E2.6 describe how humans prepare for, and respond to, daily and seasonal changes | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
Cycle of Day and Night (Lesson Plan) Why is there day and night (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
Which Materials Bounce? (Hands-On Activity) Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Which Fastener Is Best? (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Which Fastener Is Best? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Which Fastener Is Best? (Lesson Plan) Exploring Materials, Fasteners and Objects (Lesson Plan) Cycle of Day and Night (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on creating clear and precise instructions for simple algorithms | n/a |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | n/a |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems |
Which Fastener Is Best? (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
Cycle of Day and Night (Lesson Plan) Why is there day and night (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
Which Materials Bounce? (Hands-On Activity) Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Which Fastener Is Best? (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Which Fastener Is Best? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Which Fastener Is Best? (Lesson Plan) Exploring Materials, Fasteners and Objects (Lesson Plan) Cycle of Day and Night (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on creating clear and precise instructions for simple algorithms | n/a |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | n/a |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems |
Which Fastener Is Best? (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 describe changes or problems that could result from the loss of living and non-living things that are part of everyday life, while taking different perspectives into consideration | Pollinators are Important! (STEM in Context) |
| B1.2 identify actions that can be taken to contribute to a healthy environment | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of the natural environment as a place where living and non-living things are interconnected |
What Is An Insect (E-Book/Interactive) |
| B2.2 identify the basic needs of living things, including the need for air, water, food, heat, shelter, and space |
Plants: Needs (Photo Collection) Needs of Plants (Backgrounder)
|
| B2.3 identify the physical characteristics of various plants and animals, including humans, and explain how these characteristics help the plants and animals meet their basic needs | What Is An Insect (E-Book/Interactive) |
| B2.4 identify the location and the function of various parts of the human body, including sensory organs | n/a |
| B2.5 describe the characteristics of a healthy environment, including clean air and water and nutritious food, and how a healthy environment enables living things to meet their needs | n/a |
| B2.6 describe ways in which living things provide for the needs of other living things | What Is An Insect (E-Book/Interactive) |
| Specific Expectation | Resources |
|---|---|
| B1.1 describe changes or problems that could result from the loss of living and non-living things that are part of everyday life, while taking different perspectives into consideration | Pollinators are Important! (STEM in Context) |
| B1.2 identify actions that can be taken to contribute to a healthy environment | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of the natural environment as a place where living and non-living things are interconnected |
What Is An Insect (E-Book/Interactive) |
| B2.2 identify the basic needs of living things, including the need for air, water, food, heat, shelter, and space |
Plants: Needs (Photo Collection) Needs of Plants (Backgrounder)
|
| B2.3 identify the physical characteristics of various plants and animals, including humans, and explain how these characteristics help the plants and animals meet their basic needs | What Is An Insect (E-Book/Interactive) |
| B2.4 identify the location and the function of various parts of the human body, including sensory organs | n/a |
| B2.5 describe the characteristics of a healthy environment, including clean air and water and nutritious food, and how a healthy environment enables living things to meet their needs | n/a |
| B2.6 describe ways in which living things provide for the needs of other living things | What Is An Insect (E-Book/Interactive) |
| Specific Expectation | Resources |
|---|---|
| C1.1 describe everyday uses of energy at school and at home, and suggest ways to use energy responsibly |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C1.2 describe how the lives of people and other living things would be affected if electrical energy were no longer available | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding that energy is the ability to move or change something |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C2.2 demonstrate an understanding that the Sun is Earth’s principal source of energy, including how it warms the air, land, and water; is a source of light for Earth; and makes it possible for plants to grow | Cycle Of Day And Night (Lesson Plan) |
| C2.3 identify food as a source of energy for living things | n/a |
| C2.4 identify everyday uses of various sources of energy |
Introduction To Energy (Backgrounder)
|
| C2.5 demonstrate an understanding that humans get the energy resources they need from the world around them, and that the supply of many of these resources is limited | n/a |
| C2.6 describe seasonal differences in how we use energy and in the forms of energy we use | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 describe everyday uses of energy at school and at home, and suggest ways to use energy responsibly |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C1.2 describe how the lives of people and other living things would be affected if electrical energy were no longer available | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding that energy is the ability to move or change something |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C2.2 demonstrate an understanding that the Sun is Earth’s principal source of energy, including how it warms the air, land, and water; is a source of light for Earth; and makes it possible for plants to grow | Cycle Of Day And Night (Lesson Plan) |
| C2.3 identify food as a source of energy for living things | n/a |
| C2.4 identify everyday uses of various sources of energy |
Introduction To Energy (Backgrounder)
|
| C2.5 demonstrate an understanding that humans get the energy resources they need from the world around them, and that the supply of many of these resources is limited | n/a |
| C2.6 describe seasonal differences in how we use energy and in the forms of energy we use | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 identify the kinds of waste materials produced by humans, and plan and carry out a course of action for minimizing waste in the classroom or at home, explaining why each action is important |
What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How is food packaged? (Hands-On Activity) The Environmental Impact of Wasted Food (STEM in Context) We use a lot of plastic (STEM in Context) |
| D1.2 assess everyday objects, including structures, that have similar purposes, in terms of the materials they are made from, the source of these materials, and what happens to these objects when they are worn out or no longer needed |
Which Materials Bounce? (Hands-On Activity) Bouncing Objects (Photo Collection) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe objects as things that are made of one or more materials |
How Can We Make A Paddle Boat? (Hands-On Activity) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) Why Wires? (STEM-In-Context) |
| D2.2 identify structures that are objects designed to support a load, including those acting as supporting frameworks for objects |
How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) |
| D2.3 identify materials that are used to make various everyday objects, including structures |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.4 describe observable characteristics of various everyday objects, including structures, using qualitative information gathered through their senses |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.5 describe purposes of everyday objects, including structures |
How can we build a structure that protects toy people from wind? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Wires? (STEM-In-Context) |
| D2.6 identify properties of materials that enable the objects made from them to perform their intended function |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.7 identify different kinds of fasteners and describe uses for each |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) |
| D2.8 identify sources in nature of some common materials that are used to make various objects, including structures |
Why Wires? (STEM-In-Context) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 identify the kinds of waste materials produced by humans, and plan and carry out a course of action for minimizing waste in the classroom or at home, explaining why each action is important |
What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How is food packaged? (Hands-On Activity) The Environmental Impact of Wasted Food (STEM in Context) We use a lot of plastic (STEM in Context) |
| D1.2 assess everyday objects, including structures, that have similar purposes, in terms of the materials they are made from, the source of these materials, and what happens to these objects when they are worn out or no longer needed |
Which Materials Bounce? (Hands-On Activity) Bouncing Objects (Photo Collection) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe objects as things that are made of one or more materials |
How Can We Make A Paddle Boat? (Hands-On Activity) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) Why Wires? (STEM-In-Context) |
| D2.2 identify structures that are objects designed to support a load, including those acting as supporting frameworks for objects |
How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) |
| D2.3 identify materials that are used to make various everyday objects, including structures |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.4 describe observable characteristics of various everyday objects, including structures, using qualitative information gathered through their senses |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.5 describe purposes of everyday objects, including structures |
How can we build a structure that protects toy people from wind? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Wires? (STEM-In-Context) |
| D2.6 identify properties of materials that enable the objects made from them to perform their intended function |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.7 identify different kinds of fasteners and describe uses for each |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) |
| D2.8 identify sources in nature of some common materials that are used to make various objects, including structures |
Why Wires? (STEM-In-Context) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of daily and seasonal changes on human outdoor activities, and identify innovations that enable people to engage in various activities year-round |
Weather: Temperature (Backgrounder) Seasonal Activities: Winter (Photo Collection) Seasonal Activities: Spring (Photo Collection) Seasonal Activities: Summer (Photo Collection) Seasonal Activities: Autumn (Photo Collection) |
| E1.2 assess ways in which daily and seasonal changes have an impact on society, the environment, and living things in the natural environment |
Weather: Temperature (Backgrounder) Seasonal Clothing: Winter (Photo Collection) Seasonal Clothing: Spring (Photo Collection) Seasonal Clothing: Summer (Photo Collection) Seasonal Clothing: Autumn (Photo Collection) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of Earth’s relationship to the Sun and that this relationship results in daily and seasonal changes on Earth |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.2 demonstrate an understanding that a cycle is a series of repeating events, and that cycles can be observed in daily and seasonal changes |
Cycle Of Day And Night (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| E2.3 describe the changes in the amount of light and heat from the Sun that occur throughout the day and in the four seasons |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) |
| E2.4 describe and compare the four seasons in terms of the weather, including precipitation and temperature, in their local area | n/a |
| E2.5 describe changes in the appearance or behaviour of living things that are adaptations to seasonal changes |
How do animals stay warm in winter? (Hands-on Activity) How do trees survive winter? (STEM in Context) Trees: In Winter (Photo Collection) Trees: In Spring (Photo Collection) Trees: In Summer (Photo Collection) Trees: In Autumn (Photo Collection) |
| E2.6 describe how humans prepare for, and respond to, daily and seasonal changes | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of daily and seasonal changes on human outdoor activities, and identify innovations that enable people to engage in various activities year-round |
Weather: Temperature (Backgrounder) Seasonal Activities: Winter (Photo Collection) Seasonal Activities: Spring (Photo Collection) Seasonal Activities: Summer (Photo Collection) Seasonal Activities: Autumn (Photo Collection) |
| E1.2 assess ways in which daily and seasonal changes have an impact on society, the environment, and living things in the natural environment |
Weather: Temperature (Backgrounder) Seasonal Clothing: Winter (Photo Collection) Seasonal Clothing: Spring (Photo Collection) Seasonal Clothing: Summer (Photo Collection) Seasonal Clothing: Autumn (Photo Collection) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of Earth’s relationship to the Sun and that this relationship results in daily and seasonal changes on Earth |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.2 demonstrate an understanding that a cycle is a series of repeating events, and that cycles can be observed in daily and seasonal changes |
Cycle Of Day And Night (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| E2.3 describe the changes in the amount of light and heat from the Sun that occur throughout the day and in the four seasons |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) |
| E2.4 describe and compare the four seasons in terms of the weather, including precipitation and temperature, in their local area | n/a |
| E2.5 describe changes in the appearance or behaviour of living things that are adaptations to seasonal changes |
How do animals stay warm in winter? (Hands-on Activity) How do trees survive winter? (STEM in Context) Trees: In Winter (Photo Collection) Trees: In Spring (Photo Collection) Trees: In Summer (Photo Collection) Trees: In Autumn (Photo Collection) |
| E2.6 describe how humans prepare for, and respond to, daily and seasonal changes | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
Cycle of Day and Night (Lesson Plan) Why is there day and night (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
Which Materials Bounce? (Hands-On Activity) Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Which Fastener Is Best? (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Which Fastener Is Best? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Which Fastener Is Best? (Lesson Plan) Exploring Materials, Fasteners and Objects (Lesson Plan) Cycle of Day and Night (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on creating clear and precise instructions for simple algorithms | n/a |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | n/a |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems |
Which Fastener Is Best? (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
Cycle of Day and Night (Lesson Plan) Why is there day and night (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
Which Materials Bounce? (Hands-On Activity) Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Which Fastener Is Best? (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Which Fastener Is Best? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Which Fastener Is Best? (Lesson Plan) Exploring Materials, Fasteners and Objects (Lesson Plan) Cycle of Day and Night (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on creating clear and precise instructions for simple algorithms | n/a |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | n/a |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems |
Which Fastener Is Best? (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 describe changes or problems that could result from the loss of living and non-living things that are part of everyday life, while taking different perspectives into consideration | Pollinators are Important! (STEM in Context) |
| B1.2 identify actions that can be taken to contribute to a healthy environment | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of the natural environment as a place where living and non-living things are interconnected |
What Is An Insect (E-Book/Interactive) |
| B2.2 identify the basic needs of living things, including the need for air, water, food, heat, shelter, and space |
Plants: Needs (Photo Collection) Needs of Plants (Backgrounder)
|
| B2.3 identify the physical characteristics of various plants and animals, including humans, and explain how these characteristics help the plants and animals meet their basic needs | What Is An Insect (E-Book/Interactive) |
| B2.4 identify the location and the function of various parts of the human body, including sensory organs | n/a |
| B2.5 describe the characteristics of a healthy environment, including clean air and water and nutritious food, and how a healthy environment enables living things to meet their needs | n/a |
| B2.6 describe ways in which living things provide for the needs of other living things | What Is An Insect (E-Book/Interactive) |
| Specific Expectation | Resources |
|---|---|
| B1.1 describe changes or problems that could result from the loss of living and non-living things that are part of everyday life, while taking different perspectives into consideration | Pollinators are Important! (STEM in Context) |
| B1.2 identify actions that can be taken to contribute to a healthy environment | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of the natural environment as a place where living and non-living things are interconnected |
What Is An Insect (E-Book/Interactive) |
| B2.2 identify the basic needs of living things, including the need for air, water, food, heat, shelter, and space |
Plants: Needs (Photo Collection) Needs of Plants (Backgrounder)
|
| B2.3 identify the physical characteristics of various plants and animals, including humans, and explain how these characteristics help the plants and animals meet their basic needs | What Is An Insect (E-Book/Interactive) |
| B2.4 identify the location and the function of various parts of the human body, including sensory organs | n/a |
| B2.5 describe the characteristics of a healthy environment, including clean air and water and nutritious food, and how a healthy environment enables living things to meet their needs | n/a |
| B2.6 describe ways in which living things provide for the needs of other living things | What Is An Insect (E-Book/Interactive) |
| Specific Expectation | Resources |
|---|---|
| C1.1 describe everyday uses of energy at school and at home, and suggest ways to use energy responsibly |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C1.2 describe how the lives of people and other living things would be affected if electrical energy were no longer available | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding that energy is the ability to move or change something |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C2.2 demonstrate an understanding that the Sun is Earth’s principal source of energy, including how it warms the air, land, and water; is a source of light for Earth; and makes it possible for plants to grow | Cycle Of Day And Night (Lesson Plan) |
| C2.3 identify food as a source of energy for living things | n/a |
| C2.4 identify everyday uses of various sources of energy |
Introduction To Energy (Backgrounder)
|
| C2.5 demonstrate an understanding that humans get the energy resources they need from the world around them, and that the supply of many of these resources is limited | n/a |
| C2.6 describe seasonal differences in how we use energy and in the forms of energy we use | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 describe everyday uses of energy at school and at home, and suggest ways to use energy responsibly |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C1.2 describe how the lives of people and other living things would be affected if electrical energy were no longer available | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding that energy is the ability to move or change something |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C2.2 demonstrate an understanding that the Sun is Earth’s principal source of energy, including how it warms the air, land, and water; is a source of light for Earth; and makes it possible for plants to grow | Cycle Of Day And Night (Lesson Plan) |
| C2.3 identify food as a source of energy for living things | n/a |
| C2.4 identify everyday uses of various sources of energy |
Introduction To Energy (Backgrounder)
|
| C2.5 demonstrate an understanding that humans get the energy resources they need from the world around them, and that the supply of many of these resources is limited | n/a |
| C2.6 describe seasonal differences in how we use energy and in the forms of energy we use | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 identify the kinds of waste materials produced by humans, and plan and carry out a course of action for minimizing waste in the classroom or at home, explaining why each action is important |
What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How is food packaged? (Hands-On Activity) The Environmental Impact of Wasted Food (STEM in Context) We use a lot of plastic (STEM in Context) |
| D1.2 assess everyday objects, including structures, that have similar purposes, in terms of the materials they are made from, the source of these materials, and what happens to these objects when they are worn out or no longer needed |
Which Materials Bounce? (Hands-On Activity) Bouncing Objects (Photo Collection) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe objects as things that are made of one or more materials |
How Can We Make A Paddle Boat? (Hands-On Activity) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) Why Wires? (STEM-In-Context) |
| D2.2 identify structures that are objects designed to support a load, including those acting as supporting frameworks for objects |
How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) |
| D2.3 identify materials that are used to make various everyday objects, including structures |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.4 describe observable characteristics of various everyday objects, including structures, using qualitative information gathered through their senses |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.5 describe purposes of everyday objects, including structures |
How can we build a structure that protects toy people from wind? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Wires? (STEM-In-Context) |
| D2.6 identify properties of materials that enable the objects made from them to perform their intended function |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.7 identify different kinds of fasteners and describe uses for each |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) |
| D2.8 identify sources in nature of some common materials that are used to make various objects, including structures |
Why Wires? (STEM-In-Context) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 identify the kinds of waste materials produced by humans, and plan and carry out a course of action for minimizing waste in the classroom or at home, explaining why each action is important |
What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How is food packaged? (Hands-On Activity) The Environmental Impact of Wasted Food (STEM in Context) We use a lot of plastic (STEM in Context) |
| D1.2 assess everyday objects, including structures, that have similar purposes, in terms of the materials they are made from, the source of these materials, and what happens to these objects when they are worn out or no longer needed |
Which Materials Bounce? (Hands-On Activity) Bouncing Objects (Photo Collection) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe objects as things that are made of one or more materials |
How Can We Make A Paddle Boat? (Hands-On Activity) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) Why Wires? (STEM-In-Context) |
| D2.2 identify structures that are objects designed to support a load, including those acting as supporting frameworks for objects |
How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) |
| D2.3 identify materials that are used to make various everyday objects, including structures |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.4 describe observable characteristics of various everyday objects, including structures, using qualitative information gathered through their senses |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.5 describe purposes of everyday objects, including structures |
How can we build a structure that protects toy people from wind? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Wires? (STEM-In-Context) |
| D2.6 identify properties of materials that enable the objects made from them to perform their intended function |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.7 identify different kinds of fasteners and describe uses for each |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) |
| D2.8 identify sources in nature of some common materials that are used to make various objects, including structures |
Why Wires? (STEM-In-Context) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of daily and seasonal changes on human outdoor activities, and identify innovations that enable people to engage in various activities year-round |
Weather: Temperature (Backgrounder) Seasonal Activities: Winter (Photo Collection) Seasonal Activities: Spring (Photo Collection) Seasonal Activities: Summer (Photo Collection) Seasonal Activities: Autumn (Photo Collection) |
| E1.2 assess ways in which daily and seasonal changes have an impact on society, the environment, and living things in the natural environment |
Weather: Temperature (Backgrounder) Seasonal Clothing: Winter (Photo Collection) Seasonal Clothing: Spring (Photo Collection) Seasonal Clothing: Summer (Photo Collection) Seasonal Clothing: Autumn (Photo Collection) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of Earth’s relationship to the Sun and that this relationship results in daily and seasonal changes on Earth |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.2 demonstrate an understanding that a cycle is a series of repeating events, and that cycles can be observed in daily and seasonal changes |
Cycle Of Day And Night (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| E2.3 describe the changes in the amount of light and heat from the Sun that occur throughout the day and in the four seasons |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) |
| E2.4 describe and compare the four seasons in terms of the weather, including precipitation and temperature, in their local area | n/a |
| E2.5 describe changes in the appearance or behaviour of living things that are adaptations to seasonal changes |
How do animals stay warm in winter? (Hands-on Activity) How do trees survive winter? (STEM in Context) Trees: In Winter (Photo Collection) Trees: In Spring (Photo Collection) Trees: In Summer (Photo Collection) Trees: In Autumn (Photo Collection) |
| E2.6 describe how humans prepare for, and respond to, daily and seasonal changes | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of daily and seasonal changes on human outdoor activities, and identify innovations that enable people to engage in various activities year-round |
Weather: Temperature (Backgrounder) Seasonal Activities: Winter (Photo Collection) Seasonal Activities: Spring (Photo Collection) Seasonal Activities: Summer (Photo Collection) Seasonal Activities: Autumn (Photo Collection) |
| E1.2 assess ways in which daily and seasonal changes have an impact on society, the environment, and living things in the natural environment |
Weather: Temperature (Backgrounder) Seasonal Clothing: Winter (Photo Collection) Seasonal Clothing: Spring (Photo Collection) Seasonal Clothing: Summer (Photo Collection) Seasonal Clothing: Autumn (Photo Collection) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of Earth’s relationship to the Sun and that this relationship results in daily and seasonal changes on Earth |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.2 demonstrate an understanding that a cycle is a series of repeating events, and that cycles can be observed in daily and seasonal changes |
Cycle Of Day And Night (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| E2.3 describe the changes in the amount of light and heat from the Sun that occur throughout the day and in the four seasons |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) |
| E2.4 describe and compare the four seasons in terms of the weather, including precipitation and temperature, in their local area | n/a |
| E2.5 describe changes in the appearance or behaviour of living things that are adaptations to seasonal changes |
How do animals stay warm in winter? (Hands-on Activity) How do trees survive winter? (STEM in Context) Trees: In Winter (Photo Collection) Trees: In Spring (Photo Collection) Trees: In Summer (Photo Collection) Trees: In Autumn (Photo Collection) |
| E2.6 describe how humans prepare for, and respond to, daily and seasonal changes | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Bee Helpers (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Bee House (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Bee House (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Bee Helpers (Lesson Plan) Design & Build A Bee House (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on decomposing problems into smaller steps |
Lexie's Holiday Wish List (Unplugged Coding Activity) Lenny and Lexie Get Ready for a Solar Eclipse (Unplugged Coding Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Bee Helpers (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Bee House (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Bee House (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Bee Helpers (Lesson Plan) Design & Build A Bee House (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on decomposing problems into smaller steps |
Lexie's Holiday Wish List (Unplugged Coding Activity) Lenny and Lexie Get Ready for a Solar Eclipse (Unplugged Coding Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 examine impacts that animals can have on society and the environment, and describe some ways in which any negative impacts can be minimized |
Bee Helpers (Lesson Plan) What Is An Insect? (Interactive) |
| B1.2 assess impacts of various human activities on animals and the places where they live, and describe practices that can minimize negative impacts |
Bee Helpers (Lesson Plan) Frogs, toads, salamanders, and newts, oh my! (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| B2.1 compare physical characteristics of various animals, including characteristics that are constant and those that change |
What Is An Insect? (Interactive) How Do Animals Hide? (Hands-On Activity) |
| B2.2 describe the locomotion of various animals | What Is An Insect? (Interactive) |
| B2.3 describe the life cycle of a variety of animals, including insects, amphibians, birds, and mammals |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.4 compare changes in the appearance and behaviour of various animals as they go through a complete life cycle |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.5 describe adaptations, including physical and/or behavioural characteristics, that allow various animals to survive in their natural environment |
What Is An Insect? (Interactive) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Do Animals Hide? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| B1.1 examine impacts that animals can have on society and the environment, and describe some ways in which any negative impacts can be minimized |
Bee Helpers (Lesson Plan) What Is An Insect? (Interactive) |
| B1.2 assess impacts of various human activities on animals and the places where they live, and describe practices that can minimize negative impacts |
Bee Helpers (Lesson Plan) Frogs, toads, salamanders, and newts, oh my! (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| B2.1 compare physical characteristics of various animals, including characteristics that are constant and those that change |
What Is An Insect? (Interactive) How Do Animals Hide? (Hands-On Activity) |
| B2.2 describe the locomotion of various animals | What Is An Insect? (Interactive) |
| B2.3 describe the life cycle of a variety of animals, including insects, amphibians, birds, and mammals |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.4 compare changes in the appearance and behaviour of various animals as they go through a complete life cycle |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.5 describe adaptations, including physical and/or behavioural characteristics, that allow various animals to survive in their natural environment |
What Is An Insect? (Interactive) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Do Animals Hide? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess practices related to the use, storage, and disposal of liquids and solids in the home in terms of the effects on personal health and safety and on the environment, and suggest ways to improve these practices |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C1.2 assess the impacts of changes of state of liquids and solids on humans and on environments |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify various types of matter in natural and built environments as liquids or solids |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.2 describe the properties of liquids and solids |
Go For The Gold With STEM! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.3 describe properties of liquid water and solid water, and identify the conditions that cause changes from one state to the other |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.4 identify conditions in which the states of liquids and solids remain constant and conditions that can cause their states to change |
Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.5 describe some ways in which liquids and solids can be combined to make useful mixtures |
What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C2.6 classify solid objects and materials in terms of their buoyancy and in terms of their ability to absorb or repel water |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Diver Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Do Ships Float? (STEM-In-Context) |
| C2.7 explain the meaning of international symbols that give us information on the safety of substances | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess practices related to the use, storage, and disposal of liquids and solids in the home in terms of the effects on personal health and safety and on the environment, and suggest ways to improve these practices |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C1.2 assess the impacts of changes of state of liquids and solids on humans and on environments |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify various types of matter in natural and built environments as liquids or solids |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.2 describe the properties of liquids and solids |
Go For The Gold With STEM! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.3 describe properties of liquid water and solid water, and identify the conditions that cause changes from one state to the other |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.4 identify conditions in which the states of liquids and solids remain constant and conditions that can cause their states to change |
Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.5 describe some ways in which liquids and solids can be combined to make useful mixtures |
What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C2.6 classify solid objects and materials in terms of their buoyancy and in terms of their ability to absorb or repel water |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Diver Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Do Ships Float? (STEM-In-Context) |
| C2.7 explain the meaning of international symbols that give us information on the safety of substances | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impact of simple machines on the daily lives of people in various communities |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D1.2 assess the impact on the environment of technologies that use simple machines to facilitate movement | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe different ways an object can move |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.2 identify ways in which the position of an object can be changed |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.3 identify the six basic types of simple machines: lever, inclined plane, wedge, pulley, wheel and axle, and screw |
Simple Machines - Levers (Backgrounder) Simple Machines - Wheels and Axles (Picture Collection) Simple Machines - Wedges (Picture Collection) Simple Machines - Screws (Picture Collection) Simple Machines - Pulleys (Picture Collection) Simple Machines - Inclined Planes (Picture Collection) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.4 describe ways in which each type of simple machine is used in daily life to make tasks easier |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.5 compare, qualitatively or quantitatively, the force required to move an object using various simple machines to the force required to move the object without using a simple machine |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impact of simple machines on the daily lives of people in various communities |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D1.2 assess the impact on the environment of technologies that use simple machines to facilitate movement | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe different ways an object can move |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.2 identify ways in which the position of an object can be changed |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.3 identify the six basic types of simple machines: lever, inclined plane, wedge, pulley, wheel and axle, and screw |
Simple Machines - Levers (Backgrounder) Simple Machines - Wheels and Axles (Picture Collection) Simple Machines - Wedges (Picture Collection) Simple Machines - Screws (Picture Collection) Simple Machines - Pulleys (Picture Collection) Simple Machines - Inclined Planes (Picture Collection) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.4 describe ways in which each type of simple machine is used in daily life to make tasks easier |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.5 compare, qualitatively or quantitatively, the force required to move an object using various simple machines to the force required to move the object without using a simple machine |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of human activities on air and water, taking various perspectives into consideration, including those of First Nations, Métis, and Inuit, and plan a course of action to protect the quality of the air and/or water in the local community |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Does Rain Become Acidic? (Hands-On Activity) |
| E1.2 assess their personal and household uses of water, and create a plan to use water responsibly | Clothing4Climate (Action Project) |
| E1.3 examine the availability of fresh water and drinking water around the world, and describe the impact on communities |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of the key properties of air and water |
Earth Month: Water (Backgrounder) Go For The Gold With STEM! (STEM-In-Context) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Can I Make A Vortex Cannon? (Hands-On Activity) How Can I Write Secret Messages? (Hands-On Activity) How Can I Make A Bottle Rocket? (Hands-On Activity) |
| E2.2 identify sources of water in the natural and built environment |
Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.3 describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection |
Clothing4Climate (Action Project) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Ringwoodite And The Deep Water Cycle (STEM-In-Context) How Does Rain Become Acidic? (Hands-On Activity) |
| E2.4 identify the three states of water in the environment, and describe how temperature changes affect the state of water within the water cycle |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.5 describe ways in which living things, including humans, depend on air and water |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Humidity On Earth And On The ISS (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of human activities on air and water, taking various perspectives into consideration, including those of First Nations, Métis, and Inuit, and plan a course of action to protect the quality of the air and/or water in the local community |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Does Rain Become Acidic? (Hands-On Activity) |
| E1.2 assess their personal and household uses of water, and create a plan to use water responsibly | Clothing4Climate (Action Project) |
| E1.3 examine the availability of fresh water and drinking water around the world, and describe the impact on communities |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of the key properties of air and water |
Earth Month: Water (Backgrounder) Go For The Gold With STEM! (STEM-In-Context) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Can I Make A Vortex Cannon? (Hands-On Activity) How Can I Write Secret Messages? (Hands-On Activity) How Can I Make A Bottle Rocket? (Hands-On Activity) |
| E2.2 identify sources of water in the natural and built environment |
Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.3 describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection |
Clothing4Climate (Action Project) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Ringwoodite And The Deep Water Cycle (STEM-In-Context) How Does Rain Become Acidic? (Hands-On Activity) |
| E2.4 identify the three states of water in the environment, and describe how temperature changes affect the state of water within the water cycle |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.5 describe ways in which living things, including humans, depend on air and water |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Humidity On Earth And On The ISS (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Bee Helpers (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Bee House (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Bee House (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Bee Helpers (Lesson Plan) Design & Build A Bee House (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on decomposing problems into smaller steps |
Lexie's Holiday Wish List (Unplugged Coding Activity) Lenny and Lexie Get Ready for a Solar Eclipse (Unplugged Coding Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Bee Helpers (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Bee House (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Bee House (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Bee Helpers (Lesson Plan) Design & Build A Bee House (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on decomposing problems into smaller steps |
Lexie's Holiday Wish List (Unplugged Coding Activity) Lenny and Lexie Get Ready for a Solar Eclipse (Unplugged Coding Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 examine impacts that animals can have on society and the environment, and describe some ways in which any negative impacts can be minimized |
Bee Helpers (Lesson Plan) What Is An Insect? (Interactive) |
| B1.2 assess impacts of various human activities on animals and the places where they live, and describe practices that can minimize negative impacts |
Bee Helpers (Lesson Plan) Frogs, toads, salamanders, and newts, oh my! (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| B2.1 compare physical characteristics of various animals, including characteristics that are constant and those that change |
What Is An Insect? (Interactive) How Do Animals Hide? (Hands-On Activity) |
| B2.2 describe the locomotion of various animals | What Is An Insect? (Interactive) |
| B2.3 describe the life cycle of a variety of animals, including insects, amphibians, birds, and mammals |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.4 compare changes in the appearance and behaviour of various animals as they go through a complete life cycle |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.5 describe adaptations, including physical and/or behavioural characteristics, that allow various animals to survive in their natural environment |
What Is An Insect? (Interactive) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Do Animals Hide? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| B1.1 examine impacts that animals can have on society and the environment, and describe some ways in which any negative impacts can be minimized |
Bee Helpers (Lesson Plan) What Is An Insect? (Interactive) |
| B1.2 assess impacts of various human activities on animals and the places where they live, and describe practices that can minimize negative impacts |
Bee Helpers (Lesson Plan) Frogs, toads, salamanders, and newts, oh my! (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| B2.1 compare physical characteristics of various animals, including characteristics that are constant and those that change |
What Is An Insect? (Interactive) How Do Animals Hide? (Hands-On Activity) |
| B2.2 describe the locomotion of various animals | What Is An Insect? (Interactive) |
| B2.3 describe the life cycle of a variety of animals, including insects, amphibians, birds, and mammals |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.4 compare changes in the appearance and behaviour of various animals as they go through a complete life cycle |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.5 describe adaptations, including physical and/or behavioural characteristics, that allow various animals to survive in their natural environment |
What Is An Insect? (Interactive) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Do Animals Hide? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess practices related to the use, storage, and disposal of liquids and solids in the home in terms of the effects on personal health and safety and on the environment, and suggest ways to improve these practices |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C1.2 assess the impacts of changes of state of liquids and solids on humans and on environments |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify various types of matter in natural and built environments as liquids or solids |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.2 describe the properties of liquids and solids |
Go For The Gold With STEM! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.3 describe properties of liquid water and solid water, and identify the conditions that cause changes from one state to the other |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.4 identify conditions in which the states of liquids and solids remain constant and conditions that can cause their states to change |
Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.5 describe some ways in which liquids and solids can be combined to make useful mixtures |
What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C2.6 classify solid objects and materials in terms of their buoyancy and in terms of their ability to absorb or repel water |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Diver Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Do Ships Float? (STEM-In-Context) |
| C2.7 explain the meaning of international symbols that give us information on the safety of substances | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess practices related to the use, storage, and disposal of liquids and solids in the home in terms of the effects on personal health and safety and on the environment, and suggest ways to improve these practices |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C1.2 assess the impacts of changes of state of liquids and solids on humans and on environments |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify various types of matter in natural and built environments as liquids or solids |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.2 describe the properties of liquids and solids |
Go For The Gold With STEM! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.3 describe properties of liquid water and solid water, and identify the conditions that cause changes from one state to the other |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.4 identify conditions in which the states of liquids and solids remain constant and conditions that can cause their states to change |
Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.5 describe some ways in which liquids and solids can be combined to make useful mixtures |
What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C2.6 classify solid objects and materials in terms of their buoyancy and in terms of their ability to absorb or repel water |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Diver Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Do Ships Float? (STEM-In-Context) |
| C2.7 explain the meaning of international symbols that give us information on the safety of substances | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impact of simple machines on the daily lives of people in various communities |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D1.2 assess the impact on the environment of technologies that use simple machines to facilitate movement | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe different ways an object can move |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.2 identify ways in which the position of an object can be changed |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.3 identify the six basic types of simple machines: lever, inclined plane, wedge, pulley, wheel and axle, and screw |
Simple Machines - Levers (Backgrounder) Simple Machines - Wheels and Axles (Picture Collection) Simple Machines - Wedges (Picture Collection) Simple Machines - Screws (Picture Collection) Simple Machines - Pulleys (Picture Collection) Simple Machines - Inclined Planes (Picture Collection) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.4 describe ways in which each type of simple machine is used in daily life to make tasks easier |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.5 compare, qualitatively or quantitatively, the force required to move an object using various simple machines to the force required to move the object without using a simple machine |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impact of simple machines on the daily lives of people in various communities |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D1.2 assess the impact on the environment of technologies that use simple machines to facilitate movement | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe different ways an object can move |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.2 identify ways in which the position of an object can be changed |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.3 identify the six basic types of simple machines: lever, inclined plane, wedge, pulley, wheel and axle, and screw |
Simple Machines - Levers (Backgrounder) Simple Machines - Wheels and Axles (Picture Collection) Simple Machines - Wedges (Picture Collection) Simple Machines - Screws (Picture Collection) Simple Machines - Pulleys (Picture Collection) Simple Machines - Inclined Planes (Picture Collection) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.4 describe ways in which each type of simple machine is used in daily life to make tasks easier |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.5 compare, qualitatively or quantitatively, the force required to move an object using various simple machines to the force required to move the object without using a simple machine |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of human activities on air and water, taking various perspectives into consideration, including those of First Nations, Métis, and Inuit, and plan a course of action to protect the quality of the air and/or water in the local community |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Does Rain Become Acidic? (Hands-On Activity) |
| E1.2 assess their personal and household uses of water, and create a plan to use water responsibly | Clothing4Climate (Action Project) |
| E1.3 examine the availability of fresh water and drinking water around the world, and describe the impact on communities |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of the key properties of air and water |
Earth Month: Water (Backgrounder) Go For The Gold With STEM! (STEM-In-Context) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Can I Make A Vortex Cannon? (Hands-On Activity) How Can I Write Secret Messages? (Hands-On Activity) How Can I Make A Bottle Rocket? (Hands-On Activity) |
| E2.2 identify sources of water in the natural and built environment |
Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.3 describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection |
Clothing4Climate (Action Project) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Ringwoodite And The Deep Water Cycle (STEM-In-Context) How Does Rain Become Acidic? (Hands-On Activity) |
| E2.4 identify the three states of water in the environment, and describe how temperature changes affect the state of water within the water cycle |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.5 describe ways in which living things, including humans, depend on air and water |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Humidity On Earth And On The ISS (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of human activities on air and water, taking various perspectives into consideration, including those of First Nations, Métis, and Inuit, and plan a course of action to protect the quality of the air and/or water in the local community |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Does Rain Become Acidic? (Hands-On Activity) |
| E1.2 assess their personal and household uses of water, and create a plan to use water responsibly | Clothing4Climate (Action Project) |
| E1.3 examine the availability of fresh water and drinking water around the world, and describe the impact on communities |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of the key properties of air and water |
Earth Month: Water (Backgrounder) Go For The Gold With STEM! (STEM-In-Context) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Can I Make A Vortex Cannon? (Hands-On Activity) How Can I Write Secret Messages? (Hands-On Activity) How Can I Make A Bottle Rocket? (Hands-On Activity) |
| E2.2 identify sources of water in the natural and built environment |
Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.3 describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection |
Clothing4Climate (Action Project) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Ringwoodite And The Deep Water Cycle (STEM-In-Context) How Does Rain Become Acidic? (Hands-On Activity) |
| E2.4 identify the three states of water in the environment, and describe how temperature changes affect the state of water within the water cycle |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.5 describe ways in which living things, including humans, depend on air and water |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Humidity On Earth And On The ISS (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Bee Helpers (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Bee House (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Bee House (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Bee Helpers (Lesson Plan) Design & Build A Bee House (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on decomposing problems into smaller steps |
Lexie's Holiday Wish List (Unplugged Coding Activity) Lenny and Lexie Get Ready for a Solar Eclipse (Unplugged Coding Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Bee Helpers (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Bee House (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Bee House (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Bee Helpers (Lesson Plan) Design & Build A Bee House (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on decomposing problems into smaller steps |
Lexie's Holiday Wish List (Unplugged Coding Activity) Lenny and Lexie Get Ready for a Solar Eclipse (Unplugged Coding Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 examine impacts that animals can have on society and the environment, and describe some ways in which any negative impacts can be minimized |
Bee Helpers (Lesson Plan) What Is An Insect? (Interactive) |
| B1.2 assess impacts of various human activities on animals and the places where they live, and describe practices that can minimize negative impacts |
Bee Helpers (Lesson Plan) Frogs, toads, salamanders, and newts, oh my! (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| B2.1 compare physical characteristics of various animals, including characteristics that are constant and those that change |
What Is An Insect? (Interactive) How Do Animals Hide? (Hands-On Activity) |
| B2.2 describe the locomotion of various animals | What Is An Insect? (Interactive) |
| B2.3 describe the life cycle of a variety of animals, including insects, amphibians, birds, and mammals |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.4 compare changes in the appearance and behaviour of various animals as they go through a complete life cycle |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.5 describe adaptations, including physical and/or behavioural characteristics, that allow various animals to survive in their natural environment |
What Is An Insect? (Interactive) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Do Animals Hide? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| B1.1 examine impacts that animals can have on society and the environment, and describe some ways in which any negative impacts can be minimized |
Bee Helpers (Lesson Plan) What Is An Insect? (Interactive) |
| B1.2 assess impacts of various human activities on animals and the places where they live, and describe practices that can minimize negative impacts |
Bee Helpers (Lesson Plan) Frogs, toads, salamanders, and newts, oh my! (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| B2.1 compare physical characteristics of various animals, including characteristics that are constant and those that change |
What Is An Insect? (Interactive) How Do Animals Hide? (Hands-On Activity) |
| B2.2 describe the locomotion of various animals | What Is An Insect? (Interactive) |
| B2.3 describe the life cycle of a variety of animals, including insects, amphibians, birds, and mammals |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.4 compare changes in the appearance and behaviour of various animals as they go through a complete life cycle |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.5 describe adaptations, including physical and/or behavioural characteristics, that allow various animals to survive in their natural environment |
What Is An Insect? (Interactive) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Do Animals Hide? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess practices related to the use, storage, and disposal of liquids and solids in the home in terms of the effects on personal health and safety and on the environment, and suggest ways to improve these practices |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C1.2 assess the impacts of changes of state of liquids and solids on humans and on environments |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify various types of matter in natural and built environments as liquids or solids |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.2 describe the properties of liquids and solids |
Go For The Gold With STEM! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.3 describe properties of liquid water and solid water, and identify the conditions that cause changes from one state to the other |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.4 identify conditions in which the states of liquids and solids remain constant and conditions that can cause their states to change |
Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.5 describe some ways in which liquids and solids can be combined to make useful mixtures |
What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C2.6 classify solid objects and materials in terms of their buoyancy and in terms of their ability to absorb or repel water |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Diver Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Do Ships Float? (STEM-In-Context) |
| C2.7 explain the meaning of international symbols that give us information on the safety of substances | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess practices related to the use, storage, and disposal of liquids and solids in the home in terms of the effects on personal health and safety and on the environment, and suggest ways to improve these practices |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C1.2 assess the impacts of changes of state of liquids and solids on humans and on environments |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify various types of matter in natural and built environments as liquids or solids |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.2 describe the properties of liquids and solids |
Go For The Gold With STEM! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.3 describe properties of liquid water and solid water, and identify the conditions that cause changes from one state to the other |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.4 identify conditions in which the states of liquids and solids remain constant and conditions that can cause their states to change |
Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.5 describe some ways in which liquids and solids can be combined to make useful mixtures |
What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C2.6 classify solid objects and materials in terms of their buoyancy and in terms of their ability to absorb or repel water |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Diver Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Do Ships Float? (STEM-In-Context) |
| C2.7 explain the meaning of international symbols that give us information on the safety of substances | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impact of simple machines on the daily lives of people in various communities |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D1.2 assess the impact on the environment of technologies that use simple machines to facilitate movement | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe different ways an object can move |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.2 identify ways in which the position of an object can be changed |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.3 identify the six basic types of simple machines: lever, inclined plane, wedge, pulley, wheel and axle, and screw |
Simple Machines - Levers (Backgrounder) Simple Machines - Wheels and Axles (Picture Collection) Simple Machines - Wedges (Picture Collection) Simple Machines - Screws (Picture Collection) Simple Machines - Pulleys (Picture Collection) Simple Machines - Inclined Planes (Picture Collection) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.4 describe ways in which each type of simple machine is used in daily life to make tasks easier |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.5 compare, qualitatively or quantitatively, the force required to move an object using various simple machines to the force required to move the object without using a simple machine |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impact of simple machines on the daily lives of people in various communities |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D1.2 assess the impact on the environment of technologies that use simple machines to facilitate movement | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe different ways an object can move |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.2 identify ways in which the position of an object can be changed |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.3 identify the six basic types of simple machines: lever, inclined plane, wedge, pulley, wheel and axle, and screw |
Simple Machines - Levers (Backgrounder) Simple Machines - Wheels and Axles (Picture Collection) Simple Machines - Wedges (Picture Collection) Simple Machines - Screws (Picture Collection) Simple Machines - Pulleys (Picture Collection) Simple Machines - Inclined Planes (Picture Collection) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.4 describe ways in which each type of simple machine is used in daily life to make tasks easier |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.5 compare, qualitatively or quantitatively, the force required to move an object using various simple machines to the force required to move the object without using a simple machine |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of human activities on air and water, taking various perspectives into consideration, including those of First Nations, Métis, and Inuit, and plan a course of action to protect the quality of the air and/or water in the local community |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Does Rain Become Acidic? (Hands-On Activity) |
| E1.2 assess their personal and household uses of water, and create a plan to use water responsibly | Clothing4Climate (Action Project) |
| E1.3 examine the availability of fresh water and drinking water around the world, and describe the impact on communities |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of the key properties of air and water |
Earth Month: Water (Backgrounder) Go For The Gold With STEM! (STEM-In-Context) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Can I Make A Vortex Cannon? (Hands-On Activity) How Can I Write Secret Messages? (Hands-On Activity) How Can I Make A Bottle Rocket? (Hands-On Activity) |
| E2.2 identify sources of water in the natural and built environment |
Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.3 describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection |
Clothing4Climate (Action Project) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Ringwoodite And The Deep Water Cycle (STEM-In-Context) How Does Rain Become Acidic? (Hands-On Activity) |
| E2.4 identify the three states of water in the environment, and describe how temperature changes affect the state of water within the water cycle |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.5 describe ways in which living things, including humans, depend on air and water |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Humidity On Earth And On The ISS (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of human activities on air and water, taking various perspectives into consideration, including those of First Nations, Métis, and Inuit, and plan a course of action to protect the quality of the air and/or water in the local community |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Does Rain Become Acidic? (Hands-On Activity) |
| E1.2 assess their personal and household uses of water, and create a plan to use water responsibly | Clothing4Climate (Action Project) |
| E1.3 examine the availability of fresh water and drinking water around the world, and describe the impact on communities |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of the key properties of air and water |
Earth Month: Water (Backgrounder) Go For The Gold With STEM! (STEM-In-Context) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Can I Make A Vortex Cannon? (Hands-On Activity) How Can I Write Secret Messages? (Hands-On Activity) How Can I Make A Bottle Rocket? (Hands-On Activity) |
| E2.2 identify sources of water in the natural and built environment |
Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.3 describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection |
Clothing4Climate (Action Project) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Ringwoodite And The Deep Water Cycle (STEM-In-Context) How Does Rain Become Acidic? (Hands-On Activity) |
| E2.4 identify the three states of water in the environment, and describe how temperature changes affect the state of water within the water cycle |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.5 describe ways in which living things, including humans, depend on air and water |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Humidity On Earth And On The ISS (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Bee Helpers (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Bee House (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Bee House (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Bee Helpers (Lesson Plan) Design & Build A Bee House (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on decomposing problems into smaller steps |
Lexie's Holiday Wish List (Unplugged Coding Activity) Lenny and Lexie Get Ready for a Solar Eclipse (Unplugged Coding Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Bee Helpers (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Bee House (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Bee House (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Bee Helpers (Lesson Plan) Design & Build A Bee House (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on decomposing problems into smaller steps |
Lexie's Holiday Wish List (Unplugged Coding Activity) Lenny and Lexie Get Ready for a Solar Eclipse (Unplugged Coding Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 examine impacts that animals can have on society and the environment, and describe some ways in which any negative impacts can be minimized |
Bee Helpers (Lesson Plan) What Is An Insect? (Interactive) |
| B1.2 assess impacts of various human activities on animals and the places where they live, and describe practices that can minimize negative impacts |
Bee Helpers (Lesson Plan) Frogs, toads, salamanders, and newts, oh my! (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| B2.1 compare physical characteristics of various animals, including characteristics that are constant and those that change |
What Is An Insect? (Interactive) How Do Animals Hide? (Hands-On Activity) |
| B2.2 describe the locomotion of various animals | What Is An Insect? (Interactive) |
| B2.3 describe the life cycle of a variety of animals, including insects, amphibians, birds, and mammals |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.4 compare changes in the appearance and behaviour of various animals as they go through a complete life cycle |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.5 describe adaptations, including physical and/or behavioural characteristics, that allow various animals to survive in their natural environment |
What Is An Insect? (Interactive) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Do Animals Hide? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| B1.1 examine impacts that animals can have on society and the environment, and describe some ways in which any negative impacts can be minimized |
Bee Helpers (Lesson Plan) What Is An Insect? (Interactive) |
| B1.2 assess impacts of various human activities on animals and the places where they live, and describe practices that can minimize negative impacts |
Bee Helpers (Lesson Plan) Frogs, toads, salamanders, and newts, oh my! (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| B2.1 compare physical characteristics of various animals, including characteristics that are constant and those that change |
What Is An Insect? (Interactive) How Do Animals Hide? (Hands-On Activity) |
| B2.2 describe the locomotion of various animals | What Is An Insect? (Interactive) |
| B2.3 describe the life cycle of a variety of animals, including insects, amphibians, birds, and mammals |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.4 compare changes in the appearance and behaviour of various animals as they go through a complete life cycle |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.5 describe adaptations, including physical and/or behavioural characteristics, that allow various animals to survive in their natural environment |
What Is An Insect? (Interactive) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Do Animals Hide? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess practices related to the use, storage, and disposal of liquids and solids in the home in terms of the effects on personal health and safety and on the environment, and suggest ways to improve these practices |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C1.2 assess the impacts of changes of state of liquids and solids on humans and on environments |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify various types of matter in natural and built environments as liquids or solids |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.2 describe the properties of liquids and solids |
Go For The Gold With STEM! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.3 describe properties of liquid water and solid water, and identify the conditions that cause changes from one state to the other |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.4 identify conditions in which the states of liquids and solids remain constant and conditions that can cause their states to change |
Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.5 describe some ways in which liquids and solids can be combined to make useful mixtures |
What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C2.6 classify solid objects and materials in terms of their buoyancy and in terms of their ability to absorb or repel water |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Diver Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Do Ships Float? (STEM-In-Context) |
| C2.7 explain the meaning of international symbols that give us information on the safety of substances | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess practices related to the use, storage, and disposal of liquids and solids in the home in terms of the effects on personal health and safety and on the environment, and suggest ways to improve these practices |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C1.2 assess the impacts of changes of state of liquids and solids on humans and on environments |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify various types of matter in natural and built environments as liquids or solids |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.2 describe the properties of liquids and solids |
Go For The Gold With STEM! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.3 describe properties of liquid water and solid water, and identify the conditions that cause changes from one state to the other |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.4 identify conditions in which the states of liquids and solids remain constant and conditions that can cause their states to change |
Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.5 describe some ways in which liquids and solids can be combined to make useful mixtures |
What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C2.6 classify solid objects and materials in terms of their buoyancy and in terms of their ability to absorb or repel water |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Diver Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Do Ships Float? (STEM-In-Context) |
| C2.7 explain the meaning of international symbols that give us information on the safety of substances | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impact of simple machines on the daily lives of people in various communities |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D1.2 assess the impact on the environment of technologies that use simple machines to facilitate movement | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe different ways an object can move |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.2 identify ways in which the position of an object can be changed |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.3 identify the six basic types of simple machines: lever, inclined plane, wedge, pulley, wheel and axle, and screw |
Simple Machines - Levers (Backgrounder) Simple Machines - Wheels and Axles (Picture Collection) Simple Machines - Wedges (Picture Collection) Simple Machines - Screws (Picture Collection) Simple Machines - Pulleys (Picture Collection) Simple Machines - Inclined Planes (Picture Collection) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.4 describe ways in which each type of simple machine is used in daily life to make tasks easier |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.5 compare, qualitatively or quantitatively, the force required to move an object using various simple machines to the force required to move the object without using a simple machine |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impact of simple machines on the daily lives of people in various communities |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D1.2 assess the impact on the environment of technologies that use simple machines to facilitate movement | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe different ways an object can move |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.2 identify ways in which the position of an object can be changed |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.3 identify the six basic types of simple machines: lever, inclined plane, wedge, pulley, wheel and axle, and screw |
Simple Machines - Levers (Backgrounder) Simple Machines - Wheels and Axles (Picture Collection) Simple Machines - Wedges (Picture Collection) Simple Machines - Screws (Picture Collection) Simple Machines - Pulleys (Picture Collection) Simple Machines - Inclined Planes (Picture Collection) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.4 describe ways in which each type of simple machine is used in daily life to make tasks easier |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.5 compare, qualitatively or quantitatively, the force required to move an object using various simple machines to the force required to move the object without using a simple machine |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of human activities on air and water, taking various perspectives into consideration, including those of First Nations, Métis, and Inuit, and plan a course of action to protect the quality of the air and/or water in the local community |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Does Rain Become Acidic? (Hands-On Activity) |
| E1.2 assess their personal and household uses of water, and create a plan to use water responsibly | Clothing4Climate (Action Project) |
| E1.3 examine the availability of fresh water and drinking water around the world, and describe the impact on communities |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of the key properties of air and water |
Earth Month: Water (Backgrounder) Go For The Gold With STEM! (STEM-In-Context) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Can I Make A Vortex Cannon? (Hands-On Activity) How Can I Write Secret Messages? (Hands-On Activity) How Can I Make A Bottle Rocket? (Hands-On Activity) |
| E2.2 identify sources of water in the natural and built environment |
Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.3 describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection |
Clothing4Climate (Action Project) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Ringwoodite And The Deep Water Cycle (STEM-In-Context) How Does Rain Become Acidic? (Hands-On Activity) |
| E2.4 identify the three states of water in the environment, and describe how temperature changes affect the state of water within the water cycle |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.5 describe ways in which living things, including humans, depend on air and water |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Humidity On Earth And On The ISS (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of human activities on air and water, taking various perspectives into consideration, including those of First Nations, Métis, and Inuit, and plan a course of action to protect the quality of the air and/or water in the local community |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Does Rain Become Acidic? (Hands-On Activity) |
| E1.2 assess their personal and household uses of water, and create a plan to use water responsibly | Clothing4Climate (Action Project) |
| E1.3 examine the availability of fresh water and drinking water around the world, and describe the impact on communities |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of the key properties of air and water |
Earth Month: Water (Backgrounder) Go For The Gold With STEM! (STEM-In-Context) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Can I Make A Vortex Cannon? (Hands-On Activity) How Can I Write Secret Messages? (Hands-On Activity) How Can I Make A Bottle Rocket? (Hands-On Activity) |
| E2.2 identify sources of water in the natural and built environment |
Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.3 describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection |
Clothing4Climate (Action Project) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Ringwoodite And The Deep Water Cycle (STEM-In-Context) How Does Rain Become Acidic? (Hands-On Activity) |
| E2.4 identify the three states of water in the environment, and describe how temperature changes affect the state of water within the water cycle |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.5 describe ways in which living things, including humans, depend on air and water |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Humidity On Earth And On The ISS (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
It's All In The Shape (Lesson Plan) How does water move up a plant? (Hands-on Activity) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Soil Sifter (Lesson Plan) How do I construct a terrarium (Hands-on Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Soil Sifter (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) It's All In The Shape (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on testing, debugging, and refining programs |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Soil Sifter (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
It's All In The Shape (Lesson Plan) How does water move up a plant? (Hands-on Activity) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Soil Sifter (Lesson Plan) How do I construct a terrarium (Hands-on Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Soil Sifter (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) It's All In The Shape (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on testing, debugging, and refining programs |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Soil Sifter (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess ways in which plants are important to humans and other living things, taking different perspectives into consideration, and identify ways in which humans can protect native plant species and their habitats | Plants: Human Use (Photo Collection) |
| B1.2 assess ways in which human activities have an impact on plants and plant habitats, and identify personal actions that they could take to minimize harmful effects and enhance positive ones | n/a |
| B1.3 assess the benefits and limitations of locally grown food | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the basic needs of plants, including the need for air, water, light, heat, nutrients, and space, and identify environmental conditions that may threaten plant survival |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) Needs of Plants (Backgrounder) |
| B2.2 identify different parts of plants, including the root, stem, flower, stamen, pistil, leaf, seed, cone, and fruit, and describe how each part contributes to plants’ survival within their environment |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) The Life Cycle of a Tomato Plant (Backgrounder) Plants: Parts (Photo Collection) Plants: Seeds (Photo Collection) Plants: Leaves (Photo Collection) |
| B2.3 describe changes that different plants undergo in their life cycles |
Tomatosphere (Action Project) The Life Cycle of a Tomato Plant (Backgrounder) The Life Cycle of Plants (Backgrounder) Plants: Growth (Photo Collection) Plants: Germination (Photo Collection) |
| B2.4 describe ways in which a variety of plants adapt and/or react to their environment and to changes in their environment |
Tomatosphere (Action Project) Needs of Plants (Backgrounder) Plants: Biomes (Photo Collection) |
| B2.5 demonstrate an understanding that most plants get energy directly from the Sun through the process of photosynthesis, which involves the absorption of carbon dioxide and the release of oxygen |
Tomatosphere (Action Project) The Life Cycle of Plants (Backgrounder) Needs of Plants (Backgrounder) |
| B2.6 describe ways in which people, including Indigenous peoples, from various cultures around the world use plants for food, shelter, medicine, and clothing | Plants: Human Use (Photo Collection) |
| B2.7 describe various plants used for food, including those grown by First Nations, Métis, and Inuit, and identify local settings where these plants are grown or found | Vegetables (Photo Collection) |
| B2.8 describe ways in which plants and animals, including humans, depend on each other |
Plant Reproduction (Backgrounder) The Life Cycle of Plants (Backgrounder) Pollinators are important! (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess ways in which plants are important to humans and other living things, taking different perspectives into consideration, and identify ways in which humans can protect native plant species and their habitats | Plants: Human Use (Photo Collection) |
| B1.2 assess ways in which human activities have an impact on plants and plant habitats, and identify personal actions that they could take to minimize harmful effects and enhance positive ones | n/a |
| B1.3 assess the benefits and limitations of locally grown food | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the basic needs of plants, including the need for air, water, light, heat, nutrients, and space, and identify environmental conditions that may threaten plant survival |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) Needs of Plants (Backgrounder) |
| B2.2 identify different parts of plants, including the root, stem, flower, stamen, pistil, leaf, seed, cone, and fruit, and describe how each part contributes to plants’ survival within their environment |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) The Life Cycle of a Tomato Plant (Backgrounder) Plants: Parts (Photo Collection) Plants: Seeds (Photo Collection) Plants: Leaves (Photo Collection) |
| B2.3 describe changes that different plants undergo in their life cycles |
Tomatosphere (Action Project) The Life Cycle of a Tomato Plant (Backgrounder) The Life Cycle of Plants (Backgrounder) Plants: Growth (Photo Collection) Plants: Germination (Photo Collection) |
| B2.4 describe ways in which a variety of plants adapt and/or react to their environment and to changes in their environment |
Tomatosphere (Action Project) Needs of Plants (Backgrounder) Plants: Biomes (Photo Collection) |
| B2.5 demonstrate an understanding that most plants get energy directly from the Sun through the process of photosynthesis, which involves the absorption of carbon dioxide and the release of oxygen |
Tomatosphere (Action Project) The Life Cycle of Plants (Backgrounder) Needs of Plants (Backgrounder) |
| B2.6 describe ways in which people, including Indigenous peoples, from various cultures around the world use plants for food, shelter, medicine, and clothing | Plants: Human Use (Photo Collection) |
| B2.7 describe various plants used for food, including those grown by First Nations, Métis, and Inuit, and identify local settings where these plants are grown or found | Vegetables (Photo Collection) |
| B2.8 describe ways in which plants and animals, including humans, depend on each other |
Plant Reproduction (Backgrounder) The Life Cycle of Plants (Backgrounder) Pollinators are important! (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the effects of the action of forces from natural phenomena on natural and built environments, and identify ways in which human activities can reduce or enhance these effects | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C1.2 assess harmful effects of forces that may result from various human activities, and describe how health and safety devices can minimize these effects | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe different types of contact forces and non-contact forces |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| C2.2 describe different ways a force can be exerted on an object |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C2.3 describe how different forces applied to an object, including forces of varying magnitude, can cause the object to start, stop, or change its direction, speed, or shape |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) It's All In The Shape (Lesson Plan) |
| C2.4 identify ways in which forces are used in their daily lives |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the effects of the action of forces from natural phenomena on natural and built environments, and identify ways in which human activities can reduce or enhance these effects | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C1.2 assess harmful effects of forces that may result from various human activities, and describe how health and safety devices can minimize these effects | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe different types of contact forces and non-contact forces |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| C2.2 describe different ways a force can be exerted on an object |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C2.3 describe how different forces applied to an object, including forces of varying magnitude, can cause the object to start, stop, or change its direction, speed, or shape |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) It's All In The Shape (Lesson Plan) |
| C2.4 identify ways in which forces are used in their daily lives |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess effects on society and the environment of strong and stable structures | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| D1.2 assess the environmental impact of structures built by various animals, including structures built by humans | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe a structure as a supporting framework that holds a load and has a definite size, shape, and function, and identify structures in the natural environment and in the built environment |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.2 demonstrate an understanding of the relationship between form and function for various structures | How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) |
| D2.3 identify the strength of a structure as its ability to support a load and describe ways to increase the strength of structures, including ways to increase the strength of different materials used to build them |
It's All In The Shape (Lesson Plan) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.4 describe the stability of a structure as its ability to keep its shape, maintain balance, float, and/or stay fixed in one spot when a force is applied to the structure, and describe ways to improve a structure’s stability |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.5 identify properties of materials that need to be considered when building structures | n/a |
| D2.6 describe ways in which different forces can affect the shape, balance, or position of structures |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.7 explain the role of struts and ties in structures under load | Why is a Triangle a Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess effects on society and the environment of strong and stable structures | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| D1.2 assess the environmental impact of structures built by various animals, including structures built by humans | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe a structure as a supporting framework that holds a load and has a definite size, shape, and function, and identify structures in the natural environment and in the built environment |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.2 demonstrate an understanding of the relationship between form and function for various structures | How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) |
| D2.3 identify the strength of a structure as its ability to support a load and describe ways to increase the strength of structures, including ways to increase the strength of different materials used to build them |
It's All In The Shape (Lesson Plan) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.4 describe the stability of a structure as its ability to keep its shape, maintain balance, float, and/or stay fixed in one spot when a force is applied to the structure, and describe ways to improve a structure’s stability |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.5 identify properties of materials that need to be considered when building structures | n/a |
| D2.6 describe ways in which different forces can affect the shape, balance, or position of structures |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.7 explain the role of struts and ties in structures under load | Why is a Triangle a Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the importance of soils for society and the environment | The Dirt On Soil Conservation (STEM-In-Context) |
| E1.2 assess the impact of human activity on soils, and describe ways in which humans can improve the quality of soils and/or lessen or prevent harmful effects on soils |
The Dirt On Soil Conservation (STEM-In-Context) What Makes Soil Hard And Compacted? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the living and non-living components of soil, and describe the characteristics of healthy soil |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) The Dirt On Soil Conservation (STEM-In-Context) What Is Soil? (Backgrounder) |
| E2.2 identify different substances that are commonly added to, or absorbed by, the soil, and describe their effects on soil health | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.3 examine different types of soils found in Ontario, and describe how different soils are suited to growing different types of food, including crops |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) |
| E2.4 explain the process of erosion, including its causes and its impact on soils | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.5 identify various strategies used to maintain and improve soil health in Ontario | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.6 describe the process of composting, and explain some benefits of composting | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the importance of soils for society and the environment | The Dirt On Soil Conservation (STEM-In-Context) |
| E1.2 assess the impact of human activity on soils, and describe ways in which humans can improve the quality of soils and/or lessen or prevent harmful effects on soils |
The Dirt On Soil Conservation (STEM-In-Context) What Makes Soil Hard And Compacted? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the living and non-living components of soil, and describe the characteristics of healthy soil |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) The Dirt On Soil Conservation (STEM-In-Context) What Is Soil? (Backgrounder) |
| E2.2 identify different substances that are commonly added to, or absorbed by, the soil, and describe their effects on soil health | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.3 examine different types of soils found in Ontario, and describe how different soils are suited to growing different types of food, including crops |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) |
| E2.4 explain the process of erosion, including its causes and its impact on soils | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.5 identify various strategies used to maintain and improve soil health in Ontario | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.6 describe the process of composting, and explain some benefits of composting | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
It's All In The Shape (Lesson Plan) How does water move up a plant? (Hands-on Activity) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Soil Sifter (Lesson Plan) How do I construct a terrarium (Hands-on Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Soil Sifter (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) It's All In The Shape (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on testing, debugging, and refining programs |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Soil Sifter (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
It's All In The Shape (Lesson Plan) How does water move up a plant? (Hands-on Activity) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Soil Sifter (Lesson Plan) How do I construct a terrarium (Hands-on Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Soil Sifter (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) It's All In The Shape (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on testing, debugging, and refining programs |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Soil Sifter (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess ways in which plants are important to humans and other living things, taking different perspectives into consideration, and identify ways in which humans can protect native plant species and their habitats | Plants: Human Use (Photo Collection) |
| B1.2 assess ways in which human activities have an impact on plants and plant habitats, and identify personal actions that they could take to minimize harmful effects and enhance positive ones | n/a |
| B1.3 assess the benefits and limitations of locally grown food | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the basic needs of plants, including the need for air, water, light, heat, nutrients, and space, and identify environmental conditions that may threaten plant survival |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) Needs of Plants (Backgrounder) |
| B2.2 identify different parts of plants, including the root, stem, flower, stamen, pistil, leaf, seed, cone, and fruit, and describe how each part contributes to plants’ survival within their environment |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) The Life Cycle of a Tomato Plant (Backgrounder) Plants: Parts (Photo Collection) Plants: Seeds (Photo Collection) Plants: Leaves (Photo Collection) |
| B2.3 describe changes that different plants undergo in their life cycles |
Tomatosphere (Action Project) The Life Cycle of a Tomato Plant (Backgrounder) The Life Cycle of Plants (Backgrounder) Plants: Growth (Photo Collection) Plants: Germination (Photo Collection) |
| B2.4 describe ways in which a variety of plants adapt and/or react to their environment and to changes in their environment |
Tomatosphere (Action Project) Needs of Plants (Backgrounder) Plants: Biomes (Photo Collection) |
| B2.5 demonstrate an understanding that most plants get energy directly from the Sun through the process of photosynthesis, which involves the absorption of carbon dioxide and the release of oxygen |
Tomatosphere (Action Project) The Life Cycle of Plants (Backgrounder) Needs of Plants (Backgrounder) |
| B2.6 describe ways in which people, including Indigenous peoples, from various cultures around the world use plants for food, shelter, medicine, and clothing | Plants: Human Use (Photo Collection) |
| B2.7 describe various plants used for food, including those grown by First Nations, Métis, and Inuit, and identify local settings where these plants are grown or found | Vegetables (Photo Collection) |
| B2.8 describe ways in which plants and animals, including humans, depend on each other |
Plant Reproduction (Backgrounder) The Life Cycle of Plants (Backgrounder) Pollinators are important! (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess ways in which plants are important to humans and other living things, taking different perspectives into consideration, and identify ways in which humans can protect native plant species and their habitats | Plants: Human Use (Photo Collection) |
| B1.2 assess ways in which human activities have an impact on plants and plant habitats, and identify personal actions that they could take to minimize harmful effects and enhance positive ones | n/a |
| B1.3 assess the benefits and limitations of locally grown food | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the basic needs of plants, including the need for air, water, light, heat, nutrients, and space, and identify environmental conditions that may threaten plant survival |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) Needs of Plants (Backgrounder) |
| B2.2 identify different parts of plants, including the root, stem, flower, stamen, pistil, leaf, seed, cone, and fruit, and describe how each part contributes to plants’ survival within their environment |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) The Life Cycle of a Tomato Plant (Backgrounder) Plants: Parts (Photo Collection) Plants: Seeds (Photo Collection) Plants: Leaves (Photo Collection) |
| B2.3 describe changes that different plants undergo in their life cycles |
Tomatosphere (Action Project) The Life Cycle of a Tomato Plant (Backgrounder) The Life Cycle of Plants (Backgrounder) Plants: Growth (Photo Collection) Plants: Germination (Photo Collection) |
| B2.4 describe ways in which a variety of plants adapt and/or react to their environment and to changes in their environment |
Tomatosphere (Action Project) Needs of Plants (Backgrounder) Plants: Biomes (Photo Collection) |
| B2.5 demonstrate an understanding that most plants get energy directly from the Sun through the process of photosynthesis, which involves the absorption of carbon dioxide and the release of oxygen |
Tomatosphere (Action Project) The Life Cycle of Plants (Backgrounder) Needs of Plants (Backgrounder) |
| B2.6 describe ways in which people, including Indigenous peoples, from various cultures around the world use plants for food, shelter, medicine, and clothing | Plants: Human Use (Photo Collection) |
| B2.7 describe various plants used for food, including those grown by First Nations, Métis, and Inuit, and identify local settings where these plants are grown or found | Vegetables (Photo Collection) |
| B2.8 describe ways in which plants and animals, including humans, depend on each other |
Plant Reproduction (Backgrounder) The Life Cycle of Plants (Backgrounder) Pollinators are important! (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the effects of the action of forces from natural phenomena on natural and built environments, and identify ways in which human activities can reduce or enhance these effects | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C1.2 assess harmful effects of forces that may result from various human activities, and describe how health and safety devices can minimize these effects | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe different types of contact forces and non-contact forces |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| C2.2 describe different ways a force can be exerted on an object |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C2.3 describe how different forces applied to an object, including forces of varying magnitude, can cause the object to start, stop, or change its direction, speed, or shape |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) It's All In The Shape (Lesson Plan) |
| C2.4 identify ways in which forces are used in their daily lives |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the effects of the action of forces from natural phenomena on natural and built environments, and identify ways in which human activities can reduce or enhance these effects | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C1.2 assess harmful effects of forces that may result from various human activities, and describe how health and safety devices can minimize these effects | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe different types of contact forces and non-contact forces |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| C2.2 describe different ways a force can be exerted on an object |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C2.3 describe how different forces applied to an object, including forces of varying magnitude, can cause the object to start, stop, or change its direction, speed, or shape |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) It's All In The Shape (Lesson Plan) |
| C2.4 identify ways in which forces are used in their daily lives |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess effects on society and the environment of strong and stable structures | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| D1.2 assess the environmental impact of structures built by various animals, including structures built by humans | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe a structure as a supporting framework that holds a load and has a definite size, shape, and function, and identify structures in the natural environment and in the built environment |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.2 demonstrate an understanding of the relationship between form and function for various structures | How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) |
| D2.3 identify the strength of a structure as its ability to support a load and describe ways to increase the strength of structures, including ways to increase the strength of different materials used to build them |
It's All In The Shape (Lesson Plan) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.4 describe the stability of a structure as its ability to keep its shape, maintain balance, float, and/or stay fixed in one spot when a force is applied to the structure, and describe ways to improve a structure’s stability |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.5 identify properties of materials that need to be considered when building structures | n/a |
| D2.6 describe ways in which different forces can affect the shape, balance, or position of structures |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.7 explain the role of struts and ties in structures under load | Why is a Triangle a Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess effects on society and the environment of strong and stable structures | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| D1.2 assess the environmental impact of structures built by various animals, including structures built by humans | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe a structure as a supporting framework that holds a load and has a definite size, shape, and function, and identify structures in the natural environment and in the built environment |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.2 demonstrate an understanding of the relationship between form and function for various structures | How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) |
| D2.3 identify the strength of a structure as its ability to support a load and describe ways to increase the strength of structures, including ways to increase the strength of different materials used to build them |
It's All In The Shape (Lesson Plan) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.4 describe the stability of a structure as its ability to keep its shape, maintain balance, float, and/or stay fixed in one spot when a force is applied to the structure, and describe ways to improve a structure’s stability |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.5 identify properties of materials that need to be considered when building structures | n/a |
| D2.6 describe ways in which different forces can affect the shape, balance, or position of structures |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.7 explain the role of struts and ties in structures under load | Why is a Triangle a Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the importance of soils for society and the environment | The Dirt On Soil Conservation (STEM-In-Context) |
| E1.2 assess the impact of human activity on soils, and describe ways in which humans can improve the quality of soils and/or lessen or prevent harmful effects on soils |
The Dirt On Soil Conservation (STEM-In-Context) What Makes Soil Hard And Compacted? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the living and non-living components of soil, and describe the characteristics of healthy soil |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) The Dirt On Soil Conservation (STEM-In-Context) What Is Soil? (Backgrounder) |
| E2.2 identify different substances that are commonly added to, or absorbed by, the soil, and describe their effects on soil health | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.3 examine different types of soils found in Ontario, and describe how different soils are suited to growing different types of food, including crops |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) |
| E2.4 explain the process of erosion, including its causes and its impact on soils | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.5 identify various strategies used to maintain and improve soil health in Ontario | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.6 describe the process of composting, and explain some benefits of composting | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the importance of soils for society and the environment | The Dirt On Soil Conservation (STEM-In-Context) |
| E1.2 assess the impact of human activity on soils, and describe ways in which humans can improve the quality of soils and/or lessen or prevent harmful effects on soils |
The Dirt On Soil Conservation (STEM-In-Context) What Makes Soil Hard And Compacted? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the living and non-living components of soil, and describe the characteristics of healthy soil |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) The Dirt On Soil Conservation (STEM-In-Context) What Is Soil? (Backgrounder) |
| E2.2 identify different substances that are commonly added to, or absorbed by, the soil, and describe their effects on soil health | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.3 examine different types of soils found in Ontario, and describe how different soils are suited to growing different types of food, including crops |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) |
| E2.4 explain the process of erosion, including its causes and its impact on soils | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.5 identify various strategies used to maintain and improve soil health in Ontario | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.6 describe the process of composting, and explain some benefits of composting | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
It's All In The Shape (Lesson Plan) How does water move up a plant? (Hands-on Activity) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Soil Sifter (Lesson Plan) How do I construct a terrarium (Hands-on Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Soil Sifter (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) It's All In The Shape (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on testing, debugging, and refining programs |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Soil Sifter (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
It's All In The Shape (Lesson Plan) How does water move up a plant? (Hands-on Activity) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Soil Sifter (Lesson Plan) How do I construct a terrarium (Hands-on Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Soil Sifter (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) It's All In The Shape (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on testing, debugging, and refining programs |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Soil Sifter (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess ways in which plants are important to humans and other living things, taking different perspectives into consideration, and identify ways in which humans can protect native plant species and their habitats | Plants: Human Use (Photo Collection) |
| B1.2 assess ways in which human activities have an impact on plants and plant habitats, and identify personal actions that they could take to minimize harmful effects and enhance positive ones | n/a |
| B1.3 assess the benefits and limitations of locally grown food | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the basic needs of plants, including the need for air, water, light, heat, nutrients, and space, and identify environmental conditions that may threaten plant survival |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) Needs of Plants (Backgrounder) |
| B2.2 identify different parts of plants, including the root, stem, flower, stamen, pistil, leaf, seed, cone, and fruit, and describe how each part contributes to plants’ survival within their environment |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) The Life Cycle of a Tomato Plant (Backgrounder) Plants: Parts (Photo Collection) Plants: Seeds (Photo Collection) Plants: Leaves (Photo Collection) |
| B2.3 describe changes that different plants undergo in their life cycles |
Tomatosphere (Action Project) The Life Cycle of a Tomato Plant (Backgrounder) The Life Cycle of Plants (Backgrounder) Plants: Growth (Photo Collection) Plants: Germination (Photo Collection) |
| B2.4 describe ways in which a variety of plants adapt and/or react to their environment and to changes in their environment |
Tomatosphere (Action Project) Needs of Plants (Backgrounder) Plants: Biomes (Photo Collection) |
| B2.5 demonstrate an understanding that most plants get energy directly from the Sun through the process of photosynthesis, which involves the absorption of carbon dioxide and the release of oxygen |
Tomatosphere (Action Project) The Life Cycle of Plants (Backgrounder) Needs of Plants (Backgrounder) |
| B2.6 describe ways in which people, including Indigenous peoples, from various cultures around the world use plants for food, shelter, medicine, and clothing | Plants: Human Use (Photo Collection) |
| B2.7 describe various plants used for food, including those grown by First Nations, Métis, and Inuit, and identify local settings where these plants are grown or found | Vegetables (Photo Collection) |
| B2.8 describe ways in which plants and animals, including humans, depend on each other |
Plant Reproduction (Backgrounder) The Life Cycle of Plants (Backgrounder) Pollinators are important! (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess ways in which plants are important to humans and other living things, taking different perspectives into consideration, and identify ways in which humans can protect native plant species and their habitats | Plants: Human Use (Photo Collection) |
| B1.2 assess ways in which human activities have an impact on plants and plant habitats, and identify personal actions that they could take to minimize harmful effects and enhance positive ones | n/a |
| B1.3 assess the benefits and limitations of locally grown food | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the basic needs of plants, including the need for air, water, light, heat, nutrients, and space, and identify environmental conditions that may threaten plant survival |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) Needs of Plants (Backgrounder) |
| B2.2 identify different parts of plants, including the root, stem, flower, stamen, pistil, leaf, seed, cone, and fruit, and describe how each part contributes to plants’ survival within their environment |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) The Life Cycle of a Tomato Plant (Backgrounder) Plants: Parts (Photo Collection) Plants: Seeds (Photo Collection) Plants: Leaves (Photo Collection) |
| B2.3 describe changes that different plants undergo in their life cycles |
Tomatosphere (Action Project) The Life Cycle of a Tomato Plant (Backgrounder) The Life Cycle of Plants (Backgrounder) Plants: Growth (Photo Collection) Plants: Germination (Photo Collection) |
| B2.4 describe ways in which a variety of plants adapt and/or react to their environment and to changes in their environment |
Tomatosphere (Action Project) Needs of Plants (Backgrounder) Plants: Biomes (Photo Collection) |
| B2.5 demonstrate an understanding that most plants get energy directly from the Sun through the process of photosynthesis, which involves the absorption of carbon dioxide and the release of oxygen |
Tomatosphere (Action Project) The Life Cycle of Plants (Backgrounder) Needs of Plants (Backgrounder) |
| B2.6 describe ways in which people, including Indigenous peoples, from various cultures around the world use plants for food, shelter, medicine, and clothing | Plants: Human Use (Photo Collection) |
| B2.7 describe various plants used for food, including those grown by First Nations, Métis, and Inuit, and identify local settings where these plants are grown or found | Vegetables (Photo Collection) |
| B2.8 describe ways in which plants and animals, including humans, depend on each other |
Plant Reproduction (Backgrounder) The Life Cycle of Plants (Backgrounder) Pollinators are important! (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the effects of the action of forces from natural phenomena on natural and built environments, and identify ways in which human activities can reduce or enhance these effects | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C1.2 assess harmful effects of forces that may result from various human activities, and describe how health and safety devices can minimize these effects | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe different types of contact forces and non-contact forces |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| C2.2 describe different ways a force can be exerted on an object |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C2.3 describe how different forces applied to an object, including forces of varying magnitude, can cause the object to start, stop, or change its direction, speed, or shape |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) It's All In The Shape (Lesson Plan) |
| C2.4 identify ways in which forces are used in their daily lives |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the effects of the action of forces from natural phenomena on natural and built environments, and identify ways in which human activities can reduce or enhance these effects | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C1.2 assess harmful effects of forces that may result from various human activities, and describe how health and safety devices can minimize these effects | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe different types of contact forces and non-contact forces |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| C2.2 describe different ways a force can be exerted on an object |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C2.3 describe how different forces applied to an object, including forces of varying magnitude, can cause the object to start, stop, or change its direction, speed, or shape |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) It's All In The Shape (Lesson Plan) |
| C2.4 identify ways in which forces are used in their daily lives |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess effects on society and the environment of strong and stable structures | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| D1.2 assess the environmental impact of structures built by various animals, including structures built by humans | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe a structure as a supporting framework that holds a load and has a definite size, shape, and function, and identify structures in the natural environment and in the built environment |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.2 demonstrate an understanding of the relationship between form and function for various structures | How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) |
| D2.3 identify the strength of a structure as its ability to support a load and describe ways to increase the strength of structures, including ways to increase the strength of different materials used to build them |
It's All In The Shape (Lesson Plan) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.4 describe the stability of a structure as its ability to keep its shape, maintain balance, float, and/or stay fixed in one spot when a force is applied to the structure, and describe ways to improve a structure’s stability |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.5 identify properties of materials that need to be considered when building structures | n/a |
| D2.6 describe ways in which different forces can affect the shape, balance, or position of structures |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.7 explain the role of struts and ties in structures under load | Why is a Triangle a Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess effects on society and the environment of strong and stable structures | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| D1.2 assess the environmental impact of structures built by various animals, including structures built by humans | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe a structure as a supporting framework that holds a load and has a definite size, shape, and function, and identify structures in the natural environment and in the built environment |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.2 demonstrate an understanding of the relationship between form and function for various structures | How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) |
| D2.3 identify the strength of a structure as its ability to support a load and describe ways to increase the strength of structures, including ways to increase the strength of different materials used to build them |
It's All In The Shape (Lesson Plan) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.4 describe the stability of a structure as its ability to keep its shape, maintain balance, float, and/or stay fixed in one spot when a force is applied to the structure, and describe ways to improve a structure’s stability |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.5 identify properties of materials that need to be considered when building structures | n/a |
| D2.6 describe ways in which different forces can affect the shape, balance, or position of structures |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.7 explain the role of struts and ties in structures under load | Why is a Triangle a Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the importance of soils for society and the environment | The Dirt On Soil Conservation (STEM-In-Context) |
| E1.2 assess the impact of human activity on soils, and describe ways in which humans can improve the quality of soils and/or lessen or prevent harmful effects on soils |
The Dirt On Soil Conservation (STEM-In-Context) What Makes Soil Hard And Compacted? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the living and non-living components of soil, and describe the characteristics of healthy soil |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) The Dirt On Soil Conservation (STEM-In-Context) What Is Soil? (Backgrounder) |
| E2.2 identify different substances that are commonly added to, or absorbed by, the soil, and describe their effects on soil health | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.3 examine different types of soils found in Ontario, and describe how different soils are suited to growing different types of food, including crops |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) |
| E2.4 explain the process of erosion, including its causes and its impact on soils | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.5 identify various strategies used to maintain and improve soil health in Ontario | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.6 describe the process of composting, and explain some benefits of composting | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the importance of soils for society and the environment | The Dirt On Soil Conservation (STEM-In-Context) |
| E1.2 assess the impact of human activity on soils, and describe ways in which humans can improve the quality of soils and/or lessen or prevent harmful effects on soils |
The Dirt On Soil Conservation (STEM-In-Context) What Makes Soil Hard And Compacted? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the living and non-living components of soil, and describe the characteristics of healthy soil |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) The Dirt On Soil Conservation (STEM-In-Context) What Is Soil? (Backgrounder) |
| E2.2 identify different substances that are commonly added to, or absorbed by, the soil, and describe their effects on soil health | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.3 examine different types of soils found in Ontario, and describe how different soils are suited to growing different types of food, including crops |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) |
| E2.4 explain the process of erosion, including its causes and its impact on soils | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.5 identify various strategies used to maintain and improve soil health in Ontario | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.6 describe the process of composting, and explain some benefits of composting | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
It's All In The Shape (Lesson Plan) How does water move up a plant? (Hands-on Activity) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Soil Sifter (Lesson Plan) How do I construct a terrarium (Hands-on Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Soil Sifter (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) It's All In The Shape (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on testing, debugging, and refining programs |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Soil Sifter (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
It's All In The Shape (Lesson Plan) How does water move up a plant? (Hands-on Activity) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Soil Sifter (Lesson Plan) How do I construct a terrarium (Hands-on Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Soil Sifter (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) It's All In The Shape (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on testing, debugging, and refining programs |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Soil Sifter (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess ways in which plants are important to humans and other living things, taking different perspectives into consideration, and identify ways in which humans can protect native plant species and their habitats | Plants: Human Use (Photo Collection) |
| B1.2 assess ways in which human activities have an impact on plants and plant habitats, and identify personal actions that they could take to minimize harmful effects and enhance positive ones | n/a |
| B1.3 assess the benefits and limitations of locally grown food | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the basic needs of plants, including the need for air, water, light, heat, nutrients, and space, and identify environmental conditions that may threaten plant survival |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) Needs of Plants (Backgrounder) |
| B2.2 identify different parts of plants, including the root, stem, flower, stamen, pistil, leaf, seed, cone, and fruit, and describe how each part contributes to plants’ survival within their environment |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) The Life Cycle of a Tomato Plant (Backgrounder) Plants: Parts (Photo Collection) Plants: Seeds (Photo Collection) Plants: Leaves (Photo Collection) |
| B2.3 describe changes that different plants undergo in their life cycles |
Tomatosphere (Action Project) The Life Cycle of a Tomato Plant (Backgrounder) The Life Cycle of Plants (Backgrounder) Plants: Growth (Photo Collection) Plants: Germination (Photo Collection) |
| B2.4 describe ways in which a variety of plants adapt and/or react to their environment and to changes in their environment |
Tomatosphere (Action Project) Needs of Plants (Backgrounder) Plants: Biomes (Photo Collection) |
| B2.5 demonstrate an understanding that most plants get energy directly from the Sun through the process of photosynthesis, which involves the absorption of carbon dioxide and the release of oxygen |
Tomatosphere (Action Project) The Life Cycle of Plants (Backgrounder) Needs of Plants (Backgrounder) |
| B2.6 describe ways in which people, including Indigenous peoples, from various cultures around the world use plants for food, shelter, medicine, and clothing | Plants: Human Use (Photo Collection) |
| B2.7 describe various plants used for food, including those grown by First Nations, Métis, and Inuit, and identify local settings where these plants are grown or found | Vegetables (Photo Collection) |
| B2.8 describe ways in which plants and animals, including humans, depend on each other |
Plant Reproduction (Backgrounder) The Life Cycle of Plants (Backgrounder) Pollinators are important! (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess ways in which plants are important to humans and other living things, taking different perspectives into consideration, and identify ways in which humans can protect native plant species and their habitats | Plants: Human Use (Photo Collection) |
| B1.2 assess ways in which human activities have an impact on plants and plant habitats, and identify personal actions that they could take to minimize harmful effects and enhance positive ones | n/a |
| B1.3 assess the benefits and limitations of locally grown food | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the basic needs of plants, including the need for air, water, light, heat, nutrients, and space, and identify environmental conditions that may threaten plant survival |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) Needs of Plants (Backgrounder) |
| B2.2 identify different parts of plants, including the root, stem, flower, stamen, pistil, leaf, seed, cone, and fruit, and describe how each part contributes to plants’ survival within their environment |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) The Life Cycle of a Tomato Plant (Backgrounder) Plants: Parts (Photo Collection) Plants: Seeds (Photo Collection) Plants: Leaves (Photo Collection) |
| B2.3 describe changes that different plants undergo in their life cycles |
Tomatosphere (Action Project) The Life Cycle of a Tomato Plant (Backgrounder) The Life Cycle of Plants (Backgrounder) Plants: Growth (Photo Collection) Plants: Germination (Photo Collection) |
| B2.4 describe ways in which a variety of plants adapt and/or react to their environment and to changes in their environment |
Tomatosphere (Action Project) Needs of Plants (Backgrounder) Plants: Biomes (Photo Collection) |
| B2.5 demonstrate an understanding that most plants get energy directly from the Sun through the process of photosynthesis, which involves the absorption of carbon dioxide and the release of oxygen |
Tomatosphere (Action Project) The Life Cycle of Plants (Backgrounder) Needs of Plants (Backgrounder) |
| B2.6 describe ways in which people, including Indigenous peoples, from various cultures around the world use plants for food, shelter, medicine, and clothing | Plants: Human Use (Photo Collection) |
| B2.7 describe various plants used for food, including those grown by First Nations, Métis, and Inuit, and identify local settings where these plants are grown or found | Vegetables (Photo Collection) |
| B2.8 describe ways in which plants and animals, including humans, depend on each other |
Plant Reproduction (Backgrounder) The Life Cycle of Plants (Backgrounder) Pollinators are important! (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the effects of the action of forces from natural phenomena on natural and built environments, and identify ways in which human activities can reduce or enhance these effects | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C1.2 assess harmful effects of forces that may result from various human activities, and describe how health and safety devices can minimize these effects | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe different types of contact forces and non-contact forces |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| C2.2 describe different ways a force can be exerted on an object |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C2.3 describe how different forces applied to an object, including forces of varying magnitude, can cause the object to start, stop, or change its direction, speed, or shape |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) It's All In The Shape (Lesson Plan) |
| C2.4 identify ways in which forces are used in their daily lives |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the effects of the action of forces from natural phenomena on natural and built environments, and identify ways in which human activities can reduce or enhance these effects | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C1.2 assess harmful effects of forces that may result from various human activities, and describe how health and safety devices can minimize these effects | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe different types of contact forces and non-contact forces |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| C2.2 describe different ways a force can be exerted on an object |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C2.3 describe how different forces applied to an object, including forces of varying magnitude, can cause the object to start, stop, or change its direction, speed, or shape |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) It's All In The Shape (Lesson Plan) |
| C2.4 identify ways in which forces are used in their daily lives |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess effects on society and the environment of strong and stable structures | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| D1.2 assess the environmental impact of structures built by various animals, including structures built by humans | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe a structure as a supporting framework that holds a load and has a definite size, shape, and function, and identify structures in the natural environment and in the built environment |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.2 demonstrate an understanding of the relationship between form and function for various structures | How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) |
| D2.3 identify the strength of a structure as its ability to support a load and describe ways to increase the strength of structures, including ways to increase the strength of different materials used to build them |
It's All In The Shape (Lesson Plan) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.4 describe the stability of a structure as its ability to keep its shape, maintain balance, float, and/or stay fixed in one spot when a force is applied to the structure, and describe ways to improve a structure’s stability |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.5 identify properties of materials that need to be considered when building structures | n/a |
| D2.6 describe ways in which different forces can affect the shape, balance, or position of structures |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.7 explain the role of struts and ties in structures under load | Why is a Triangle a Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess effects on society and the environment of strong and stable structures | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| D1.2 assess the environmental impact of structures built by various animals, including structures built by humans | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe a structure as a supporting framework that holds a load and has a definite size, shape, and function, and identify structures in the natural environment and in the built environment |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.2 demonstrate an understanding of the relationship between form and function for various structures | How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) |
| D2.3 identify the strength of a structure as its ability to support a load and describe ways to increase the strength of structures, including ways to increase the strength of different materials used to build them |
It's All In The Shape (Lesson Plan) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.4 describe the stability of a structure as its ability to keep its shape, maintain balance, float, and/or stay fixed in one spot when a force is applied to the structure, and describe ways to improve a structure’s stability |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.5 identify properties of materials that need to be considered when building structures | n/a |
| D2.6 describe ways in which different forces can affect the shape, balance, or position of structures |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.7 explain the role of struts and ties in structures under load | Why is a Triangle a Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the importance of soils for society and the environment | The Dirt On Soil Conservation (STEM-In-Context) |
| E1.2 assess the impact of human activity on soils, and describe ways in which humans can improve the quality of soils and/or lessen or prevent harmful effects on soils |
The Dirt On Soil Conservation (STEM-In-Context) What Makes Soil Hard And Compacted? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the living and non-living components of soil, and describe the characteristics of healthy soil |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) The Dirt On Soil Conservation (STEM-In-Context) What Is Soil? (Backgrounder) |
| E2.2 identify different substances that are commonly added to, or absorbed by, the soil, and describe their effects on soil health | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.3 examine different types of soils found in Ontario, and describe how different soils are suited to growing different types of food, including crops |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) |
| E2.4 explain the process of erosion, including its causes and its impact on soils | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.5 identify various strategies used to maintain and improve soil health in Ontario | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.6 describe the process of composting, and explain some benefits of composting | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the importance of soils for society and the environment | The Dirt On Soil Conservation (STEM-In-Context) |
| E1.2 assess the impact of human activity on soils, and describe ways in which humans can improve the quality of soils and/or lessen or prevent harmful effects on soils |
The Dirt On Soil Conservation (STEM-In-Context) What Makes Soil Hard And Compacted? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the living and non-living components of soil, and describe the characteristics of healthy soil |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) The Dirt On Soil Conservation (STEM-In-Context) What Is Soil? (Backgrounder) |
| E2.2 identify different substances that are commonly added to, or absorbed by, the soil, and describe their effects on soil health | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.3 examine different types of soils found in Ontario, and describe how different soils are suited to growing different types of food, including crops |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) |
| E2.4 explain the process of erosion, including its causes and its impact on soils | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.5 identify various strategies used to maintain and improve soil health in Ontario | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.6 describe the process of composting, and explain some benefits of composting | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Habitats (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Exploring Sound (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Design And Build A Musical Instrument (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design And Build A Musical Instrument (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Habitats (Lesson Plan) Exploring Sound (Lesson Plan) Design And Build A Musical Instrument (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on producing different types of output for a variety of purposes |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Habitats (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Exploring Sound (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Design And Build A Musical Instrument (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design And Build A Musical Instrument (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Habitats (Lesson Plan) Exploring Sound (Lesson Plan) Design And Build A Musical Instrument (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on producing different types of output for a variety of purposes |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess positive and negative impacts of human activities on habitats and communities, while taking different perspectives into account |
Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is Ocean Warming And Why Does It Matter? (STEM-In-Context) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) How Can Birds Help Monitor The Health Of Ecosystems? (STEM-In-Context) |
| B1.2 analyse the impact of the depletion or extinction of a species on its habitat and community, and describe possible actions to prevent such depletions or extinctions | Pollinators Are Important! (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe habitats as areas that provide organisms, including plants and animals, with the necessities of life, and identify ways in which a local habitat provides these necessities |
Exploring Habitats (Lesson Plan) Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.2 describe a community as a group of interacting species sharing a common habitat, and identify factors that affect the ability of a community of plants and animals to survive in a local habitat |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) |
| B2.3 describe the relationship of organisms in a food chain, and classify organisms as producers, consumers, or decomposers | n/a |
| B2.4 demonstrate an understanding of a food web as the interconnection of multiple food chains in a natural community | n/a |
| B2.5 describe how animals are categorized according to their diet, and categorize various animals as carnivores, herbivores, or omnivores | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| B2.6 describe structural adaptations of a variety of plants and animals and how these adaptations allow the organisms to survive in specific habitats |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Why Are Guppies So Diverse? (STEM-In-Context) |
| B2.7 explain why all habitats have limits to the number of plants and animals they can support | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess positive and negative impacts of human activities on habitats and communities, while taking different perspectives into account |
Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is Ocean Warming And Why Does It Matter? (STEM-In-Context) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) How Can Birds Help Monitor The Health Of Ecosystems? (STEM-In-Context) |
| B1.2 analyse the impact of the depletion or extinction of a species on its habitat and community, and describe possible actions to prevent such depletions or extinctions | Pollinators Are Important! (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe habitats as areas that provide organisms, including plants and animals, with the necessities of life, and identify ways in which a local habitat provides these necessities |
Exploring Habitats (Lesson Plan) Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.2 describe a community as a group of interacting species sharing a common habitat, and identify factors that affect the ability of a community of plants and animals to survive in a local habitat |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) |
| B2.3 describe the relationship of organisms in a food chain, and classify organisms as producers, consumers, or decomposers | n/a |
| B2.4 demonstrate an understanding of a food web as the interconnection of multiple food chains in a natural community | n/a |
| B2.5 describe how animals are categorized according to their diet, and categorize various animals as carnivores, herbivores, or omnivores | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| B2.6 describe structural adaptations of a variety of plants and animals and how these adaptations allow the organisms to survive in specific habitats |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Why Are Guppies So Diverse? (STEM-In-Context) |
| B2.7 explain why all habitats have limits to the number of plants and animals they can support | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society of devices that use the properties of light or sound, or both |
Who Created The Electronic Synthesizer? (STEM-In-Context) Sound Vs. Noise (STEM-In-Context) |
| C1.2 assess the impacts on the environment of light energy and sound energy produced by various technologies, while taking different perspectives into account |
Light And Plants (Backgrounder) Sound Vs. Noise (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify a variety of natural and artificial light sources | Light And Plants (Backgrounder) |
| C2.2 distinguish between objects and living things that emit their own light and those that reflect light from other sources | The Optics Of Telescopes (Backgrounder) |
| C2.3 describe properties of light, including that light travels in a straight path and that light can be absorbed, reflected, and refracted |
Light And Its Properties (Backgrounder) The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) What Is White Light? (Hands-On Activity) Is A Green Apple Always Green? (Hands-On Activity) How Do We See Colour? (STEM-In-Context) |
| C2.4 describe properties of sound, including that sound travels through a medium as a wave and that sound can be absorbed or reflected and modified |
Design And Build A Musical Instrument (Lesson Plan) Exploring Sound (Lesson Plan) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) How Does Sound Travel? (Hands-On Activity) |
| C2.5 explain how vibrations cause sound waves |
Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Does Sound Travel? (Hands-On Activity) |
| C2.6 describe how different objects and materials interact with light and sound energy |
The Optics Of Telescopes (Backgrounder) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) |
| C2.7 distinguish between sources of light that emit both light and heat and those that emit light but little heat | n/a |
| C2.8 identify sensory organs and devices that make use of the properties of light and sound |
The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) Why Do We Need Two Eyes To See? (Hands-On Activity) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Do We See Colour? (STEM-In-Context) How Do Movies Move? (Hands-On Activity) How Do I See Colour? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society of devices that use the properties of light or sound, or both |
Who Created The Electronic Synthesizer? (STEM-In-Context) Sound Vs. Noise (STEM-In-Context) |
| C1.2 assess the impacts on the environment of light energy and sound energy produced by various technologies, while taking different perspectives into account |
Light And Plants (Backgrounder) Sound Vs. Noise (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify a variety of natural and artificial light sources | Light And Plants (Backgrounder) |
| C2.2 distinguish between objects and living things that emit their own light and those that reflect light from other sources | The Optics Of Telescopes (Backgrounder) |
| C2.3 describe properties of light, including that light travels in a straight path and that light can be absorbed, reflected, and refracted |
Light And Its Properties (Backgrounder) The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) What Is White Light? (Hands-On Activity) Is A Green Apple Always Green? (Hands-On Activity) How Do We See Colour? (STEM-In-Context) |
| C2.4 describe properties of sound, including that sound travels through a medium as a wave and that sound can be absorbed or reflected and modified |
Design And Build A Musical Instrument (Lesson Plan) Exploring Sound (Lesson Plan) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) How Does Sound Travel? (Hands-On Activity) |
| C2.5 explain how vibrations cause sound waves |
Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Does Sound Travel? (Hands-On Activity) |
| C2.6 describe how different objects and materials interact with light and sound energy |
The Optics Of Telescopes (Backgrounder) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) |
| C2.7 distinguish between sources of light that emit both light and heat and those that emit light but little heat | n/a |
| C2.8 identify sensory organs and devices that make use of the properties of light and sound |
The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) Why Do We Need Two Eyes To See? (Hands-On Activity) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Do We See Colour? (STEM-In-Context) How Do Movies Move? (Hands-On Activity) How Do I See Colour? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts of machines and their mechanisms on the daily lives of people in various communities | n/a |
| D1.2 assess and compare the environmental impacts of using different machines designed for similar purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify machines that are used in daily life, and describe their purposes |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) Simple Machines: Wedges (Picture Collection) Simple Machines: Screws (Picture Collection) Simple Machines: Pulleys (Picture Collection) Simple Machines: Inclined Planes (Picture Collection) |
| D2.2 identify the parts of various mechanisms and describe the purpose of each part | Simple Machines - Levers (Backgrounder) |
| D2.3 describe how different mechanisms transmit various types of motion, including rotary motion, from one system to another |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.4 describe how mechanisms transform motion, including how they can change the geometric plane in which the motion occurs and the speed and/or direction of motion | Simple Machines - Levers (Backgrounder) |
| D2.5 explain how forces are changed in a variety of machines | Simple Machines - Levers (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts of machines and their mechanisms on the daily lives of people in various communities | n/a |
| D1.2 assess and compare the environmental impacts of using different machines designed for similar purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify machines that are used in daily life, and describe their purposes |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) Simple Machines: Wedges (Picture Collection) Simple Machines: Screws (Picture Collection) Simple Machines: Pulleys (Picture Collection) Simple Machines: Inclined Planes (Picture Collection) |
| D2.2 identify the parts of various mechanisms and describe the purpose of each part | Simple Machines - Levers (Backgrounder) |
| D2.3 describe how different mechanisms transmit various types of motion, including rotary motion, from one system to another |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.4 describe how mechanisms transform motion, including how they can change the geometric plane in which the motion occurs and the speed and/or direction of motion | Simple Machines - Levers (Backgrounder) |
| D2.5 explain how forces are changed in a variety of machines | Simple Machines - Levers (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse ways in which geological processes impact society and the environment | The Rock Cycle In Canada (Backgrounder) |
| E1.2 assess social and environmental impacts of extracting and refining rocks and minerals and of manufacturing, recycling, and disposing of products derived from rocks and minerals, while taking various perspectives into account |
Humans And Freshwater Ecosystems (Backgrounder) Mines And Mining (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 explain geological processes that result in the formation of igneous, sedimentary, and metamorphic rocks, using the rock cycle |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.2 describe the physical properties of igneous, sedimentary, and metamorphic rocks |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.3 classify different rocks and minerals according to their composition and physical properties, using various tests and criteria |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.4 describe everyday uses of rocks and minerals |
What Are Rocks? (Backgrounder) Mines And Mining (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.5 describe how fossils are formed and what information they can provide about Earth’s history | How Did Dinosaurs Leave Fossils Behind? (Hands-On Activity) |
| E2.6 demonstrate an understanding of First Nations, Métis, and Inuit geological knowledges that are used in the selection of different rocks and minerals for specific purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse ways in which geological processes impact society and the environment | The Rock Cycle In Canada (Backgrounder) |
| E1.2 assess social and environmental impacts of extracting and refining rocks and minerals and of manufacturing, recycling, and disposing of products derived from rocks and minerals, while taking various perspectives into account |
Humans And Freshwater Ecosystems (Backgrounder) Mines And Mining (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 explain geological processes that result in the formation of igneous, sedimentary, and metamorphic rocks, using the rock cycle |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.2 describe the physical properties of igneous, sedimentary, and metamorphic rocks |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.3 classify different rocks and minerals according to their composition and physical properties, using various tests and criteria |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.4 describe everyday uses of rocks and minerals |
What Are Rocks? (Backgrounder) Mines And Mining (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.5 describe how fossils are formed and what information they can provide about Earth’s history | How Did Dinosaurs Leave Fossils Behind? (Hands-On Activity) |
| E2.6 demonstrate an understanding of First Nations, Métis, and Inuit geological knowledges that are used in the selection of different rocks and minerals for specific purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Habitats (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Exploring Sound (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Design And Build A Musical Instrument (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design And Build A Musical Instrument (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Habitats (Lesson Plan) Exploring Sound (Lesson Plan) Design And Build A Musical Instrument (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on producing different types of output for a variety of purposes |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Habitats (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Exploring Sound (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Design And Build A Musical Instrument (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design And Build A Musical Instrument (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Habitats (Lesson Plan) Exploring Sound (Lesson Plan) Design And Build A Musical Instrument (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on producing different types of output for a variety of purposes |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess positive and negative impacts of human activities on habitats and communities, while taking different perspectives into account |
Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is Ocean Warming And Why Does It Matter? (STEM-In-Context) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) How Can Birds Help Monitor The Health Of Ecosystems? (STEM-In-Context) |
| B1.2 analyse the impact of the depletion or extinction of a species on its habitat and community, and describe possible actions to prevent such depletions or extinctions | Pollinators Are Important! (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe habitats as areas that provide organisms, including plants and animals, with the necessities of life, and identify ways in which a local habitat provides these necessities |
Exploring Habitats (Lesson Plan) Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.2 describe a community as a group of interacting species sharing a common habitat, and identify factors that affect the ability of a community of plants and animals to survive in a local habitat |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) |
| B2.3 describe the relationship of organisms in a food chain, and classify organisms as producers, consumers, or decomposers | n/a |
| B2.4 demonstrate an understanding of a food web as the interconnection of multiple food chains in a natural community | n/a |
| B2.5 describe how animals are categorized according to their diet, and categorize various animals as carnivores, herbivores, or omnivores | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| B2.6 describe structural adaptations of a variety of plants and animals and how these adaptations allow the organisms to survive in specific habitats |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Why Are Guppies So Diverse? (STEM-In-Context) |
| B2.7 explain why all habitats have limits to the number of plants and animals they can support | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess positive and negative impacts of human activities on habitats and communities, while taking different perspectives into account |
Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is Ocean Warming And Why Does It Matter? (STEM-In-Context) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) How Can Birds Help Monitor The Health Of Ecosystems? (STEM-In-Context) |
| B1.2 analyse the impact of the depletion or extinction of a species on its habitat and community, and describe possible actions to prevent such depletions or extinctions | Pollinators Are Important! (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe habitats as areas that provide organisms, including plants and animals, with the necessities of life, and identify ways in which a local habitat provides these necessities |
Exploring Habitats (Lesson Plan) Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.2 describe a community as a group of interacting species sharing a common habitat, and identify factors that affect the ability of a community of plants and animals to survive in a local habitat |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) |
| B2.3 describe the relationship of organisms in a food chain, and classify organisms as producers, consumers, or decomposers | n/a |
| B2.4 demonstrate an understanding of a food web as the interconnection of multiple food chains in a natural community | n/a |
| B2.5 describe how animals are categorized according to their diet, and categorize various animals as carnivores, herbivores, or omnivores | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| B2.6 describe structural adaptations of a variety of plants and animals and how these adaptations allow the organisms to survive in specific habitats |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Why Are Guppies So Diverse? (STEM-In-Context) |
| B2.7 explain why all habitats have limits to the number of plants and animals they can support | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society of devices that use the properties of light or sound, or both |
Who Created The Electronic Synthesizer? (STEM-In-Context) Sound Vs. Noise (STEM-In-Context) |
| C1.2 assess the impacts on the environment of light energy and sound energy produced by various technologies, while taking different perspectives into account |
Light And Plants (Backgrounder) Sound Vs. Noise (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify a variety of natural and artificial light sources | Light And Plants (Backgrounder) |
| C2.2 distinguish between objects and living things that emit their own light and those that reflect light from other sources | The Optics Of Telescopes (Backgrounder) |
| C2.3 describe properties of light, including that light travels in a straight path and that light can be absorbed, reflected, and refracted |
Light And Its Properties (Backgrounder) The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) What Is White Light? (Hands-On Activity) Is A Green Apple Always Green? (Hands-On Activity) How Do We See Colour? (STEM-In-Context) |
| C2.4 describe properties of sound, including that sound travels through a medium as a wave and that sound can be absorbed or reflected and modified |
Design And Build A Musical Instrument (Lesson Plan) Exploring Sound (Lesson Plan) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) How Does Sound Travel? (Hands-On Activity) |
| C2.5 explain how vibrations cause sound waves |
Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Does Sound Travel? (Hands-On Activity) |
| C2.6 describe how different objects and materials interact with light and sound energy |
The Optics Of Telescopes (Backgrounder) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) |
| C2.7 distinguish between sources of light that emit both light and heat and those that emit light but little heat | n/a |
| C2.8 identify sensory organs and devices that make use of the properties of light and sound |
The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) Why Do We Need Two Eyes To See? (Hands-On Activity) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Do We See Colour? (STEM-In-Context) How Do Movies Move? (Hands-On Activity) How Do I See Colour? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society of devices that use the properties of light or sound, or both |
Who Created The Electronic Synthesizer? (STEM-In-Context) Sound Vs. Noise (STEM-In-Context) |
| C1.2 assess the impacts on the environment of light energy and sound energy produced by various technologies, while taking different perspectives into account |
Light And Plants (Backgrounder) Sound Vs. Noise (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify a variety of natural and artificial light sources | Light And Plants (Backgrounder) |
| C2.2 distinguish between objects and living things that emit their own light and those that reflect light from other sources | The Optics Of Telescopes (Backgrounder) |
| C2.3 describe properties of light, including that light travels in a straight path and that light can be absorbed, reflected, and refracted |
Light And Its Properties (Backgrounder) The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) What Is White Light? (Hands-On Activity) Is A Green Apple Always Green? (Hands-On Activity) How Do We See Colour? (STEM-In-Context) |
| C2.4 describe properties of sound, including that sound travels through a medium as a wave and that sound can be absorbed or reflected and modified |
Design And Build A Musical Instrument (Lesson Plan) Exploring Sound (Lesson Plan) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) How Does Sound Travel? (Hands-On Activity) |
| C2.5 explain how vibrations cause sound waves |
Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Does Sound Travel? (Hands-On Activity) |
| C2.6 describe how different objects and materials interact with light and sound energy |
The Optics Of Telescopes (Backgrounder) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) |
| C2.7 distinguish between sources of light that emit both light and heat and those that emit light but little heat | n/a |
| C2.8 identify sensory organs and devices that make use of the properties of light and sound |
The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) Why Do We Need Two Eyes To See? (Hands-On Activity) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Do We See Colour? (STEM-In-Context) How Do Movies Move? (Hands-On Activity) How Do I See Colour? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts of machines and their mechanisms on the daily lives of people in various communities | n/a |
| D1.2 assess and compare the environmental impacts of using different machines designed for similar purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify machines that are used in daily life, and describe their purposes |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) Simple Machines: Wedges (Picture Collection) Simple Machines: Screws (Picture Collection) Simple Machines: Pulleys (Picture Collection) Simple Machines: Inclined Planes (Picture Collection) |
| D2.2 identify the parts of various mechanisms and describe the purpose of each part | Simple Machines - Levers (Backgrounder) |
| D2.3 describe how different mechanisms transmit various types of motion, including rotary motion, from one system to another |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.4 describe how mechanisms transform motion, including how they can change the geometric plane in which the motion occurs and the speed and/or direction of motion | Simple Machines - Levers (Backgrounder) |
| D2.5 explain how forces are changed in a variety of machines | Simple Machines - Levers (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts of machines and their mechanisms on the daily lives of people in various communities | n/a |
| D1.2 assess and compare the environmental impacts of using different machines designed for similar purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify machines that are used in daily life, and describe their purposes |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) Simple Machines: Wedges (Picture Collection) Simple Machines: Screws (Picture Collection) Simple Machines: Pulleys (Picture Collection) Simple Machines: Inclined Planes (Picture Collection) |
| D2.2 identify the parts of various mechanisms and describe the purpose of each part | Simple Machines - Levers (Backgrounder) |
| D2.3 describe how different mechanisms transmit various types of motion, including rotary motion, from one system to another |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.4 describe how mechanisms transform motion, including how they can change the geometric plane in which the motion occurs and the speed and/or direction of motion | Simple Machines - Levers (Backgrounder) |
| D2.5 explain how forces are changed in a variety of machines | Simple Machines - Levers (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse ways in which geological processes impact society and the environment | The Rock Cycle In Canada (Backgrounder) |
| E1.2 assess social and environmental impacts of extracting and refining rocks and minerals and of manufacturing, recycling, and disposing of products derived from rocks and minerals, while taking various perspectives into account |
Humans And Freshwater Ecosystems (Backgrounder) Mines And Mining (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 explain geological processes that result in the formation of igneous, sedimentary, and metamorphic rocks, using the rock cycle |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.2 describe the physical properties of igneous, sedimentary, and metamorphic rocks |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.3 classify different rocks and minerals according to their composition and physical properties, using various tests and criteria |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.4 describe everyday uses of rocks and minerals |
What Are Rocks? (Backgrounder) Mines And Mining (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.5 describe how fossils are formed and what information they can provide about Earth’s history | How Did Dinosaurs Leave Fossils Behind? (Hands-On Activity) |
| E2.6 demonstrate an understanding of First Nations, Métis, and Inuit geological knowledges that are used in the selection of different rocks and minerals for specific purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse ways in which geological processes impact society and the environment | The Rock Cycle In Canada (Backgrounder) |
| E1.2 assess social and environmental impacts of extracting and refining rocks and minerals and of manufacturing, recycling, and disposing of products derived from rocks and minerals, while taking various perspectives into account |
Humans And Freshwater Ecosystems (Backgrounder) Mines And Mining (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 explain geological processes that result in the formation of igneous, sedimentary, and metamorphic rocks, using the rock cycle |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.2 describe the physical properties of igneous, sedimentary, and metamorphic rocks |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.3 classify different rocks and minerals according to their composition and physical properties, using various tests and criteria |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.4 describe everyday uses of rocks and minerals |
What Are Rocks? (Backgrounder) Mines And Mining (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.5 describe how fossils are formed and what information they can provide about Earth’s history | How Did Dinosaurs Leave Fossils Behind? (Hands-On Activity) |
| E2.6 demonstrate an understanding of First Nations, Métis, and Inuit geological knowledges that are used in the selection of different rocks and minerals for specific purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Habitats (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Exploring Sound (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Design And Build A Musical Instrument (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design And Build A Musical Instrument (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Habitats (Lesson Plan) Exploring Sound (Lesson Plan) Design And Build A Musical Instrument (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on producing different types of output for a variety of purposes |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Habitats (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Exploring Sound (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Design And Build A Musical Instrument (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design And Build A Musical Instrument (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Habitats (Lesson Plan) Exploring Sound (Lesson Plan) Design And Build A Musical Instrument (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on producing different types of output for a variety of purposes |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess positive and negative impacts of human activities on habitats and communities, while taking different perspectives into account |
Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is Ocean Warming And Why Does It Matter? (STEM-In-Context) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) How Can Birds Help Monitor The Health Of Ecosystems? (STEM-In-Context) |
| B1.2 analyse the impact of the depletion or extinction of a species on its habitat and community, and describe possible actions to prevent such depletions or extinctions | Pollinators Are Important! (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe habitats as areas that provide organisms, including plants and animals, with the necessities of life, and identify ways in which a local habitat provides these necessities |
Exploring Habitats (Lesson Plan) Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.2 describe a community as a group of interacting species sharing a common habitat, and identify factors that affect the ability of a community of plants and animals to survive in a local habitat |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) |
| B2.3 describe the relationship of organisms in a food chain, and classify organisms as producers, consumers, or decomposers | n/a |
| B2.4 demonstrate an understanding of a food web as the interconnection of multiple food chains in a natural community | n/a |
| B2.5 describe how animals are categorized according to their diet, and categorize various animals as carnivores, herbivores, or omnivores | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| B2.6 describe structural adaptations of a variety of plants and animals and how these adaptations allow the organisms to survive in specific habitats |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Why Are Guppies So Diverse? (STEM-In-Context) |
| B2.7 explain why all habitats have limits to the number of plants and animals they can support | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess positive and negative impacts of human activities on habitats and communities, while taking different perspectives into account |
Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is Ocean Warming And Why Does It Matter? (STEM-In-Context) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) How Can Birds Help Monitor The Health Of Ecosystems? (STEM-In-Context) |
| B1.2 analyse the impact of the depletion or extinction of a species on its habitat and community, and describe possible actions to prevent such depletions or extinctions | Pollinators Are Important! (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe habitats as areas that provide organisms, including plants and animals, with the necessities of life, and identify ways in which a local habitat provides these necessities |
Exploring Habitats (Lesson Plan) Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.2 describe a community as a group of interacting species sharing a common habitat, and identify factors that affect the ability of a community of plants and animals to survive in a local habitat |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) |
| B2.3 describe the relationship of organisms in a food chain, and classify organisms as producers, consumers, or decomposers | n/a |
| B2.4 demonstrate an understanding of a food web as the interconnection of multiple food chains in a natural community | n/a |
| B2.5 describe how animals are categorized according to their diet, and categorize various animals as carnivores, herbivores, or omnivores | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| B2.6 describe structural adaptations of a variety of plants and animals and how these adaptations allow the organisms to survive in specific habitats |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Why Are Guppies So Diverse? (STEM-In-Context) |
| B2.7 explain why all habitats have limits to the number of plants and animals they can support | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society of devices that use the properties of light or sound, or both |
Who Created The Electronic Synthesizer? (STEM-In-Context) Sound Vs. Noise (STEM-In-Context) |
| C1.2 assess the impacts on the environment of light energy and sound energy produced by various technologies, while taking different perspectives into account |
Light And Plants (Backgrounder) Sound Vs. Noise (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify a variety of natural and artificial light sources | Light And Plants (Backgrounder) |
| C2.2 distinguish between objects and living things that emit their own light and those that reflect light from other sources | The Optics Of Telescopes (Backgrounder) |
| C2.3 describe properties of light, including that light travels in a straight path and that light can be absorbed, reflected, and refracted |
Light And Its Properties (Backgrounder) The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) What Is White Light? (Hands-On Activity) Is A Green Apple Always Green? (Hands-On Activity) How Do We See Colour? (STEM-In-Context) |
| C2.4 describe properties of sound, including that sound travels through a medium as a wave and that sound can be absorbed or reflected and modified |
Design And Build A Musical Instrument (Lesson Plan) Exploring Sound (Lesson Plan) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) How Does Sound Travel? (Hands-On Activity) |
| C2.5 explain how vibrations cause sound waves |
Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Does Sound Travel? (Hands-On Activity) |
| C2.6 describe how different objects and materials interact with light and sound energy |
The Optics Of Telescopes (Backgrounder) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) |
| C2.7 distinguish between sources of light that emit both light and heat and those that emit light but little heat | n/a |
| C2.8 identify sensory organs and devices that make use of the properties of light and sound |
The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) Why Do We Need Two Eyes To See? (Hands-On Activity) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Do We See Colour? (STEM-In-Context) How Do Movies Move? (Hands-On Activity) How Do I See Colour? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society of devices that use the properties of light or sound, or both |
Who Created The Electronic Synthesizer? (STEM-In-Context) Sound Vs. Noise (STEM-In-Context) |
| C1.2 assess the impacts on the environment of light energy and sound energy produced by various technologies, while taking different perspectives into account |
Light And Plants (Backgrounder) Sound Vs. Noise (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify a variety of natural and artificial light sources | Light And Plants (Backgrounder) |
| C2.2 distinguish between objects and living things that emit their own light and those that reflect light from other sources | The Optics Of Telescopes (Backgrounder) |
| C2.3 describe properties of light, including that light travels in a straight path and that light can be absorbed, reflected, and refracted |
Light And Its Properties (Backgrounder) The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) What Is White Light? (Hands-On Activity) Is A Green Apple Always Green? (Hands-On Activity) How Do We See Colour? (STEM-In-Context) |
| C2.4 describe properties of sound, including that sound travels through a medium as a wave and that sound can be absorbed or reflected and modified |
Design And Build A Musical Instrument (Lesson Plan) Exploring Sound (Lesson Plan) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) How Does Sound Travel? (Hands-On Activity) |
| C2.5 explain how vibrations cause sound waves |
Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Does Sound Travel? (Hands-On Activity) |
| C2.6 describe how different objects and materials interact with light and sound energy |
The Optics Of Telescopes (Backgrounder) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) |
| C2.7 distinguish between sources of light that emit both light and heat and those that emit light but little heat | n/a |
| C2.8 identify sensory organs and devices that make use of the properties of light and sound |
The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) Why Do We Need Two Eyes To See? (Hands-On Activity) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Do We See Colour? (STEM-In-Context) How Do Movies Move? (Hands-On Activity) How Do I See Colour? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts of machines and their mechanisms on the daily lives of people in various communities | n/a |
| D1.2 assess and compare the environmental impacts of using different machines designed for similar purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify machines that are used in daily life, and describe their purposes |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) Simple Machines: Wedges (Picture Collection) Simple Machines: Screws (Picture Collection) Simple Machines: Pulleys (Picture Collection) Simple Machines: Inclined Planes (Picture Collection) |
| D2.2 identify the parts of various mechanisms and describe the purpose of each part | Simple Machines - Levers (Backgrounder) |
| D2.3 describe how different mechanisms transmit various types of motion, including rotary motion, from one system to another |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.4 describe how mechanisms transform motion, including how they can change the geometric plane in which the motion occurs and the speed and/or direction of motion | Simple Machines - Levers (Backgrounder) |
| D2.5 explain how forces are changed in a variety of machines | Simple Machines - Levers (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts of machines and their mechanisms on the daily lives of people in various communities | n/a |
| D1.2 assess and compare the environmental impacts of using different machines designed for similar purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify machines that are used in daily life, and describe their purposes |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) Simple Machines: Wedges (Picture Collection) Simple Machines: Screws (Picture Collection) Simple Machines: Pulleys (Picture Collection) Simple Machines: Inclined Planes (Picture Collection) |
| D2.2 identify the parts of various mechanisms and describe the purpose of each part | Simple Machines - Levers (Backgrounder) |
| D2.3 describe how different mechanisms transmit various types of motion, including rotary motion, from one system to another |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.4 describe how mechanisms transform motion, including how they can change the geometric plane in which the motion occurs and the speed and/or direction of motion | Simple Machines - Levers (Backgrounder) |
| D2.5 explain how forces are changed in a variety of machines | Simple Machines - Levers (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse ways in which geological processes impact society and the environment | The Rock Cycle In Canada (Backgrounder) |
| E1.2 assess social and environmental impacts of extracting and refining rocks and minerals and of manufacturing, recycling, and disposing of products derived from rocks and minerals, while taking various perspectives into account |
Humans And Freshwater Ecosystems (Backgrounder) Mines And Mining (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 explain geological processes that result in the formation of igneous, sedimentary, and metamorphic rocks, using the rock cycle |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.2 describe the physical properties of igneous, sedimentary, and metamorphic rocks |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.3 classify different rocks and minerals according to their composition and physical properties, using various tests and criteria |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.4 describe everyday uses of rocks and minerals |
What Are Rocks? (Backgrounder) Mines And Mining (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.5 describe how fossils are formed and what information they can provide about Earth’s history | How Did Dinosaurs Leave Fossils Behind? (Hands-On Activity) |
| E2.6 demonstrate an understanding of First Nations, Métis, and Inuit geological knowledges that are used in the selection of different rocks and minerals for specific purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse ways in which geological processes impact society and the environment | The Rock Cycle In Canada (Backgrounder) |
| E1.2 assess social and environmental impacts of extracting and refining rocks and minerals and of manufacturing, recycling, and disposing of products derived from rocks and minerals, while taking various perspectives into account |
Humans And Freshwater Ecosystems (Backgrounder) Mines And Mining (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 explain geological processes that result in the formation of igneous, sedimentary, and metamorphic rocks, using the rock cycle |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.2 describe the physical properties of igneous, sedimentary, and metamorphic rocks |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.3 classify different rocks and minerals according to their composition and physical properties, using various tests and criteria |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.4 describe everyday uses of rocks and minerals |
What Are Rocks? (Backgrounder) Mines And Mining (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.5 describe how fossils are formed and what information they can provide about Earth’s history | How Did Dinosaurs Leave Fossils Behind? (Hands-On Activity) |
| E2.6 demonstrate an understanding of First Nations, Métis, and Inuit geological knowledges that are used in the selection of different rocks and minerals for specific purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Habitats (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Exploring Sound (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Design And Build A Musical Instrument (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design And Build A Musical Instrument (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Habitats (Lesson Plan) Exploring Sound (Lesson Plan) Design And Build A Musical Instrument (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on producing different types of output for a variety of purposes |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Habitats (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Exploring Sound (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Design And Build A Musical Instrument (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design And Build A Musical Instrument (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Habitats (Lesson Plan) Exploring Sound (Lesson Plan) Design And Build A Musical Instrument (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on producing different types of output for a variety of purposes |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess positive and negative impacts of human activities on habitats and communities, while taking different perspectives into account |
Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is Ocean Warming And Why Does It Matter? (STEM-In-Context) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) How Can Birds Help Monitor The Health Of Ecosystems? (STEM-In-Context) |
| B1.2 analyse the impact of the depletion or extinction of a species on its habitat and community, and describe possible actions to prevent such depletions or extinctions | Pollinators Are Important! (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe habitats as areas that provide organisms, including plants and animals, with the necessities of life, and identify ways in which a local habitat provides these necessities |
Exploring Habitats (Lesson Plan) Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.2 describe a community as a group of interacting species sharing a common habitat, and identify factors that affect the ability of a community of plants and animals to survive in a local habitat |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) |
| B2.3 describe the relationship of organisms in a food chain, and classify organisms as producers, consumers, or decomposers | n/a |
| B2.4 demonstrate an understanding of a food web as the interconnection of multiple food chains in a natural community | n/a |
| B2.5 describe how animals are categorized according to their diet, and categorize various animals as carnivores, herbivores, or omnivores | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| B2.6 describe structural adaptations of a variety of plants and animals and how these adaptations allow the organisms to survive in specific habitats |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Why Are Guppies So Diverse? (STEM-In-Context) |
| B2.7 explain why all habitats have limits to the number of plants and animals they can support | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess positive and negative impacts of human activities on habitats and communities, while taking different perspectives into account |
Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is Ocean Warming And Why Does It Matter? (STEM-In-Context) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) How Can Birds Help Monitor The Health Of Ecosystems? (STEM-In-Context) |
| B1.2 analyse the impact of the depletion or extinction of a species on its habitat and community, and describe possible actions to prevent such depletions or extinctions | Pollinators Are Important! (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe habitats as areas that provide organisms, including plants and animals, with the necessities of life, and identify ways in which a local habitat provides these necessities |
Exploring Habitats (Lesson Plan) Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.2 describe a community as a group of interacting species sharing a common habitat, and identify factors that affect the ability of a community of plants and animals to survive in a local habitat |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) |
| B2.3 describe the relationship of organisms in a food chain, and classify organisms as producers, consumers, or decomposers | n/a |
| B2.4 demonstrate an understanding of a food web as the interconnection of multiple food chains in a natural community | n/a |
| B2.5 describe how animals are categorized according to their diet, and categorize various animals as carnivores, herbivores, or omnivores | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| B2.6 describe structural adaptations of a variety of plants and animals and how these adaptations allow the organisms to survive in specific habitats |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Why Are Guppies So Diverse? (STEM-In-Context) |
| B2.7 explain why all habitats have limits to the number of plants and animals they can support | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society of devices that use the properties of light or sound, or both |
Who Created The Electronic Synthesizer? (STEM-In-Context) Sound Vs. Noise (STEM-In-Context) |
| C1.2 assess the impacts on the environment of light energy and sound energy produced by various technologies, while taking different perspectives into account |
Light And Plants (Backgrounder) Sound Vs. Noise (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify a variety of natural and artificial light sources | Light And Plants (Backgrounder) |
| C2.2 distinguish between objects and living things that emit their own light and those that reflect light from other sources | The Optics Of Telescopes (Backgrounder) |
| C2.3 describe properties of light, including that light travels in a straight path and that light can be absorbed, reflected, and refracted |
Light And Its Properties (Backgrounder) The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) What Is White Light? (Hands-On Activity) Is A Green Apple Always Green? (Hands-On Activity) How Do We See Colour? (STEM-In-Context) |
| C2.4 describe properties of sound, including that sound travels through a medium as a wave and that sound can be absorbed or reflected and modified |
Design And Build A Musical Instrument (Lesson Plan) Exploring Sound (Lesson Plan) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) How Does Sound Travel? (Hands-On Activity) |
| C2.5 explain how vibrations cause sound waves |
Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Does Sound Travel? (Hands-On Activity) |
| C2.6 describe how different objects and materials interact with light and sound energy |
The Optics Of Telescopes (Backgrounder) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) |
| C2.7 distinguish between sources of light that emit both light and heat and those that emit light but little heat | n/a |
| C2.8 identify sensory organs and devices that make use of the properties of light and sound |
The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) Why Do We Need Two Eyes To See? (Hands-On Activity) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Do We See Colour? (STEM-In-Context) How Do Movies Move? (Hands-On Activity) How Do I See Colour? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society of devices that use the properties of light or sound, or both |
Who Created The Electronic Synthesizer? (STEM-In-Context) Sound Vs. Noise (STEM-In-Context) |
| C1.2 assess the impacts on the environment of light energy and sound energy produced by various technologies, while taking different perspectives into account |
Light And Plants (Backgrounder) Sound Vs. Noise (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify a variety of natural and artificial light sources | Light And Plants (Backgrounder) |
| C2.2 distinguish between objects and living things that emit their own light and those that reflect light from other sources | The Optics Of Telescopes (Backgrounder) |
| C2.3 describe properties of light, including that light travels in a straight path and that light can be absorbed, reflected, and refracted |
Light And Its Properties (Backgrounder) The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) What Is White Light? (Hands-On Activity) Is A Green Apple Always Green? (Hands-On Activity) How Do We See Colour? (STEM-In-Context) |
| C2.4 describe properties of sound, including that sound travels through a medium as a wave and that sound can be absorbed or reflected and modified |
Design And Build A Musical Instrument (Lesson Plan) Exploring Sound (Lesson Plan) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) How Does Sound Travel? (Hands-On Activity) |
| C2.5 explain how vibrations cause sound waves |
Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Does Sound Travel? (Hands-On Activity) |
| C2.6 describe how different objects and materials interact with light and sound energy |
The Optics Of Telescopes (Backgrounder) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) |
| C2.7 distinguish between sources of light that emit both light and heat and those that emit light but little heat | n/a |
| C2.8 identify sensory organs and devices that make use of the properties of light and sound |
The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) Why Do We Need Two Eyes To See? (Hands-On Activity) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Do We See Colour? (STEM-In-Context) How Do Movies Move? (Hands-On Activity) How Do I See Colour? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts of machines and their mechanisms on the daily lives of people in various communities | n/a |
| D1.2 assess and compare the environmental impacts of using different machines designed for similar purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify machines that are used in daily life, and describe their purposes |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) Simple Machines: Wedges (Picture Collection) Simple Machines: Screws (Picture Collection) Simple Machines: Pulleys (Picture Collection) Simple Machines: Inclined Planes (Picture Collection) |
| D2.2 identify the parts of various mechanisms and describe the purpose of each part | Simple Machines - Levers (Backgrounder) |
| D2.3 describe how different mechanisms transmit various types of motion, including rotary motion, from one system to another |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.4 describe how mechanisms transform motion, including how they can change the geometric plane in which the motion occurs and the speed and/or direction of motion | Simple Machines - Levers (Backgrounder) |
| D2.5 explain how forces are changed in a variety of machines | Simple Machines - Levers (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts of machines and their mechanisms on the daily lives of people in various communities | n/a |
| D1.2 assess and compare the environmental impacts of using different machines designed for similar purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify machines that are used in daily life, and describe their purposes |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) Simple Machines: Wedges (Picture Collection) Simple Machines: Screws (Picture Collection) Simple Machines: Pulleys (Picture Collection) Simple Machines: Inclined Planes (Picture Collection) |
| D2.2 identify the parts of various mechanisms and describe the purpose of each part | Simple Machines - Levers (Backgrounder) |
| D2.3 describe how different mechanisms transmit various types of motion, including rotary motion, from one system to another |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.4 describe how mechanisms transform motion, including how they can change the geometric plane in which the motion occurs and the speed and/or direction of motion | Simple Machines - Levers (Backgrounder) |
| D2.5 explain how forces are changed in a variety of machines | Simple Machines - Levers (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse ways in which geological processes impact society and the environment | The Rock Cycle In Canada (Backgrounder) |
| E1.2 assess social and environmental impacts of extracting and refining rocks and minerals and of manufacturing, recycling, and disposing of products derived from rocks and minerals, while taking various perspectives into account |
Humans And Freshwater Ecosystems (Backgrounder) Mines And Mining (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 explain geological processes that result in the formation of igneous, sedimentary, and metamorphic rocks, using the rock cycle |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.2 describe the physical properties of igneous, sedimentary, and metamorphic rocks |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.3 classify different rocks and minerals according to their composition and physical properties, using various tests and criteria |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.4 describe everyday uses of rocks and minerals |
What Are Rocks? (Backgrounder) Mines And Mining (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.5 describe how fossils are formed and what information they can provide about Earth’s history | How Did Dinosaurs Leave Fossils Behind? (Hands-On Activity) |
| E2.6 demonstrate an understanding of First Nations, Métis, and Inuit geological knowledges that are used in the selection of different rocks and minerals for specific purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse ways in which geological processes impact society and the environment | The Rock Cycle In Canada (Backgrounder) |
| E1.2 assess social and environmental impacts of extracting and refining rocks and minerals and of manufacturing, recycling, and disposing of products derived from rocks and minerals, while taking various perspectives into account |
Humans And Freshwater Ecosystems (Backgrounder) Mines And Mining (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 explain geological processes that result in the formation of igneous, sedimentary, and metamorphic rocks, using the rock cycle |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.2 describe the physical properties of igneous, sedimentary, and metamorphic rocks |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.3 classify different rocks and minerals according to their composition and physical properties, using various tests and criteria |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.4 describe everyday uses of rocks and minerals |
What Are Rocks? (Backgrounder) Mines And Mining (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.5 describe how fossils are formed and what information they can provide about Earth’s history | How Did Dinosaurs Leave Fossils Behind? (Hands-On Activity) |
| E2.6 demonstrate an understanding of First Nations, Métis, and Inuit geological knowledges that are used in the selection of different rocks and minerals for specific purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Physical And Chemical Changes (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Mystery Powders (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Tall Towers & Sustainable Cities (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Tall Towers & Sustainable Cities (Lesson Plan) Mystery Powders (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on using different methods to store and process data for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Physical And Chemical Changes (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Mystery Powders (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Tall Towers & Sustainable Cities (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Tall Towers & Sustainable Cities (Lesson Plan) Mystery Powders (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on using different methods to store and process data for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess effects of a variety of social and environmental factors on human health, and describe ways in which individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial |
Stress And The Brain (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) Humidity On Earth And On The Space Station (Backgrounder) |
| B1.2 evaluate beneficial and harmful effects of various technologies on human health and body systems, while taking different perspectives into consideration |
Organ Transplantation (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) |
| B1.3 explain how food literacy can support decisions that affect physical and mental health |
How Sugar Affects The Brain (STEM-In-Context) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 identify systems of the human body, and describe their basic function |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.2 describe the basic structure and function of vital organs in various systems in the human body |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Organ Transplantation (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.3 describe interrelationships between human body systems |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) |
| B2.4 identify various diseases and medical disorders in humans and the organs and/or body system or systems that they affect |
Stress And The Brain (Backgrounder) Organ Transplantation (Backgrounder) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) Why A Trip To Outer Space Could Be Bad For Your Bones (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess effects of a variety of social and environmental factors on human health, and describe ways in which individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial |
Stress And The Brain (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) Humidity On Earth And On The Space Station (Backgrounder) |
| B1.2 evaluate beneficial and harmful effects of various technologies on human health and body systems, while taking different perspectives into consideration |
Organ Transplantation (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) |
| B1.3 explain how food literacy can support decisions that affect physical and mental health |
How Sugar Affects The Brain (STEM-In-Context) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 identify systems of the human body, and describe their basic function |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.2 describe the basic structure and function of vital organs in various systems in the human body |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Organ Transplantation (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.3 describe interrelationships between human body systems |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) |
| B2.4 identify various diseases and medical disorders in humans and the organs and/or body system or systems that they affect |
Stress And The Brain (Backgrounder) Organ Transplantation (Backgrounder) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) Why A Trip To Outer Space Could Be Bad For Your Bones (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society and the environment of various processes used in the manufacture of common products | Why Wires? (STEM-In-Context) |
| C1.2 assess how the use of specific materials in the manufacture of common products affects the environment, and identify actions that society and individuals can take to mitigate negative impacts | Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe matter as everything that has mass and occupies volume |
Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) |
| C2.2 identify the states of matter, and describe characteristics and properties of solids, liquids, and gases |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is Immiscibility? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Does Snot Work? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.3 describe changes of state of matter observed at home, in the community, or in the natural environment |
Ice On Earth: The Cryosphere (Backgrounder) Describing And Classifying Matter (Backgrounder) The Hidden Heroes Of Hockey! (STEM-In-Context) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) Keeping The Rink On Ice (STEM-In-Context) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.4 describe physical changes in matter as changes of the state, volume, or form of the matter that do not result in the formation of a different substance |
Exploring Physical And Chemical Changes (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) How Does Snot Work? (Hands-On Activity) |
| C2.5 describe chemical changes in matter as changes that result in the formation of different substances, and identify signs that a chemical change has occurred |
Mystery Powders (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.6 explain how changes of state can occur when matter absorbs or releases thermal energy |
Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Keeping The Rink On Ice (STEM-In-Context) |
| C2.7 explain why specific physical properties of various solids, liquids, and gases make them useful for particular applications |
The Hidden Heroes Of Hockey! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) What Is Immiscibility? (Hands-On Activity) How Does Detergent Work? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society and the environment of various processes used in the manufacture of common products | Why Wires? (STEM-In-Context) |
| C1.2 assess how the use of specific materials in the manufacture of common products affects the environment, and identify actions that society and individuals can take to mitigate negative impacts | Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe matter as everything that has mass and occupies volume |
Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) |
| C2.2 identify the states of matter, and describe characteristics and properties of solids, liquids, and gases |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is Immiscibility? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Does Snot Work? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.3 describe changes of state of matter observed at home, in the community, or in the natural environment |
Ice On Earth: The Cryosphere (Backgrounder) Describing And Classifying Matter (Backgrounder) The Hidden Heroes Of Hockey! (STEM-In-Context) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) Keeping The Rink On Ice (STEM-In-Context) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.4 describe physical changes in matter as changes of the state, volume, or form of the matter that do not result in the formation of a different substance |
Exploring Physical And Chemical Changes (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) How Does Snot Work? (Hands-On Activity) |
| C2.5 describe chemical changes in matter as changes that result in the formation of different substances, and identify signs that a chemical change has occurred |
Mystery Powders (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.6 explain how changes of state can occur when matter absorbs or releases thermal energy |
Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Keeping The Rink On Ice (STEM-In-Context) |
| C2.7 explain why specific physical properties of various solids, liquids, and gases make them useful for particular applications |
The Hidden Heroes Of Hockey! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) What Is Immiscibility? (Hands-On Activity) How Does Detergent Work? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 analyse the effects of forces from natural phenomena on structures in natural and built environments |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) |
| D1.2 assess various ways in which humans mitigate impacts of forces from natural phenomena on structures in urban, rural, and remote communities |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Why Is A Triangle A Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify internal forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) Why Is A Triangle A Strong Shape? (Backgrounder) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.2 identify external forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.3 describe forces resulting from natural phenomena that can have severe consequences for human-built structures, and identify structural features and materials that can allow such structures to withstand these forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| D2.4 describe ways in which physical characteristics of various animal and plant species help to protect them from potentially harmful effects of forces | n/a |
| D2.5 describe ways in which protective equipment helps to protect humans from potentially harmful effects of forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| D1.1 analyse the effects of forces from natural phenomena on structures in natural and built environments |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) |
| D1.2 assess various ways in which humans mitigate impacts of forces from natural phenomena on structures in urban, rural, and remote communities |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Why Is A Triangle A Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify internal forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) Why Is A Triangle A Strong Shape? (Backgrounder) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.2 identify external forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.3 describe forces resulting from natural phenomena that can have severe consequences for human-built structures, and identify structural features and materials that can allow such structures to withstand these forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| D2.4 describe ways in which physical characteristics of various animal and plant species help to protect them from potentially harmful effects of forces | n/a |
| D2.5 describe ways in which protective equipment helps to protect humans from potentially harmful effects of forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse long-term impacts of human uses of energy and natural resources, on society and the environment, including climate change, and suggest ways to mitigate these impacts |
Tall Towers & Sustainable Cities (Lesson Plan) Earth Month: Climate Change (Backgrounder) Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) What Are Greenhouse Gases? (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) |
| E1.2 evaluate effects of various technologies on energy consumption, and describe ways in which individuals can use technology to reduce energy consumption |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) Can You Store Electricity For Later? (STEM-In-Context) |
| E1.3 analyse how First Nations, Métis, and Inuit communities use their knowledges and ways of knowing to conserve energy and resources | n/a |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify a variety of forms of energy, and describe how each form is used in everyday life |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Introduction To Energy (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Build A Rollercoaster? (Hands-On Activity) |
| E2.2 demonstrate an understanding of the law of conservation of energy, including how energy cannot be created or destroyed but can only be transformed from one form to another |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) |
| E2.3 describe how energy is stored as potential energy and transformed in a given device or system |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.4 demonstrate an understanding that when energy is transformed from one form to another, some energy may dissipate into the environment in the form of heat, light, and/or sound energy |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.5 identify renewable and non-renewable sources of energy |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.6 explain how the use of energy derived from fossil fuels changes the composition of the atmosphere and how these changes contribute to climate change |
Earth Month: Climate Change (Backgrounder) What Are Greenhouse Gases? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse long-term impacts of human uses of energy and natural resources, on society and the environment, including climate change, and suggest ways to mitigate these impacts |
Tall Towers & Sustainable Cities (Lesson Plan) Earth Month: Climate Change (Backgrounder) Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) What Are Greenhouse Gases? (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) |
| E1.2 evaluate effects of various technologies on energy consumption, and describe ways in which individuals can use technology to reduce energy consumption |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) Can You Store Electricity For Later? (STEM-In-Context) |
| E1.3 analyse how First Nations, Métis, and Inuit communities use their knowledges and ways of knowing to conserve energy and resources | n/a |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify a variety of forms of energy, and describe how each form is used in everyday life |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Introduction To Energy (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Build A Rollercoaster? (Hands-On Activity) |
| E2.2 demonstrate an understanding of the law of conservation of energy, including how energy cannot be created or destroyed but can only be transformed from one form to another |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) |
| E2.3 describe how energy is stored as potential energy and transformed in a given device or system |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.4 demonstrate an understanding that when energy is transformed from one form to another, some energy may dissipate into the environment in the form of heat, light, and/or sound energy |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.5 identify renewable and non-renewable sources of energy |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.6 explain how the use of energy derived from fossil fuels changes the composition of the atmosphere and how these changes contribute to climate change |
Earth Month: Climate Change (Backgrounder) What Are Greenhouse Gases? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Physical And Chemical Changes (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Mystery Powders (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Tall Towers & Sustainable Cities (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Tall Towers & Sustainable Cities (Lesson Plan) Mystery Powders (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on using different methods to store and process data for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Physical And Chemical Changes (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Mystery Powders (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Tall Towers & Sustainable Cities (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Tall Towers & Sustainable Cities (Lesson Plan) Mystery Powders (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on using different methods to store and process data for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess effects of a variety of social and environmental factors on human health, and describe ways in which individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial |
Stress And The Brain (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) Humidity On Earth And On The Space Station (Backgrounder) |
| B1.2 evaluate beneficial and harmful effects of various technologies on human health and body systems, while taking different perspectives into consideration |
Organ Transplantation (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) |
| B1.3 explain how food literacy can support decisions that affect physical and mental health |
How Sugar Affects The Brain (STEM-In-Context) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 identify systems of the human body, and describe their basic function |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.2 describe the basic structure and function of vital organs in various systems in the human body |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Organ Transplantation (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.3 describe interrelationships between human body systems |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) |
| B2.4 identify various diseases and medical disorders in humans and the organs and/or body system or systems that they affect |
Stress And The Brain (Backgrounder) Organ Transplantation (Backgrounder) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) Why A Trip To Outer Space Could Be Bad For Your Bones (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess effects of a variety of social and environmental factors on human health, and describe ways in which individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial |
Stress And The Brain (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) Humidity On Earth And On The Space Station (Backgrounder) |
| B1.2 evaluate beneficial and harmful effects of various technologies on human health and body systems, while taking different perspectives into consideration |
Organ Transplantation (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) |
| B1.3 explain how food literacy can support decisions that affect physical and mental health |
How Sugar Affects The Brain (STEM-In-Context) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 identify systems of the human body, and describe their basic function |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.2 describe the basic structure and function of vital organs in various systems in the human body |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Organ Transplantation (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.3 describe interrelationships between human body systems |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) |
| B2.4 identify various diseases and medical disorders in humans and the organs and/or body system or systems that they affect |
Stress And The Brain (Backgrounder) Organ Transplantation (Backgrounder) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) Why A Trip To Outer Space Could Be Bad For Your Bones (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society and the environment of various processes used in the manufacture of common products | Why Wires? (STEM-In-Context) |
| C1.2 assess how the use of specific materials in the manufacture of common products affects the environment, and identify actions that society and individuals can take to mitigate negative impacts | Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe matter as everything that has mass and occupies volume |
Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) |
| C2.2 identify the states of matter, and describe characteristics and properties of solids, liquids, and gases |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is Immiscibility? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Does Snot Work? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.3 describe changes of state of matter observed at home, in the community, or in the natural environment |
Ice On Earth: The Cryosphere (Backgrounder) Describing And Classifying Matter (Backgrounder) The Hidden Heroes Of Hockey! (STEM-In-Context) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) Keeping The Rink On Ice (STEM-In-Context) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.4 describe physical changes in matter as changes of the state, volume, or form of the matter that do not result in the formation of a different substance |
Exploring Physical And Chemical Changes (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) How Does Snot Work? (Hands-On Activity) |
| C2.5 describe chemical changes in matter as changes that result in the formation of different substances, and identify signs that a chemical change has occurred |
Mystery Powders (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.6 explain how changes of state can occur when matter absorbs or releases thermal energy |
Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Keeping The Rink On Ice (STEM-In-Context) |
| C2.7 explain why specific physical properties of various solids, liquids, and gases make them useful for particular applications |
The Hidden Heroes Of Hockey! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) What Is Immiscibility? (Hands-On Activity) How Does Detergent Work? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society and the environment of various processes used in the manufacture of common products | Why Wires? (STEM-In-Context) |
| C1.2 assess how the use of specific materials in the manufacture of common products affects the environment, and identify actions that society and individuals can take to mitigate negative impacts | Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe matter as everything that has mass and occupies volume |
Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) |
| C2.2 identify the states of matter, and describe characteristics and properties of solids, liquids, and gases |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is Immiscibility? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Does Snot Work? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.3 describe changes of state of matter observed at home, in the community, or in the natural environment |
Ice On Earth: The Cryosphere (Backgrounder) Describing And Classifying Matter (Backgrounder) The Hidden Heroes Of Hockey! (STEM-In-Context) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) Keeping The Rink On Ice (STEM-In-Context) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.4 describe physical changes in matter as changes of the state, volume, or form of the matter that do not result in the formation of a different substance |
Exploring Physical And Chemical Changes (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) How Does Snot Work? (Hands-On Activity) |
| C2.5 describe chemical changes in matter as changes that result in the formation of different substances, and identify signs that a chemical change has occurred |
Mystery Powders (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.6 explain how changes of state can occur when matter absorbs or releases thermal energy |
Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Keeping The Rink On Ice (STEM-In-Context) |
| C2.7 explain why specific physical properties of various solids, liquids, and gases make them useful for particular applications |
The Hidden Heroes Of Hockey! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) What Is Immiscibility? (Hands-On Activity) How Does Detergent Work? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 analyse the effects of forces from natural phenomena on structures in natural and built environments |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) |
| D1.2 assess various ways in which humans mitigate impacts of forces from natural phenomena on structures in urban, rural, and remote communities |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Why Is A Triangle A Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify internal forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) Why Is A Triangle A Strong Shape? (Backgrounder) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.2 identify external forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.3 describe forces resulting from natural phenomena that can have severe consequences for human-built structures, and identify structural features and materials that can allow such structures to withstand these forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| D2.4 describe ways in which physical characteristics of various animal and plant species help to protect them from potentially harmful effects of forces | n/a |
| D2.5 describe ways in which protective equipment helps to protect humans from potentially harmful effects of forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| D1.1 analyse the effects of forces from natural phenomena on structures in natural and built environments |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) |
| D1.2 assess various ways in which humans mitigate impacts of forces from natural phenomena on structures in urban, rural, and remote communities |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Why Is A Triangle A Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify internal forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) Why Is A Triangle A Strong Shape? (Backgrounder) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.2 identify external forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.3 describe forces resulting from natural phenomena that can have severe consequences for human-built structures, and identify structural features and materials that can allow such structures to withstand these forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| D2.4 describe ways in which physical characteristics of various animal and plant species help to protect them from potentially harmful effects of forces | n/a |
| D2.5 describe ways in which protective equipment helps to protect humans from potentially harmful effects of forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse long-term impacts of human uses of energy and natural resources, on society and the environment, including climate change, and suggest ways to mitigate these impacts |
Tall Towers & Sustainable Cities (Lesson Plan) Earth Month: Climate Change (Backgrounder) Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) What Are Greenhouse Gases? (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) |
| E1.2 evaluate effects of various technologies on energy consumption, and describe ways in which individuals can use technology to reduce energy consumption |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) Can You Store Electricity For Later? (STEM-In-Context) |
| E1.3 analyse how First Nations, Métis, and Inuit communities use their knowledges and ways of knowing to conserve energy and resources | n/a |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify a variety of forms of energy, and describe how each form is used in everyday life |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Introduction To Energy (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Build A Rollercoaster? (Hands-On Activity) |
| E2.2 demonstrate an understanding of the law of conservation of energy, including how energy cannot be created or destroyed but can only be transformed from one form to another |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) |
| E2.3 describe how energy is stored as potential energy and transformed in a given device or system |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.4 demonstrate an understanding that when energy is transformed from one form to another, some energy may dissipate into the environment in the form of heat, light, and/or sound energy |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.5 identify renewable and non-renewable sources of energy |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.6 explain how the use of energy derived from fossil fuels changes the composition of the atmosphere and how these changes contribute to climate change |
Earth Month: Climate Change (Backgrounder) What Are Greenhouse Gases? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse long-term impacts of human uses of energy and natural resources, on society and the environment, including climate change, and suggest ways to mitigate these impacts |
Tall Towers & Sustainable Cities (Lesson Plan) Earth Month: Climate Change (Backgrounder) Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) What Are Greenhouse Gases? (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) |
| E1.2 evaluate effects of various technologies on energy consumption, and describe ways in which individuals can use technology to reduce energy consumption |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) Can You Store Electricity For Later? (STEM-In-Context) |
| E1.3 analyse how First Nations, Métis, and Inuit communities use their knowledges and ways of knowing to conserve energy and resources | n/a |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify a variety of forms of energy, and describe how each form is used in everyday life |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Introduction To Energy (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Build A Rollercoaster? (Hands-On Activity) |
| E2.2 demonstrate an understanding of the law of conservation of energy, including how energy cannot be created or destroyed but can only be transformed from one form to another |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) |
| E2.3 describe how energy is stored as potential energy and transformed in a given device or system |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.4 demonstrate an understanding that when energy is transformed from one form to another, some energy may dissipate into the environment in the form of heat, light, and/or sound energy |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.5 identify renewable and non-renewable sources of energy |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.6 explain how the use of energy derived from fossil fuels changes the composition of the atmosphere and how these changes contribute to climate change |
Earth Month: Climate Change (Backgrounder) What Are Greenhouse Gases? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Physical And Chemical Changes (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Mystery Powders (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Tall Towers & Sustainable Cities (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Tall Towers & Sustainable Cities (Lesson Plan) Mystery Powders (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on using different methods to store and process data for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Physical And Chemical Changes (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Mystery Powders (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Tall Towers & Sustainable Cities (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Tall Towers & Sustainable Cities (Lesson Plan) Mystery Powders (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on using different methods to store and process data for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess effects of a variety of social and environmental factors on human health, and describe ways in which individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial |
Stress And The Brain (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) Humidity On Earth And On The Space Station (Backgrounder) |
| B1.2 evaluate beneficial and harmful effects of various technologies on human health and body systems, while taking different perspectives into consideration |
Organ Transplantation (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) |
| B1.3 explain how food literacy can support decisions that affect physical and mental health |
How Sugar Affects The Brain (STEM-In-Context) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 identify systems of the human body, and describe their basic function |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.2 describe the basic structure and function of vital organs in various systems in the human body |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Organ Transplantation (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.3 describe interrelationships between human body systems |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) |
| B2.4 identify various diseases and medical disorders in humans and the organs and/or body system or systems that they affect |
Stress And The Brain (Backgrounder) Organ Transplantation (Backgrounder) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) Why A Trip To Outer Space Could Be Bad For Your Bones (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess effects of a variety of social and environmental factors on human health, and describe ways in which individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial |
Stress And The Brain (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) Humidity On Earth And On The Space Station (Backgrounder) |
| B1.2 evaluate beneficial and harmful effects of various technologies on human health and body systems, while taking different perspectives into consideration |
Organ Transplantation (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) |
| B1.3 explain how food literacy can support decisions that affect physical and mental health |
How Sugar Affects The Brain (STEM-In-Context) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 identify systems of the human body, and describe their basic function |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.2 describe the basic structure and function of vital organs in various systems in the human body |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Organ Transplantation (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.3 describe interrelationships between human body systems |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) |
| B2.4 identify various diseases and medical disorders in humans and the organs and/or body system or systems that they affect |
Stress And The Brain (Backgrounder) Organ Transplantation (Backgrounder) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) Why A Trip To Outer Space Could Be Bad For Your Bones (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society and the environment of various processes used in the manufacture of common products | Why Wires? (STEM-In-Context) |
| C1.2 assess how the use of specific materials in the manufacture of common products affects the environment, and identify actions that society and individuals can take to mitigate negative impacts | Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe matter as everything that has mass and occupies volume |
Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) |
| C2.2 identify the states of matter, and describe characteristics and properties of solids, liquids, and gases |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is Immiscibility? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Does Snot Work? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.3 describe changes of state of matter observed at home, in the community, or in the natural environment |
Ice On Earth: The Cryosphere (Backgrounder) Describing And Classifying Matter (Backgrounder) The Hidden Heroes Of Hockey! (STEM-In-Context) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) Keeping The Rink On Ice (STEM-In-Context) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.4 describe physical changes in matter as changes of the state, volume, or form of the matter that do not result in the formation of a different substance |
Exploring Physical And Chemical Changes (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) How Does Snot Work? (Hands-On Activity) |
| C2.5 describe chemical changes in matter as changes that result in the formation of different substances, and identify signs that a chemical change has occurred |
Mystery Powders (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.6 explain how changes of state can occur when matter absorbs or releases thermal energy |
Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Keeping The Rink On Ice (STEM-In-Context) |
| C2.7 explain why specific physical properties of various solids, liquids, and gases make them useful for particular applications |
The Hidden Heroes Of Hockey! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) What Is Immiscibility? (Hands-On Activity) How Does Detergent Work? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society and the environment of various processes used in the manufacture of common products | Why Wires? (STEM-In-Context) |
| C1.2 assess how the use of specific materials in the manufacture of common products affects the environment, and identify actions that society and individuals can take to mitigate negative impacts | Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe matter as everything that has mass and occupies volume |
Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) |
| C2.2 identify the states of matter, and describe characteristics and properties of solids, liquids, and gases |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is Immiscibility? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Does Snot Work? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.3 describe changes of state of matter observed at home, in the community, or in the natural environment |
Ice On Earth: The Cryosphere (Backgrounder) Describing And Classifying Matter (Backgrounder) The Hidden Heroes Of Hockey! (STEM-In-Context) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) Keeping The Rink On Ice (STEM-In-Context) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.4 describe physical changes in matter as changes of the state, volume, or form of the matter that do not result in the formation of a different substance |
Exploring Physical And Chemical Changes (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) How Does Snot Work? (Hands-On Activity) |
| C2.5 describe chemical changes in matter as changes that result in the formation of different substances, and identify signs that a chemical change has occurred |
Mystery Powders (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.6 explain how changes of state can occur when matter absorbs or releases thermal energy |
Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Keeping The Rink On Ice (STEM-In-Context) |
| C2.7 explain why specific physical properties of various solids, liquids, and gases make them useful for particular applications |
The Hidden Heroes Of Hockey! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) What Is Immiscibility? (Hands-On Activity) How Does Detergent Work? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 analyse the effects of forces from natural phenomena on structures in natural and built environments |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) |
| D1.2 assess various ways in which humans mitigate impacts of forces from natural phenomena on structures in urban, rural, and remote communities |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Why Is A Triangle A Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify internal forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) Why Is A Triangle A Strong Shape? (Backgrounder) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.2 identify external forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.3 describe forces resulting from natural phenomena that can have severe consequences for human-built structures, and identify structural features and materials that can allow such structures to withstand these forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| D2.4 describe ways in which physical characteristics of various animal and plant species help to protect them from potentially harmful effects of forces | n/a |
| D2.5 describe ways in which protective equipment helps to protect humans from potentially harmful effects of forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| D1.1 analyse the effects of forces from natural phenomena on structures in natural and built environments |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) |
| D1.2 assess various ways in which humans mitigate impacts of forces from natural phenomena on structures in urban, rural, and remote communities |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Why Is A Triangle A Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify internal forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) Why Is A Triangle A Strong Shape? (Backgrounder) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.2 identify external forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.3 describe forces resulting from natural phenomena that can have severe consequences for human-built structures, and identify structural features and materials that can allow such structures to withstand these forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| D2.4 describe ways in which physical characteristics of various animal and plant species help to protect them from potentially harmful effects of forces | n/a |
| D2.5 describe ways in which protective equipment helps to protect humans from potentially harmful effects of forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse long-term impacts of human uses of energy and natural resources, on society and the environment, including climate change, and suggest ways to mitigate these impacts |
Tall Towers & Sustainable Cities (Lesson Plan) Earth Month: Climate Change (Backgrounder) Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) What Are Greenhouse Gases? (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) |
| E1.2 evaluate effects of various technologies on energy consumption, and describe ways in which individuals can use technology to reduce energy consumption |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) Can You Store Electricity For Later? (STEM-In-Context) |
| E1.3 analyse how First Nations, Métis, and Inuit communities use their knowledges and ways of knowing to conserve energy and resources | n/a |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify a variety of forms of energy, and describe how each form is used in everyday life |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Introduction To Energy (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Build A Rollercoaster? (Hands-On Activity) |
| E2.2 demonstrate an understanding of the law of conservation of energy, including how energy cannot be created or destroyed but can only be transformed from one form to another |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) |
| E2.3 describe how energy is stored as potential energy and transformed in a given device or system |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.4 demonstrate an understanding that when energy is transformed from one form to another, some energy may dissipate into the environment in the form of heat, light, and/or sound energy |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.5 identify renewable and non-renewable sources of energy |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.6 explain how the use of energy derived from fossil fuels changes the composition of the atmosphere and how these changes contribute to climate change |
Earth Month: Climate Change (Backgrounder) What Are Greenhouse Gases? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse long-term impacts of human uses of energy and natural resources, on society and the environment, including climate change, and suggest ways to mitigate these impacts |
Tall Towers & Sustainable Cities (Lesson Plan) Earth Month: Climate Change (Backgrounder) Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) What Are Greenhouse Gases? (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) |
| E1.2 evaluate effects of various technologies on energy consumption, and describe ways in which individuals can use technology to reduce energy consumption |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) Can You Store Electricity For Later? (STEM-In-Context) |
| E1.3 analyse how First Nations, Métis, and Inuit communities use their knowledges and ways of knowing to conserve energy and resources | n/a |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify a variety of forms of energy, and describe how each form is used in everyday life |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Introduction To Energy (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Build A Rollercoaster? (Hands-On Activity) |
| E2.2 demonstrate an understanding of the law of conservation of energy, including how energy cannot be created or destroyed but can only be transformed from one form to another |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) |
| E2.3 describe how energy is stored as potential energy and transformed in a given device or system |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.4 demonstrate an understanding that when energy is transformed from one form to another, some energy may dissipate into the environment in the form of heat, light, and/or sound energy |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.5 identify renewable and non-renewable sources of energy |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.6 explain how the use of energy derived from fossil fuels changes the composition of the atmosphere and how these changes contribute to climate change |
Earth Month: Climate Change (Backgrounder) What Are Greenhouse Gases? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Physical And Chemical Changes (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Mystery Powders (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Tall Towers & Sustainable Cities (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Tall Towers & Sustainable Cities (Lesson Plan) Mystery Powders (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on using different methods to store and process data for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Physical And Chemical Changes (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Mystery Powders (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Tall Towers & Sustainable Cities (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Tall Towers & Sustainable Cities (Lesson Plan) Mystery Powders (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on using different methods to store and process data for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess effects of a variety of social and environmental factors on human health, and describe ways in which individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial |
Stress And The Brain (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) Humidity On Earth And On The Space Station (Backgrounder) |
| B1.2 evaluate beneficial and harmful effects of various technologies on human health and body systems, while taking different perspectives into consideration |
Organ Transplantation (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) |
| B1.3 explain how food literacy can support decisions that affect physical and mental health |
How Sugar Affects The Brain (STEM-In-Context) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 identify systems of the human body, and describe their basic function |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.2 describe the basic structure and function of vital organs in various systems in the human body |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Organ Transplantation (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.3 describe interrelationships between human body systems |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) |
| B2.4 identify various diseases and medical disorders in humans and the organs and/or body system or systems that they affect |
Stress And The Brain (Backgrounder) Organ Transplantation (Backgrounder) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) Why A Trip To Outer Space Could Be Bad For Your Bones (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess effects of a variety of social and environmental factors on human health, and describe ways in which individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial |
Stress And The Brain (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) Humidity On Earth And On The Space Station (Backgrounder) |
| B1.2 evaluate beneficial and harmful effects of various technologies on human health and body systems, while taking different perspectives into consideration |
Organ Transplantation (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) |
| B1.3 explain how food literacy can support decisions that affect physical and mental health |
How Sugar Affects The Brain (STEM-In-Context) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 identify systems of the human body, and describe their basic function |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.2 describe the basic structure and function of vital organs in various systems in the human body |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Organ Transplantation (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.3 describe interrelationships between human body systems |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) |
| B2.4 identify various diseases and medical disorders in humans and the organs and/or body system or systems that they affect |
Stress And The Brain (Backgrounder) Organ Transplantation (Backgrounder) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) Why A Trip To Outer Space Could Be Bad For Your Bones (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society and the environment of various processes used in the manufacture of common products | Why Wires? (STEM-In-Context) |
| C1.2 assess how the use of specific materials in the manufacture of common products affects the environment, and identify actions that society and individuals can take to mitigate negative impacts | Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe matter as everything that has mass and occupies volume |
Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) |
| C2.2 identify the states of matter, and describe characteristics and properties of solids, liquids, and gases |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is Immiscibility? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Does Snot Work? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.3 describe changes of state of matter observed at home, in the community, or in the natural environment |
Ice On Earth: The Cryosphere (Backgrounder) Describing And Classifying Matter (Backgrounder) The Hidden Heroes Of Hockey! (STEM-In-Context) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) Keeping The Rink On Ice (STEM-In-Context) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.4 describe physical changes in matter as changes of the state, volume, or form of the matter that do not result in the formation of a different substance |
Exploring Physical And Chemical Changes (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) How Does Snot Work? (Hands-On Activity) |
| C2.5 describe chemical changes in matter as changes that result in the formation of different substances, and identify signs that a chemical change has occurred |
Mystery Powders (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.6 explain how changes of state can occur when matter absorbs or releases thermal energy |
Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Keeping The Rink On Ice (STEM-In-Context) |
| C2.7 explain why specific physical properties of various solids, liquids, and gases make them useful for particular applications |
The Hidden Heroes Of Hockey! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) What Is Immiscibility? (Hands-On Activity) How Does Detergent Work? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society and the environment of various processes used in the manufacture of common products | Why Wires? (STEM-In-Context) |
| C1.2 assess how the use of specific materials in the manufacture of common products affects the environment, and identify actions that society and individuals can take to mitigate negative impacts | Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe matter as everything that has mass and occupies volume |
Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) |
| C2.2 identify the states of matter, and describe characteristics and properties of solids, liquids, and gases |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is Immiscibility? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Does Snot Work? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.3 describe changes of state of matter observed at home, in the community, or in the natural environment |
Ice On Earth: The Cryosphere (Backgrounder) Describing And Classifying Matter (Backgrounder) The Hidden Heroes Of Hockey! (STEM-In-Context) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) Keeping The Rink On Ice (STEM-In-Context) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.4 describe physical changes in matter as changes of the state, volume, or form of the matter that do not result in the formation of a different substance |
Exploring Physical And Chemical Changes (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) How Does Snot Work? (Hands-On Activity) |
| C2.5 describe chemical changes in matter as changes that result in the formation of different substances, and identify signs that a chemical change has occurred |
Mystery Powders (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.6 explain how changes of state can occur when matter absorbs or releases thermal energy |
Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Keeping The Rink On Ice (STEM-In-Context) |
| C2.7 explain why specific physical properties of various solids, liquids, and gases make them useful for particular applications |
The Hidden Heroes Of Hockey! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) What Is Immiscibility? (Hands-On Activity) How Does Detergent Work? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 analyse the effects of forces from natural phenomena on structures in natural and built environments |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) |
| D1.2 assess various ways in which humans mitigate impacts of forces from natural phenomena on structures in urban, rural, and remote communities |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Why Is A Triangle A Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify internal forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) Why Is A Triangle A Strong Shape? (Backgrounder) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.2 identify external forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.3 describe forces resulting from natural phenomena that can have severe consequences for human-built structures, and identify structural features and materials that can allow such structures to withstand these forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| D2.4 describe ways in which physical characteristics of various animal and plant species help to protect them from potentially harmful effects of forces | n/a |
| D2.5 describe ways in which protective equipment helps to protect humans from potentially harmful effects of forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| D1.1 analyse the effects of forces from natural phenomena on structures in natural and built environments |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) |
| D1.2 assess various ways in which humans mitigate impacts of forces from natural phenomena on structures in urban, rural, and remote communities |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Why Is A Triangle A Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify internal forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) Why Is A Triangle A Strong Shape? (Backgrounder) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.2 identify external forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.3 describe forces resulting from natural phenomena that can have severe consequences for human-built structures, and identify structural features and materials that can allow such structures to withstand these forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| D2.4 describe ways in which physical characteristics of various animal and plant species help to protect them from potentially harmful effects of forces | n/a |
| D2.5 describe ways in which protective equipment helps to protect humans from potentially harmful effects of forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse long-term impacts of human uses of energy and natural resources, on society and the environment, including climate change, and suggest ways to mitigate these impacts |
Tall Towers & Sustainable Cities (Lesson Plan) Earth Month: Climate Change (Backgrounder) Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) What Are Greenhouse Gases? (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) |
| E1.2 evaluate effects of various technologies on energy consumption, and describe ways in which individuals can use technology to reduce energy consumption |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) Can You Store Electricity For Later? (STEM-In-Context) |
| E1.3 analyse how First Nations, Métis, and Inuit communities use their knowledges and ways of knowing to conserve energy and resources | n/a |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify a variety of forms of energy, and describe how each form is used in everyday life |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Introduction To Energy (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Build A Rollercoaster? (Hands-On Activity) |
| E2.2 demonstrate an understanding of the law of conservation of energy, including how energy cannot be created or destroyed but can only be transformed from one form to another |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) |
| E2.3 describe how energy is stored as potential energy and transformed in a given device or system |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.4 demonstrate an understanding that when energy is transformed from one form to another, some energy may dissipate into the environment in the form of heat, light, and/or sound energy |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.5 identify renewable and non-renewable sources of energy |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.6 explain how the use of energy derived from fossil fuels changes the composition of the atmosphere and how these changes contribute to climate change |
Earth Month: Climate Change (Backgrounder) What Are Greenhouse Gases? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse long-term impacts of human uses of energy and natural resources, on society and the environment, including climate change, and suggest ways to mitigate these impacts |
Tall Towers & Sustainable Cities (Lesson Plan) Earth Month: Climate Change (Backgrounder) Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) What Are Greenhouse Gases? (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) |
| E1.2 evaluate effects of various technologies on energy consumption, and describe ways in which individuals can use technology to reduce energy consumption |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) Can You Store Electricity For Later? (STEM-In-Context) |
| E1.3 analyse how First Nations, Métis, and Inuit communities use their knowledges and ways of knowing to conserve energy and resources | n/a |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify a variety of forms of energy, and describe how each form is used in everyday life |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Introduction To Energy (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Build A Rollercoaster? (Hands-On Activity) |
| E2.2 demonstrate an understanding of the law of conservation of energy, including how energy cannot be created or destroyed but can only be transformed from one form to another |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) |
| E2.3 describe how energy is stored as potential energy and transformed in a given device or system |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.4 demonstrate an understanding that when energy is transformed from one form to another, some energy may dissipate into the environment in the form of heat, light, and/or sound energy |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.5 identify renewable and non-renewable sources of energy |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.6 explain how the use of energy derived from fossil fuels changes the composition of the atmosphere and how these changes contribute to climate change |
Earth Month: Climate Change (Backgrounder) What Are Greenhouse Gases? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | n/a |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Testing Aircraft Wings (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Testing Aircraft Wings (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Up, Up and Away: Careers in Flight (Lesson Plan) 3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on obtaining input in different ways for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Testing Aircraft Wings (Lesson Plan) Up, Up and Away: Careers in Flight (Lesson Plan) From Sky To Space (STEM-In-Context) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | From Sky To Space (STEM-In-Context) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | n/a |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Testing Aircraft Wings (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Testing Aircraft Wings (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Up, Up and Away: Careers in Flight (Lesson Plan) 3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on obtaining input in different ways for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Testing Aircraft Wings (Lesson Plan) Up, Up and Away: Careers in Flight (Lesson Plan) From Sky To Space (STEM-In-Context) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | From Sky To Space (STEM-In-Context) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the benefits of biodiversity and the consequences of the diminishing of biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B1.2 analyse a local issue related to biodiversity while considering different perspectives; plan a course of action in response to the issue; and act on their plan | How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the distinguishing characteristics of different groups of organisms, and use these characteristics to further classify these organisms using a classification system |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.2 demonstrate an understanding of biodiversity as the diversity of life on Earth, including the diversity of organisms within species, among species in a community, and among communities and the habitats that support them |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.3 describe ways in which biodiversity within species is essential for their survival |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.4 describe ways in which biodiversity within and among communities is essential for maintaining the resilience of these communities |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.5 describe interrelationships within species, between species, and between species and their natural environment, and explain how these interrelationships sustain biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.6 explain how invasive species reduce biodiversity in local environments |
How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) Canadian Invaders! (STEM-In-Context) |
| B2.7 explain how climate change contributes to a loss of biodiversity, and describe the impact of this loss |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.8 describe the importance of biodiversity in supporting agriculture, including Indigenous agriculture around the world | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the benefits of biodiversity and the consequences of the diminishing of biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B1.2 analyse a local issue related to biodiversity while considering different perspectives; plan a course of action in response to the issue; and act on their plan | How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the distinguishing characteristics of different groups of organisms, and use these characteristics to further classify these organisms using a classification system |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.2 demonstrate an understanding of biodiversity as the diversity of life on Earth, including the diversity of organisms within species, among species in a community, and among communities and the habitats that support them |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.3 describe ways in which biodiversity within species is essential for their survival |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.4 describe ways in which biodiversity within and among communities is essential for maintaining the resilience of these communities |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.5 describe interrelationships within species, between species, and between species and their natural environment, and explain how these interrelationships sustain biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.6 explain how invasive species reduce biodiversity in local environments |
How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) Canadian Invaders! (STEM-In-Context) |
| B2.7 explain how climate change contributes to a loss of biodiversity, and describe the impact of this loss |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.8 describe the importance of biodiversity in supporting agriculture, including Indigenous agriculture around the world | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the short- and long-term impacts of electrical energy generation technologies in Canada on society and the environment, including impacts on First Nations, Métis, and Inuit communities, and on climate change |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Power (Backgrounder) How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| C1.2 assess choices that reduce personal use of electrical energy from both renewable and non-renewable sources, and advocate for the responsible use of electrical energy by the school community |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Generating Electricity: Hydroelectric Power (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 explain commonly observed electrostatic phenomena, using the principles of static electricity |
Introduction To Static Electricity (Backgrounder) Thundersnow: Winter Thunderstorms (STEM-In-Context) How Can I Move Water With Just A Comb? (Hands-On Activity) |
| C2.2 describe current electricity, and compare and contrast current electricity with static electricity |
How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) Introduction To Current Electricity (Backgrounder) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.3 identify materials that are good conductors of electric current and materials that are good insulators |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) |
| C2.4 describe how technologies transform various forms of energy into electrical energy |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Electric Animals (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) |
| C2.5 describe ways in which electrical energy is transformed into other forms of energy |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) What Uses Electricity? (Hands-On Activity) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.6 explain the functions of the components of a simple electrical circuit | Telegraph Key (Interactive) |
| C2.7 distinguish between series and parallel circuits, and identify common uses of each type of circuit | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the short- and long-term impacts of electrical energy generation technologies in Canada on society and the environment, including impacts on First Nations, Métis, and Inuit communities, and on climate change |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Power (Backgrounder) How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| C1.2 assess choices that reduce personal use of electrical energy from both renewable and non-renewable sources, and advocate for the responsible use of electrical energy by the school community |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Generating Electricity: Hydroelectric Power (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 explain commonly observed electrostatic phenomena, using the principles of static electricity |
Introduction To Static Electricity (Backgrounder) Thundersnow: Winter Thunderstorms (STEM-In-Context) How Can I Move Water With Just A Comb? (Hands-On Activity) |
| C2.2 describe current electricity, and compare and contrast current electricity with static electricity |
How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) Introduction To Current Electricity (Backgrounder) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.3 identify materials that are good conductors of electric current and materials that are good insulators |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) |
| C2.4 describe how technologies transform various forms of energy into electrical energy |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Electric Animals (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) |
| C2.5 describe ways in which electrical energy is transformed into other forms of energy |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) What Uses Electricity? (Hands-On Activity) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.6 explain the functions of the components of a simple electrical circuit | Telegraph Key (Interactive) |
| C2.7 distinguish between series and parallel circuits, and identify common uses of each type of circuit | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts on society of aviation technologies, while considering both local and global perspectives |
Making Waves With Radar (Backgrounder) Up, Up And Away: Careers In Flight (Lesson Plan) Sustainable Aerospace Firsts (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify flight-related applications of the properties of air |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.2 describe the relationships between the four forces of flight – lift, weight, thrust, and drag – that make flight possible |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.3 describe ways in which flying machines and various organisms use balanced and unbalanced forces to control their flight |
A History Of How Humans Learned To Fly (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) Soaring For Sport (STEM-In-Context) How Do An Airplanes Tires Help It Land Safely? (STEM-In-Context) From Sky To Space (STEM-In-Context) |
| D2.4 describe ways in which the four forces of flight can be altered |
Testing Aircraft Wings (Lesson Plan) Testing For Aviation Safety (Backgrounder) Pre-Flight Testing (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) The Hovering Human (STEM-In-Context) Testing Parachutes For Mars (STEM-In-Context) Soaring For Sport (STEM-In-Context) It's A Bird, It's A Plane, It's...A Drone! (STEM-In-Context) |
| D2.5 describe characteristics and adaptations that enable organisms to fly | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts on society of aviation technologies, while considering both local and global perspectives |
Making Waves With Radar (Backgrounder) Up, Up And Away: Careers In Flight (Lesson Plan) Sustainable Aerospace Firsts (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify flight-related applications of the properties of air |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.2 describe the relationships between the four forces of flight – lift, weight, thrust, and drag – that make flight possible |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.3 describe ways in which flying machines and various organisms use balanced and unbalanced forces to control their flight |
A History Of How Humans Learned To Fly (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) Soaring For Sport (STEM-In-Context) How Do An Airplanes Tires Help It Land Safely? (STEM-In-Context) From Sky To Space (STEM-In-Context) |
| D2.4 describe ways in which the four forces of flight can be altered |
Testing Aircraft Wings (Lesson Plan) Testing For Aviation Safety (Backgrounder) Pre-Flight Testing (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) The Hovering Human (STEM-In-Context) Testing Parachutes For Mars (STEM-In-Context) Soaring For Sport (STEM-In-Context) It's A Bird, It's A Plane, It's...A Drone! (STEM-In-Context) |
| D2.5 describe characteristics and adaptations that enable organisms to fly | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse the impact that conditions in space have on humans engaged in space exploration, and explain how humans meet their social, emotional, and physiological needs in space |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Home Sweet Home In Space (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Why A Trip To Outer Space Could Be Bad For Your Bones? (STEM-In-Context) Temperature: On Earth And On The Space Station (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) From Sky To Space (Backgrounder) |
| E1.2 assess the role of space exploration technology in observing and understanding environmental changes on Earth, including climate change |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) |
| E1.3 evaluate the social and environmental impacts of space exploration, while taking various perspectives into consideration |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify components of the solar system, including the Sun, Earth and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their main physical characteristics |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Canada Goes To The Moon! (Backgrounder) Destination Mars (Backgrounder) Soil On Mars (Backgrounder) Earth Vs. Mars (Backgrounder) Exploration Of The Planets In The Solar System (Backgrounder) Meet Our Dwarf Planets (Backgrounder) The Outer Solar System (Backgrounder) What Would Happen If A Meteor Hit Earth? (Hands-On Activity) The Inner Solar System (Backgrounder) Impact Craters (Backgrounder) How Can I Tell Which Way Is North At Night? (Hands-On Activity) |
| E2.2 distinguish between the concepts of mass and weight | What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.3 describe the relationship between the force of gravity and the weight of a body |
Waves, Tides and Tsunamis (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.4 identify the types of bodies in space that emit light and those that reflect light | The Inner Solar System (Backgrounder) |
| E2.5 describe various effects of the relative positions and motions of Earth, the Moon, and the Sun |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.6 identify various technologies used in space exploration, and describe how technological innovations have contributed to our understanding of space |
Tomatosphere (Action Project) Living Space (Action Project) Seeing The Universe With The James Webb Telescope (Backgrounder) Human Spaceflight: The First 50 Years (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Temperature: On Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse the impact that conditions in space have on humans engaged in space exploration, and explain how humans meet their social, emotional, and physiological needs in space |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Home Sweet Home In Space (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Why A Trip To Outer Space Could Be Bad For Your Bones? (STEM-In-Context) Temperature: On Earth And On The Space Station (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) From Sky To Space (Backgrounder) |
| E1.2 assess the role of space exploration technology in observing and understanding environmental changes on Earth, including climate change |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) |
| E1.3 evaluate the social and environmental impacts of space exploration, while taking various perspectives into consideration |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify components of the solar system, including the Sun, Earth and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their main physical characteristics |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Canada Goes To The Moon! (Backgrounder) Destination Mars (Backgrounder) Soil On Mars (Backgrounder) Earth Vs. Mars (Backgrounder) Exploration Of The Planets In The Solar System (Backgrounder) Meet Our Dwarf Planets (Backgrounder) The Outer Solar System (Backgrounder) What Would Happen If A Meteor Hit Earth? (Hands-On Activity) The Inner Solar System (Backgrounder) Impact Craters (Backgrounder) How Can I Tell Which Way Is North At Night? (Hands-On Activity) |
| E2.2 distinguish between the concepts of mass and weight | What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.3 describe the relationship between the force of gravity and the weight of a body |
Waves, Tides and Tsunamis (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.4 identify the types of bodies in space that emit light and those that reflect light | The Inner Solar System (Backgrounder) |
| E2.5 describe various effects of the relative positions and motions of Earth, the Moon, and the Sun |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.6 identify various technologies used in space exploration, and describe how technological innovations have contributed to our understanding of space |
Tomatosphere (Action Project) Living Space (Action Project) Seeing The Universe With The James Webb Telescope (Backgrounder) Human Spaceflight: The First 50 Years (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Temperature: On Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | n/a |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Testing Aircraft Wings (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Testing Aircraft Wings (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Up, Up and Away: Careers in Flight (Lesson Plan) 3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on obtaining input in different ways for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Testing Aircraft Wings (Lesson Plan) Up, Up and Away: Careers in Flight (Lesson Plan) From Sky To Space (STEM-In-Context) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | From Sky To Space (STEM-In-Context) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | n/a |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Testing Aircraft Wings (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Testing Aircraft Wings (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Up, Up and Away: Careers in Flight (Lesson Plan) 3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on obtaining input in different ways for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Testing Aircraft Wings (Lesson Plan) Up, Up and Away: Careers in Flight (Lesson Plan) From Sky To Space (STEM-In-Context) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | From Sky To Space (STEM-In-Context) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the benefits of biodiversity and the consequences of the diminishing of biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B1.2 analyse a local issue related to biodiversity while considering different perspectives; plan a course of action in response to the issue; and act on their plan | How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the distinguishing characteristics of different groups of organisms, and use these characteristics to further classify these organisms using a classification system |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.2 demonstrate an understanding of biodiversity as the diversity of life on Earth, including the diversity of organisms within species, among species in a community, and among communities and the habitats that support them |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.3 describe ways in which biodiversity within species is essential for their survival |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.4 describe ways in which biodiversity within and among communities is essential for maintaining the resilience of these communities |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.5 describe interrelationships within species, between species, and between species and their natural environment, and explain how these interrelationships sustain biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.6 explain how invasive species reduce biodiversity in local environments |
How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) Canadian Invaders! (STEM-In-Context) |
| B2.7 explain how climate change contributes to a loss of biodiversity, and describe the impact of this loss |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.8 describe the importance of biodiversity in supporting agriculture, including Indigenous agriculture around the world | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the benefits of biodiversity and the consequences of the diminishing of biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B1.2 analyse a local issue related to biodiversity while considering different perspectives; plan a course of action in response to the issue; and act on their plan | How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the distinguishing characteristics of different groups of organisms, and use these characteristics to further classify these organisms using a classification system |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.2 demonstrate an understanding of biodiversity as the diversity of life on Earth, including the diversity of organisms within species, among species in a community, and among communities and the habitats that support them |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.3 describe ways in which biodiversity within species is essential for their survival |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.4 describe ways in which biodiversity within and among communities is essential for maintaining the resilience of these communities |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.5 describe interrelationships within species, between species, and between species and their natural environment, and explain how these interrelationships sustain biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.6 explain how invasive species reduce biodiversity in local environments |
How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) Canadian Invaders! (STEM-In-Context) |
| B2.7 explain how climate change contributes to a loss of biodiversity, and describe the impact of this loss |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.8 describe the importance of biodiversity in supporting agriculture, including Indigenous agriculture around the world | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the short- and long-term impacts of electrical energy generation technologies in Canada on society and the environment, including impacts on First Nations, Métis, and Inuit communities, and on climate change |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Power (Backgrounder) How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| C1.2 assess choices that reduce personal use of electrical energy from both renewable and non-renewable sources, and advocate for the responsible use of electrical energy by the school community |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Generating Electricity: Hydroelectric Power (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 explain commonly observed electrostatic phenomena, using the principles of static electricity |
Introduction To Static Electricity (Backgrounder) Thundersnow: Winter Thunderstorms (STEM-In-Context) How Can I Move Water With Just A Comb? (Hands-On Activity) |
| C2.2 describe current electricity, and compare and contrast current electricity with static electricity |
How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) Introduction To Current Electricity (Backgrounder) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.3 identify materials that are good conductors of electric current and materials that are good insulators |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) |
| C2.4 describe how technologies transform various forms of energy into electrical energy |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Electric Animals (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) |
| C2.5 describe ways in which electrical energy is transformed into other forms of energy |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) What Uses Electricity? (Hands-On Activity) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.6 explain the functions of the components of a simple electrical circuit | Telegraph Key (Interactive) |
| C2.7 distinguish between series and parallel circuits, and identify common uses of each type of circuit | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the short- and long-term impacts of electrical energy generation technologies in Canada on society and the environment, including impacts on First Nations, Métis, and Inuit communities, and on climate change |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Power (Backgrounder) How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| C1.2 assess choices that reduce personal use of electrical energy from both renewable and non-renewable sources, and advocate for the responsible use of electrical energy by the school community |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Generating Electricity: Hydroelectric Power (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 explain commonly observed electrostatic phenomena, using the principles of static electricity |
Introduction To Static Electricity (Backgrounder) Thundersnow: Winter Thunderstorms (STEM-In-Context) How Can I Move Water With Just A Comb? (Hands-On Activity) |
| C2.2 describe current electricity, and compare and contrast current electricity with static electricity |
How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) Introduction To Current Electricity (Backgrounder) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.3 identify materials that are good conductors of electric current and materials that are good insulators |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) |
| C2.4 describe how technologies transform various forms of energy into electrical energy |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Electric Animals (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) |
| C2.5 describe ways in which electrical energy is transformed into other forms of energy |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) What Uses Electricity? (Hands-On Activity) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.6 explain the functions of the components of a simple electrical circuit | Telegraph Key (Interactive) |
| C2.7 distinguish between series and parallel circuits, and identify common uses of each type of circuit | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts on society of aviation technologies, while considering both local and global perspectives |
Making Waves With Radar (Backgrounder) Up, Up And Away: Careers In Flight (Lesson Plan) Sustainable Aerospace Firsts (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify flight-related applications of the properties of air |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.2 describe the relationships between the four forces of flight – lift, weight, thrust, and drag – that make flight possible |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.3 describe ways in which flying machines and various organisms use balanced and unbalanced forces to control their flight |
A History Of How Humans Learned To Fly (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) Soaring For Sport (STEM-In-Context) How Do An Airplanes Tires Help It Land Safely? (STEM-In-Context) From Sky To Space (STEM-In-Context) |
| D2.4 describe ways in which the four forces of flight can be altered |
Testing Aircraft Wings (Lesson Plan) Testing For Aviation Safety (Backgrounder) Pre-Flight Testing (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) The Hovering Human (STEM-In-Context) Testing Parachutes For Mars (STEM-In-Context) Soaring For Sport (STEM-In-Context) It's A Bird, It's A Plane, It's...A Drone! (STEM-In-Context) |
| D2.5 describe characteristics and adaptations that enable organisms to fly | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts on society of aviation technologies, while considering both local and global perspectives |
Making Waves With Radar (Backgrounder) Up, Up And Away: Careers In Flight (Lesson Plan) Sustainable Aerospace Firsts (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify flight-related applications of the properties of air |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.2 describe the relationships between the four forces of flight – lift, weight, thrust, and drag – that make flight possible |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.3 describe ways in which flying machines and various organisms use balanced and unbalanced forces to control their flight |
A History Of How Humans Learned To Fly (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) Soaring For Sport (STEM-In-Context) How Do An Airplanes Tires Help It Land Safely? (STEM-In-Context) From Sky To Space (STEM-In-Context) |
| D2.4 describe ways in which the four forces of flight can be altered |
Testing Aircraft Wings (Lesson Plan) Testing For Aviation Safety (Backgrounder) Pre-Flight Testing (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) The Hovering Human (STEM-In-Context) Testing Parachutes For Mars (STEM-In-Context) Soaring For Sport (STEM-In-Context) It's A Bird, It's A Plane, It's...A Drone! (STEM-In-Context) |
| D2.5 describe characteristics and adaptations that enable organisms to fly | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse the impact that conditions in space have on humans engaged in space exploration, and explain how humans meet their social, emotional, and physiological needs in space |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Home Sweet Home In Space (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Why A Trip To Outer Space Could Be Bad For Your Bones? (STEM-In-Context) Temperature: On Earth And On The Space Station (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) From Sky To Space (Backgrounder) |
| E1.2 assess the role of space exploration technology in observing and understanding environmental changes on Earth, including climate change |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) |
| E1.3 evaluate the social and environmental impacts of space exploration, while taking various perspectives into consideration |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify components of the solar system, including the Sun, Earth and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their main physical characteristics |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Canada Goes To The Moon! (Backgrounder) Destination Mars (Backgrounder) Soil On Mars (Backgrounder) Earth Vs. Mars (Backgrounder) Exploration Of The Planets In The Solar System (Backgrounder) Meet Our Dwarf Planets (Backgrounder) The Outer Solar System (Backgrounder) What Would Happen If A Meteor Hit Earth? (Hands-On Activity) The Inner Solar System (Backgrounder) Impact Craters (Backgrounder) How Can I Tell Which Way Is North At Night? (Hands-On Activity) |
| E2.2 distinguish between the concepts of mass and weight | What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.3 describe the relationship between the force of gravity and the weight of a body |
Waves, Tides and Tsunamis (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.4 identify the types of bodies in space that emit light and those that reflect light | The Inner Solar System (Backgrounder) |
| E2.5 describe various effects of the relative positions and motions of Earth, the Moon, and the Sun |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.6 identify various technologies used in space exploration, and describe how technological innovations have contributed to our understanding of space |
Tomatosphere (Action Project) Living Space (Action Project) Seeing The Universe With The James Webb Telescope (Backgrounder) Human Spaceflight: The First 50 Years (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Temperature: On Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse the impact that conditions in space have on humans engaged in space exploration, and explain how humans meet their social, emotional, and physiological needs in space |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Home Sweet Home In Space (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Why A Trip To Outer Space Could Be Bad For Your Bones? (STEM-In-Context) Temperature: On Earth And On The Space Station (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) From Sky To Space (Backgrounder) |
| E1.2 assess the role of space exploration technology in observing and understanding environmental changes on Earth, including climate change |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) |
| E1.3 evaluate the social and environmental impacts of space exploration, while taking various perspectives into consideration |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify components of the solar system, including the Sun, Earth and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their main physical characteristics |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Canada Goes To The Moon! (Backgrounder) Destination Mars (Backgrounder) Soil On Mars (Backgrounder) Earth Vs. Mars (Backgrounder) Exploration Of The Planets In The Solar System (Backgrounder) Meet Our Dwarf Planets (Backgrounder) The Outer Solar System (Backgrounder) What Would Happen If A Meteor Hit Earth? (Hands-On Activity) The Inner Solar System (Backgrounder) Impact Craters (Backgrounder) How Can I Tell Which Way Is North At Night? (Hands-On Activity) |
| E2.2 distinguish between the concepts of mass and weight | What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.3 describe the relationship between the force of gravity and the weight of a body |
Waves, Tides and Tsunamis (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.4 identify the types of bodies in space that emit light and those that reflect light | The Inner Solar System (Backgrounder) |
| E2.5 describe various effects of the relative positions and motions of Earth, the Moon, and the Sun |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.6 identify various technologies used in space exploration, and describe how technological innovations have contributed to our understanding of space |
Tomatosphere (Action Project) Living Space (Action Project) Seeing The Universe With The James Webb Telescope (Backgrounder) Human Spaceflight: The First 50 Years (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Temperature: On Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | n/a |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Testing Aircraft Wings (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Testing Aircraft Wings (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Up, Up and Away: Careers in Flight (Lesson Plan) 3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on obtaining input in different ways for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Testing Aircraft Wings (Lesson Plan) Up, Up and Away: Careers in Flight (Lesson Plan) From Sky To Space (STEM-In-Context) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | From Sky To Space (STEM-In-Context) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | n/a |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Testing Aircraft Wings (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Testing Aircraft Wings (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Up, Up and Away: Careers in Flight (Lesson Plan) 3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on obtaining input in different ways for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Testing Aircraft Wings (Lesson Plan) Up, Up and Away: Careers in Flight (Lesson Plan) From Sky To Space (STEM-In-Context) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | From Sky To Space (STEM-In-Context) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the benefits of biodiversity and the consequences of the diminishing of biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B1.2 analyse a local issue related to biodiversity while considering different perspectives; plan a course of action in response to the issue; and act on their plan | How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the distinguishing characteristics of different groups of organisms, and use these characteristics to further classify these organisms using a classification system |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.2 demonstrate an understanding of biodiversity as the diversity of life on Earth, including the diversity of organisms within species, among species in a community, and among communities and the habitats that support them |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.3 describe ways in which biodiversity within species is essential for their survival |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.4 describe ways in which biodiversity within and among communities is essential for maintaining the resilience of these communities |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.5 describe interrelationships within species, between species, and between species and their natural environment, and explain how these interrelationships sustain biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.6 explain how invasive species reduce biodiversity in local environments |
How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) Canadian Invaders! (STEM-In-Context) |
| B2.7 explain how climate change contributes to a loss of biodiversity, and describe the impact of this loss |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.8 describe the importance of biodiversity in supporting agriculture, including Indigenous agriculture around the world | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the benefits of biodiversity and the consequences of the diminishing of biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B1.2 analyse a local issue related to biodiversity while considering different perspectives; plan a course of action in response to the issue; and act on their plan | How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the distinguishing characteristics of different groups of organisms, and use these characteristics to further classify these organisms using a classification system |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.2 demonstrate an understanding of biodiversity as the diversity of life on Earth, including the diversity of organisms within species, among species in a community, and among communities and the habitats that support them |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.3 describe ways in which biodiversity within species is essential for their survival |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.4 describe ways in which biodiversity within and among communities is essential for maintaining the resilience of these communities |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.5 describe interrelationships within species, between species, and between species and their natural environment, and explain how these interrelationships sustain biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.6 explain how invasive species reduce biodiversity in local environments |
How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) Canadian Invaders! (STEM-In-Context) |
| B2.7 explain how climate change contributes to a loss of biodiversity, and describe the impact of this loss |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.8 describe the importance of biodiversity in supporting agriculture, including Indigenous agriculture around the world | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the short- and long-term impacts of electrical energy generation technologies in Canada on society and the environment, including impacts on First Nations, Métis, and Inuit communities, and on climate change |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Power (Backgrounder) How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| C1.2 assess choices that reduce personal use of electrical energy from both renewable and non-renewable sources, and advocate for the responsible use of electrical energy by the school community |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Generating Electricity: Hydroelectric Power (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 explain commonly observed electrostatic phenomena, using the principles of static electricity |
Introduction To Static Electricity (Backgrounder) Thundersnow: Winter Thunderstorms (STEM-In-Context) How Can I Move Water With Just A Comb? (Hands-On Activity) |
| C2.2 describe current electricity, and compare and contrast current electricity with static electricity |
How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) Introduction To Current Electricity (Backgrounder) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.3 identify materials that are good conductors of electric current and materials that are good insulators |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) |
| C2.4 describe how technologies transform various forms of energy into electrical energy |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Electric Animals (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) |
| C2.5 describe ways in which electrical energy is transformed into other forms of energy |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) What Uses Electricity? (Hands-On Activity) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.6 explain the functions of the components of a simple electrical circuit | Telegraph Key (Interactive) |
| C2.7 distinguish between series and parallel circuits, and identify common uses of each type of circuit | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the short- and long-term impacts of electrical energy generation technologies in Canada on society and the environment, including impacts on First Nations, Métis, and Inuit communities, and on climate change |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Power (Backgrounder) How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| C1.2 assess choices that reduce personal use of electrical energy from both renewable and non-renewable sources, and advocate for the responsible use of electrical energy by the school community |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Generating Electricity: Hydroelectric Power (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 explain commonly observed electrostatic phenomena, using the principles of static electricity |
Introduction To Static Electricity (Backgrounder) Thundersnow: Winter Thunderstorms (STEM-In-Context) How Can I Move Water With Just A Comb? (Hands-On Activity) |
| C2.2 describe current electricity, and compare and contrast current electricity with static electricity |
How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) Introduction To Current Electricity (Backgrounder) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.3 identify materials that are good conductors of electric current and materials that are good insulators |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) |
| C2.4 describe how technologies transform various forms of energy into electrical energy |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Electric Animals (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) |
| C2.5 describe ways in which electrical energy is transformed into other forms of energy |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) What Uses Electricity? (Hands-On Activity) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.6 explain the functions of the components of a simple electrical circuit | Telegraph Key (Interactive) |
| C2.7 distinguish between series and parallel circuits, and identify common uses of each type of circuit | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts on society of aviation technologies, while considering both local and global perspectives |
Making Waves With Radar (Backgrounder) Up, Up And Away: Careers In Flight (Lesson Plan) Sustainable Aerospace Firsts (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify flight-related applications of the properties of air |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.2 describe the relationships between the four forces of flight – lift, weight, thrust, and drag – that make flight possible |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.3 describe ways in which flying machines and various organisms use balanced and unbalanced forces to control their flight |
A History Of How Humans Learned To Fly (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) Soaring For Sport (STEM-In-Context) How Do An Airplanes Tires Help It Land Safely? (STEM-In-Context) From Sky To Space (STEM-In-Context) |
| D2.4 describe ways in which the four forces of flight can be altered |
Testing Aircraft Wings (Lesson Plan) Testing For Aviation Safety (Backgrounder) Pre-Flight Testing (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) The Hovering Human (STEM-In-Context) Testing Parachutes For Mars (STEM-In-Context) Soaring For Sport (STEM-In-Context) It's A Bird, It's A Plane, It's...A Drone! (STEM-In-Context) |
| D2.5 describe characteristics and adaptations that enable organisms to fly | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts on society of aviation technologies, while considering both local and global perspectives |
Making Waves With Radar (Backgrounder) Up, Up And Away: Careers In Flight (Lesson Plan) Sustainable Aerospace Firsts (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify flight-related applications of the properties of air |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.2 describe the relationships between the four forces of flight – lift, weight, thrust, and drag – that make flight possible |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.3 describe ways in which flying machines and various organisms use balanced and unbalanced forces to control their flight |
A History Of How Humans Learned To Fly (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) Soaring For Sport (STEM-In-Context) How Do An Airplanes Tires Help It Land Safely? (STEM-In-Context) From Sky To Space (STEM-In-Context) |
| D2.4 describe ways in which the four forces of flight can be altered |
Testing Aircraft Wings (Lesson Plan) Testing For Aviation Safety (Backgrounder) Pre-Flight Testing (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) The Hovering Human (STEM-In-Context) Testing Parachutes For Mars (STEM-In-Context) Soaring For Sport (STEM-In-Context) It's A Bird, It's A Plane, It's...A Drone! (STEM-In-Context) |
| D2.5 describe characteristics and adaptations that enable organisms to fly | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse the impact that conditions in space have on humans engaged in space exploration, and explain how humans meet their social, emotional, and physiological needs in space |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Home Sweet Home In Space (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Why A Trip To Outer Space Could Be Bad For Your Bones? (STEM-In-Context) Temperature: On Earth And On The Space Station (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) From Sky To Space (Backgrounder) |
| E1.2 assess the role of space exploration technology in observing and understanding environmental changes on Earth, including climate change |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) |
| E1.3 evaluate the social and environmental impacts of space exploration, while taking various perspectives into consideration |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify components of the solar system, including the Sun, Earth and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their main physical characteristics |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Canada Goes To The Moon! (Backgrounder) Destination Mars (Backgrounder) Soil On Mars (Backgrounder) Earth Vs. Mars (Backgrounder) Exploration Of The Planets In The Solar System (Backgrounder) Meet Our Dwarf Planets (Backgrounder) The Outer Solar System (Backgrounder) What Would Happen If A Meteor Hit Earth? (Hands-On Activity) The Inner Solar System (Backgrounder) Impact Craters (Backgrounder) How Can I Tell Which Way Is North At Night? (Hands-On Activity) |
| E2.2 distinguish between the concepts of mass and weight | What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.3 describe the relationship between the force of gravity and the weight of a body |
Waves, Tides and Tsunamis (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.4 identify the types of bodies in space that emit light and those that reflect light | The Inner Solar System (Backgrounder) |
| E2.5 describe various effects of the relative positions and motions of Earth, the Moon, and the Sun |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.6 identify various technologies used in space exploration, and describe how technological innovations have contributed to our understanding of space |
Tomatosphere (Action Project) Living Space (Action Project) Seeing The Universe With The James Webb Telescope (Backgrounder) Human Spaceflight: The First 50 Years (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Temperature: On Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse the impact that conditions in space have on humans engaged in space exploration, and explain how humans meet their social, emotional, and physiological needs in space |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Home Sweet Home In Space (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Why A Trip To Outer Space Could Be Bad For Your Bones? (STEM-In-Context) Temperature: On Earth And On The Space Station (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) From Sky To Space (Backgrounder) |
| E1.2 assess the role of space exploration technology in observing and understanding environmental changes on Earth, including climate change |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) |
| E1.3 evaluate the social and environmental impacts of space exploration, while taking various perspectives into consideration |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify components of the solar system, including the Sun, Earth and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their main physical characteristics |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Canada Goes To The Moon! (Backgrounder) Destination Mars (Backgrounder) Soil On Mars (Backgrounder) Earth Vs. Mars (Backgrounder) Exploration Of The Planets In The Solar System (Backgrounder) Meet Our Dwarf Planets (Backgrounder) The Outer Solar System (Backgrounder) What Would Happen If A Meteor Hit Earth? (Hands-On Activity) The Inner Solar System (Backgrounder) Impact Craters (Backgrounder) How Can I Tell Which Way Is North At Night? (Hands-On Activity) |
| E2.2 distinguish between the concepts of mass and weight | What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.3 describe the relationship between the force of gravity and the weight of a body |
Waves, Tides and Tsunamis (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.4 identify the types of bodies in space that emit light and those that reflect light | The Inner Solar System (Backgrounder) |
| E2.5 describe various effects of the relative positions and motions of Earth, the Moon, and the Sun |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.6 identify various technologies used in space exploration, and describe how technological innovations have contributed to our understanding of space |
Tomatosphere (Action Project) Living Space (Action Project) Seeing The Universe With The James Webb Telescope (Backgrounder) Human Spaceflight: The First 50 Years (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Temperature: On Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | n/a |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Testing Aircraft Wings (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Testing Aircraft Wings (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Up, Up and Away: Careers in Flight (Lesson Plan) 3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on obtaining input in different ways for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Testing Aircraft Wings (Lesson Plan) Up, Up and Away: Careers in Flight (Lesson Plan) From Sky To Space (STEM-In-Context) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | From Sky To Space (STEM-In-Context) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | n/a |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Testing Aircraft Wings (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Testing Aircraft Wings (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Up, Up and Away: Careers in Flight (Lesson Plan) 3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on obtaining input in different ways for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Testing Aircraft Wings (Lesson Plan) Up, Up and Away: Careers in Flight (Lesson Plan) From Sky To Space (STEM-In-Context) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | From Sky To Space (STEM-In-Context) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the benefits of biodiversity and the consequences of the diminishing of biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B1.2 analyse a local issue related to biodiversity while considering different perspectives; plan a course of action in response to the issue; and act on their plan | How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the distinguishing characteristics of different groups of organisms, and use these characteristics to further classify these organisms using a classification system |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.2 demonstrate an understanding of biodiversity as the diversity of life on Earth, including the diversity of organisms within species, among species in a community, and among communities and the habitats that support them |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.3 describe ways in which biodiversity within species is essential for their survival |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.4 describe ways in which biodiversity within and among communities is essential for maintaining the resilience of these communities |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.5 describe interrelationships within species, between species, and between species and their natural environment, and explain how these interrelationships sustain biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.6 explain how invasive species reduce biodiversity in local environments |
How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) Canadian Invaders! (STEM-In-Context) |
| B2.7 explain how climate change contributes to a loss of biodiversity, and describe the impact of this loss |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.8 describe the importance of biodiversity in supporting agriculture, including Indigenous agriculture around the world | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the benefits of biodiversity and the consequences of the diminishing of biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B1.2 analyse a local issue related to biodiversity while considering different perspectives; plan a course of action in response to the issue; and act on their plan | How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the distinguishing characteristics of different groups of organisms, and use these characteristics to further classify these organisms using a classification system |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.2 demonstrate an understanding of biodiversity as the diversity of life on Earth, including the diversity of organisms within species, among species in a community, and among communities and the habitats that support them |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.3 describe ways in which biodiversity within species is essential for their survival |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.4 describe ways in which biodiversity within and among communities is essential for maintaining the resilience of these communities |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.5 describe interrelationships within species, between species, and between species and their natural environment, and explain how these interrelationships sustain biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.6 explain how invasive species reduce biodiversity in local environments |
How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) Canadian Invaders! (STEM-In-Context) |
| B2.7 explain how climate change contributes to a loss of biodiversity, and describe the impact of this loss |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.8 describe the importance of biodiversity in supporting agriculture, including Indigenous agriculture around the world | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the short- and long-term impacts of electrical energy generation technologies in Canada on society and the environment, including impacts on First Nations, Métis, and Inuit communities, and on climate change |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Power (Backgrounder) How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| C1.2 assess choices that reduce personal use of electrical energy from both renewable and non-renewable sources, and advocate for the responsible use of electrical energy by the school community |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Generating Electricity: Hydroelectric Power (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 explain commonly observed electrostatic phenomena, using the principles of static electricity |
Introduction To Static Electricity (Backgrounder) Thundersnow: Winter Thunderstorms (STEM-In-Context) How Can I Move Water With Just A Comb? (Hands-On Activity) |
| C2.2 describe current electricity, and compare and contrast current electricity with static electricity |
How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) Introduction To Current Electricity (Backgrounder) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.3 identify materials that are good conductors of electric current and materials that are good insulators |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) |
| C2.4 describe how technologies transform various forms of energy into electrical energy |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Electric Animals (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) |
| C2.5 describe ways in which electrical energy is transformed into other forms of energy |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) What Uses Electricity? (Hands-On Activity) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.6 explain the functions of the components of a simple electrical circuit | Telegraph Key (Interactive) |
| C2.7 distinguish between series and parallel circuits, and identify common uses of each type of circuit | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the short- and long-term impacts of electrical energy generation technologies in Canada on society and the environment, including impacts on First Nations, Métis, and Inuit communities, and on climate change |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Power (Backgrounder) How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| C1.2 assess choices that reduce personal use of electrical energy from both renewable and non-renewable sources, and advocate for the responsible use of electrical energy by the school community |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Generating Electricity: Hydroelectric Power (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 explain commonly observed electrostatic phenomena, using the principles of static electricity |
Introduction To Static Electricity (Backgrounder) Thundersnow: Winter Thunderstorms (STEM-In-Context) How Can I Move Water With Just A Comb? (Hands-On Activity) |
| C2.2 describe current electricity, and compare and contrast current electricity with static electricity |
How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) Introduction To Current Electricity (Backgrounder) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.3 identify materials that are good conductors of electric current and materials that are good insulators |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) |
| C2.4 describe how technologies transform various forms of energy into electrical energy |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Electric Animals (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) |
| C2.5 describe ways in which electrical energy is transformed into other forms of energy |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) What Uses Electricity? (Hands-On Activity) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.6 explain the functions of the components of a simple electrical circuit | Telegraph Key (Interactive) |
| C2.7 distinguish between series and parallel circuits, and identify common uses of each type of circuit | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts on society of aviation technologies, while considering both local and global perspectives |
Making Waves With Radar (Backgrounder) Up, Up And Away: Careers In Flight (Lesson Plan) Sustainable Aerospace Firsts (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify flight-related applications of the properties of air |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.2 describe the relationships between the four forces of flight – lift, weight, thrust, and drag – that make flight possible |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.3 describe ways in which flying machines and various organisms use balanced and unbalanced forces to control their flight |
A History Of How Humans Learned To Fly (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) Soaring For Sport (STEM-In-Context) How Do An Airplanes Tires Help It Land Safely? (STEM-In-Context) From Sky To Space (STEM-In-Context) |
| D2.4 describe ways in which the four forces of flight can be altered |
Testing Aircraft Wings (Lesson Plan) Testing For Aviation Safety (Backgrounder) Pre-Flight Testing (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) The Hovering Human (STEM-In-Context) Testing Parachutes For Mars (STEM-In-Context) Soaring For Sport (STEM-In-Context) It's A Bird, It's A Plane, It's...A Drone! (STEM-In-Context) |
| D2.5 describe characteristics and adaptations that enable organisms to fly | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts on society of aviation technologies, while considering both local and global perspectives |
Making Waves With Radar (Backgrounder) Up, Up And Away: Careers In Flight (Lesson Plan) Sustainable Aerospace Firsts (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify flight-related applications of the properties of air |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.2 describe the relationships between the four forces of flight – lift, weight, thrust, and drag – that make flight possible |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.3 describe ways in which flying machines and various organisms use balanced and unbalanced forces to control their flight |
A History Of How Humans Learned To Fly (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) Soaring For Sport (STEM-In-Context) How Do An Airplanes Tires Help It Land Safely? (STEM-In-Context) From Sky To Space (STEM-In-Context) |
| D2.4 describe ways in which the four forces of flight can be altered |
Testing Aircraft Wings (Lesson Plan) Testing For Aviation Safety (Backgrounder) Pre-Flight Testing (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) The Hovering Human (STEM-In-Context) Testing Parachutes For Mars (STEM-In-Context) Soaring For Sport (STEM-In-Context) It's A Bird, It's A Plane, It's...A Drone! (STEM-In-Context) |
| D2.5 describe characteristics and adaptations that enable organisms to fly | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse the impact that conditions in space have on humans engaged in space exploration, and explain how humans meet their social, emotional, and physiological needs in space |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Home Sweet Home In Space (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Why A Trip To Outer Space Could Be Bad For Your Bones? (STEM-In-Context) Temperature: On Earth And On The Space Station (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) From Sky To Space (Backgrounder) |
| E1.2 assess the role of space exploration technology in observing and understanding environmental changes on Earth, including climate change |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) |
| E1.3 evaluate the social and environmental impacts of space exploration, while taking various perspectives into consideration |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify components of the solar system, including the Sun, Earth and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their main physical characteristics |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Canada Goes To The Moon! (Backgrounder) Destination Mars (Backgrounder) Soil On Mars (Backgrounder) Earth Vs. Mars (Backgrounder) Exploration Of The Planets In The Solar System (Backgrounder) Meet Our Dwarf Planets (Backgrounder) The Outer Solar System (Backgrounder) What Would Happen If A Meteor Hit Earth? (Hands-On Activity) The Inner Solar System (Backgrounder) Impact Craters (Backgrounder) How Can I Tell Which Way Is North At Night? (Hands-On Activity) |
| E2.2 distinguish between the concepts of mass and weight | What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.3 describe the relationship between the force of gravity and the weight of a body |
Waves, Tides and Tsunamis (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.4 identify the types of bodies in space that emit light and those that reflect light | The Inner Solar System (Backgrounder) |
| E2.5 describe various effects of the relative positions and motions of Earth, the Moon, and the Sun |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.6 identify various technologies used in space exploration, and describe how technological innovations have contributed to our understanding of space |
Tomatosphere (Action Project) Living Space (Action Project) Seeing The Universe With The James Webb Telescope (Backgrounder) Human Spaceflight: The First 50 Years (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Temperature: On Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse the impact that conditions in space have on humans engaged in space exploration, and explain how humans meet their social, emotional, and physiological needs in space |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Home Sweet Home In Space (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Why A Trip To Outer Space Could Be Bad For Your Bones? (STEM-In-Context) Temperature: On Earth And On The Space Station (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) From Sky To Space (Backgrounder) |
| E1.2 assess the role of space exploration technology in observing and understanding environmental changes on Earth, including climate change |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) |
| E1.3 evaluate the social and environmental impacts of space exploration, while taking various perspectives into consideration |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify components of the solar system, including the Sun, Earth and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their main physical characteristics |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Canada Goes To The Moon! (Backgrounder) Destination Mars (Backgrounder) Soil On Mars (Backgrounder) Earth Vs. Mars (Backgrounder) Exploration Of The Planets In The Solar System (Backgrounder) Meet Our Dwarf Planets (Backgrounder) The Outer Solar System (Backgrounder) What Would Happen If A Meteor Hit Earth? (Hands-On Activity) The Inner Solar System (Backgrounder) Impact Craters (Backgrounder) How Can I Tell Which Way Is North At Night? (Hands-On Activity) |
| E2.2 distinguish between the concepts of mass and weight | What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.3 describe the relationship between the force of gravity and the weight of a body |
Waves, Tides and Tsunamis (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.4 identify the types of bodies in space that emit light and those that reflect light | The Inner Solar System (Backgrounder) |
| E2.5 describe various effects of the relative positions and motions of Earth, the Moon, and the Sun |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.6 identify various technologies used in space exploration, and describe how technological innovations have contributed to our understanding of space |
Tomatosphere (Action Project) Living Space (Action Project) Seeing The Universe With The James Webb Telescope (Backgrounder) Human Spaceflight: The First 50 Years (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Temperature: On Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigation | Form, Function and Ergonomics In Our Lives (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design and Build an Insulated Food Container (Lesson Plan) Build a Paper Bridge (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Form, Function and Ergonomics In Our Lives (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) Exploring Careers in STEM Grade 7 (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on planning and designing programs |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Careers: Construction Worker (Photo Collection) Buildings: Construction Site (Photo Collection) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigation | Form, Function and Ergonomics In Our Lives (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design and Build an Insulated Food Container (Lesson Plan) Build a Paper Bridge (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Form, Function and Ergonomics In Our Lives (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) Exploring Careers in STEM Grade 7 (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on planning and designing programs |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Careers: Construction Worker (Photo Collection) Buildings: Construction Site (Photo Collection) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the impact of various technologies on the environment |
Are wind farms a threat to wildlife? (STEM in Context) Are Whales Beaching Themselves Stressed by Sonar? (STEM in Context) |
| B1.2 assess the effectiveness of various ways of mitigating the negative and enhancing the positive impact of human activities on the environment |
The Environmental Impact of Wasted Food (STEM in Context) How do Introduced Species Affect Ecosystems and the Economy (STEM in Context) Clothing4Climate (Action Project) |
| B1.3 analyse how diverse First Nations, Métis, and Inuit practices and perspectives contribute to environmental sustainability | Diving into the Ecosytem Impacts of Clothing (Clothing4Climate Action Project) |
| Specific Expectation | Resources |
|---|---|
| B2.1 explain that an ecosystem is a network of interactions among living organisms and their environment |
Canadian Invaders! (STEM in Context with Starting Points) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.2 identify biotic and abiotic components in an ecosystem, and describe the interactions between them |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.3 describe roles and relationships between producers, consumers, and decomposers within an ecosystem |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Coyotes: Coming to a town near you? (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Guppies, Guppies Everywhere! (STEM in Context with Starting Points) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| B2.4 describe the transfer of energy in a food chain, and explain the effects of altering any part of the chain | Canadian Invaders! (STEM in Context with Starting Points) |
| B2.5 describe how matter is cycled within the environment, and explain how the cycling of matter promotes sustainability | n/a |
| B2.6 explain the differences between primary succession and secondary succession in ecosystems | n/a |
| B2.7 explain how biotic and abiotic factors limit the number of organisms an ecosystem can sustain | Coyotes: Coming to a town near you? (STEM in Context) |
| B2.8 describe how different approaches to agriculture and to harvesting food from the natural environment can impact an ecosystem, and identify strategies that can be used to maintain and/or restore balance to ecosystems |
The Dirt on Soil Conservation (STEM in Context) Canadian Invaders! (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the impact of various technologies on the environment |
Are wind farms a threat to wildlife? (STEM in Context) Are Whales Beaching Themselves Stressed by Sonar? (STEM in Context) |
| B1.2 assess the effectiveness of various ways of mitigating the negative and enhancing the positive impact of human activities on the environment |
The Environmental Impact of Wasted Food (STEM in Context) How do Introduced Species Affect Ecosystems and the Economy (STEM in Context) Clothing4Climate (Action Project) |
| B1.3 analyse how diverse First Nations, Métis, and Inuit practices and perspectives contribute to environmental sustainability | Diving into the Ecosytem Impacts of Clothing (Clothing4Climate Action Project) |
| Specific Expectation | Resources |
|---|---|
| B2.1 explain that an ecosystem is a network of interactions among living organisms and their environment |
Canadian Invaders! (STEM in Context with Starting Points) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.2 identify biotic and abiotic components in an ecosystem, and describe the interactions between them |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.3 describe roles and relationships between producers, consumers, and decomposers within an ecosystem |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Coyotes: Coming to a town near you? (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Guppies, Guppies Everywhere! (STEM in Context with Starting Points) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| B2.4 describe the transfer of energy in a food chain, and explain the effects of altering any part of the chain | Canadian Invaders! (STEM in Context with Starting Points) |
| B2.5 describe how matter is cycled within the environment, and explain how the cycling of matter promotes sustainability | n/a |
| B2.6 explain the differences between primary succession and secondary succession in ecosystems | n/a |
| B2.7 explain how biotic and abiotic factors limit the number of organisms an ecosystem can sustain | Coyotes: Coming to a town near you? (STEM in Context) |
| B2.8 describe how different approaches to agriculture and to harvesting food from the natural environment can impact an ecosystem, and identify strategies that can be used to maintain and/or restore balance to ecosystems |
The Dirt on Soil Conservation (STEM in Context) Canadian Invaders! (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| C1.1 analyse the social and environment impacts of the use and disposal of pure substances found in technological devices, considering local and global perspectives | n/a |
| C1.2 assess environmental and social impacts of different industrial methods used to separate mixtures | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the particle theory of matter |
Introduction to the Particle Theory of Matter (Backgrounder) Describing and Classifying Matter (Backgrounder) Introduction to the Atom (Backgrounder) |
| C2.2 use particle theory to distinguish between pure substances and mixtures | Can we make butter? (Hands-on Activity) |
| C2.3 distinguish between homogenous and heterogenous mixtures |
What are the best materials to use for cleaning water? (Hands-on Activity) Lava Lamps (STEM in Context) |
| C2.4 use the particle theory to describe how different factors affect the solubility of a substance and the rate at which it dissolves | n/a |
| C2.5 describe the concentration of a saturated solution in both qualitative and quantitative terms, and differentiate between saturated and unsaturated solutions | n/a |
| C2.6 explain why water is referred to as the universal solvent | n/a |
| C2.7 explain various processes used to separate mixtures, including solutions, into their components, and identify some applications of these processes | What are the best materials to use for cleaning water? (Hands-on Activity)n/a |
| C2.8 describe pure substances as elements and compounds consisting of atoms and combinations of atoms | Describing and Classifying Matter (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C1.1 analyse the social and environment impacts of the use and disposal of pure substances found in technological devices, considering local and global perspectives | n/a |
| C1.2 assess environmental and social impacts of different industrial methods used to separate mixtures | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the particle theory of matter |
Introduction to the Particle Theory of Matter (Backgrounder) Describing and Classifying Matter (Backgrounder) Introduction to the Atom (Backgrounder) |
| C2.2 use particle theory to distinguish between pure substances and mixtures | Can we make butter? (Hands-on Activity) |
| C2.3 distinguish between homogenous and heterogenous mixtures |
What are the best materials to use for cleaning water? (Hands-on Activity) Lava Lamps (STEM in Context) |
| C2.4 use the particle theory to describe how different factors affect the solubility of a substance and the rate at which it dissolves | n/a |
| C2.5 describe the concentration of a saturated solution in both qualitative and quantitative terms, and differentiate between saturated and unsaturated solutions | n/a |
| C2.6 explain why water is referred to as the universal solvent | n/a |
| C2.7 explain various processes used to separate mixtures, including solutions, into their components, and identify some applications of these processes | What are the best materials to use for cleaning water? (Hands-on Activity)n/a |
| C2.8 describe pure substances as elements and compounds consisting of atoms and combinations of atoms | Describing and Classifying Matter (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 evaluate environmental, social, and economic factors that should be considered when designing and building structures to meet specific needs for individuals and communities | Design & Build A Water Tower (Lesson Plan) |
| D1.2 evaluate the impact of the ergonomic design of various tools, objects, and work spaces on a user’s health, safety, and ability to work efficiently, and use this information to describe changes that could be made in their own spaces and activities |
Form, Function and Ergonomics In Our Lives (Lesson Plan) The Solutioneers Week 2: Ready to Roll (Interactive) |
| Specific Expectation | Resources |
|---|---|
| D2.1 classify structures as solid structures, frame structures, or shell structures | Design & Build A Water Tower (Lesson Plan) |
| D2.2 describe ways in which the centre of gravity of a structure affects the structure’s stability | Design & Build A Water Tower (Lesson Plan) |
| D2.3 identify the magnitude, direction, point of application, and plane of application of the forces applied to a structure |
Why is a Triangle a Strong Shape? (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.4 describe the role of symmetry in structures, and identify instances of symmetry in various structures | Why is a Triangle a Strong Shape? (Backgrounder) |
| D2.5 describe factors that can cause a structure to fail | Design & Build A Water Tower (Lesson Plan) |
| D2.6 identify the factors that determine the suitability of materials for use in manufacturing a product or constructing a structure |
Types of Materials (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.7 describe methods engineers and other professionals use to assess, improve, and maintain the safety of structures |
Testing for Aviation Safety (Backgrounder) Testing Spacesuit Material (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 evaluate environmental, social, and economic factors that should be considered when designing and building structures to meet specific needs for individuals and communities | Design & Build A Water Tower (Lesson Plan) |
| D1.2 evaluate the impact of the ergonomic design of various tools, objects, and work spaces on a user’s health, safety, and ability to work efficiently, and use this information to describe changes that could be made in their own spaces and activities |
Form, Function and Ergonomics In Our Lives (Lesson Plan) The Solutioneers Week 2: Ready to Roll (Interactive) |
| Specific Expectation | Resources |
|---|---|
| D2.1 classify structures as solid structures, frame structures, or shell structures | Design & Build A Water Tower (Lesson Plan) |
| D2.2 describe ways in which the centre of gravity of a structure affects the structure’s stability | Design & Build A Water Tower (Lesson Plan) |
| D2.3 identify the magnitude, direction, point of application, and plane of application of the forces applied to a structure |
Why is a Triangle a Strong Shape? (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.4 describe the role of symmetry in structures, and identify instances of symmetry in various structures | Why is a Triangle a Strong Shape? (Backgrounder) |
| D2.5 describe factors that can cause a structure to fail | Design & Build A Water Tower (Lesson Plan) |
| D2.6 identify the factors that determine the suitability of materials for use in manufacturing a product or constructing a structure |
Types of Materials (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.7 describe methods engineers and other professionals use to assess, improve, and maintain the safety of structures |
Testing for Aviation Safety (Backgrounder) Testing Spacesuit Material (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental benefits of technologies that reduce heat loss in enclosed spaces or heat transfer to surrounding spaces | n/a |
| E1.2 analyse various social, economic, and environmental impacts, including impacts related to climate change, of using non-renewable and renewable sources of energy |
Clothing4Climate (Action Project) Generating Electicity: Fossil Fuels (Backgrounder) Generating Electricity: Nuclear Energy (STEM in Context) What are the Pros and Cons of Nuclear Energy (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| E2.1 use particle theory to explain how heat affects the motion of particles in a solid, a liquid, and a gas |
Introduction to the Particle Theory of Matter (Backgrounder) Lava Lamps (STEM in Context) |
| E2.2 demonstrate an understanding of various ways in which heat is generated |
What Causes Hot Things to Glow? (STEM in Context) Thermopower and the Body Heat-powered Flashlight (STEM in Context) Trapping Underground Energy with Heat Pumps (STEM in Context) Generating Electricity: Nuclear Energy (STEM in Context) Generating Electicity: Fossil Fuels (Backgrounder) |
| E2.3 use particle theory to explain the effects of heat on volume in solids, liquids, and gases, including during changes of states of matter |
Charles' Law and Gay-Lussac's Law (Backgrounder) Boyle's Law (Backgrounder) Kinetic Molecular Theory of Gases (Backgrounder) |
| E2.4 explain how heat is transmitted through conduction, and describe natural processes that are affected by conduction |
Design and Build an Insulated Food Container (Lesson Plan) Introduction to Heat Transfer (Backgrounder) |
| E2.5 explain how heat is transmitted in liquids and gases through convection, and describe natural processes that depend on convection | Design and Build an Insulated Food Container (Lesson Plan) |
| E2.6 explain how heat is transmitted through radiation, and describe the effects of radiation from the Sun on different kinds of surfaces |
Design and Build an Insulated Food Container (Lesson Plan) How Do Sleeping Bags Work? (STEM in Context) |
| E2.7 describe the role of radiation in heating and cooling Earth, and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere |
Clothing4Climate (Action Project) What is the Greenhouse Effect (Hands-on Activity) What is the Greenhouse Effect (Backgrounder) |
| E2.8 identify common sources of greenhouse gases, including sources resulting from human activity, and describe how humans can reduce emissions of these gases |
Clothing4Climate (Action Project) What are Greenhouse Gases? (Backgrounder) Cows, Methane and Climate Change (STEM in Context) How Vehicles Pollute the Air (Backgorunder) Generating Electicity: Fossil Fuels (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental benefits of technologies that reduce heat loss in enclosed spaces or heat transfer to surrounding spaces | n/a |
| E1.2 analyse various social, economic, and environmental impacts, including impacts related to climate change, of using non-renewable and renewable sources of energy |
Clothing4Climate (Action Project) Generating Electicity: Fossil Fuels (Backgrounder) Generating Electricity: Nuclear Energy (STEM in Context) What are the Pros and Cons of Nuclear Energy (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| E2.1 use particle theory to explain how heat affects the motion of particles in a solid, a liquid, and a gas |
Introduction to the Particle Theory of Matter (Backgrounder) Lava Lamps (STEM in Context) |
| E2.2 demonstrate an understanding of various ways in which heat is generated |
What Causes Hot Things to Glow? (STEM in Context) Thermopower and the Body Heat-powered Flashlight (STEM in Context) Trapping Underground Energy with Heat Pumps (STEM in Context) Generating Electricity: Nuclear Energy (STEM in Context) Generating Electicity: Fossil Fuels (Backgrounder) |
| E2.3 use particle theory to explain the effects of heat on volume in solids, liquids, and gases, including during changes of states of matter |
Charles' Law and Gay-Lussac's Law (Backgrounder) Boyle's Law (Backgrounder) Kinetic Molecular Theory of Gases (Backgrounder) |
| E2.4 explain how heat is transmitted through conduction, and describe natural processes that are affected by conduction |
Design and Build an Insulated Food Container (Lesson Plan) Introduction to Heat Transfer (Backgrounder) |
| E2.5 explain how heat is transmitted in liquids and gases through convection, and describe natural processes that depend on convection | Design and Build an Insulated Food Container (Lesson Plan) |
| E2.6 explain how heat is transmitted through radiation, and describe the effects of radiation from the Sun on different kinds of surfaces |
Design and Build an Insulated Food Container (Lesson Plan) How Do Sleeping Bags Work? (STEM in Context) |
| E2.7 describe the role of radiation in heating and cooling Earth, and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere |
Clothing4Climate (Action Project) What is the Greenhouse Effect (Hands-on Activity) What is the Greenhouse Effect (Backgrounder) |
| E2.8 identify common sources of greenhouse gases, including sources resulting from human activity, and describe how humans can reduce emissions of these gases |
Clothing4Climate (Action Project) What are Greenhouse Gases? (Backgrounder) Cows, Methane and Climate Change (STEM in Context) How Vehicles Pollute the Air (Backgorunder) Generating Electicity: Fossil Fuels (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigation | Form, Function and Ergonomics In Our Lives (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design and Build an Insulated Food Container (Lesson Plan) Build a Paper Bridge (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Form, Function and Ergonomics In Our Lives (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) Exploring Careers in STEM Grade 7 (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on planning and designing programs |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Careers: Construction Worker (Photo Collection) Buildings: Construction Site (Photo Collection) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigation | Form, Function and Ergonomics In Our Lives (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design and Build an Insulated Food Container (Lesson Plan) Build a Paper Bridge (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Form, Function and Ergonomics In Our Lives (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) Exploring Careers in STEM Grade 7 (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on planning and designing programs |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Careers: Construction Worker (Photo Collection) Buildings: Construction Site (Photo Collection) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the impact of various technologies on the environment |
Are wind farms a threat to wildlife? (STEM in Context) Are Whales Beaching Themselves Stressed by Sonar? (STEM in Context) |
| B1.2 assess the effectiveness of various ways of mitigating the negative and enhancing the positive impact of human activities on the environment |
The Environmental Impact of Wasted Food (STEM in Context) How do Introduced Species Affect Ecosystems and the Economy (STEM in Context) Clothing4Climate (Action Project) |
| B1.3 analyse how diverse First Nations, Métis, and Inuit practices and perspectives contribute to environmental sustainability | Diving into the Ecosytem Impacts of Clothing (Clothing4Climate Action Project) |
| Specific Expectation | Resources |
|---|---|
| B2.1 explain that an ecosystem is a network of interactions among living organisms and their environment |
Canadian Invaders! (STEM in Context with Starting Points) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.2 identify biotic and abiotic components in an ecosystem, and describe the interactions between them |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.3 describe roles and relationships between producers, consumers, and decomposers within an ecosystem |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Coyotes: Coming to a town near you? (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Guppies, Guppies Everywhere! (STEM in Context with Starting Points) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| B2.4 describe the transfer of energy in a food chain, and explain the effects of altering any part of the chain | Canadian Invaders! (STEM in Context with Starting Points) |
| B2.5 describe how matter is cycled within the environment, and explain how the cycling of matter promotes sustainability | n/a |
| B2.6 explain the differences between primary succession and secondary succession in ecosystems | n/a |
| B2.7 explain how biotic and abiotic factors limit the number of organisms an ecosystem can sustain | Coyotes: Coming to a town near you? (STEM in Context) |
| B2.8 describe how different approaches to agriculture and to harvesting food from the natural environment can impact an ecosystem, and identify strategies that can be used to maintain and/or restore balance to ecosystems |
The Dirt on Soil Conservation (STEM in Context) Canadian Invaders! (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the impact of various technologies on the environment |
Are wind farms a threat to wildlife? (STEM in Context) Are Whales Beaching Themselves Stressed by Sonar? (STEM in Context) |
| B1.2 assess the effectiveness of various ways of mitigating the negative and enhancing the positive impact of human activities on the environment |
The Environmental Impact of Wasted Food (STEM in Context) How do Introduced Species Affect Ecosystems and the Economy (STEM in Context) Clothing4Climate (Action Project) |
| B1.3 analyse how diverse First Nations, Métis, and Inuit practices and perspectives contribute to environmental sustainability | Diving into the Ecosytem Impacts of Clothing (Clothing4Climate Action Project) |
| Specific Expectation | Resources |
|---|---|
| B2.1 explain that an ecosystem is a network of interactions among living organisms and their environment |
Canadian Invaders! (STEM in Context with Starting Points) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.2 identify biotic and abiotic components in an ecosystem, and describe the interactions between them |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.3 describe roles and relationships between producers, consumers, and decomposers within an ecosystem |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Coyotes: Coming to a town near you? (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Guppies, Guppies Everywhere! (STEM in Context with Starting Points) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| B2.4 describe the transfer of energy in a food chain, and explain the effects of altering any part of the chain | Canadian Invaders! (STEM in Context with Starting Points) |
| B2.5 describe how matter is cycled within the environment, and explain how the cycling of matter promotes sustainability | n/a |
| B2.6 explain the differences between primary succession and secondary succession in ecosystems | n/a |
| B2.7 explain how biotic and abiotic factors limit the number of organisms an ecosystem can sustain | Coyotes: Coming to a town near you? (STEM in Context) |
| B2.8 describe how different approaches to agriculture and to harvesting food from the natural environment can impact an ecosystem, and identify strategies that can be used to maintain and/or restore balance to ecosystems |
The Dirt on Soil Conservation (STEM in Context) Canadian Invaders! (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| C1.1 analyse the social and environment impacts of the use and disposal of pure substances found in technological devices, considering local and global perspectives | n/a |
| C1.2 assess environmental and social impacts of different industrial methods used to separate mixtures | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the particle theory of matter |
Introduction to the Particle Theory of Matter (Backgrounder) Describing and Classifying Matter (Backgrounder) Introduction to the Atom (Backgrounder) |
| C2.2 use particle theory to distinguish between pure substances and mixtures | Can we make butter? (Hands-on Activity) |
| C2.3 distinguish between homogenous and heterogenous mixtures |
What are the best materials to use for cleaning water? (Hands-on Activity) Lava Lamps (STEM in Context) |
| C2.4 use the particle theory to describe how different factors affect the solubility of a substance and the rate at which it dissolves | n/a |
| C2.5 describe the concentration of a saturated solution in both qualitative and quantitative terms, and differentiate between saturated and unsaturated solutions | n/a |
| C2.6 explain why water is referred to as the universal solvent | n/a |
| C2.7 explain various processes used to separate mixtures, including solutions, into their components, and identify some applications of these processes | What are the best materials to use for cleaning water? (Hands-on Activity)n/a |
| C2.8 describe pure substances as elements and compounds consisting of atoms and combinations of atoms | Describing and Classifying Matter (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C1.1 analyse the social and environment impacts of the use and disposal of pure substances found in technological devices, considering local and global perspectives | n/a |
| C1.2 assess environmental and social impacts of different industrial methods used to separate mixtures | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the particle theory of matter |
Introduction to the Particle Theory of Matter (Backgrounder) Describing and Classifying Matter (Backgrounder) Introduction to the Atom (Backgrounder) |
| C2.2 use particle theory to distinguish between pure substances and mixtures | Can we make butter? (Hands-on Activity) |
| C2.3 distinguish between homogenous and heterogenous mixtures |
What are the best materials to use for cleaning water? (Hands-on Activity) Lava Lamps (STEM in Context) |
| C2.4 use the particle theory to describe how different factors affect the solubility of a substance and the rate at which it dissolves | n/a |
| C2.5 describe the concentration of a saturated solution in both qualitative and quantitative terms, and differentiate between saturated and unsaturated solutions | n/a |
| C2.6 explain why water is referred to as the universal solvent | n/a |
| C2.7 explain various processes used to separate mixtures, including solutions, into their components, and identify some applications of these processes | What are the best materials to use for cleaning water? (Hands-on Activity)n/a |
| C2.8 describe pure substances as elements and compounds consisting of atoms and combinations of atoms | Describing and Classifying Matter (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 evaluate environmental, social, and economic factors that should be considered when designing and building structures to meet specific needs for individuals and communities | Design & Build A Water Tower (Lesson Plan) |
| D1.2 evaluate the impact of the ergonomic design of various tools, objects, and work spaces on a user’s health, safety, and ability to work efficiently, and use this information to describe changes that could be made in their own spaces and activities |
Form, Function and Ergonomics In Our Lives (Lesson Plan) The Solutioneers Week 2: Ready to Roll (Interactive) |
| Specific Expectation | Resources |
|---|---|
| D2.1 classify structures as solid structures, frame structures, or shell structures | Design & Build A Water Tower (Lesson Plan) |
| D2.2 describe ways in which the centre of gravity of a structure affects the structure’s stability | Design & Build A Water Tower (Lesson Plan) |
| D2.3 identify the magnitude, direction, point of application, and plane of application of the forces applied to a structure |
Why is a Triangle a Strong Shape? (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.4 describe the role of symmetry in structures, and identify instances of symmetry in various structures | Why is a Triangle a Strong Shape? (Backgrounder) |
| D2.5 describe factors that can cause a structure to fail | Design & Build A Water Tower (Lesson Plan) |
| D2.6 identify the factors that determine the suitability of materials for use in manufacturing a product or constructing a structure |
Types of Materials (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.7 describe methods engineers and other professionals use to assess, improve, and maintain the safety of structures |
Testing for Aviation Safety (Backgrounder) Testing Spacesuit Material (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 evaluate environmental, social, and economic factors that should be considered when designing and building structures to meet specific needs for individuals and communities | Design & Build A Water Tower (Lesson Plan) |
| D1.2 evaluate the impact of the ergonomic design of various tools, objects, and work spaces on a user’s health, safety, and ability to work efficiently, and use this information to describe changes that could be made in their own spaces and activities |
Form, Function and Ergonomics In Our Lives (Lesson Plan) The Solutioneers Week 2: Ready to Roll (Interactive) |
| Specific Expectation | Resources |
|---|---|
| D2.1 classify structures as solid structures, frame structures, or shell structures | Design & Build A Water Tower (Lesson Plan) |
| D2.2 describe ways in which the centre of gravity of a structure affects the structure’s stability | Design & Build A Water Tower (Lesson Plan) |
| D2.3 identify the magnitude, direction, point of application, and plane of application of the forces applied to a structure |
Why is a Triangle a Strong Shape? (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.4 describe the role of symmetry in structures, and identify instances of symmetry in various structures | Why is a Triangle a Strong Shape? (Backgrounder) |
| D2.5 describe factors that can cause a structure to fail | Design & Build A Water Tower (Lesson Plan) |
| D2.6 identify the factors that determine the suitability of materials for use in manufacturing a product or constructing a structure |
Types of Materials (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.7 describe methods engineers and other professionals use to assess, improve, and maintain the safety of structures |
Testing for Aviation Safety (Backgrounder) Testing Spacesuit Material (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental benefits of technologies that reduce heat loss in enclosed spaces or heat transfer to surrounding spaces | n/a |
| E1.2 analyse various social, economic, and environmental impacts, including impacts related to climate change, of using non-renewable and renewable sources of energy |
Clothing4Climate (Action Project) Generating Electicity: Fossil Fuels (Backgrounder) Generating Electricity: Nuclear Energy (STEM in Context) What are the Pros and Cons of Nuclear Energy (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| E2.1 use particle theory to explain how heat affects the motion of particles in a solid, a liquid, and a gas |
Introduction to the Particle Theory of Matter (Backgrounder) Lava Lamps (STEM in Context) |
| E2.2 demonstrate an understanding of various ways in which heat is generated |
What Causes Hot Things to Glow? (STEM in Context) Thermopower and the Body Heat-powered Flashlight (STEM in Context) Trapping Underground Energy with Heat Pumps (STEM in Context) Generating Electricity: Nuclear Energy (STEM in Context) Generating Electicity: Fossil Fuels (Backgrounder) |
| E2.3 use particle theory to explain the effects of heat on volume in solids, liquids, and gases, including during changes of states of matter |
Charles' Law and Gay-Lussac's Law (Backgrounder) Boyle's Law (Backgrounder) Kinetic Molecular Theory of Gases (Backgrounder) |
| E2.4 explain how heat is transmitted through conduction, and describe natural processes that are affected by conduction |
Design and Build an Insulated Food Container (Lesson Plan) Introduction to Heat Transfer (Backgrounder) |
| E2.5 explain how heat is transmitted in liquids and gases through convection, and describe natural processes that depend on convection | Design and Build an Insulated Food Container (Lesson Plan) |
| E2.6 explain how heat is transmitted through radiation, and describe the effects of radiation from the Sun on different kinds of surfaces |
Design and Build an Insulated Food Container (Lesson Plan) How Do Sleeping Bags Work? (STEM in Context) |
| E2.7 describe the role of radiation in heating and cooling Earth, and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere |
Clothing4Climate (Action Project) What is the Greenhouse Effect (Hands-on Activity) What is the Greenhouse Effect (Backgrounder) |
| E2.8 identify common sources of greenhouse gases, including sources resulting from human activity, and describe how humans can reduce emissions of these gases |
Clothing4Climate (Action Project) What are Greenhouse Gases? (Backgrounder) Cows, Methane and Climate Change (STEM in Context) How Vehicles Pollute the Air (Backgorunder) Generating Electicity: Fossil Fuels (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental benefits of technologies that reduce heat loss in enclosed spaces or heat transfer to surrounding spaces | n/a |
| E1.2 analyse various social, economic, and environmental impacts, including impacts related to climate change, of using non-renewable and renewable sources of energy |
Clothing4Climate (Action Project) Generating Electicity: Fossil Fuels (Backgrounder) Generating Electricity: Nuclear Energy (STEM in Context) What are the Pros and Cons of Nuclear Energy (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| E2.1 use particle theory to explain how heat affects the motion of particles in a solid, a liquid, and a gas |
Introduction to the Particle Theory of Matter (Backgrounder) Lava Lamps (STEM in Context) |
| E2.2 demonstrate an understanding of various ways in which heat is generated |
What Causes Hot Things to Glow? (STEM in Context) Thermopower and the Body Heat-powered Flashlight (STEM in Context) Trapping Underground Energy with Heat Pumps (STEM in Context) Generating Electricity: Nuclear Energy (STEM in Context) Generating Electicity: Fossil Fuels (Backgrounder) |
| E2.3 use particle theory to explain the effects of heat on volume in solids, liquids, and gases, including during changes of states of matter |
Charles' Law and Gay-Lussac's Law (Backgrounder) Boyle's Law (Backgrounder) Kinetic Molecular Theory of Gases (Backgrounder) |
| E2.4 explain how heat is transmitted through conduction, and describe natural processes that are affected by conduction |
Design and Build an Insulated Food Container (Lesson Plan) Introduction to Heat Transfer (Backgrounder) |
| E2.5 explain how heat is transmitted in liquids and gases through convection, and describe natural processes that depend on convection | Design and Build an Insulated Food Container (Lesson Plan) |
| E2.6 explain how heat is transmitted through radiation, and describe the effects of radiation from the Sun on different kinds of surfaces |
Design and Build an Insulated Food Container (Lesson Plan) How Do Sleeping Bags Work? (STEM in Context) |
| E2.7 describe the role of radiation in heating and cooling Earth, and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere |
Clothing4Climate (Action Project) What is the Greenhouse Effect (Hands-on Activity) What is the Greenhouse Effect (Backgrounder) |
| E2.8 identify common sources of greenhouse gases, including sources resulting from human activity, and describe how humans can reduce emissions of these gases |
Clothing4Climate (Action Project) What are Greenhouse Gases? (Backgrounder) Cows, Methane and Climate Change (STEM in Context) How Vehicles Pollute the Air (Backgorunder) Generating Electicity: Fossil Fuels (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigation | Form, Function and Ergonomics In Our Lives (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design and Build an Insulated Food Container (Lesson Plan) Build a Paper Bridge (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Form, Function and Ergonomics In Our Lives (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) Exploring Careers in STEM Grade 7 (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on planning and designing programs |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Careers: Construction Worker (Photo Collection) Buildings: Construction Site (Photo Collection) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigation | Form, Function and Ergonomics In Our Lives (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design and Build an Insulated Food Container (Lesson Plan) Build a Paper Bridge (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Form, Function and Ergonomics In Our Lives (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) Exploring Careers in STEM Grade 7 (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on planning and designing programs |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Careers: Construction Worker (Photo Collection) Buildings: Construction Site (Photo Collection) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the impact of various technologies on the environment |
Are wind farms a threat to wildlife? (STEM in Context) Are Whales Beaching Themselves Stressed by Sonar? (STEM in Context) |
| B1.2 assess the effectiveness of various ways of mitigating the negative and enhancing the positive impact of human activities on the environment |
The Environmental Impact of Wasted Food (STEM in Context) How do Introduced Species Affect Ecosystems and the Economy (STEM in Context) Clothing4Climate (Action Project) |
| B1.3 analyse how diverse First Nations, Métis, and Inuit practices and perspectives contribute to environmental sustainability | Diving into the Ecosytem Impacts of Clothing (Clothing4Climate Action Project) |
| Specific Expectation | Resources |
|---|---|
| B2.1 explain that an ecosystem is a network of interactions among living organisms and their environment |
Canadian Invaders! (STEM in Context with Starting Points) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.2 identify biotic and abiotic components in an ecosystem, and describe the interactions between them |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.3 describe roles and relationships between producers, consumers, and decomposers within an ecosystem |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Coyotes: Coming to a town near you? (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Guppies, Guppies Everywhere! (STEM in Context with Starting Points) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| B2.4 describe the transfer of energy in a food chain, and explain the effects of altering any part of the chain | Canadian Invaders! (STEM in Context with Starting Points) |
| B2.5 describe how matter is cycled within the environment, and explain how the cycling of matter promotes sustainability | n/a |
| B2.6 explain the differences between primary succession and secondary succession in ecosystems | n/a |
| B2.7 explain how biotic and abiotic factors limit the number of organisms an ecosystem can sustain | Coyotes: Coming to a town near you? (STEM in Context) |
| B2.8 describe how different approaches to agriculture and to harvesting food from the natural environment can impact an ecosystem, and identify strategies that can be used to maintain and/or restore balance to ecosystems |
The Dirt on Soil Conservation (STEM in Context) Canadian Invaders! (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the impact of various technologies on the environment |
Are wind farms a threat to wildlife? (STEM in Context) Are Whales Beaching Themselves Stressed by Sonar? (STEM in Context) |
| B1.2 assess the effectiveness of various ways of mitigating the negative and enhancing the positive impact of human activities on the environment |
The Environmental Impact of Wasted Food (STEM in Context) How do Introduced Species Affect Ecosystems and the Economy (STEM in Context) Clothing4Climate (Action Project) |
| B1.3 analyse how diverse First Nations, Métis, and Inuit practices and perspectives contribute to environmental sustainability | Diving into the Ecosytem Impacts of Clothing (Clothing4Climate Action Project) |
| Specific Expectation | Resources |
|---|---|
| B2.1 explain that an ecosystem is a network of interactions among living organisms and their environment |
Canadian Invaders! (STEM in Context with Starting Points) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.2 identify biotic and abiotic components in an ecosystem, and describe the interactions between them |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.3 describe roles and relationships between producers, consumers, and decomposers within an ecosystem |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Coyotes: Coming to a town near you? (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Guppies, Guppies Everywhere! (STEM in Context with Starting Points) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| B2.4 describe the transfer of energy in a food chain, and explain the effects of altering any part of the chain | Canadian Invaders! (STEM in Context with Starting Points) |
| B2.5 describe how matter is cycled within the environment, and explain how the cycling of matter promotes sustainability | n/a |
| B2.6 explain the differences between primary succession and secondary succession in ecosystems | n/a |
| B2.7 explain how biotic and abiotic factors limit the number of organisms an ecosystem can sustain | Coyotes: Coming to a town near you? (STEM in Context) |
| B2.8 describe how different approaches to agriculture and to harvesting food from the natural environment can impact an ecosystem, and identify strategies that can be used to maintain and/or restore balance to ecosystems |
The Dirt on Soil Conservation (STEM in Context) Canadian Invaders! (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| C1.1 analyse the social and environment impacts of the use and disposal of pure substances found in technological devices, considering local and global perspectives | n/a |
| C1.2 assess environmental and social impacts of different industrial methods used to separate mixtures | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the particle theory of matter |
Introduction to the Particle Theory of Matter (Backgrounder) Describing and Classifying Matter (Backgrounder) Introduction to the Atom (Backgrounder) |
| C2.2 use particle theory to distinguish between pure substances and mixtures | Can we make butter? (Hands-on Activity) |
| C2.3 distinguish between homogenous and heterogenous mixtures |
What are the best materials to use for cleaning water? (Hands-on Activity) Lava Lamps (STEM in Context) |
| C2.4 use the particle theory to describe how different factors affect the solubility of a substance and the rate at which it dissolves | n/a |
| C2.5 describe the concentration of a saturated solution in both qualitative and quantitative terms, and differentiate between saturated and unsaturated solutions | n/a |
| C2.6 explain why water is referred to as the universal solvent | n/a |
| C2.7 explain various processes used to separate mixtures, including solutions, into their components, and identify some applications of these processes | What are the best materials to use for cleaning water? (Hands-on Activity)n/a |
| C2.8 describe pure substances as elements and compounds consisting of atoms and combinations of atoms | Describing and Classifying Matter (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C1.1 analyse the social and environment impacts of the use and disposal of pure substances found in technological devices, considering local and global perspectives | n/a |
| C1.2 assess environmental and social impacts of different industrial methods used to separate mixtures | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the particle theory of matter |
Introduction to the Particle Theory of Matter (Backgrounder) Describing and Classifying Matter (Backgrounder) Introduction to the Atom (Backgrounder) |
| C2.2 use particle theory to distinguish between pure substances and mixtures | Can we make butter? (Hands-on Activity) |
| C2.3 distinguish between homogenous and heterogenous mixtures |
What are the best materials to use for cleaning water? (Hands-on Activity) Lava Lamps (STEM in Context) |
| C2.4 use the particle theory to describe how different factors affect the solubility of a substance and the rate at which it dissolves | n/a |
| C2.5 describe the concentration of a saturated solution in both qualitative and quantitative terms, and differentiate between saturated and unsaturated solutions | n/a |
| C2.6 explain why water is referred to as the universal solvent | n/a |
| C2.7 explain various processes used to separate mixtures, including solutions, into their components, and identify some applications of these processes | What are the best materials to use for cleaning water? (Hands-on Activity)n/a |
| C2.8 describe pure substances as elements and compounds consisting of atoms and combinations of atoms | Describing and Classifying Matter (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 evaluate environmental, social, and economic factors that should be considered when designing and building structures to meet specific needs for individuals and communities | Design & Build A Water Tower (Lesson Plan) |
| D1.2 evaluate the impact of the ergonomic design of various tools, objects, and work spaces on a user’s health, safety, and ability to work efficiently, and use this information to describe changes that could be made in their own spaces and activities |
Form, Function and Ergonomics In Our Lives (Lesson Plan) The Solutioneers Week 2: Ready to Roll (Interactive) |
| Specific Expectation | Resources |
|---|---|
| D2.1 classify structures as solid structures, frame structures, or shell structures | Design & Build A Water Tower (Lesson Plan) |
| D2.2 describe ways in which the centre of gravity of a structure affects the structure’s stability | Design & Build A Water Tower (Lesson Plan) |
| D2.3 identify the magnitude, direction, point of application, and plane of application of the forces applied to a structure |
Why is a Triangle a Strong Shape? (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.4 describe the role of symmetry in structures, and identify instances of symmetry in various structures | Why is a Triangle a Strong Shape? (Backgrounder) |
| D2.5 describe factors that can cause a structure to fail | Design & Build A Water Tower (Lesson Plan) |
| D2.6 identify the factors that determine the suitability of materials for use in manufacturing a product or constructing a structure |
Types of Materials (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.7 describe methods engineers and other professionals use to assess, improve, and maintain the safety of structures |
Testing for Aviation Safety (Backgrounder) Testing Spacesuit Material (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 evaluate environmental, social, and economic factors that should be considered when designing and building structures to meet specific needs for individuals and communities | Design & Build A Water Tower (Lesson Plan) |
| D1.2 evaluate the impact of the ergonomic design of various tools, objects, and work spaces on a user’s health, safety, and ability to work efficiently, and use this information to describe changes that could be made in their own spaces and activities |
Form, Function and Ergonomics In Our Lives (Lesson Plan) The Solutioneers Week 2: Ready to Roll (Interactive) |
| Specific Expectation | Resources |
|---|---|
| D2.1 classify structures as solid structures, frame structures, or shell structures | Design & Build A Water Tower (Lesson Plan) |
| D2.2 describe ways in which the centre of gravity of a structure affects the structure’s stability | Design & Build A Water Tower (Lesson Plan) |
| D2.3 identify the magnitude, direction, point of application, and plane of application of the forces applied to a structure |
Why is a Triangle a Strong Shape? (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.4 describe the role of symmetry in structures, and identify instances of symmetry in various structures | Why is a Triangle a Strong Shape? (Backgrounder) |
| D2.5 describe factors that can cause a structure to fail | Design & Build A Water Tower (Lesson Plan) |
| D2.6 identify the factors that determine the suitability of materials for use in manufacturing a product or constructing a structure |
Types of Materials (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.7 describe methods engineers and other professionals use to assess, improve, and maintain the safety of structures |
Testing for Aviation Safety (Backgrounder) Testing Spacesuit Material (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental benefits of technologies that reduce heat loss in enclosed spaces or heat transfer to surrounding spaces | n/a |
| E1.2 analyse various social, economic, and environmental impacts, including impacts related to climate change, of using non-renewable and renewable sources of energy |
Clothing4Climate (Action Project) Generating Electicity: Fossil Fuels (Backgrounder) Generating Electricity: Nuclear Energy (STEM in Context) What are the Pros and Cons of Nuclear Energy (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| E2.1 use particle theory to explain how heat affects the motion of particles in a solid, a liquid, and a gas |
Introduction to the Particle Theory of Matter (Backgrounder) Lava Lamps (STEM in Context) |
| E2.2 demonstrate an understanding of various ways in which heat is generated |
What Causes Hot Things to Glow? (STEM in Context) Thermopower and the Body Heat-powered Flashlight (STEM in Context) Trapping Underground Energy with Heat Pumps (STEM in Context) Generating Electricity: Nuclear Energy (STEM in Context) Generating Electicity: Fossil Fuels (Backgrounder) |
| E2.3 use particle theory to explain the effects of heat on volume in solids, liquids, and gases, including during changes of states of matter |
Charles' Law and Gay-Lussac's Law (Backgrounder) Boyle's Law (Backgrounder) Kinetic Molecular Theory of Gases (Backgrounder) |
| E2.4 explain how heat is transmitted through conduction, and describe natural processes that are affected by conduction |
Design and Build an Insulated Food Container (Lesson Plan) Introduction to Heat Transfer (Backgrounder) |
| E2.5 explain how heat is transmitted in liquids and gases through convection, and describe natural processes that depend on convection | Design and Build an Insulated Food Container (Lesson Plan) |
| E2.6 explain how heat is transmitted through radiation, and describe the effects of radiation from the Sun on different kinds of surfaces |
Design and Build an Insulated Food Container (Lesson Plan) How Do Sleeping Bags Work? (STEM in Context) |
| E2.7 describe the role of radiation in heating and cooling Earth, and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere |
Clothing4Climate (Action Project) What is the Greenhouse Effect (Hands-on Activity) What is the Greenhouse Effect (Backgrounder) |
| E2.8 identify common sources of greenhouse gases, including sources resulting from human activity, and describe how humans can reduce emissions of these gases |
Clothing4Climate (Action Project) What are Greenhouse Gases? (Backgrounder) Cows, Methane and Climate Change (STEM in Context) How Vehicles Pollute the Air (Backgorunder) Generating Electicity: Fossil Fuels (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental benefits of technologies that reduce heat loss in enclosed spaces or heat transfer to surrounding spaces | n/a |
| E1.2 analyse various social, economic, and environmental impacts, including impacts related to climate change, of using non-renewable and renewable sources of energy |
Clothing4Climate (Action Project) Generating Electicity: Fossil Fuels (Backgrounder) Generating Electricity: Nuclear Energy (STEM in Context) What are the Pros and Cons of Nuclear Energy (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| E2.1 use particle theory to explain how heat affects the motion of particles in a solid, a liquid, and a gas |
Introduction to the Particle Theory of Matter (Backgrounder) Lava Lamps (STEM in Context) |
| E2.2 demonstrate an understanding of various ways in which heat is generated |
What Causes Hot Things to Glow? (STEM in Context) Thermopower and the Body Heat-powered Flashlight (STEM in Context) Trapping Underground Energy with Heat Pumps (STEM in Context) Generating Electricity: Nuclear Energy (STEM in Context) Generating Electicity: Fossil Fuels (Backgrounder) |
| E2.3 use particle theory to explain the effects of heat on volume in solids, liquids, and gases, including during changes of states of matter |
Charles' Law and Gay-Lussac's Law (Backgrounder) Boyle's Law (Backgrounder) Kinetic Molecular Theory of Gases (Backgrounder) |
| E2.4 explain how heat is transmitted through conduction, and describe natural processes that are affected by conduction |
Design and Build an Insulated Food Container (Lesson Plan) Introduction to Heat Transfer (Backgrounder) |
| E2.5 explain how heat is transmitted in liquids and gases through convection, and describe natural processes that depend on convection | Design and Build an Insulated Food Container (Lesson Plan) |
| E2.6 explain how heat is transmitted through radiation, and describe the effects of radiation from the Sun on different kinds of surfaces |
Design and Build an Insulated Food Container (Lesson Plan) How Do Sleeping Bags Work? (STEM in Context) |
| E2.7 describe the role of radiation in heating and cooling Earth, and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere |
Clothing4Climate (Action Project) What is the Greenhouse Effect (Hands-on Activity) What is the Greenhouse Effect (Backgrounder) |
| E2.8 identify common sources of greenhouse gases, including sources resulting from human activity, and describe how humans can reduce emissions of these gases |
Clothing4Climate (Action Project) What are Greenhouse Gases? (Backgrounder) Cows, Methane and Climate Change (STEM in Context) How Vehicles Pollute the Air (Backgorunder) Generating Electicity: Fossil Fuels (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigation | Form, Function and Ergonomics In Our Lives (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design and Build an Insulated Food Container (Lesson Plan) Build a Paper Bridge (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Form, Function and Ergonomics In Our Lives (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) Exploring Careers in STEM Grade 7 (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on planning and designing programs |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Careers: Construction Worker (Photo Collection) Buildings: Construction Site (Photo Collection) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigation | Form, Function and Ergonomics In Our Lives (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design and Build an Insulated Food Container (Lesson Plan) Build a Paper Bridge (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Form, Function and Ergonomics In Our Lives (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) Exploring Careers in STEM Grade 7 (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on planning and designing programs |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Careers: Construction Worker (Photo Collection) Buildings: Construction Site (Photo Collection) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the impact of various technologies on the environment |
Are wind farms a threat to wildlife? (STEM in Context) Are Whales Beaching Themselves Stressed by Sonar? (STEM in Context) |
| B1.2 assess the effectiveness of various ways of mitigating the negative and enhancing the positive impact of human activities on the environment |
The Environmental Impact of Wasted Food (STEM in Context) How do Introduced Species Affect Ecosystems and the Economy (STEM in Context) Clothing4Climate (Action Project) |
| B1.3 analyse how diverse First Nations, Métis, and Inuit practices and perspectives contribute to environmental sustainability | Diving into the Ecosytem Impacts of Clothing (Clothing4Climate Action Project) |
| Specific Expectation | Resources |
|---|---|
| B2.1 explain that an ecosystem is a network of interactions among living organisms and their environment |
Canadian Invaders! (STEM in Context with Starting Points) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.2 identify biotic and abiotic components in an ecosystem, and describe the interactions between them |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.3 describe roles and relationships between producers, consumers, and decomposers within an ecosystem |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Coyotes: Coming to a town near you? (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Guppies, Guppies Everywhere! (STEM in Context with Starting Points) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| B2.4 describe the transfer of energy in a food chain, and explain the effects of altering any part of the chain | Canadian Invaders! (STEM in Context with Starting Points) |
| B2.5 describe how matter is cycled within the environment, and explain how the cycling of matter promotes sustainability | n/a |
| B2.6 explain the differences between primary succession and secondary succession in ecosystems | n/a |
| B2.7 explain how biotic and abiotic factors limit the number of organisms an ecosystem can sustain | Coyotes: Coming to a town near you? (STEM in Context) |
| B2.8 describe how different approaches to agriculture and to harvesting food from the natural environment can impact an ecosystem, and identify strategies that can be used to maintain and/or restore balance to ecosystems |
The Dirt on Soil Conservation (STEM in Context) Canadian Invaders! (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the impact of various technologies on the environment |
Are wind farms a threat to wildlife? (STEM in Context) Are Whales Beaching Themselves Stressed by Sonar? (STEM in Context) |
| B1.2 assess the effectiveness of various ways of mitigating the negative and enhancing the positive impact of human activities on the environment |
The Environmental Impact of Wasted Food (STEM in Context) How do Introduced Species Affect Ecosystems and the Economy (STEM in Context) Clothing4Climate (Action Project) |
| B1.3 analyse how diverse First Nations, Métis, and Inuit practices and perspectives contribute to environmental sustainability | Diving into the Ecosytem Impacts of Clothing (Clothing4Climate Action Project) |
| Specific Expectation | Resources |
|---|---|
| B2.1 explain that an ecosystem is a network of interactions among living organisms and their environment |
Canadian Invaders! (STEM in Context with Starting Points) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.2 identify biotic and abiotic components in an ecosystem, and describe the interactions between them |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.3 describe roles and relationships between producers, consumers, and decomposers within an ecosystem |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Coyotes: Coming to a town near you? (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Guppies, Guppies Everywhere! (STEM in Context with Starting Points) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| B2.4 describe the transfer of energy in a food chain, and explain the effects of altering any part of the chain | Canadian Invaders! (STEM in Context with Starting Points) |
| B2.5 describe how matter is cycled within the environment, and explain how the cycling of matter promotes sustainability | n/a |
| B2.6 explain the differences between primary succession and secondary succession in ecosystems | n/a |
| B2.7 explain how biotic and abiotic factors limit the number of organisms an ecosystem can sustain | Coyotes: Coming to a town near you? (STEM in Context) |
| B2.8 describe how different approaches to agriculture and to harvesting food from the natural environment can impact an ecosystem, and identify strategies that can be used to maintain and/or restore balance to ecosystems |
The Dirt on Soil Conservation (STEM in Context) Canadian Invaders! (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| C1.1 analyse the social and environment impacts of the use and disposal of pure substances found in technological devices, considering local and global perspectives | n/a |
| C1.2 assess environmental and social impacts of different industrial methods used to separate mixtures | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the particle theory of matter |
Introduction to the Particle Theory of Matter (Backgrounder) Describing and Classifying Matter (Backgrounder) Introduction to the Atom (Backgrounder) |
| C2.2 use particle theory to distinguish between pure substances and mixtures | Can we make butter? (Hands-on Activity) |
| C2.3 distinguish between homogenous and heterogenous mixtures |
What are the best materials to use for cleaning water? (Hands-on Activity) Lava Lamps (STEM in Context) |
| C2.4 use the particle theory to describe how different factors affect the solubility of a substance and the rate at which it dissolves | n/a |
| C2.5 describe the concentration of a saturated solution in both qualitative and quantitative terms, and differentiate between saturated and unsaturated solutions | n/a |
| C2.6 explain why water is referred to as the universal solvent | n/a |
| C2.7 explain various processes used to separate mixtures, including solutions, into their components, and identify some applications of these processes | What are the best materials to use for cleaning water? (Hands-on Activity)n/a |
| C2.8 describe pure substances as elements and compounds consisting of atoms and combinations of atoms | Describing and Classifying Matter (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C1.1 analyse the social and environment impacts of the use and disposal of pure substances found in technological devices, considering local and global perspectives | n/a |
| C1.2 assess environmental and social impacts of different industrial methods used to separate mixtures | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the particle theory of matter |
Introduction to the Particle Theory of Matter (Backgrounder) Describing and Classifying Matter (Backgrounder) Introduction to the Atom (Backgrounder) |
| C2.2 use particle theory to distinguish between pure substances and mixtures | Can we make butter? (Hands-on Activity) |
| C2.3 distinguish between homogenous and heterogenous mixtures |
What are the best materials to use for cleaning water? (Hands-on Activity) Lava Lamps (STEM in Context) |
| C2.4 use the particle theory to describe how different factors affect the solubility of a substance and the rate at which it dissolves | n/a |
| C2.5 describe the concentration of a saturated solution in both qualitative and quantitative terms, and differentiate between saturated and unsaturated solutions | n/a |
| C2.6 explain why water is referred to as the universal solvent | n/a |
| C2.7 explain various processes used to separate mixtures, including solutions, into their components, and identify some applications of these processes | What are the best materials to use for cleaning water? (Hands-on Activity)n/a |
| C2.8 describe pure substances as elements and compounds consisting of atoms and combinations of atoms | Describing and Classifying Matter (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 evaluate environmental, social, and economic factors that should be considered when designing and building structures to meet specific needs for individuals and communities | Design & Build A Water Tower (Lesson Plan) |
| D1.2 evaluate the impact of the ergonomic design of various tools, objects, and work spaces on a user’s health, safety, and ability to work efficiently, and use this information to describe changes that could be made in their own spaces and activities |
Form, Function and Ergonomics In Our Lives (Lesson Plan) The Solutioneers Week 2: Ready to Roll (Interactive) |
| Specific Expectation | Resources |
|---|---|
| D2.1 classify structures as solid structures, frame structures, or shell structures | Design & Build A Water Tower (Lesson Plan) |
| D2.2 describe ways in which the centre of gravity of a structure affects the structure’s stability | Design & Build A Water Tower (Lesson Plan) |
| D2.3 identify the magnitude, direction, point of application, and plane of application of the forces applied to a structure |
Why is a Triangle a Strong Shape? (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.4 describe the role of symmetry in structures, and identify instances of symmetry in various structures | Why is a Triangle a Strong Shape? (Backgrounder) |
| D2.5 describe factors that can cause a structure to fail | Design & Build A Water Tower (Lesson Plan) |
| D2.6 identify the factors that determine the suitability of materials for use in manufacturing a product or constructing a structure |
Types of Materials (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.7 describe methods engineers and other professionals use to assess, improve, and maintain the safety of structures |
Testing for Aviation Safety (Backgrounder) Testing Spacesuit Material (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 evaluate environmental, social, and economic factors that should be considered when designing and building structures to meet specific needs for individuals and communities | Design & Build A Water Tower (Lesson Plan) |
| D1.2 evaluate the impact of the ergonomic design of various tools, objects, and work spaces on a user’s health, safety, and ability to work efficiently, and use this information to describe changes that could be made in their own spaces and activities |
Form, Function and Ergonomics In Our Lives (Lesson Plan) The Solutioneers Week 2: Ready to Roll (Interactive) |
| Specific Expectation | Resources |
|---|---|
| D2.1 classify structures as solid structures, frame structures, or shell structures | Design & Build A Water Tower (Lesson Plan) |
| D2.2 describe ways in which the centre of gravity of a structure affects the structure’s stability | Design & Build A Water Tower (Lesson Plan) |
| D2.3 identify the magnitude, direction, point of application, and plane of application of the forces applied to a structure |
Why is a Triangle a Strong Shape? (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.4 describe the role of symmetry in structures, and identify instances of symmetry in various structures | Why is a Triangle a Strong Shape? (Backgrounder) |
| D2.5 describe factors that can cause a structure to fail | Design & Build A Water Tower (Lesson Plan) |
| D2.6 identify the factors that determine the suitability of materials for use in manufacturing a product or constructing a structure |
Types of Materials (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.7 describe methods engineers and other professionals use to assess, improve, and maintain the safety of structures |
Testing for Aviation Safety (Backgrounder) Testing Spacesuit Material (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental benefits of technologies that reduce heat loss in enclosed spaces or heat transfer to surrounding spaces | n/a |
| E1.2 analyse various social, economic, and environmental impacts, including impacts related to climate change, of using non-renewable and renewable sources of energy |
Clothing4Climate (Action Project) Generating Electicity: Fossil Fuels (Backgrounder) Generating Electricity: Nuclear Energy (STEM in Context) What are the Pros and Cons of Nuclear Energy (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| E2.1 use particle theory to explain how heat affects the motion of particles in a solid, a liquid, and a gas |
Introduction to the Particle Theory of Matter (Backgrounder) Lava Lamps (STEM in Context) |
| E2.2 demonstrate an understanding of various ways in which heat is generated |
What Causes Hot Things to Glow? (STEM in Context) Thermopower and the Body Heat-powered Flashlight (STEM in Context) Trapping Underground Energy with Heat Pumps (STEM in Context) Generating Electricity: Nuclear Energy (STEM in Context) Generating Electicity: Fossil Fuels (Backgrounder) |
| E2.3 use particle theory to explain the effects of heat on volume in solids, liquids, and gases, including during changes of states of matter |
Charles' Law and Gay-Lussac's Law (Backgrounder) Boyle's Law (Backgrounder) Kinetic Molecular Theory of Gases (Backgrounder) |
| E2.4 explain how heat is transmitted through conduction, and describe natural processes that are affected by conduction |
Design and Build an Insulated Food Container (Lesson Plan) Introduction to Heat Transfer (Backgrounder) |
| E2.5 explain how heat is transmitted in liquids and gases through convection, and describe natural processes that depend on convection | Design and Build an Insulated Food Container (Lesson Plan) |
| E2.6 explain how heat is transmitted through radiation, and describe the effects of radiation from the Sun on different kinds of surfaces |
Design and Build an Insulated Food Container (Lesson Plan) How Do Sleeping Bags Work? (STEM in Context) |
| E2.7 describe the role of radiation in heating and cooling Earth, and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere |
Clothing4Climate (Action Project) What is the Greenhouse Effect (Hands-on Activity) What is the Greenhouse Effect (Backgrounder) |
| E2.8 identify common sources of greenhouse gases, including sources resulting from human activity, and describe how humans can reduce emissions of these gases |
Clothing4Climate (Action Project) What are Greenhouse Gases? (Backgrounder) Cows, Methane and Climate Change (STEM in Context) How Vehicles Pollute the Air (Backgorunder) Generating Electicity: Fossil Fuels (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental benefits of technologies that reduce heat loss in enclosed spaces or heat transfer to surrounding spaces | n/a |
| E1.2 analyse various social, economic, and environmental impacts, including impacts related to climate change, of using non-renewable and renewable sources of energy |
Clothing4Climate (Action Project) Generating Electicity: Fossil Fuels (Backgrounder) Generating Electricity: Nuclear Energy (STEM in Context) What are the Pros and Cons of Nuclear Energy (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| E2.1 use particle theory to explain how heat affects the motion of particles in a solid, a liquid, and a gas |
Introduction to the Particle Theory of Matter (Backgrounder) Lava Lamps (STEM in Context) |
| E2.2 demonstrate an understanding of various ways in which heat is generated |
What Causes Hot Things to Glow? (STEM in Context) Thermopower and the Body Heat-powered Flashlight (STEM in Context) Trapping Underground Energy with Heat Pumps (STEM in Context) Generating Electricity: Nuclear Energy (STEM in Context) Generating Electicity: Fossil Fuels (Backgrounder) |
| E2.3 use particle theory to explain the effects of heat on volume in solids, liquids, and gases, including during changes of states of matter |
Charles' Law and Gay-Lussac's Law (Backgrounder) Boyle's Law (Backgrounder) Kinetic Molecular Theory of Gases (Backgrounder) |
| E2.4 explain how heat is transmitted through conduction, and describe natural processes that are affected by conduction |
Design and Build an Insulated Food Container (Lesson Plan) Introduction to Heat Transfer (Backgrounder) |
| E2.5 explain how heat is transmitted in liquids and gases through convection, and describe natural processes that depend on convection | Design and Build an Insulated Food Container (Lesson Plan) |
| E2.6 explain how heat is transmitted through radiation, and describe the effects of radiation from the Sun on different kinds of surfaces |
Design and Build an Insulated Food Container (Lesson Plan) How Do Sleeping Bags Work? (STEM in Context) |
| E2.7 describe the role of radiation in heating and cooling Earth, and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere |
Clothing4Climate (Action Project) What is the Greenhouse Effect (Hands-on Activity) What is the Greenhouse Effect (Backgrounder) |
| E2.8 identify common sources of greenhouse gases, including sources resulting from human activity, and describe how humans can reduce emissions of these gases |
Clothing4Climate (Action Project) What are Greenhouse Gases? (Backgrounder) Cows, Methane and Climate Change (STEM in Context) How Vehicles Pollute the Air (Backgorunder) Generating Electicity: Fossil Fuels (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
You Be The Crime Scene Investigator (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | How do I obtain a sample of DNA (Hands-on Activity) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on automating large systems in action |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 8 (Lesson Plan) Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Exploring Careers In STEM Grade 8 (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
You Be The Crime Scene Investigator (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | How do I obtain a sample of DNA (Hands-on Activity) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on automating large systems in action |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 8 (Lesson Plan) Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Exploring Careers In STEM Grade 8 (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess how various technologies have enhanced our understanding of cells and cellular processes |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B1.2 analyse beneficial and harmful effects of developments in cell biology and associated emerging technologies on human health and the environment, while taking different perspectives into consideration | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of cells, using cell theory |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B2.2 identify organelles and other cell components, including the nucleus, cell membrane, cell wall, chloroplasts, vacuole, mitochondria, and cytoplasm, and explain their basic functions |
Tomatosphere (Action Project) Light & Plants (Backgrounder) Specialized Cells of the Leaf System (Backgrounder) Plant Cell Structures and Functions (Backgrounder) Plant Functions (Backgrounder) Respiratory System in Vertebrate Animals (Backgrounder) You Be The Crime Scene Investigator (Lesson Plan) |
| B2.3 compare the structure and function of plant and animal cells | Tomatosphere (Action Project) |
| B2.4 explain the processes of diffusion and osmosis within a cell | Plant Functions (Backgrounder) |
| B2.5 describe various unicellular and multicellular organisms, and compare ways in which these two types of organisms meet their basic needs |
Marine Microbiology: Meet the Microbes of the Sea! (STEM in Context) Are Microbes Your Friend or Foe? (STEM in Context) Introduction to Bacteria (Backgrounder) |
| B2.6 describe the organization of cells into tissues, organs, and systems |
Tomatosphere (Action Project) How Do Plants Survive in the Desert (STEM in Context) Respiratory System in Vertebrate Animals (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess how various technologies have enhanced our understanding of cells and cellular processes |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B1.2 analyse beneficial and harmful effects of developments in cell biology and associated emerging technologies on human health and the environment, while taking different perspectives into consideration | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of cells, using cell theory |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B2.2 identify organelles and other cell components, including the nucleus, cell membrane, cell wall, chloroplasts, vacuole, mitochondria, and cytoplasm, and explain their basic functions |
Tomatosphere (Action Project) Light & Plants (Backgrounder) Specialized Cells of the Leaf System (Backgrounder) Plant Cell Structures and Functions (Backgrounder) Plant Functions (Backgrounder) Respiratory System in Vertebrate Animals (Backgrounder) You Be The Crime Scene Investigator (Lesson Plan) |
| B2.3 compare the structure and function of plant and animal cells | Tomatosphere (Action Project) |
| B2.4 explain the processes of diffusion and osmosis within a cell | Plant Functions (Backgrounder) |
| B2.5 describe various unicellular and multicellular organisms, and compare ways in which these two types of organisms meet their basic needs |
Marine Microbiology: Meet the Microbes of the Sea! (STEM in Context) Are Microbes Your Friend or Foe? (STEM in Context) Introduction to Bacteria (Backgrounder) |
| B2.6 describe the organization of cells into tissues, organs, and systems |
Tomatosphere (Action Project) How Do Plants Survive in the Desert (STEM in Context) Respiratory System in Vertebrate Animals (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the environmental, social, and economic impacts of various innovations and technologies that are based on the properties of fluids | n/a |
| C1.2 assess the environmental and social impacts of fluid spills, including impacts on First Nations, Métis, and Inuit communities, and including the cost and technical challenges related to cleanup and remediation efforts | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the factors that affect viscosity, and compare the viscosity of various fluids, including volumetric flow rate | n/a |
| C2.2 demonstrate an understanding of the relationship between mass, volume, and density | n/a |
| C2.3 explain the difference between solids, liquids, and gases in terms of their density, using the particle theory of matter | n/a |
| C2.4 explain the difference between liquids and gases in terms of their compressibility and how their compressibility affects their technological applications | n/a |
| C2.5 determine the buoyancy of an object, given its density, in a variety of fluids | n/a |
| C2.6 explain in qualitative terms the relationship between pressure, volume, and temperature when a liquid or a gas is compressed or heated | Hydraulics 101 (STEM in Context with Starting Points) |
| C2.7 describe how forces are transferred in all directions in fluids, including using Pascal’s law to quantify the transfer of forces in fluids | n/a |
| C2.8 describe factors that affect the flow of fluids | n/a |
| C2.9 describe the differences between pneumatic and hydraulic systems | n/a |
| C2.10 compare how fluids are used and how their flow is regulated in living organisms and in mechanical devices or systems | Hydraulics 101 (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the environmental, social, and economic impacts of various innovations and technologies that are based on the properties of fluids | n/a |
| C1.2 assess the environmental and social impacts of fluid spills, including impacts on First Nations, Métis, and Inuit communities, and including the cost and technical challenges related to cleanup and remediation efforts | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the factors that affect viscosity, and compare the viscosity of various fluids, including volumetric flow rate | n/a |
| C2.2 demonstrate an understanding of the relationship between mass, volume, and density | n/a |
| C2.3 explain the difference between solids, liquids, and gases in terms of their density, using the particle theory of matter | n/a |
| C2.4 explain the difference between liquids and gases in terms of their compressibility and how their compressibility affects their technological applications | n/a |
| C2.5 determine the buoyancy of an object, given its density, in a variety of fluids | n/a |
| C2.6 explain in qualitative terms the relationship between pressure, volume, and temperature when a liquid or a gas is compressed or heated | Hydraulics 101 (STEM in Context with Starting Points) |
| C2.7 describe how forces are transferred in all directions in fluids, including using Pascal’s law to quantify the transfer of forces in fluids | n/a |
| C2.8 describe factors that affect the flow of fluids | n/a |
| C2.9 describe the differences between pneumatic and hydraulic systems | n/a |
| C2.10 compare how fluids are used and how their flow is regulated in living organisms and in mechanical devices or systems | Hydraulics 101 (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the social, economic, and environmental impacts of automating systems |
AI and Personal Vehicles (Backgrounder) |
| D1.2 assess the impact on individuals, society, and the environment of alternative ways of meeting needs that are currently met by existing systems, taking different points of view into consideration | What is Artificial Intelligence? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify various types of systems | Hydraulics 101 (STEM in Context) |
| D2.2 describe the purpose, inputs, and outputs of various systems, including systems related to food processing | Hydraulics 101 (STEM in Context) |
| D2.3 identify the various processes and components of a system that allow it to perform its function efficiently and safely | n/a |
| D2.4 use the scientific terms displacement, force, work, energy, and efficiency to describe everyday experiences | Hydraulics 101 (STEM in Context) |
| D2.5 demonstrate an understanding of the relationships between work, force, and displacement in simple systems |
How much power is generated when climbing a set of stairs? (Hands-on Activity) Hydraulics 101 (STEM in Context) |
| D2.6 explain the relationship between input and output forces and determine the mechanical advantage of various mechanical systems, including simple machines | n/a |
| D2.7 identify ways in which energy can dissipate from mechanical systems, and describe technological innovations that make these systems more efficient | n/a |
| D2.8 explain how providing information and support to consumers helps to ensure that the systems they use run safely and efficiently | Exploring Canada's Particle Accelerators (STEM in Context) |
| D2.9 describe technological innovations involving mechanical systems that have increased productivity in various industries |
Heavy Equipment in Winter (STEM in Context) Hydraulics 101 (STEM in Context) |
| D2.10 identify social factors that influence the evolution of a system | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the social, economic, and environmental impacts of automating systems |
AI and Personal Vehicles (Backgrounder) |
| D1.2 assess the impact on individuals, society, and the environment of alternative ways of meeting needs that are currently met by existing systems, taking different points of view into consideration | What is Artificial Intelligence? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify various types of systems | Hydraulics 101 (STEM in Context) |
| D2.2 describe the purpose, inputs, and outputs of various systems, including systems related to food processing | Hydraulics 101 (STEM in Context) |
| D2.3 identify the various processes and components of a system that allow it to perform its function efficiently and safely | n/a |
| D2.4 use the scientific terms displacement, force, work, energy, and efficiency to describe everyday experiences | Hydraulics 101 (STEM in Context) |
| D2.5 demonstrate an understanding of the relationships between work, force, and displacement in simple systems |
How much power is generated when climbing a set of stairs? (Hands-on Activity) Hydraulics 101 (STEM in Context) |
| D2.6 explain the relationship between input and output forces and determine the mechanical advantage of various mechanical systems, including simple machines | n/a |
| D2.7 identify ways in which energy can dissipate from mechanical systems, and describe technological innovations that make these systems more efficient | n/a |
| D2.8 explain how providing information and support to consumers helps to ensure that the systems they use run safely and efficiently | Exploring Canada's Particle Accelerators (STEM in Context) |
| D2.9 describe technological innovations involving mechanical systems that have increased productivity in various industries |
Heavy Equipment in Winter (STEM in Context) Hydraulics 101 (STEM in Context) |
| D2.10 identify social factors that influence the evolution of a system | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental impact of the scarcity of fresh water, and propose a plan of action to help address fresh water sustainability issues | Clothing4Climate (Action Project) |
| E1.2 demonstrate an understanding of First Nations, Métis, and Inuit knowledges and values about water, connections to water, and ways of managing water resources sustainably |
Crack The Code: Water Treatment (Lesson Plan) Clothing4Climate (Action Project) |
| E1.3 assess the impact of scientific discoveries and technological innovations on local and global water systems | Clothing4Climate (Action Project) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the states of water on Earth’s surface, their distribution, relative amounts, and circulation, and the conditions under which they exist |
Clothing4Climate (Action Project) Why is rain not salty? (Hands-on Activity) What causes ocean currents? (Hands-on Activity) What is Ocean Warming and Why Does It Matter? (STEM in Context) Ice on Earth - The Cryosphere (Backgrounder) The World of Ocean Currents (Backgrounder) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) |
| E2.2 demonstrate an understanding of a watershed, and explain its importance to water management and planning | Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) |
| E2.3 explain how human activity and natural phenomena cause changes in the water table |
Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) What is Fracking? (STEM in Context) |
| E2.4 identify factors, including climate change, that have contributed to the melting of glaciers and polar ice-caps, and describe the effects of this phenomenon on local and global water systems |
Clothing4Climate (Action Project) Ice on Earth - The Cryosphere (Backgrounder) |
| E2.5 explain changes in atmospheric conditions caused by the presence of bodies of water | Climate: Polar Regions (Backgrounder) |
| E2.6 describe various indicators of water quality, and explain the impact of human activity on those indicators |
Clothing4Climate (Action Project) What are the best materials to use for cleaning water? (Hands-on Activity) Using Mussels to Monitor the Environment (STEM in Context) |
| E2.7 explain how municipalities process water and manage water usage |
Crack The Code: Water Treatment (Lesson Plan) Water Treatment (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental impact of the scarcity of fresh water, and propose a plan of action to help address fresh water sustainability issues | Clothing4Climate (Action Project) |
| E1.2 demonstrate an understanding of First Nations, Métis, and Inuit knowledges and values about water, connections to water, and ways of managing water resources sustainably |
Crack The Code: Water Treatment (Lesson Plan) Clothing4Climate (Action Project) |
| E1.3 assess the impact of scientific discoveries and technological innovations on local and global water systems | Clothing4Climate (Action Project) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the states of water on Earth’s surface, their distribution, relative amounts, and circulation, and the conditions under which they exist |
Clothing4Climate (Action Project) Why is rain not salty? (Hands-on Activity) What causes ocean currents? (Hands-on Activity) What is Ocean Warming and Why Does It Matter? (STEM in Context) Ice on Earth - The Cryosphere (Backgrounder) The World of Ocean Currents (Backgrounder) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) |
| E2.2 demonstrate an understanding of a watershed, and explain its importance to water management and planning | Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) |
| E2.3 explain how human activity and natural phenomena cause changes in the water table |
Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) What is Fracking? (STEM in Context) |
| E2.4 identify factors, including climate change, that have contributed to the melting of glaciers and polar ice-caps, and describe the effects of this phenomenon on local and global water systems |
Clothing4Climate (Action Project) Ice on Earth - The Cryosphere (Backgrounder) |
| E2.5 explain changes in atmospheric conditions caused by the presence of bodies of water | Climate: Polar Regions (Backgrounder) |
| E2.6 describe various indicators of water quality, and explain the impact of human activity on those indicators |
Clothing4Climate (Action Project) What are the best materials to use for cleaning water? (Hands-on Activity) Using Mussels to Monitor the Environment (STEM in Context) |
| E2.7 explain how municipalities process water and manage water usage |
Crack The Code: Water Treatment (Lesson Plan) Water Treatment (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
You Be The Crime Scene Investigator (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | How do I obtain a sample of DNA (Hands-on Activity) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on automating large systems in action |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 8 (Lesson Plan) Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Exploring Careers In STEM Grade 8 (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
You Be The Crime Scene Investigator (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | How do I obtain a sample of DNA (Hands-on Activity) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on automating large systems in action |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 8 (Lesson Plan) Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Exploring Careers In STEM Grade 8 (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess how various technologies have enhanced our understanding of cells and cellular processes |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B1.2 analyse beneficial and harmful effects of developments in cell biology and associated emerging technologies on human health and the environment, while taking different perspectives into consideration | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of cells, using cell theory |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B2.2 identify organelles and other cell components, including the nucleus, cell membrane, cell wall, chloroplasts, vacuole, mitochondria, and cytoplasm, and explain their basic functions |
Tomatosphere (Action Project) Light & Plants (Backgrounder) Specialized Cells of the Leaf System (Backgrounder) Plant Cell Structures and Functions (Backgrounder) Plant Functions (Backgrounder) Respiratory System in Vertebrate Animals (Backgrounder) You Be The Crime Scene Investigator (Lesson Plan) |
| B2.3 compare the structure and function of plant and animal cells | Tomatosphere (Action Project) |
| B2.4 explain the processes of diffusion and osmosis within a cell | Plant Functions (Backgrounder) |
| B2.5 describe various unicellular and multicellular organisms, and compare ways in which these two types of organisms meet their basic needs |
Marine Microbiology: Meet the Microbes of the Sea! (STEM in Context) Are Microbes Your Friend or Foe? (STEM in Context) Introduction to Bacteria (Backgrounder) |
| B2.6 describe the organization of cells into tissues, organs, and systems |
Tomatosphere (Action Project) How Do Plants Survive in the Desert (STEM in Context) Respiratory System in Vertebrate Animals (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess how various technologies have enhanced our understanding of cells and cellular processes |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B1.2 analyse beneficial and harmful effects of developments in cell biology and associated emerging technologies on human health and the environment, while taking different perspectives into consideration | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of cells, using cell theory |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B2.2 identify organelles and other cell components, including the nucleus, cell membrane, cell wall, chloroplasts, vacuole, mitochondria, and cytoplasm, and explain their basic functions |
Tomatosphere (Action Project) Light & Plants (Backgrounder) Specialized Cells of the Leaf System (Backgrounder) Plant Cell Structures and Functions (Backgrounder) Plant Functions (Backgrounder) Respiratory System in Vertebrate Animals (Backgrounder) You Be The Crime Scene Investigator (Lesson Plan) |
| B2.3 compare the structure and function of plant and animal cells | Tomatosphere (Action Project) |
| B2.4 explain the processes of diffusion and osmosis within a cell | Plant Functions (Backgrounder) |
| B2.5 describe various unicellular and multicellular organisms, and compare ways in which these two types of organisms meet their basic needs |
Marine Microbiology: Meet the Microbes of the Sea! (STEM in Context) Are Microbes Your Friend or Foe? (STEM in Context) Introduction to Bacteria (Backgrounder) |
| B2.6 describe the organization of cells into tissues, organs, and systems |
Tomatosphere (Action Project) How Do Plants Survive in the Desert (STEM in Context) Respiratory System in Vertebrate Animals (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the environmental, social, and economic impacts of various innovations and technologies that are based on the properties of fluids | n/a |
| C1.2 assess the environmental and social impacts of fluid spills, including impacts on First Nations, Métis, and Inuit communities, and including the cost and technical challenges related to cleanup and remediation efforts | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the factors that affect viscosity, and compare the viscosity of various fluids, including volumetric flow rate | n/a |
| C2.2 demonstrate an understanding of the relationship between mass, volume, and density | n/a |
| C2.3 explain the difference between solids, liquids, and gases in terms of their density, using the particle theory of matter | n/a |
| C2.4 explain the difference between liquids and gases in terms of their compressibility and how their compressibility affects their technological applications | n/a |
| C2.5 determine the buoyancy of an object, given its density, in a variety of fluids | n/a |
| C2.6 explain in qualitative terms the relationship between pressure, volume, and temperature when a liquid or a gas is compressed or heated | Hydraulics 101 (STEM in Context with Starting Points) |
| C2.7 describe how forces are transferred in all directions in fluids, including using Pascal’s law to quantify the transfer of forces in fluids | n/a |
| C2.8 describe factors that affect the flow of fluids | n/a |
| C2.9 describe the differences between pneumatic and hydraulic systems | n/a |
| C2.10 compare how fluids are used and how their flow is regulated in living organisms and in mechanical devices or systems | Hydraulics 101 (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the environmental, social, and economic impacts of various innovations and technologies that are based on the properties of fluids | n/a |
| C1.2 assess the environmental and social impacts of fluid spills, including impacts on First Nations, Métis, and Inuit communities, and including the cost and technical challenges related to cleanup and remediation efforts | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the factors that affect viscosity, and compare the viscosity of various fluids, including volumetric flow rate | n/a |
| C2.2 demonstrate an understanding of the relationship between mass, volume, and density | n/a |
| C2.3 explain the difference between solids, liquids, and gases in terms of their density, using the particle theory of matter | n/a |
| C2.4 explain the difference between liquids and gases in terms of their compressibility and how their compressibility affects their technological applications | n/a |
| C2.5 determine the buoyancy of an object, given its density, in a variety of fluids | n/a |
| C2.6 explain in qualitative terms the relationship between pressure, volume, and temperature when a liquid or a gas is compressed or heated | Hydraulics 101 (STEM in Context with Starting Points) |
| C2.7 describe how forces are transferred in all directions in fluids, including using Pascal’s law to quantify the transfer of forces in fluids | n/a |
| C2.8 describe factors that affect the flow of fluids | n/a |
| C2.9 describe the differences between pneumatic and hydraulic systems | n/a |
| C2.10 compare how fluids are used and how their flow is regulated in living organisms and in mechanical devices or systems | Hydraulics 101 (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the social, economic, and environmental impacts of automating systems |
AI and Personal Vehicles (Backgrounder) |
| D1.2 assess the impact on individuals, society, and the environment of alternative ways of meeting needs that are currently met by existing systems, taking different points of view into consideration | What is Artificial Intelligence? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify various types of systems | Hydraulics 101 (STEM in Context) |
| D2.2 describe the purpose, inputs, and outputs of various systems, including systems related to food processing | Hydraulics 101 (STEM in Context) |
| D2.3 identify the various processes and components of a system that allow it to perform its function efficiently and safely | n/a |
| D2.4 use the scientific terms displacement, force, work, energy, and efficiency to describe everyday experiences | Hydraulics 101 (STEM in Context) |
| D2.5 demonstrate an understanding of the relationships between work, force, and displacement in simple systems |
How much power is generated when climbing a set of stairs? (Hands-on Activity) Hydraulics 101 (STEM in Context) |
| D2.6 explain the relationship between input and output forces and determine the mechanical advantage of various mechanical systems, including simple machines | n/a |
| D2.7 identify ways in which energy can dissipate from mechanical systems, and describe technological innovations that make these systems more efficient | n/a |
| D2.8 explain how providing information and support to consumers helps to ensure that the systems they use run safely and efficiently | Exploring Canada's Particle Accelerators (STEM in Context) |
| D2.9 describe technological innovations involving mechanical systems that have increased productivity in various industries |
Heavy Equipment in Winter (STEM in Context) Hydraulics 101 (STEM in Context) |
| D2.10 identify social factors that influence the evolution of a system | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the social, economic, and environmental impacts of automating systems |
AI and Personal Vehicles (Backgrounder) |
| D1.2 assess the impact on individuals, society, and the environment of alternative ways of meeting needs that are currently met by existing systems, taking different points of view into consideration | What is Artificial Intelligence? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify various types of systems | Hydraulics 101 (STEM in Context) |
| D2.2 describe the purpose, inputs, and outputs of various systems, including systems related to food processing | Hydraulics 101 (STEM in Context) |
| D2.3 identify the various processes and components of a system that allow it to perform its function efficiently and safely | n/a |
| D2.4 use the scientific terms displacement, force, work, energy, and efficiency to describe everyday experiences | Hydraulics 101 (STEM in Context) |
| D2.5 demonstrate an understanding of the relationships between work, force, and displacement in simple systems |
How much power is generated when climbing a set of stairs? (Hands-on Activity) Hydraulics 101 (STEM in Context) |
| D2.6 explain the relationship between input and output forces and determine the mechanical advantage of various mechanical systems, including simple machines | n/a |
| D2.7 identify ways in which energy can dissipate from mechanical systems, and describe technological innovations that make these systems more efficient | n/a |
| D2.8 explain how providing information and support to consumers helps to ensure that the systems they use run safely and efficiently | Exploring Canada's Particle Accelerators (STEM in Context) |
| D2.9 describe technological innovations involving mechanical systems that have increased productivity in various industries |
Heavy Equipment in Winter (STEM in Context) Hydraulics 101 (STEM in Context) |
| D2.10 identify social factors that influence the evolution of a system | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental impact of the scarcity of fresh water, and propose a plan of action to help address fresh water sustainability issues | Clothing4Climate (Action Project) |
| E1.2 demonstrate an understanding of First Nations, Métis, and Inuit knowledges and values about water, connections to water, and ways of managing water resources sustainably |
Crack The Code: Water Treatment (Lesson Plan) Clothing4Climate (Action Project) |
| E1.3 assess the impact of scientific discoveries and technological innovations on local and global water systems | Clothing4Climate (Action Project) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the states of water on Earth’s surface, their distribution, relative amounts, and circulation, and the conditions under which they exist |
Clothing4Climate (Action Project) Why is rain not salty? (Hands-on Activity) What causes ocean currents? (Hands-on Activity) What is Ocean Warming and Why Does It Matter? (STEM in Context) Ice on Earth - The Cryosphere (Backgrounder) The World of Ocean Currents (Backgrounder) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) |
| E2.2 demonstrate an understanding of a watershed, and explain its importance to water management and planning | Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) |
| E2.3 explain how human activity and natural phenomena cause changes in the water table |
Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) What is Fracking? (STEM in Context) |
| E2.4 identify factors, including climate change, that have contributed to the melting of glaciers and polar ice-caps, and describe the effects of this phenomenon on local and global water systems |
Clothing4Climate (Action Project) Ice on Earth - The Cryosphere (Backgrounder) |
| E2.5 explain changes in atmospheric conditions caused by the presence of bodies of water | Climate: Polar Regions (Backgrounder) |
| E2.6 describe various indicators of water quality, and explain the impact of human activity on those indicators |
Clothing4Climate (Action Project) What are the best materials to use for cleaning water? (Hands-on Activity) Using Mussels to Monitor the Environment (STEM in Context) |
| E2.7 explain how municipalities process water and manage water usage |
Crack The Code: Water Treatment (Lesson Plan) Water Treatment (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental impact of the scarcity of fresh water, and propose a plan of action to help address fresh water sustainability issues | Clothing4Climate (Action Project) |
| E1.2 demonstrate an understanding of First Nations, Métis, and Inuit knowledges and values about water, connections to water, and ways of managing water resources sustainably |
Crack The Code: Water Treatment (Lesson Plan) Clothing4Climate (Action Project) |
| E1.3 assess the impact of scientific discoveries and technological innovations on local and global water systems | Clothing4Climate (Action Project) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the states of water on Earth’s surface, their distribution, relative amounts, and circulation, and the conditions under which they exist |
Clothing4Climate (Action Project) Why is rain not salty? (Hands-on Activity) What causes ocean currents? (Hands-on Activity) What is Ocean Warming and Why Does It Matter? (STEM in Context) Ice on Earth - The Cryosphere (Backgrounder) The World of Ocean Currents (Backgrounder) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) |
| E2.2 demonstrate an understanding of a watershed, and explain its importance to water management and planning | Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) |
| E2.3 explain how human activity and natural phenomena cause changes in the water table |
Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) What is Fracking? (STEM in Context) |
| E2.4 identify factors, including climate change, that have contributed to the melting of glaciers and polar ice-caps, and describe the effects of this phenomenon on local and global water systems |
Clothing4Climate (Action Project) Ice on Earth - The Cryosphere (Backgrounder) |
| E2.5 explain changes in atmospheric conditions caused by the presence of bodies of water | Climate: Polar Regions (Backgrounder) |
| E2.6 describe various indicators of water quality, and explain the impact of human activity on those indicators |
Clothing4Climate (Action Project) What are the best materials to use for cleaning water? (Hands-on Activity) Using Mussels to Monitor the Environment (STEM in Context) |
| E2.7 explain how municipalities process water and manage water usage |
Crack The Code: Water Treatment (Lesson Plan) Water Treatment (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
You Be The Crime Scene Investigator (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | How do I obtain a sample of DNA (Hands-on Activity) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on automating large systems in action |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 8 (Lesson Plan) Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Exploring Careers In STEM Grade 8 (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
You Be The Crime Scene Investigator (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | How do I obtain a sample of DNA (Hands-on Activity) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on automating large systems in action |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 8 (Lesson Plan) Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Exploring Careers In STEM Grade 8 (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess how various technologies have enhanced our understanding of cells and cellular processes |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B1.2 analyse beneficial and harmful effects of developments in cell biology and associated emerging technologies on human health and the environment, while taking different perspectives into consideration | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of cells, using cell theory |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B2.2 identify organelles and other cell components, including the nucleus, cell membrane, cell wall, chloroplasts, vacuole, mitochondria, and cytoplasm, and explain their basic functions |
Tomatosphere (Action Project) Light & Plants (Backgrounder) Specialized Cells of the Leaf System (Backgrounder) Plant Cell Structures and Functions (Backgrounder) Plant Functions (Backgrounder) Respiratory System in Vertebrate Animals (Backgrounder) You Be The Crime Scene Investigator (Lesson Plan) |
| B2.3 compare the structure and function of plant and animal cells | Tomatosphere (Action Project) |
| B2.4 explain the processes of diffusion and osmosis within a cell | Plant Functions (Backgrounder) |
| B2.5 describe various unicellular and multicellular organisms, and compare ways in which these two types of organisms meet their basic needs |
Marine Microbiology: Meet the Microbes of the Sea! (STEM in Context) Are Microbes Your Friend or Foe? (STEM in Context) Introduction to Bacteria (Backgrounder) |
| B2.6 describe the organization of cells into tissues, organs, and systems |
Tomatosphere (Action Project) How Do Plants Survive in the Desert (STEM in Context) Respiratory System in Vertebrate Animals (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess how various technologies have enhanced our understanding of cells and cellular processes |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B1.2 analyse beneficial and harmful effects of developments in cell biology and associated emerging technologies on human health and the environment, while taking different perspectives into consideration | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of cells, using cell theory |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B2.2 identify organelles and other cell components, including the nucleus, cell membrane, cell wall, chloroplasts, vacuole, mitochondria, and cytoplasm, and explain their basic functions |
Tomatosphere (Action Project) Light & Plants (Backgrounder) Specialized Cells of the Leaf System (Backgrounder) Plant Cell Structures and Functions (Backgrounder) Plant Functions (Backgrounder) Respiratory System in Vertebrate Animals (Backgrounder) You Be The Crime Scene Investigator (Lesson Plan) |
| B2.3 compare the structure and function of plant and animal cells | Tomatosphere (Action Project) |
| B2.4 explain the processes of diffusion and osmosis within a cell | Plant Functions (Backgrounder) |
| B2.5 describe various unicellular and multicellular organisms, and compare ways in which these two types of organisms meet their basic needs |
Marine Microbiology: Meet the Microbes of the Sea! (STEM in Context) Are Microbes Your Friend or Foe? (STEM in Context) Introduction to Bacteria (Backgrounder) |
| B2.6 describe the organization of cells into tissues, organs, and systems |
Tomatosphere (Action Project) How Do Plants Survive in the Desert (STEM in Context) Respiratory System in Vertebrate Animals (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the environmental, social, and economic impacts of various innovations and technologies that are based on the properties of fluids | n/a |
| C1.2 assess the environmental and social impacts of fluid spills, including impacts on First Nations, Métis, and Inuit communities, and including the cost and technical challenges related to cleanup and remediation efforts | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the factors that affect viscosity, and compare the viscosity of various fluids, including volumetric flow rate | n/a |
| C2.2 demonstrate an understanding of the relationship between mass, volume, and density | n/a |
| C2.3 explain the difference between solids, liquids, and gases in terms of their density, using the particle theory of matter | n/a |
| C2.4 explain the difference between liquids and gases in terms of their compressibility and how their compressibility affects their technological applications | n/a |
| C2.5 determine the buoyancy of an object, given its density, in a variety of fluids | n/a |
| C2.6 explain in qualitative terms the relationship between pressure, volume, and temperature when a liquid or a gas is compressed or heated | Hydraulics 101 (STEM in Context with Starting Points) |
| C2.7 describe how forces are transferred in all directions in fluids, including using Pascal’s law to quantify the transfer of forces in fluids | n/a |
| C2.8 describe factors that affect the flow of fluids | n/a |
| C2.9 describe the differences between pneumatic and hydraulic systems | n/a |
| C2.10 compare how fluids are used and how their flow is regulated in living organisms and in mechanical devices or systems | Hydraulics 101 (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the environmental, social, and economic impacts of various innovations and technologies that are based on the properties of fluids | n/a |
| C1.2 assess the environmental and social impacts of fluid spills, including impacts on First Nations, Métis, and Inuit communities, and including the cost and technical challenges related to cleanup and remediation efforts | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the factors that affect viscosity, and compare the viscosity of various fluids, including volumetric flow rate | n/a |
| C2.2 demonstrate an understanding of the relationship between mass, volume, and density | n/a |
| C2.3 explain the difference between solids, liquids, and gases in terms of their density, using the particle theory of matter | n/a |
| C2.4 explain the difference between liquids and gases in terms of their compressibility and how their compressibility affects their technological applications | n/a |
| C2.5 determine the buoyancy of an object, given its density, in a variety of fluids | n/a |
| C2.6 explain in qualitative terms the relationship between pressure, volume, and temperature when a liquid or a gas is compressed or heated | Hydraulics 101 (STEM in Context with Starting Points) |
| C2.7 describe how forces are transferred in all directions in fluids, including using Pascal’s law to quantify the transfer of forces in fluids | n/a |
| C2.8 describe factors that affect the flow of fluids | n/a |
| C2.9 describe the differences between pneumatic and hydraulic systems | n/a |
| C2.10 compare how fluids are used and how their flow is regulated in living organisms and in mechanical devices or systems | Hydraulics 101 (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the social, economic, and environmental impacts of automating systems |
AI and Personal Vehicles (Backgrounder) |
| D1.2 assess the impact on individuals, society, and the environment of alternative ways of meeting needs that are currently met by existing systems, taking different points of view into consideration | What is Artificial Intelligence? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify various types of systems | Hydraulics 101 (STEM in Context) |
| D2.2 describe the purpose, inputs, and outputs of various systems, including systems related to food processing | Hydraulics 101 (STEM in Context) |
| D2.3 identify the various processes and components of a system that allow it to perform its function efficiently and safely | n/a |
| D2.4 use the scientific terms displacement, force, work, energy, and efficiency to describe everyday experiences | Hydraulics 101 (STEM in Context) |
| D2.5 demonstrate an understanding of the relationships between work, force, and displacement in simple systems |
How much power is generated when climbing a set of stairs? (Hands-on Activity) Hydraulics 101 (STEM in Context) |
| D2.6 explain the relationship between input and output forces and determine the mechanical advantage of various mechanical systems, including simple machines | n/a |
| D2.7 identify ways in which energy can dissipate from mechanical systems, and describe technological innovations that make these systems more efficient | n/a |
| D2.8 explain how providing information and support to consumers helps to ensure that the systems they use run safely and efficiently | Exploring Canada's Particle Accelerators (STEM in Context) |
| D2.9 describe technological innovations involving mechanical systems that have increased productivity in various industries |
Heavy Equipment in Winter (STEM in Context) Hydraulics 101 (STEM in Context) |
| D2.10 identify social factors that influence the evolution of a system | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the social, economic, and environmental impacts of automating systems |
AI and Personal Vehicles (Backgrounder) |
| D1.2 assess the impact on individuals, society, and the environment of alternative ways of meeting needs that are currently met by existing systems, taking different points of view into consideration | What is Artificial Intelligence? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify various types of systems | Hydraulics 101 (STEM in Context) |
| D2.2 describe the purpose, inputs, and outputs of various systems, including systems related to food processing | Hydraulics 101 (STEM in Context) |
| D2.3 identify the various processes and components of a system that allow it to perform its function efficiently and safely | n/a |
| D2.4 use the scientific terms displacement, force, work, energy, and efficiency to describe everyday experiences | Hydraulics 101 (STEM in Context) |
| D2.5 demonstrate an understanding of the relationships between work, force, and displacement in simple systems |
How much power is generated when climbing a set of stairs? (Hands-on Activity) Hydraulics 101 (STEM in Context) |
| D2.6 explain the relationship between input and output forces and determine the mechanical advantage of various mechanical systems, including simple machines | n/a |
| D2.7 identify ways in which energy can dissipate from mechanical systems, and describe technological innovations that make these systems more efficient | n/a |
| D2.8 explain how providing information and support to consumers helps to ensure that the systems they use run safely and efficiently | Exploring Canada's Particle Accelerators (STEM in Context) |
| D2.9 describe technological innovations involving mechanical systems that have increased productivity in various industries |
Heavy Equipment in Winter (STEM in Context) Hydraulics 101 (STEM in Context) |
| D2.10 identify social factors that influence the evolution of a system | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental impact of the scarcity of fresh water, and propose a plan of action to help address fresh water sustainability issues | Clothing4Climate (Action Project) |
| E1.2 demonstrate an understanding of First Nations, Métis, and Inuit knowledges and values about water, connections to water, and ways of managing water resources sustainably |
Crack The Code: Water Treatment (Lesson Plan) Clothing4Climate (Action Project) |
| E1.3 assess the impact of scientific discoveries and technological innovations on local and global water systems | Clothing4Climate (Action Project) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the states of water on Earth’s surface, their distribution, relative amounts, and circulation, and the conditions under which they exist |
Clothing4Climate (Action Project) Why is rain not salty? (Hands-on Activity) What causes ocean currents? (Hands-on Activity) What is Ocean Warming and Why Does It Matter? (STEM in Context) Ice on Earth - The Cryosphere (Backgrounder) The World of Ocean Currents (Backgrounder) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) |
| E2.2 demonstrate an understanding of a watershed, and explain its importance to water management and planning | Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) |
| E2.3 explain how human activity and natural phenomena cause changes in the water table |
Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) What is Fracking? (STEM in Context) |
| E2.4 identify factors, including climate change, that have contributed to the melting of glaciers and polar ice-caps, and describe the effects of this phenomenon on local and global water systems |
Clothing4Climate (Action Project) Ice on Earth - The Cryosphere (Backgrounder) |
| E2.5 explain changes in atmospheric conditions caused by the presence of bodies of water | Climate: Polar Regions (Backgrounder) |
| E2.6 describe various indicators of water quality, and explain the impact of human activity on those indicators |
Clothing4Climate (Action Project) What are the best materials to use for cleaning water? (Hands-on Activity) Using Mussels to Monitor the Environment (STEM in Context) |
| E2.7 explain how municipalities process water and manage water usage |
Crack The Code: Water Treatment (Lesson Plan) Water Treatment (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental impact of the scarcity of fresh water, and propose a plan of action to help address fresh water sustainability issues | Clothing4Climate (Action Project) |
| E1.2 demonstrate an understanding of First Nations, Métis, and Inuit knowledges and values about water, connections to water, and ways of managing water resources sustainably |
Crack The Code: Water Treatment (Lesson Plan) Clothing4Climate (Action Project) |
| E1.3 assess the impact of scientific discoveries and technological innovations on local and global water systems | Clothing4Climate (Action Project) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the states of water on Earth’s surface, their distribution, relative amounts, and circulation, and the conditions under which they exist |
Clothing4Climate (Action Project) Why is rain not salty? (Hands-on Activity) What causes ocean currents? (Hands-on Activity) What is Ocean Warming and Why Does It Matter? (STEM in Context) Ice on Earth - The Cryosphere (Backgrounder) The World of Ocean Currents (Backgrounder) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) |
| E2.2 demonstrate an understanding of a watershed, and explain its importance to water management and planning | Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) |
| E2.3 explain how human activity and natural phenomena cause changes in the water table |
Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) What is Fracking? (STEM in Context) |
| E2.4 identify factors, including climate change, that have contributed to the melting of glaciers and polar ice-caps, and describe the effects of this phenomenon on local and global water systems |
Clothing4Climate (Action Project) Ice on Earth - The Cryosphere (Backgrounder) |
| E2.5 explain changes in atmospheric conditions caused by the presence of bodies of water | Climate: Polar Regions (Backgrounder) |
| E2.6 describe various indicators of water quality, and explain the impact of human activity on those indicators |
Clothing4Climate (Action Project) What are the best materials to use for cleaning water? (Hands-on Activity) Using Mussels to Monitor the Environment (STEM in Context) |
| E2.7 explain how municipalities process water and manage water usage |
Crack The Code: Water Treatment (Lesson Plan) Water Treatment (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
You Be The Crime Scene Investigator (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | How do I obtain a sample of DNA (Hands-on Activity) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on automating large systems in action |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 8 (Lesson Plan) Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Exploring Careers In STEM Grade 8 (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
You Be The Crime Scene Investigator (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | How do I obtain a sample of DNA (Hands-on Activity) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on automating large systems in action |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 8 (Lesson Plan) Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Exploring Careers In STEM Grade 8 (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess how various technologies have enhanced our understanding of cells and cellular processes |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B1.2 analyse beneficial and harmful effects of developments in cell biology and associated emerging technologies on human health and the environment, while taking different perspectives into consideration | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of cells, using cell theory |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B2.2 identify organelles and other cell components, including the nucleus, cell membrane, cell wall, chloroplasts, vacuole, mitochondria, and cytoplasm, and explain their basic functions |
Tomatosphere (Action Project) Light & Plants (Backgrounder) Specialized Cells of the Leaf System (Backgrounder) Plant Cell Structures and Functions (Backgrounder) Plant Functions (Backgrounder) Respiratory System in Vertebrate Animals (Backgrounder) You Be The Crime Scene Investigator (Lesson Plan) |
| B2.3 compare the structure and function of plant and animal cells | Tomatosphere (Action Project) |
| B2.4 explain the processes of diffusion and osmosis within a cell | Plant Functions (Backgrounder) |
| B2.5 describe various unicellular and multicellular organisms, and compare ways in which these two types of organisms meet their basic needs |
Marine Microbiology: Meet the Microbes of the Sea! (STEM in Context) Are Microbes Your Friend or Foe? (STEM in Context) Introduction to Bacteria (Backgrounder) |
| B2.6 describe the organization of cells into tissues, organs, and systems |
Tomatosphere (Action Project) How Do Plants Survive in the Desert (STEM in Context) Respiratory System in Vertebrate Animals (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess how various technologies have enhanced our understanding of cells and cellular processes |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B1.2 analyse beneficial and harmful effects of developments in cell biology and associated emerging technologies on human health and the environment, while taking different perspectives into consideration | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of cells, using cell theory |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B2.2 identify organelles and other cell components, including the nucleus, cell membrane, cell wall, chloroplasts, vacuole, mitochondria, and cytoplasm, and explain their basic functions |
Tomatosphere (Action Project) Light & Plants (Backgrounder) Specialized Cells of the Leaf System (Backgrounder) Plant Cell Structures and Functions (Backgrounder) Plant Functions (Backgrounder) Respiratory System in Vertebrate Animals (Backgrounder) You Be The Crime Scene Investigator (Lesson Plan) |
| B2.3 compare the structure and function of plant and animal cells | Tomatosphere (Action Project) |
| B2.4 explain the processes of diffusion and osmosis within a cell | Plant Functions (Backgrounder) |
| B2.5 describe various unicellular and multicellular organisms, and compare ways in which these two types of organisms meet their basic needs |
Marine Microbiology: Meet the Microbes of the Sea! (STEM in Context) Are Microbes Your Friend or Foe? (STEM in Context) Introduction to Bacteria (Backgrounder) |
| B2.6 describe the organization of cells into tissues, organs, and systems |
Tomatosphere (Action Project) How Do Plants Survive in the Desert (STEM in Context) Respiratory System in Vertebrate Animals (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the environmental, social, and economic impacts of various innovations and technologies that are based on the properties of fluids | n/a |
| C1.2 assess the environmental and social impacts of fluid spills, including impacts on First Nations, Métis, and Inuit communities, and including the cost and technical challenges related to cleanup and remediation efforts | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the factors that affect viscosity, and compare the viscosity of various fluids, including volumetric flow rate | n/a |
| C2.2 demonstrate an understanding of the relationship between mass, volume, and density | n/a |
| C2.3 explain the difference between solids, liquids, and gases in terms of their density, using the particle theory of matter | n/a |
| C2.4 explain the difference between liquids and gases in terms of their compressibility and how their compressibility affects their technological applications | n/a |
| C2.5 determine the buoyancy of an object, given its density, in a variety of fluids | n/a |
| C2.6 explain in qualitative terms the relationship between pressure, volume, and temperature when a liquid or a gas is compressed or heated | Hydraulics 101 (STEM in Context with Starting Points) |
| C2.7 describe how forces are transferred in all directions in fluids, including using Pascal’s law to quantify the transfer of forces in fluids | n/a |
| C2.8 describe factors that affect the flow of fluids | n/a |
| C2.9 describe the differences between pneumatic and hydraulic systems | n/a |
| C2.10 compare how fluids are used and how their flow is regulated in living organisms and in mechanical devices or systems | Hydraulics 101 (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the environmental, social, and economic impacts of various innovations and technologies that are based on the properties of fluids | n/a |
| C1.2 assess the environmental and social impacts of fluid spills, including impacts on First Nations, Métis, and Inuit communities, and including the cost and technical challenges related to cleanup and remediation efforts | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the factors that affect viscosity, and compare the viscosity of various fluids, including volumetric flow rate | n/a |
| C2.2 demonstrate an understanding of the relationship between mass, volume, and density | n/a |
| C2.3 explain the difference between solids, liquids, and gases in terms of their density, using the particle theory of matter | n/a |
| C2.4 explain the difference between liquids and gases in terms of their compressibility and how their compressibility affects their technological applications | n/a |
| C2.5 determine the buoyancy of an object, given its density, in a variety of fluids | n/a |
| C2.6 explain in qualitative terms the relationship between pressure, volume, and temperature when a liquid or a gas is compressed or heated | Hydraulics 101 (STEM in Context with Starting Points) |
| C2.7 describe how forces are transferred in all directions in fluids, including using Pascal’s law to quantify the transfer of forces in fluids | n/a |
| C2.8 describe factors that affect the flow of fluids | n/a |
| C2.9 describe the differences between pneumatic and hydraulic systems | n/a |
| C2.10 compare how fluids are used and how their flow is regulated in living organisms and in mechanical devices or systems | Hydraulics 101 (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the social, economic, and environmental impacts of automating systems |
AI and Personal Vehicles (Backgrounder) |
| D1.2 assess the impact on individuals, society, and the environment of alternative ways of meeting needs that are currently met by existing systems, taking different points of view into consideration | What is Artificial Intelligence? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify various types of systems | Hydraulics 101 (STEM in Context) |
| D2.2 describe the purpose, inputs, and outputs of various systems, including systems related to food processing | Hydraulics 101 (STEM in Context) |
| D2.3 identify the various processes and components of a system that allow it to perform its function efficiently and safely | n/a |
| D2.4 use the scientific terms displacement, force, work, energy, and efficiency to describe everyday experiences | Hydraulics 101 (STEM in Context) |
| D2.5 demonstrate an understanding of the relationships between work, force, and displacement in simple systems |
How much power is generated when climbing a set of stairs? (Hands-on Activity) Hydraulics 101 (STEM in Context) |
| D2.6 explain the relationship between input and output forces and determine the mechanical advantage of various mechanical systems, including simple machines | n/a |
| D2.7 identify ways in which energy can dissipate from mechanical systems, and describe technological innovations that make these systems more efficient | n/a |
| D2.8 explain how providing information and support to consumers helps to ensure that the systems they use run safely and efficiently | Exploring Canada's Particle Accelerators (STEM in Context) |
| D2.9 describe technological innovations involving mechanical systems that have increased productivity in various industries |
Heavy Equipment in Winter (STEM in Context) Hydraulics 101 (STEM in Context) |
| D2.10 identify social factors that influence the evolution of a system | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the social, economic, and environmental impacts of automating systems |
AI and Personal Vehicles (Backgrounder) |
| D1.2 assess the impact on individuals, society, and the environment of alternative ways of meeting needs that are currently met by existing systems, taking different points of view into consideration | What is Artificial Intelligence? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify various types of systems | Hydraulics 101 (STEM in Context) |
| D2.2 describe the purpose, inputs, and outputs of various systems, including systems related to food processing | Hydraulics 101 (STEM in Context) |
| D2.3 identify the various processes and components of a system that allow it to perform its function efficiently and safely | n/a |
| D2.4 use the scientific terms displacement, force, work, energy, and efficiency to describe everyday experiences | Hydraulics 101 (STEM in Context) |
| D2.5 demonstrate an understanding of the relationships between work, force, and displacement in simple systems |
How much power is generated when climbing a set of stairs? (Hands-on Activity) Hydraulics 101 (STEM in Context) |
| D2.6 explain the relationship between input and output forces and determine the mechanical advantage of various mechanical systems, including simple machines | n/a |
| D2.7 identify ways in which energy can dissipate from mechanical systems, and describe technological innovations that make these systems more efficient | n/a |
| D2.8 explain how providing information and support to consumers helps to ensure that the systems they use run safely and efficiently | Exploring Canada's Particle Accelerators (STEM in Context) |
| D2.9 describe technological innovations involving mechanical systems that have increased productivity in various industries |
Heavy Equipment in Winter (STEM in Context) Hydraulics 101 (STEM in Context) |
| D2.10 identify social factors that influence the evolution of a system | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental impact of the scarcity of fresh water, and propose a plan of action to help address fresh water sustainability issues | Clothing4Climate (Action Project) |
| E1.2 demonstrate an understanding of First Nations, Métis, and Inuit knowledges and values about water, connections to water, and ways of managing water resources sustainably |
Crack The Code: Water Treatment (Lesson Plan) Clothing4Climate (Action Project) |
| E1.3 assess the impact of scientific discoveries and technological innovations on local and global water systems | Clothing4Climate (Action Project) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the states of water on Earth’s surface, their distribution, relative amounts, and circulation, and the conditions under which they exist |
Clothing4Climate (Action Project) Why is rain not salty? (Hands-on Activity) What causes ocean currents? (Hands-on Activity) What is Ocean Warming and Why Does It Matter? (STEM in Context) Ice on Earth - The Cryosphere (Backgrounder) The World of Ocean Currents (Backgrounder) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) |
| E2.2 demonstrate an understanding of a watershed, and explain its importance to water management and planning | Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) |
| E2.3 explain how human activity and natural phenomena cause changes in the water table |
Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) What is Fracking? (STEM in Context) |
| E2.4 identify factors, including climate change, that have contributed to the melting of glaciers and polar ice-caps, and describe the effects of this phenomenon on local and global water systems |
Clothing4Climate (Action Project) Ice on Earth - The Cryosphere (Backgrounder) |
| E2.5 explain changes in atmospheric conditions caused by the presence of bodies of water | Climate: Polar Regions (Backgrounder) |
| E2.6 describe various indicators of water quality, and explain the impact of human activity on those indicators |
Clothing4Climate (Action Project) What are the best materials to use for cleaning water? (Hands-on Activity) Using Mussels to Monitor the Environment (STEM in Context) |
| E2.7 explain how municipalities process water and manage water usage |
Crack The Code: Water Treatment (Lesson Plan) Water Treatment (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental impact of the scarcity of fresh water, and propose a plan of action to help address fresh water sustainability issues | Clothing4Climate (Action Project) |
| E1.2 demonstrate an understanding of First Nations, Métis, and Inuit knowledges and values about water, connections to water, and ways of managing water resources sustainably |
Crack The Code: Water Treatment (Lesson Plan) Clothing4Climate (Action Project) |
| E1.3 assess the impact of scientific discoveries and technological innovations on local and global water systems | Clothing4Climate (Action Project) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the states of water on Earth’s surface, their distribution, relative amounts, and circulation, and the conditions under which they exist |
Clothing4Climate (Action Project) Why is rain not salty? (Hands-on Activity) What causes ocean currents? (Hands-on Activity) What is Ocean Warming and Why Does It Matter? (STEM in Context) Ice on Earth - The Cryosphere (Backgrounder) The World of Ocean Currents (Backgrounder) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) |
| E2.2 demonstrate an understanding of a watershed, and explain its importance to water management and planning | Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) |
| E2.3 explain how human activity and natural phenomena cause changes in the water table |
Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) What is Fracking? (STEM in Context) |
| E2.4 identify factors, including climate change, that have contributed to the melting of glaciers and polar ice-caps, and describe the effects of this phenomenon on local and global water systems |
Clothing4Climate (Action Project) Ice on Earth - The Cryosphere (Backgrounder) |
| E2.5 explain changes in atmospheric conditions caused by the presence of bodies of water | Climate: Polar Regions (Backgrounder) |
| E2.6 describe various indicators of water quality, and explain the impact of human activity on those indicators |
Clothing4Climate (Action Project) What are the best materials to use for cleaning water? (Hands-on Activity) Using Mussels to Monitor the Environment (STEM in Context) |
| E2.7 explain how municipalities process water and manage water usage |
Crack The Code: Water Treatment (Lesson Plan) Water Treatment (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
Cycle of Day and Night (Lesson Plan) Why is there day and night (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
Which Materials Bounce? (Hands-On Activity) Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Which Fastener Is Best? (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Which Fastener Is Best? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Which Fastener Is Best? (Lesson Plan) Exploring Materials, Fasteners and Objects (Lesson Plan) Cycle of Day and Night (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on creating clear and precise instructions for simple algorithms | n/a |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | n/a |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems |
Which Fastener Is Best? (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
Cycle of Day and Night (Lesson Plan) Why is there day and night (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
Which Materials Bounce? (Hands-On Activity) Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Which Fastener Is Best? (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Which Fastener Is Best? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Which Fastener Is Best? (Lesson Plan) Exploring Materials, Fasteners and Objects (Lesson Plan) Cycle of Day and Night (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on creating clear and precise instructions for simple algorithms | n/a |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | n/a |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems |
Which Fastener Is Best? (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 describe changes or problems that could result from the loss of living and non-living things that are part of everyday life, while taking different perspectives into consideration | Pollinators are Important! (STEM in Context) |
| B1.2 identify actions that can be taken to contribute to a healthy environment | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of the natural environment as a place where living and non-living things are interconnected |
What Is An Insect (E-Book/Interactive) |
| B2.2 identify the basic needs of living things, including the need for air, water, food, heat, shelter, and space |
Plants: Needs (Photo Collection) Needs of Plants (Backgrounder)
|
| B2.3 identify the physical characteristics of various plants and animals, including humans, and explain how these characteristics help the plants and animals meet their basic needs | What Is An Insect (E-Book/Interactive) |
| B2.4 identify the location and the function of various parts of the human body, including sensory organs | n/a |
| B2.5 describe the characteristics of a healthy environment, including clean air and water and nutritious food, and how a healthy environment enables living things to meet their needs | n/a |
| B2.6 describe ways in which living things provide for the needs of other living things | What Is An Insect (E-Book/Interactive) |
| Specific Expectation | Resources |
|---|---|
| B1.1 describe changes or problems that could result from the loss of living and non-living things that are part of everyday life, while taking different perspectives into consideration | Pollinators are Important! (STEM in Context) |
| B1.2 identify actions that can be taken to contribute to a healthy environment | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of the natural environment as a place where living and non-living things are interconnected |
What Is An Insect (E-Book/Interactive) |
| B2.2 identify the basic needs of living things, including the need for air, water, food, heat, shelter, and space |
Plants: Needs (Photo Collection) Needs of Plants (Backgrounder)
|
| B2.3 identify the physical characteristics of various plants and animals, including humans, and explain how these characteristics help the plants and animals meet their basic needs | What Is An Insect (E-Book/Interactive) |
| B2.4 identify the location and the function of various parts of the human body, including sensory organs | n/a |
| B2.5 describe the characteristics of a healthy environment, including clean air and water and nutritious food, and how a healthy environment enables living things to meet their needs | n/a |
| B2.6 describe ways in which living things provide for the needs of other living things | What Is An Insect (E-Book/Interactive) |
| Specific Expectation | Resources |
|---|---|
| C1.1 describe everyday uses of energy at school and at home, and suggest ways to use energy responsibly |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C1.2 describe how the lives of people and other living things would be affected if electrical energy were no longer available | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding that energy is the ability to move or change something |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C2.2 demonstrate an understanding that the Sun is Earth’s principal source of energy, including how it warms the air, land, and water; is a source of light for Earth; and makes it possible for plants to grow | Cycle Of Day And Night (Lesson Plan) |
| C2.3 identify food as a source of energy for living things | n/a |
| C2.4 identify everyday uses of various sources of energy |
Introduction To Energy (Backgrounder)
|
| C2.5 demonstrate an understanding that humans get the energy resources they need from the world around them, and that the supply of many of these resources is limited | n/a |
| C2.6 describe seasonal differences in how we use energy and in the forms of energy we use | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 describe everyday uses of energy at school and at home, and suggest ways to use energy responsibly |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C1.2 describe how the lives of people and other living things would be affected if electrical energy were no longer available | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding that energy is the ability to move or change something |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C2.2 demonstrate an understanding that the Sun is Earth’s principal source of energy, including how it warms the air, land, and water; is a source of light for Earth; and makes it possible for plants to grow | Cycle Of Day And Night (Lesson Plan) |
| C2.3 identify food as a source of energy for living things | n/a |
| C2.4 identify everyday uses of various sources of energy |
Introduction To Energy (Backgrounder)
|
| C2.5 demonstrate an understanding that humans get the energy resources they need from the world around them, and that the supply of many of these resources is limited | n/a |
| C2.6 describe seasonal differences in how we use energy and in the forms of energy we use | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 identify the kinds of waste materials produced by humans, and plan and carry out a course of action for minimizing waste in the classroom or at home, explaining why each action is important |
What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How is food packaged? (Hands-On Activity) The Environmental Impact of Wasted Food (STEM in Context) We use a lot of plastic (STEM in Context) |
| D1.2 assess everyday objects, including structures, that have similar purposes, in terms of the materials they are made from, the source of these materials, and what happens to these objects when they are worn out or no longer needed |
Which Materials Bounce? (Hands-On Activity) Bouncing Objects (Photo Collection) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe objects as things that are made of one or more materials |
How Can We Make A Paddle Boat? (Hands-On Activity) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) Why Wires? (STEM-In-Context) |
| D2.2 identify structures that are objects designed to support a load, including those acting as supporting frameworks for objects |
How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) |
| D2.3 identify materials that are used to make various everyday objects, including structures |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.4 describe observable characteristics of various everyday objects, including structures, using qualitative information gathered through their senses |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.5 describe purposes of everyday objects, including structures |
How can we build a structure that protects toy people from wind? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Wires? (STEM-In-Context) |
| D2.6 identify properties of materials that enable the objects made from them to perform their intended function |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.7 identify different kinds of fasteners and describe uses for each |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) |
| D2.8 identify sources in nature of some common materials that are used to make various objects, including structures |
Why Wires? (STEM-In-Context) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 identify the kinds of waste materials produced by humans, and plan and carry out a course of action for minimizing waste in the classroom or at home, explaining why each action is important |
What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How is food packaged? (Hands-On Activity) The Environmental Impact of Wasted Food (STEM in Context) We use a lot of plastic (STEM in Context) |
| D1.2 assess everyday objects, including structures, that have similar purposes, in terms of the materials they are made from, the source of these materials, and what happens to these objects when they are worn out or no longer needed |
Which Materials Bounce? (Hands-On Activity) Bouncing Objects (Photo Collection) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe objects as things that are made of one or more materials |
How Can We Make A Paddle Boat? (Hands-On Activity) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) Why Wires? (STEM-In-Context) |
| D2.2 identify structures that are objects designed to support a load, including those acting as supporting frameworks for objects |
How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) |
| D2.3 identify materials that are used to make various everyday objects, including structures |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.4 describe observable characteristics of various everyday objects, including structures, using qualitative information gathered through their senses |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.5 describe purposes of everyday objects, including structures |
How can we build a structure that protects toy people from wind? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Wires? (STEM-In-Context) |
| D2.6 identify properties of materials that enable the objects made from them to perform their intended function |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.7 identify different kinds of fasteners and describe uses for each |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) |
| D2.8 identify sources in nature of some common materials that are used to make various objects, including structures |
Why Wires? (STEM-In-Context) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of daily and seasonal changes on human outdoor activities, and identify innovations that enable people to engage in various activities year-round |
Weather: Temperature (Backgrounder) Seasonal Activities: Winter (Photo Collection) Seasonal Activities: Spring (Photo Collection) Seasonal Activities: Summer (Photo Collection) Seasonal Activities: Autumn (Photo Collection) |
| E1.2 assess ways in which daily and seasonal changes have an impact on society, the environment, and living things in the natural environment |
Weather: Temperature (Backgrounder) Seasonal Clothing: Winter (Photo Collection) Seasonal Clothing: Spring (Photo Collection) Seasonal Clothing: Summer (Photo Collection) Seasonal Clothing: Autumn (Photo Collection) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of Earth’s relationship to the Sun and that this relationship results in daily and seasonal changes on Earth |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.2 demonstrate an understanding that a cycle is a series of repeating events, and that cycles can be observed in daily and seasonal changes |
Cycle Of Day And Night (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| E2.3 describe the changes in the amount of light and heat from the Sun that occur throughout the day and in the four seasons |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) |
| E2.4 describe and compare the four seasons in terms of the weather, including precipitation and temperature, in their local area | n/a |
| E2.5 describe changes in the appearance or behaviour of living things that are adaptations to seasonal changes |
How do animals stay warm in winter? (Hands-on Activity) How do trees survive winter? (STEM in Context) Trees: In Winter (Photo Collection) Trees: In Spring (Photo Collection) Trees: In Summer (Photo Collection) Trees: In Autumn (Photo Collection) |
| E2.6 describe how humans prepare for, and respond to, daily and seasonal changes | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of daily and seasonal changes on human outdoor activities, and identify innovations that enable people to engage in various activities year-round |
Weather: Temperature (Backgrounder) Seasonal Activities: Winter (Photo Collection) Seasonal Activities: Spring (Photo Collection) Seasonal Activities: Summer (Photo Collection) Seasonal Activities: Autumn (Photo Collection) |
| E1.2 assess ways in which daily and seasonal changes have an impact on society, the environment, and living things in the natural environment |
Weather: Temperature (Backgrounder) Seasonal Clothing: Winter (Photo Collection) Seasonal Clothing: Spring (Photo Collection) Seasonal Clothing: Summer (Photo Collection) Seasonal Clothing: Autumn (Photo Collection) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of Earth’s relationship to the Sun and that this relationship results in daily and seasonal changes on Earth |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.2 demonstrate an understanding that a cycle is a series of repeating events, and that cycles can be observed in daily and seasonal changes |
Cycle Of Day And Night (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| E2.3 describe the changes in the amount of light and heat from the Sun that occur throughout the day and in the four seasons |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) |
| E2.4 describe and compare the four seasons in terms of the weather, including precipitation and temperature, in their local area | n/a |
| E2.5 describe changes in the appearance or behaviour of living things that are adaptations to seasonal changes |
How do animals stay warm in winter? (Hands-on Activity) How do trees survive winter? (STEM in Context) Trees: In Winter (Photo Collection) Trees: In Spring (Photo Collection) Trees: In Summer (Photo Collection) Trees: In Autumn (Photo Collection) |
| E2.6 describe how humans prepare for, and respond to, daily and seasonal changes | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
Cycle of Day and Night (Lesson Plan) Why is there day and night (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
Which Materials Bounce? (Hands-On Activity) Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Which Fastener Is Best? (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Which Fastener Is Best? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Which Fastener Is Best? (Lesson Plan) Exploring Materials, Fasteners and Objects (Lesson Plan) Cycle of Day and Night (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on creating clear and precise instructions for simple algorithms | n/a |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | n/a |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems |
Which Fastener Is Best? (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
Cycle of Day and Night (Lesson Plan) Why is there day and night (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
Which Materials Bounce? (Hands-On Activity) Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Which Fastener Is Best? (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Which Fastener Is Best? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Which Fastener Is Best? (Lesson Plan) Exploring Materials, Fasteners and Objects (Lesson Plan) Cycle of Day and Night (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on creating clear and precise instructions for simple algorithms | n/a |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | n/a |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems |
Which Fastener Is Best? (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 describe changes or problems that could result from the loss of living and non-living things that are part of everyday life, while taking different perspectives into consideration | Pollinators are Important! (STEM in Context) |
| B1.2 identify actions that can be taken to contribute to a healthy environment | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of the natural environment as a place where living and non-living things are interconnected |
What Is An Insect (E-Book/Interactive) |
| B2.2 identify the basic needs of living things, including the need for air, water, food, heat, shelter, and space |
Plants: Needs (Photo Collection) Needs of Plants (Backgrounder)
|
| B2.3 identify the physical characteristics of various plants and animals, including humans, and explain how these characteristics help the plants and animals meet their basic needs | What Is An Insect (E-Book/Interactive) |
| B2.4 identify the location and the function of various parts of the human body, including sensory organs | n/a |
| B2.5 describe the characteristics of a healthy environment, including clean air and water and nutritious food, and how a healthy environment enables living things to meet their needs | n/a |
| B2.6 describe ways in which living things provide for the needs of other living things | What Is An Insect (E-Book/Interactive) |
| Specific Expectation | Resources |
|---|---|
| B1.1 describe changes or problems that could result from the loss of living and non-living things that are part of everyday life, while taking different perspectives into consideration | Pollinators are Important! (STEM in Context) |
| B1.2 identify actions that can be taken to contribute to a healthy environment | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of the natural environment as a place where living and non-living things are interconnected |
What Is An Insect (E-Book/Interactive) |
| B2.2 identify the basic needs of living things, including the need for air, water, food, heat, shelter, and space |
Plants: Needs (Photo Collection) Needs of Plants (Backgrounder)
|
| B2.3 identify the physical characteristics of various plants and animals, including humans, and explain how these characteristics help the plants and animals meet their basic needs | What Is An Insect (E-Book/Interactive) |
| B2.4 identify the location and the function of various parts of the human body, including sensory organs | n/a |
| B2.5 describe the characteristics of a healthy environment, including clean air and water and nutritious food, and how a healthy environment enables living things to meet their needs | n/a |
| B2.6 describe ways in which living things provide for the needs of other living things | What Is An Insect (E-Book/Interactive) |
| Specific Expectation | Resources |
|---|---|
| C1.1 describe everyday uses of energy at school and at home, and suggest ways to use energy responsibly |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C1.2 describe how the lives of people and other living things would be affected if electrical energy were no longer available | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding that energy is the ability to move or change something |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C2.2 demonstrate an understanding that the Sun is Earth’s principal source of energy, including how it warms the air, land, and water; is a source of light for Earth; and makes it possible for plants to grow | Cycle Of Day And Night (Lesson Plan) |
| C2.3 identify food as a source of energy for living things | n/a |
| C2.4 identify everyday uses of various sources of energy |
Introduction To Energy (Backgrounder)
|
| C2.5 demonstrate an understanding that humans get the energy resources they need from the world around them, and that the supply of many of these resources is limited | n/a |
| C2.6 describe seasonal differences in how we use energy and in the forms of energy we use | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 describe everyday uses of energy at school and at home, and suggest ways to use energy responsibly |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C1.2 describe how the lives of people and other living things would be affected if electrical energy were no longer available | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding that energy is the ability to move or change something |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C2.2 demonstrate an understanding that the Sun is Earth’s principal source of energy, including how it warms the air, land, and water; is a source of light for Earth; and makes it possible for plants to grow | Cycle Of Day And Night (Lesson Plan) |
| C2.3 identify food as a source of energy for living things | n/a |
| C2.4 identify everyday uses of various sources of energy |
Introduction To Energy (Backgrounder)
|
| C2.5 demonstrate an understanding that humans get the energy resources they need from the world around them, and that the supply of many of these resources is limited | n/a |
| C2.6 describe seasonal differences in how we use energy and in the forms of energy we use | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 identify the kinds of waste materials produced by humans, and plan and carry out a course of action for minimizing waste in the classroom or at home, explaining why each action is important |
What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How is food packaged? (Hands-On Activity) The Environmental Impact of Wasted Food (STEM in Context) We use a lot of plastic (STEM in Context) |
| D1.2 assess everyday objects, including structures, that have similar purposes, in terms of the materials they are made from, the source of these materials, and what happens to these objects when they are worn out or no longer needed |
Which Materials Bounce? (Hands-On Activity) Bouncing Objects (Photo Collection) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe objects as things that are made of one or more materials |
How Can We Make A Paddle Boat? (Hands-On Activity) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) Why Wires? (STEM-In-Context) |
| D2.2 identify structures that are objects designed to support a load, including those acting as supporting frameworks for objects |
How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) |
| D2.3 identify materials that are used to make various everyday objects, including structures |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.4 describe observable characteristics of various everyday objects, including structures, using qualitative information gathered through their senses |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.5 describe purposes of everyday objects, including structures |
How can we build a structure that protects toy people from wind? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Wires? (STEM-In-Context) |
| D2.6 identify properties of materials that enable the objects made from them to perform their intended function |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.7 identify different kinds of fasteners and describe uses for each |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) |
| D2.8 identify sources in nature of some common materials that are used to make various objects, including structures |
Why Wires? (STEM-In-Context) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 identify the kinds of waste materials produced by humans, and plan and carry out a course of action for minimizing waste in the classroom or at home, explaining why each action is important |
What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How is food packaged? (Hands-On Activity) The Environmental Impact of Wasted Food (STEM in Context) We use a lot of plastic (STEM in Context) |
| D1.2 assess everyday objects, including structures, that have similar purposes, in terms of the materials they are made from, the source of these materials, and what happens to these objects when they are worn out or no longer needed |
Which Materials Bounce? (Hands-On Activity) Bouncing Objects (Photo Collection) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe objects as things that are made of one or more materials |
How Can We Make A Paddle Boat? (Hands-On Activity) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) Why Wires? (STEM-In-Context) |
| D2.2 identify structures that are objects designed to support a load, including those acting as supporting frameworks for objects |
How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) |
| D2.3 identify materials that are used to make various everyday objects, including structures |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.4 describe observable characteristics of various everyday objects, including structures, using qualitative information gathered through their senses |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.5 describe purposes of everyday objects, including structures |
How can we build a structure that protects toy people from wind? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Wires? (STEM-In-Context) |
| D2.6 identify properties of materials that enable the objects made from them to perform their intended function |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.7 identify different kinds of fasteners and describe uses for each |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) |
| D2.8 identify sources in nature of some common materials that are used to make various objects, including structures |
Why Wires? (STEM-In-Context) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of daily and seasonal changes on human outdoor activities, and identify innovations that enable people to engage in various activities year-round |
Weather: Temperature (Backgrounder) Seasonal Activities: Winter (Photo Collection) Seasonal Activities: Spring (Photo Collection) Seasonal Activities: Summer (Photo Collection) Seasonal Activities: Autumn (Photo Collection) |
| E1.2 assess ways in which daily and seasonal changes have an impact on society, the environment, and living things in the natural environment |
Weather: Temperature (Backgrounder) Seasonal Clothing: Winter (Photo Collection) Seasonal Clothing: Spring (Photo Collection) Seasonal Clothing: Summer (Photo Collection) Seasonal Clothing: Autumn (Photo Collection) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of Earth’s relationship to the Sun and that this relationship results in daily and seasonal changes on Earth |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.2 demonstrate an understanding that a cycle is a series of repeating events, and that cycles can be observed in daily and seasonal changes |
Cycle Of Day And Night (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| E2.3 describe the changes in the amount of light and heat from the Sun that occur throughout the day and in the four seasons |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) |
| E2.4 describe and compare the four seasons in terms of the weather, including precipitation and temperature, in their local area | n/a |
| E2.5 describe changes in the appearance or behaviour of living things that are adaptations to seasonal changes |
How do animals stay warm in winter? (Hands-on Activity) How do trees survive winter? (STEM in Context) Trees: In Winter (Photo Collection) Trees: In Spring (Photo Collection) Trees: In Summer (Photo Collection) Trees: In Autumn (Photo Collection) |
| E2.6 describe how humans prepare for, and respond to, daily and seasonal changes | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of daily and seasonal changes on human outdoor activities, and identify innovations that enable people to engage in various activities year-round |
Weather: Temperature (Backgrounder) Seasonal Activities: Winter (Photo Collection) Seasonal Activities: Spring (Photo Collection) Seasonal Activities: Summer (Photo Collection) Seasonal Activities: Autumn (Photo Collection) |
| E1.2 assess ways in which daily and seasonal changes have an impact on society, the environment, and living things in the natural environment |
Weather: Temperature (Backgrounder) Seasonal Clothing: Winter (Photo Collection) Seasonal Clothing: Spring (Photo Collection) Seasonal Clothing: Summer (Photo Collection) Seasonal Clothing: Autumn (Photo Collection) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of Earth’s relationship to the Sun and that this relationship results in daily and seasonal changes on Earth |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.2 demonstrate an understanding that a cycle is a series of repeating events, and that cycles can be observed in daily and seasonal changes |
Cycle Of Day And Night (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| E2.3 describe the changes in the amount of light and heat from the Sun that occur throughout the day and in the four seasons |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) |
| E2.4 describe and compare the four seasons in terms of the weather, including precipitation and temperature, in their local area | n/a |
| E2.5 describe changes in the appearance or behaviour of living things that are adaptations to seasonal changes |
How do animals stay warm in winter? (Hands-on Activity) How do trees survive winter? (STEM in Context) Trees: In Winter (Photo Collection) Trees: In Spring (Photo Collection) Trees: In Summer (Photo Collection) Trees: In Autumn (Photo Collection) |
| E2.6 describe how humans prepare for, and respond to, daily and seasonal changes | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
Cycle of Day and Night (Lesson Plan) Why is there day and night (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
Which Materials Bounce? (Hands-On Activity) Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Which Fastener Is Best? (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Which Fastener Is Best? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Which Fastener Is Best? (Lesson Plan) Exploring Materials, Fasteners and Objects (Lesson Plan) Cycle of Day and Night (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on creating clear and precise instructions for simple algorithms | n/a |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | n/a |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems |
Which Fastener Is Best? (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
Cycle of Day and Night (Lesson Plan) Why is there day and night (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
Which Materials Bounce? (Hands-On Activity) Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Which Fastener Is Best? (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Which Fastener Is Best? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Which Fastener Is Best? (Lesson Plan) Exploring Materials, Fasteners and Objects (Lesson Plan) Cycle of Day and Night (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on creating clear and precise instructions for simple algorithms | n/a |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | n/a |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems |
Which Fastener Is Best? (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 describe changes or problems that could result from the loss of living and non-living things that are part of everyday life, while taking different perspectives into consideration | Pollinators are Important! (STEM in Context) |
| B1.2 identify actions that can be taken to contribute to a healthy environment | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of the natural environment as a place where living and non-living things are interconnected |
What Is An Insect (E-Book/Interactive) |
| B2.2 identify the basic needs of living things, including the need for air, water, food, heat, shelter, and space |
Plants: Needs (Photo Collection) Needs of Plants (Backgrounder)
|
| B2.3 identify the physical characteristics of various plants and animals, including humans, and explain how these characteristics help the plants and animals meet their basic needs | What Is An Insect (E-Book/Interactive) |
| B2.4 identify the location and the function of various parts of the human body, including sensory organs | n/a |
| B2.5 describe the characteristics of a healthy environment, including clean air and water and nutritious food, and how a healthy environment enables living things to meet their needs | n/a |
| B2.6 describe ways in which living things provide for the needs of other living things | What Is An Insect (E-Book/Interactive) |
| Specific Expectation | Resources |
|---|---|
| B1.1 describe changes or problems that could result from the loss of living and non-living things that are part of everyday life, while taking different perspectives into consideration | Pollinators are Important! (STEM in Context) |
| B1.2 identify actions that can be taken to contribute to a healthy environment | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of the natural environment as a place where living and non-living things are interconnected |
What Is An Insect (E-Book/Interactive) |
| B2.2 identify the basic needs of living things, including the need for air, water, food, heat, shelter, and space |
Plants: Needs (Photo Collection) Needs of Plants (Backgrounder)
|
| B2.3 identify the physical characteristics of various plants and animals, including humans, and explain how these characteristics help the plants and animals meet their basic needs | What Is An Insect (E-Book/Interactive) |
| B2.4 identify the location and the function of various parts of the human body, including sensory organs | n/a |
| B2.5 describe the characteristics of a healthy environment, including clean air and water and nutritious food, and how a healthy environment enables living things to meet their needs | n/a |
| B2.6 describe ways in which living things provide for the needs of other living things | What Is An Insect (E-Book/Interactive) |
| Specific Expectation | Resources |
|---|---|
| C1.1 describe everyday uses of energy at school and at home, and suggest ways to use energy responsibly |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C1.2 describe how the lives of people and other living things would be affected if electrical energy were no longer available | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding that energy is the ability to move or change something |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C2.2 demonstrate an understanding that the Sun is Earth’s principal source of energy, including how it warms the air, land, and water; is a source of light for Earth; and makes it possible for plants to grow | Cycle Of Day And Night (Lesson Plan) |
| C2.3 identify food as a source of energy for living things | n/a |
| C2.4 identify everyday uses of various sources of energy |
Introduction To Energy (Backgrounder)
|
| C2.5 demonstrate an understanding that humans get the energy resources they need from the world around them, and that the supply of many of these resources is limited | n/a |
| C2.6 describe seasonal differences in how we use energy and in the forms of energy we use | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 describe everyday uses of energy at school and at home, and suggest ways to use energy responsibly |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C1.2 describe how the lives of people and other living things would be affected if electrical energy were no longer available | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding that energy is the ability to move or change something |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C2.2 demonstrate an understanding that the Sun is Earth’s principal source of energy, including how it warms the air, land, and water; is a source of light for Earth; and makes it possible for plants to grow | Cycle Of Day And Night (Lesson Plan) |
| C2.3 identify food as a source of energy for living things | n/a |
| C2.4 identify everyday uses of various sources of energy |
Introduction To Energy (Backgrounder)
|
| C2.5 demonstrate an understanding that humans get the energy resources they need from the world around them, and that the supply of many of these resources is limited | n/a |
| C2.6 describe seasonal differences in how we use energy and in the forms of energy we use | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 identify the kinds of waste materials produced by humans, and plan and carry out a course of action for minimizing waste in the classroom or at home, explaining why each action is important |
What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How is food packaged? (Hands-On Activity) The Environmental Impact of Wasted Food (STEM in Context) We use a lot of plastic (STEM in Context) |
| D1.2 assess everyday objects, including structures, that have similar purposes, in terms of the materials they are made from, the source of these materials, and what happens to these objects when they are worn out or no longer needed |
Which Materials Bounce? (Hands-On Activity) Bouncing Objects (Photo Collection) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe objects as things that are made of one or more materials |
How Can We Make A Paddle Boat? (Hands-On Activity) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) Why Wires? (STEM-In-Context) |
| D2.2 identify structures that are objects designed to support a load, including those acting as supporting frameworks for objects |
How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) |
| D2.3 identify materials that are used to make various everyday objects, including structures |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.4 describe observable characteristics of various everyday objects, including structures, using qualitative information gathered through their senses |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.5 describe purposes of everyday objects, including structures |
How can we build a structure that protects toy people from wind? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Wires? (STEM-In-Context) |
| D2.6 identify properties of materials that enable the objects made from them to perform their intended function |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.7 identify different kinds of fasteners and describe uses for each |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) |
| D2.8 identify sources in nature of some common materials that are used to make various objects, including structures |
Why Wires? (STEM-In-Context) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 identify the kinds of waste materials produced by humans, and plan and carry out a course of action for minimizing waste in the classroom or at home, explaining why each action is important |
What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How is food packaged? (Hands-On Activity) The Environmental Impact of Wasted Food (STEM in Context) We use a lot of plastic (STEM in Context) |
| D1.2 assess everyday objects, including structures, that have similar purposes, in terms of the materials they are made from, the source of these materials, and what happens to these objects when they are worn out or no longer needed |
Which Materials Bounce? (Hands-On Activity) Bouncing Objects (Photo Collection) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe objects as things that are made of one or more materials |
How Can We Make A Paddle Boat? (Hands-On Activity) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) Why Wires? (STEM-In-Context) |
| D2.2 identify structures that are objects designed to support a load, including those acting as supporting frameworks for objects |
How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) |
| D2.3 identify materials that are used to make various everyday objects, including structures |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.4 describe observable characteristics of various everyday objects, including structures, using qualitative information gathered through their senses |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.5 describe purposes of everyday objects, including structures |
How can we build a structure that protects toy people from wind? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Wires? (STEM-In-Context) |
| D2.6 identify properties of materials that enable the objects made from them to perform their intended function |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.7 identify different kinds of fasteners and describe uses for each |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) |
| D2.8 identify sources in nature of some common materials that are used to make various objects, including structures |
Why Wires? (STEM-In-Context) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of daily and seasonal changes on human outdoor activities, and identify innovations that enable people to engage in various activities year-round |
Weather: Temperature (Backgrounder) Seasonal Activities: Winter (Photo Collection) Seasonal Activities: Spring (Photo Collection) Seasonal Activities: Summer (Photo Collection) Seasonal Activities: Autumn (Photo Collection) |
| E1.2 assess ways in which daily and seasonal changes have an impact on society, the environment, and living things in the natural environment |
Weather: Temperature (Backgrounder) Seasonal Clothing: Winter (Photo Collection) Seasonal Clothing: Spring (Photo Collection) Seasonal Clothing: Summer (Photo Collection) Seasonal Clothing: Autumn (Photo Collection) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of Earth’s relationship to the Sun and that this relationship results in daily and seasonal changes on Earth |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.2 demonstrate an understanding that a cycle is a series of repeating events, and that cycles can be observed in daily and seasonal changes |
Cycle Of Day And Night (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| E2.3 describe the changes in the amount of light and heat from the Sun that occur throughout the day and in the four seasons |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) |
| E2.4 describe and compare the four seasons in terms of the weather, including precipitation and temperature, in their local area | n/a |
| E2.5 describe changes in the appearance or behaviour of living things that are adaptations to seasonal changes |
How do animals stay warm in winter? (Hands-on Activity) How do trees survive winter? (STEM in Context) Trees: In Winter (Photo Collection) Trees: In Spring (Photo Collection) Trees: In Summer (Photo Collection) Trees: In Autumn (Photo Collection) |
| E2.6 describe how humans prepare for, and respond to, daily and seasonal changes | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of daily and seasonal changes on human outdoor activities, and identify innovations that enable people to engage in various activities year-round |
Weather: Temperature (Backgrounder) Seasonal Activities: Winter (Photo Collection) Seasonal Activities: Spring (Photo Collection) Seasonal Activities: Summer (Photo Collection) Seasonal Activities: Autumn (Photo Collection) |
| E1.2 assess ways in which daily and seasonal changes have an impact on society, the environment, and living things in the natural environment |
Weather: Temperature (Backgrounder) Seasonal Clothing: Winter (Photo Collection) Seasonal Clothing: Spring (Photo Collection) Seasonal Clothing: Summer (Photo Collection) Seasonal Clothing: Autumn (Photo Collection) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of Earth’s relationship to the Sun and that this relationship results in daily and seasonal changes on Earth |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.2 demonstrate an understanding that a cycle is a series of repeating events, and that cycles can be observed in daily and seasonal changes |
Cycle Of Day And Night (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| E2.3 describe the changes in the amount of light and heat from the Sun that occur throughout the day and in the four seasons |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) |
| E2.4 describe and compare the four seasons in terms of the weather, including precipitation and temperature, in their local area | n/a |
| E2.5 describe changes in the appearance or behaviour of living things that are adaptations to seasonal changes |
How do animals stay warm in winter? (Hands-on Activity) How do trees survive winter? (STEM in Context) Trees: In Winter (Photo Collection) Trees: In Spring (Photo Collection) Trees: In Summer (Photo Collection) Trees: In Autumn (Photo Collection) |
| E2.6 describe how humans prepare for, and respond to, daily and seasonal changes | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
Cycle of Day and Night (Lesson Plan) Why is there day and night (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
Which Materials Bounce? (Hands-On Activity) Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Which Fastener Is Best? (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Which Fastener Is Best? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Which Fastener Is Best? (Lesson Plan) Exploring Materials, Fasteners and Objects (Lesson Plan) Cycle of Day and Night (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on creating clear and precise instructions for simple algorithms | n/a |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | n/a |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems |
Which Fastener Is Best? (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
Cycle of Day and Night (Lesson Plan) Why is there day and night (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
Which Materials Bounce? (Hands-On Activity) Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Which Fastener Is Best? (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Which Fastener Is Best? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Which Fastener Is Best? (Lesson Plan) Exploring Materials, Fasteners and Objects (Lesson Plan) Cycle of Day and Night (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on creating clear and precise instructions for simple algorithms | n/a |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | n/a |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems |
Which Fastener Is Best? (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Materials, Fasteners and Objects (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 describe changes or problems that could result from the loss of living and non-living things that are part of everyday life, while taking different perspectives into consideration | Pollinators are Important! (STEM in Context) |
| B1.2 identify actions that can be taken to contribute to a healthy environment | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of the natural environment as a place where living and non-living things are interconnected |
What Is An Insect (E-Book/Interactive) |
| B2.2 identify the basic needs of living things, including the need for air, water, food, heat, shelter, and space |
Plants: Needs (Photo Collection) Needs of Plants (Backgrounder)
|
| B2.3 identify the physical characteristics of various plants and animals, including humans, and explain how these characteristics help the plants and animals meet their basic needs | What Is An Insect (E-Book/Interactive) |
| B2.4 identify the location and the function of various parts of the human body, including sensory organs | n/a |
| B2.5 describe the characteristics of a healthy environment, including clean air and water and nutritious food, and how a healthy environment enables living things to meet their needs | n/a |
| B2.6 describe ways in which living things provide for the needs of other living things | What Is An Insect (E-Book/Interactive) |
| Specific Expectation | Resources |
|---|---|
| B1.1 describe changes or problems that could result from the loss of living and non-living things that are part of everyday life, while taking different perspectives into consideration | Pollinators are Important! (STEM in Context) |
| B1.2 identify actions that can be taken to contribute to a healthy environment | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of the natural environment as a place where living and non-living things are interconnected |
What Is An Insect (E-Book/Interactive) |
| B2.2 identify the basic needs of living things, including the need for air, water, food, heat, shelter, and space |
Plants: Needs (Photo Collection) Needs of Plants (Backgrounder)
|
| B2.3 identify the physical characteristics of various plants and animals, including humans, and explain how these characteristics help the plants and animals meet their basic needs | What Is An Insect (E-Book/Interactive) |
| B2.4 identify the location and the function of various parts of the human body, including sensory organs | n/a |
| B2.5 describe the characteristics of a healthy environment, including clean air and water and nutritious food, and how a healthy environment enables living things to meet their needs | n/a |
| B2.6 describe ways in which living things provide for the needs of other living things | What Is An Insect (E-Book/Interactive) |
| Specific Expectation | Resources |
|---|---|
| C1.1 describe everyday uses of energy at school and at home, and suggest ways to use energy responsibly |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C1.2 describe how the lives of people and other living things would be affected if electrical energy were no longer available | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding that energy is the ability to move or change something |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C2.2 demonstrate an understanding that the Sun is Earth’s principal source of energy, including how it warms the air, land, and water; is a source of light for Earth; and makes it possible for plants to grow | Cycle Of Day And Night (Lesson Plan) |
| C2.3 identify food as a source of energy for living things | n/a |
| C2.4 identify everyday uses of various sources of energy |
Introduction To Energy (Backgrounder)
|
| C2.5 demonstrate an understanding that humans get the energy resources they need from the world around them, and that the supply of many of these resources is limited | n/a |
| C2.6 describe seasonal differences in how we use energy and in the forms of energy we use | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 describe everyday uses of energy at school and at home, and suggest ways to use energy responsibly |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C1.2 describe how the lives of people and other living things would be affected if electrical energy were no longer available | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding that energy is the ability to move or change something |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) |
| C2.2 demonstrate an understanding that the Sun is Earth’s principal source of energy, including how it warms the air, land, and water; is a source of light for Earth; and makes it possible for plants to grow | Cycle Of Day And Night (Lesson Plan) |
| C2.3 identify food as a source of energy for living things | n/a |
| C2.4 identify everyday uses of various sources of energy |
Introduction To Energy (Backgrounder)
|
| C2.5 demonstrate an understanding that humans get the energy resources they need from the world around them, and that the supply of many of these resources is limited | n/a |
| C2.6 describe seasonal differences in how we use energy and in the forms of energy we use | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 identify the kinds of waste materials produced by humans, and plan and carry out a course of action for minimizing waste in the classroom or at home, explaining why each action is important |
What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How is food packaged? (Hands-On Activity) The Environmental Impact of Wasted Food (STEM in Context) We use a lot of plastic (STEM in Context) |
| D1.2 assess everyday objects, including structures, that have similar purposes, in terms of the materials they are made from, the source of these materials, and what happens to these objects when they are worn out or no longer needed |
Which Materials Bounce? (Hands-On Activity) Bouncing Objects (Photo Collection) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe objects as things that are made of one or more materials |
How Can We Make A Paddle Boat? (Hands-On Activity) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) Why Wires? (STEM-In-Context) |
| D2.2 identify structures that are objects designed to support a load, including those acting as supporting frameworks for objects |
How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) |
| D2.3 identify materials that are used to make various everyday objects, including structures |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.4 describe observable characteristics of various everyday objects, including structures, using qualitative information gathered through their senses |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.5 describe purposes of everyday objects, including structures |
How can we build a structure that protects toy people from wind? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Wires? (STEM-In-Context) |
| D2.6 identify properties of materials that enable the objects made from them to perform their intended function |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.7 identify different kinds of fasteners and describe uses for each |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) |
| D2.8 identify sources in nature of some common materials that are used to make various objects, including structures |
Why Wires? (STEM-In-Context) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 identify the kinds of waste materials produced by humans, and plan and carry out a course of action for minimizing waste in the classroom or at home, explaining why each action is important |
What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How is food packaged? (Hands-On Activity) The Environmental Impact of Wasted Food (STEM in Context) We use a lot of plastic (STEM in Context) |
| D1.2 assess everyday objects, including structures, that have similar purposes, in terms of the materials they are made from, the source of these materials, and what happens to these objects when they are worn out or no longer needed |
Which Materials Bounce? (Hands-On Activity) Bouncing Objects (Photo Collection) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe objects as things that are made of one or more materials |
How Can We Make A Paddle Boat? (Hands-On Activity) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) Why Wires? (STEM-In-Context) |
| D2.2 identify structures that are objects designed to support a load, including those acting as supporting frameworks for objects |
How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) |
| D2.3 identify materials that are used to make various everyday objects, including structures |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.4 describe observable characteristics of various everyday objects, including structures, using qualitative information gathered through their senses |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.5 describe purposes of everyday objects, including structures |
How can we build a structure that protects toy people from wind? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Wires? (STEM-In-Context) |
| D2.6 identify properties of materials that enable the objects made from them to perform their intended function |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-On Activity) Why Wires? (STEM-In-Context) Describing And Classifying Materials (Backgrounder) Types Of Materials (Backgrounder) |
| D2.7 identify different kinds of fasteners and describe uses for each |
Exploring Objects, Materials and Fasteners (Lesson Plan) Which Fastener Is Best? (Lesson Plan) |
| D2.8 identify sources in nature of some common materials that are used to make various objects, including structures |
Why Wires? (STEM-In-Context) Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of daily and seasonal changes on human outdoor activities, and identify innovations that enable people to engage in various activities year-round |
Weather: Temperature (Backgrounder) Seasonal Activities: Winter (Photo Collection) Seasonal Activities: Spring (Photo Collection) Seasonal Activities: Summer (Photo Collection) Seasonal Activities: Autumn (Photo Collection) |
| E1.2 assess ways in which daily and seasonal changes have an impact on society, the environment, and living things in the natural environment |
Weather: Temperature (Backgrounder) Seasonal Clothing: Winter (Photo Collection) Seasonal Clothing: Spring (Photo Collection) Seasonal Clothing: Summer (Photo Collection) Seasonal Clothing: Autumn (Photo Collection) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of Earth’s relationship to the Sun and that this relationship results in daily and seasonal changes on Earth |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.2 demonstrate an understanding that a cycle is a series of repeating events, and that cycles can be observed in daily and seasonal changes |
Cycle Of Day And Night (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| E2.3 describe the changes in the amount of light and heat from the Sun that occur throughout the day and in the four seasons |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) |
| E2.4 describe and compare the four seasons in terms of the weather, including precipitation and temperature, in their local area | n/a |
| E2.5 describe changes in the appearance or behaviour of living things that are adaptations to seasonal changes |
How do animals stay warm in winter? (Hands-on Activity) How do trees survive winter? (STEM in Context) Trees: In Winter (Photo Collection) Trees: In Spring (Photo Collection) Trees: In Summer (Photo Collection) Trees: In Autumn (Photo Collection) |
| E2.6 describe how humans prepare for, and respond to, daily and seasonal changes | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of daily and seasonal changes on human outdoor activities, and identify innovations that enable people to engage in various activities year-round |
Weather: Temperature (Backgrounder) Seasonal Activities: Winter (Photo Collection) Seasonal Activities: Spring (Photo Collection) Seasonal Activities: Summer (Photo Collection) Seasonal Activities: Autumn (Photo Collection) |
| E1.2 assess ways in which daily and seasonal changes have an impact on society, the environment, and living things in the natural environment |
Weather: Temperature (Backgrounder) Seasonal Clothing: Winter (Photo Collection) Seasonal Clothing: Spring (Photo Collection) Seasonal Clothing: Summer (Photo Collection) Seasonal Clothing: Autumn (Photo Collection) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of Earth’s relationship to the Sun and that this relationship results in daily and seasonal changes on Earth |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.2 demonstrate an understanding that a cycle is a series of repeating events, and that cycles can be observed in daily and seasonal changes |
Cycle Of Day And Night (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) |
| E2.3 describe the changes in the amount of light and heat from the Sun that occur throughout the day and in the four seasons |
Why Is There Day And Night? (Lesson Plan) Let’s Learn About Solar Eclipses (Lesson Plan) Weather: Temperature (Backgrounder) Why Do We Have Seasons? (Backgrounder) |
| E2.4 describe and compare the four seasons in terms of the weather, including precipitation and temperature, in their local area | n/a |
| E2.5 describe changes in the appearance or behaviour of living things that are adaptations to seasonal changes |
How do animals stay warm in winter? (Hands-on Activity) How do trees survive winter? (STEM in Context) Trees: In Winter (Photo Collection) Trees: In Spring (Photo Collection) Trees: In Summer (Photo Collection) Trees: In Autumn (Photo Collection) |
| E2.6 describe how humans prepare for, and respond to, daily and seasonal changes | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Bee Helpers (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Bee House (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Bee House (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Bee Helpers (Lesson Plan) Design & Build A Bee House (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on decomposing problems into smaller steps |
Lexie's Holiday Wish List (Unplugged Coding Activity) Lenny and Lexie Get Ready for a Solar Eclipse (Unplugged Coding Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Bee Helpers (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Bee House (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Bee House (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Bee Helpers (Lesson Plan) Design & Build A Bee House (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on decomposing problems into smaller steps |
Lexie's Holiday Wish List (Unplugged Coding Activity) Lenny and Lexie Get Ready for a Solar Eclipse (Unplugged Coding Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 examine impacts that animals can have on society and the environment, and describe some ways in which any negative impacts can be minimized |
Bee Helpers (Lesson Plan) What Is An Insect? (Interactive) |
| B1.2 assess impacts of various human activities on animals and the places where they live, and describe practices that can minimize negative impacts |
Bee Helpers (Lesson Plan) Frogs, toads, salamanders, and newts, oh my! (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| B2.1 compare physical characteristics of various animals, including characteristics that are constant and those that change |
What Is An Insect? (Interactive) How Do Animals Hide? (Hands-On Activity) |
| B2.2 describe the locomotion of various animals | What Is An Insect? (Interactive) |
| B2.3 describe the life cycle of a variety of animals, including insects, amphibians, birds, and mammals |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.4 compare changes in the appearance and behaviour of various animals as they go through a complete life cycle |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.5 describe adaptations, including physical and/or behavioural characteristics, that allow various animals to survive in their natural environment |
What Is An Insect? (Interactive) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Do Animals Hide? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| B1.1 examine impacts that animals can have on society and the environment, and describe some ways in which any negative impacts can be minimized |
Bee Helpers (Lesson Plan) What Is An Insect? (Interactive) |
| B1.2 assess impacts of various human activities on animals and the places where they live, and describe practices that can minimize negative impacts |
Bee Helpers (Lesson Plan) Frogs, toads, salamanders, and newts, oh my! (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| B2.1 compare physical characteristics of various animals, including characteristics that are constant and those that change |
What Is An Insect? (Interactive) How Do Animals Hide? (Hands-On Activity) |
| B2.2 describe the locomotion of various animals | What Is An Insect? (Interactive) |
| B2.3 describe the life cycle of a variety of animals, including insects, amphibians, birds, and mammals |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.4 compare changes in the appearance and behaviour of various animals as they go through a complete life cycle |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.5 describe adaptations, including physical and/or behavioural characteristics, that allow various animals to survive in their natural environment |
What Is An Insect? (Interactive) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Do Animals Hide? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess practices related to the use, storage, and disposal of liquids and solids in the home in terms of the effects on personal health and safety and on the environment, and suggest ways to improve these practices |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C1.2 assess the impacts of changes of state of liquids and solids on humans and on environments |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify various types of matter in natural and built environments as liquids or solids |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.2 describe the properties of liquids and solids |
Go For The Gold With STEM! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.3 describe properties of liquid water and solid water, and identify the conditions that cause changes from one state to the other |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.4 identify conditions in which the states of liquids and solids remain constant and conditions that can cause their states to change |
Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.5 describe some ways in which liquids and solids can be combined to make useful mixtures |
What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C2.6 classify solid objects and materials in terms of their buoyancy and in terms of their ability to absorb or repel water |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Diver Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Do Ships Float? (STEM-In-Context) |
| C2.7 explain the meaning of international symbols that give us information on the safety of substances | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess practices related to the use, storage, and disposal of liquids and solids in the home in terms of the effects on personal health and safety and on the environment, and suggest ways to improve these practices |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C1.2 assess the impacts of changes of state of liquids and solids on humans and on environments |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify various types of matter in natural and built environments as liquids or solids |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.2 describe the properties of liquids and solids |
Go For The Gold With STEM! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.3 describe properties of liquid water and solid water, and identify the conditions that cause changes from one state to the other |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.4 identify conditions in which the states of liquids and solids remain constant and conditions that can cause their states to change |
Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.5 describe some ways in which liquids and solids can be combined to make useful mixtures |
What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C2.6 classify solid objects and materials in terms of their buoyancy and in terms of their ability to absorb or repel water |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Diver Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Do Ships Float? (STEM-In-Context) |
| C2.7 explain the meaning of international symbols that give us information on the safety of substances | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impact of simple machines on the daily lives of people in various communities |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D1.2 assess the impact on the environment of technologies that use simple machines to facilitate movement | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe different ways an object can move |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.2 identify ways in which the position of an object can be changed |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.3 identify the six basic types of simple machines: lever, inclined plane, wedge, pulley, wheel and axle, and screw |
Simple Machines - Levers (Backgrounder) Simple Machines - Wheels and Axles (Picture Collection) Simple Machines - Wedges (Picture Collection) Simple Machines - Screws (Picture Collection) Simple Machines - Pulleys (Picture Collection) Simple Machines - Inclined Planes (Picture Collection) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.4 describe ways in which each type of simple machine is used in daily life to make tasks easier |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.5 compare, qualitatively or quantitatively, the force required to move an object using various simple machines to the force required to move the object without using a simple machine |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impact of simple machines on the daily lives of people in various communities |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D1.2 assess the impact on the environment of technologies that use simple machines to facilitate movement | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe different ways an object can move |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.2 identify ways in which the position of an object can be changed |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.3 identify the six basic types of simple machines: lever, inclined plane, wedge, pulley, wheel and axle, and screw |
Simple Machines - Levers (Backgrounder) Simple Machines - Wheels and Axles (Picture Collection) Simple Machines - Wedges (Picture Collection) Simple Machines - Screws (Picture Collection) Simple Machines - Pulleys (Picture Collection) Simple Machines - Inclined Planes (Picture Collection) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.4 describe ways in which each type of simple machine is used in daily life to make tasks easier |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.5 compare, qualitatively or quantitatively, the force required to move an object using various simple machines to the force required to move the object without using a simple machine |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of human activities on air and water, taking various perspectives into consideration, including those of First Nations, Métis, and Inuit, and plan a course of action to protect the quality of the air and/or water in the local community |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Does Rain Become Acidic? (Hands-On Activity) |
| E1.2 assess their personal and household uses of water, and create a plan to use water responsibly | Clothing4Climate (Action Project) |
| E1.3 examine the availability of fresh water and drinking water around the world, and describe the impact on communities |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of the key properties of air and water |
Earth Month: Water (Backgrounder) Go For The Gold With STEM! (STEM-In-Context) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Can I Make A Vortex Cannon? (Hands-On Activity) How Can I Write Secret Messages? (Hands-On Activity) How Can I Make A Bottle Rocket? (Hands-On Activity) |
| E2.2 identify sources of water in the natural and built environment |
Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.3 describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection |
Clothing4Climate (Action Project) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Ringwoodite And The Deep Water Cycle (STEM-In-Context) How Does Rain Become Acidic? (Hands-On Activity) |
| E2.4 identify the three states of water in the environment, and describe how temperature changes affect the state of water within the water cycle |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.5 describe ways in which living things, including humans, depend on air and water |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Humidity On Earth And On The ISS (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of human activities on air and water, taking various perspectives into consideration, including those of First Nations, Métis, and Inuit, and plan a course of action to protect the quality of the air and/or water in the local community |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Does Rain Become Acidic? (Hands-On Activity) |
| E1.2 assess their personal and household uses of water, and create a plan to use water responsibly | Clothing4Climate (Action Project) |
| E1.3 examine the availability of fresh water and drinking water around the world, and describe the impact on communities |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of the key properties of air and water |
Earth Month: Water (Backgrounder) Go For The Gold With STEM! (STEM-In-Context) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Can I Make A Vortex Cannon? (Hands-On Activity) How Can I Write Secret Messages? (Hands-On Activity) How Can I Make A Bottle Rocket? (Hands-On Activity) |
| E2.2 identify sources of water in the natural and built environment |
Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.3 describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection |
Clothing4Climate (Action Project) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Ringwoodite And The Deep Water Cycle (STEM-In-Context) How Does Rain Become Acidic? (Hands-On Activity) |
| E2.4 identify the three states of water in the environment, and describe how temperature changes affect the state of water within the water cycle |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.5 describe ways in which living things, including humans, depend on air and water |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Humidity On Earth And On The ISS (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Bee Helpers (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Bee House (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Bee House (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Bee Helpers (Lesson Plan) Design & Build A Bee House (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on decomposing problems into smaller steps |
Lexie's Holiday Wish List (Unplugged Coding Activity) Lenny and Lexie Get Ready for a Solar Eclipse (Unplugged Coding Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Bee Helpers (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Bee House (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Bee House (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Bee Helpers (Lesson Plan) Design & Build A Bee House (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on decomposing problems into smaller steps |
Lexie's Holiday Wish List (Unplugged Coding Activity) Lenny and Lexie Get Ready for a Solar Eclipse (Unplugged Coding Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 examine impacts that animals can have on society and the environment, and describe some ways in which any negative impacts can be minimized |
Bee Helpers (Lesson Plan) What Is An Insect? (Interactive) |
| B1.2 assess impacts of various human activities on animals and the places where they live, and describe practices that can minimize negative impacts |
Bee Helpers (Lesson Plan) Frogs, toads, salamanders, and newts, oh my! (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| B2.1 compare physical characteristics of various animals, including characteristics that are constant and those that change |
What Is An Insect? (Interactive) How Do Animals Hide? (Hands-On Activity) |
| B2.2 describe the locomotion of various animals | What Is An Insect? (Interactive) |
| B2.3 describe the life cycle of a variety of animals, including insects, amphibians, birds, and mammals |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.4 compare changes in the appearance and behaviour of various animals as they go through a complete life cycle |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.5 describe adaptations, including physical and/or behavioural characteristics, that allow various animals to survive in their natural environment |
What Is An Insect? (Interactive) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Do Animals Hide? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| B1.1 examine impacts that animals can have on society and the environment, and describe some ways in which any negative impacts can be minimized |
Bee Helpers (Lesson Plan) What Is An Insect? (Interactive) |
| B1.2 assess impacts of various human activities on animals and the places where they live, and describe practices that can minimize negative impacts |
Bee Helpers (Lesson Plan) Frogs, toads, salamanders, and newts, oh my! (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| B2.1 compare physical characteristics of various animals, including characteristics that are constant and those that change |
What Is An Insect? (Interactive) How Do Animals Hide? (Hands-On Activity) |
| B2.2 describe the locomotion of various animals | What Is An Insect? (Interactive) |
| B2.3 describe the life cycle of a variety of animals, including insects, amphibians, birds, and mammals |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.4 compare changes in the appearance and behaviour of various animals as they go through a complete life cycle |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.5 describe adaptations, including physical and/or behavioural characteristics, that allow various animals to survive in their natural environment |
What Is An Insect? (Interactive) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Do Animals Hide? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess practices related to the use, storage, and disposal of liquids and solids in the home in terms of the effects on personal health and safety and on the environment, and suggest ways to improve these practices |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C1.2 assess the impacts of changes of state of liquids and solids on humans and on environments |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify various types of matter in natural and built environments as liquids or solids |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.2 describe the properties of liquids and solids |
Go For The Gold With STEM! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.3 describe properties of liquid water and solid water, and identify the conditions that cause changes from one state to the other |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.4 identify conditions in which the states of liquids and solids remain constant and conditions that can cause their states to change |
Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.5 describe some ways in which liquids and solids can be combined to make useful mixtures |
What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C2.6 classify solid objects and materials in terms of their buoyancy and in terms of their ability to absorb or repel water |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Diver Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Do Ships Float? (STEM-In-Context) |
| C2.7 explain the meaning of international symbols that give us information on the safety of substances | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess practices related to the use, storage, and disposal of liquids and solids in the home in terms of the effects on personal health and safety and on the environment, and suggest ways to improve these practices |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C1.2 assess the impacts of changes of state of liquids and solids on humans and on environments |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify various types of matter in natural and built environments as liquids or solids |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.2 describe the properties of liquids and solids |
Go For The Gold With STEM! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.3 describe properties of liquid water and solid water, and identify the conditions that cause changes from one state to the other |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.4 identify conditions in which the states of liquids and solids remain constant and conditions that can cause their states to change |
Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.5 describe some ways in which liquids and solids can be combined to make useful mixtures |
What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C2.6 classify solid objects and materials in terms of their buoyancy and in terms of their ability to absorb or repel water |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Diver Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Do Ships Float? (STEM-In-Context) |
| C2.7 explain the meaning of international symbols that give us information on the safety of substances | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impact of simple machines on the daily lives of people in various communities |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D1.2 assess the impact on the environment of technologies that use simple machines to facilitate movement | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe different ways an object can move |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.2 identify ways in which the position of an object can be changed |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.3 identify the six basic types of simple machines: lever, inclined plane, wedge, pulley, wheel and axle, and screw |
Simple Machines - Levers (Backgrounder) Simple Machines - Wheels and Axles (Picture Collection) Simple Machines - Wedges (Picture Collection) Simple Machines - Screws (Picture Collection) Simple Machines - Pulleys (Picture Collection) Simple Machines - Inclined Planes (Picture Collection) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.4 describe ways in which each type of simple machine is used in daily life to make tasks easier |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.5 compare, qualitatively or quantitatively, the force required to move an object using various simple machines to the force required to move the object without using a simple machine |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impact of simple machines on the daily lives of people in various communities |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D1.2 assess the impact on the environment of technologies that use simple machines to facilitate movement | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe different ways an object can move |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.2 identify ways in which the position of an object can be changed |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.3 identify the six basic types of simple machines: lever, inclined plane, wedge, pulley, wheel and axle, and screw |
Simple Machines - Levers (Backgrounder) Simple Machines - Wheels and Axles (Picture Collection) Simple Machines - Wedges (Picture Collection) Simple Machines - Screws (Picture Collection) Simple Machines - Pulleys (Picture Collection) Simple Machines - Inclined Planes (Picture Collection) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.4 describe ways in which each type of simple machine is used in daily life to make tasks easier |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.5 compare, qualitatively or quantitatively, the force required to move an object using various simple machines to the force required to move the object without using a simple machine |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of human activities on air and water, taking various perspectives into consideration, including those of First Nations, Métis, and Inuit, and plan a course of action to protect the quality of the air and/or water in the local community |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Does Rain Become Acidic? (Hands-On Activity) |
| E1.2 assess their personal and household uses of water, and create a plan to use water responsibly | Clothing4Climate (Action Project) |
| E1.3 examine the availability of fresh water and drinking water around the world, and describe the impact on communities |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of the key properties of air and water |
Earth Month: Water (Backgrounder) Go For The Gold With STEM! (STEM-In-Context) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Can I Make A Vortex Cannon? (Hands-On Activity) How Can I Write Secret Messages? (Hands-On Activity) How Can I Make A Bottle Rocket? (Hands-On Activity) |
| E2.2 identify sources of water in the natural and built environment |
Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.3 describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection |
Clothing4Climate (Action Project) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Ringwoodite And The Deep Water Cycle (STEM-In-Context) How Does Rain Become Acidic? (Hands-On Activity) |
| E2.4 identify the three states of water in the environment, and describe how temperature changes affect the state of water within the water cycle |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.5 describe ways in which living things, including humans, depend on air and water |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Humidity On Earth And On The ISS (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of human activities on air and water, taking various perspectives into consideration, including those of First Nations, Métis, and Inuit, and plan a course of action to protect the quality of the air and/or water in the local community |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Does Rain Become Acidic? (Hands-On Activity) |
| E1.2 assess their personal and household uses of water, and create a plan to use water responsibly | Clothing4Climate (Action Project) |
| E1.3 examine the availability of fresh water and drinking water around the world, and describe the impact on communities |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of the key properties of air and water |
Earth Month: Water (Backgrounder) Go For The Gold With STEM! (STEM-In-Context) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Can I Make A Vortex Cannon? (Hands-On Activity) How Can I Write Secret Messages? (Hands-On Activity) How Can I Make A Bottle Rocket? (Hands-On Activity) |
| E2.2 identify sources of water in the natural and built environment |
Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.3 describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection |
Clothing4Climate (Action Project) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Ringwoodite And The Deep Water Cycle (STEM-In-Context) How Does Rain Become Acidic? (Hands-On Activity) |
| E2.4 identify the three states of water in the environment, and describe how temperature changes affect the state of water within the water cycle |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.5 describe ways in which living things, including humans, depend on air and water |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Humidity On Earth And On The ISS (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Bee Helpers (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Bee House (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Bee House (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Bee Helpers (Lesson Plan) Design & Build A Bee House (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on decomposing problems into smaller steps |
Lexie's Holiday Wish List (Unplugged Coding Activity) Lenny and Lexie Get Ready for a Solar Eclipse (Unplugged Coding Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Bee Helpers (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Bee House (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Bee House (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Bee Helpers (Lesson Plan) Design & Build A Bee House (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on decomposing problems into smaller steps |
Lexie's Holiday Wish List (Unplugged Coding Activity) Lenny and Lexie Get Ready for a Solar Eclipse (Unplugged Coding Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 examine impacts that animals can have on society and the environment, and describe some ways in which any negative impacts can be minimized |
Bee Helpers (Lesson Plan) What Is An Insect? (Interactive) |
| B1.2 assess impacts of various human activities on animals and the places where they live, and describe practices that can minimize negative impacts |
Bee Helpers (Lesson Plan) Frogs, toads, salamanders, and newts, oh my! (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| B2.1 compare physical characteristics of various animals, including characteristics that are constant and those that change |
What Is An Insect? (Interactive) How Do Animals Hide? (Hands-On Activity) |
| B2.2 describe the locomotion of various animals | What Is An Insect? (Interactive) |
| B2.3 describe the life cycle of a variety of animals, including insects, amphibians, birds, and mammals |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.4 compare changes in the appearance and behaviour of various animals as they go through a complete life cycle |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.5 describe adaptations, including physical and/or behavioural characteristics, that allow various animals to survive in their natural environment |
What Is An Insect? (Interactive) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Do Animals Hide? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| B1.1 examine impacts that animals can have on society and the environment, and describe some ways in which any negative impacts can be minimized |
Bee Helpers (Lesson Plan) What Is An Insect? (Interactive) |
| B1.2 assess impacts of various human activities on animals and the places where they live, and describe practices that can minimize negative impacts |
Bee Helpers (Lesson Plan) Frogs, toads, salamanders, and newts, oh my! (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| B2.1 compare physical characteristics of various animals, including characteristics that are constant and those that change |
What Is An Insect? (Interactive) How Do Animals Hide? (Hands-On Activity) |
| B2.2 describe the locomotion of various animals | What Is An Insect? (Interactive) |
| B2.3 describe the life cycle of a variety of animals, including insects, amphibians, birds, and mammals |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.4 compare changes in the appearance and behaviour of various animals as they go through a complete life cycle |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.5 describe adaptations, including physical and/or behavioural characteristics, that allow various animals to survive in their natural environment |
What Is An Insect? (Interactive) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Do Animals Hide? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess practices related to the use, storage, and disposal of liquids and solids in the home in terms of the effects on personal health and safety and on the environment, and suggest ways to improve these practices |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C1.2 assess the impacts of changes of state of liquids and solids on humans and on environments |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify various types of matter in natural and built environments as liquids or solids |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.2 describe the properties of liquids and solids |
Go For The Gold With STEM! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.3 describe properties of liquid water and solid water, and identify the conditions that cause changes from one state to the other |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.4 identify conditions in which the states of liquids and solids remain constant and conditions that can cause their states to change |
Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.5 describe some ways in which liquids and solids can be combined to make useful mixtures |
What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C2.6 classify solid objects and materials in terms of their buoyancy and in terms of their ability to absorb or repel water |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Diver Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Do Ships Float? (STEM-In-Context) |
| C2.7 explain the meaning of international symbols that give us information on the safety of substances | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess practices related to the use, storage, and disposal of liquids and solids in the home in terms of the effects on personal health and safety and on the environment, and suggest ways to improve these practices |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C1.2 assess the impacts of changes of state of liquids and solids on humans and on environments |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify various types of matter in natural and built environments as liquids or solids |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.2 describe the properties of liquids and solids |
Go For The Gold With STEM! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.3 describe properties of liquid water and solid water, and identify the conditions that cause changes from one state to the other |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.4 identify conditions in which the states of liquids and solids remain constant and conditions that can cause their states to change |
Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.5 describe some ways in which liquids and solids can be combined to make useful mixtures |
What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C2.6 classify solid objects and materials in terms of their buoyancy and in terms of their ability to absorb or repel water |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Diver Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Do Ships Float? (STEM-In-Context) |
| C2.7 explain the meaning of international symbols that give us information on the safety of substances | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impact of simple machines on the daily lives of people in various communities |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D1.2 assess the impact on the environment of technologies that use simple machines to facilitate movement | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe different ways an object can move |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.2 identify ways in which the position of an object can be changed |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.3 identify the six basic types of simple machines: lever, inclined plane, wedge, pulley, wheel and axle, and screw |
Simple Machines - Levers (Backgrounder) Simple Machines - Wheels and Axles (Picture Collection) Simple Machines - Wedges (Picture Collection) Simple Machines - Screws (Picture Collection) Simple Machines - Pulleys (Picture Collection) Simple Machines - Inclined Planes (Picture Collection) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.4 describe ways in which each type of simple machine is used in daily life to make tasks easier |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.5 compare, qualitatively or quantitatively, the force required to move an object using various simple machines to the force required to move the object without using a simple machine |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impact of simple machines on the daily lives of people in various communities |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D1.2 assess the impact on the environment of technologies that use simple machines to facilitate movement | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe different ways an object can move |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.2 identify ways in which the position of an object can be changed |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.3 identify the six basic types of simple machines: lever, inclined plane, wedge, pulley, wheel and axle, and screw |
Simple Machines - Levers (Backgrounder) Simple Machines - Wheels and Axles (Picture Collection) Simple Machines - Wedges (Picture Collection) Simple Machines - Screws (Picture Collection) Simple Machines - Pulleys (Picture Collection) Simple Machines - Inclined Planes (Picture Collection) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.4 describe ways in which each type of simple machine is used in daily life to make tasks easier |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.5 compare, qualitatively or quantitatively, the force required to move an object using various simple machines to the force required to move the object without using a simple machine |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of human activities on air and water, taking various perspectives into consideration, including those of First Nations, Métis, and Inuit, and plan a course of action to protect the quality of the air and/or water in the local community |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Does Rain Become Acidic? (Hands-On Activity) |
| E1.2 assess their personal and household uses of water, and create a plan to use water responsibly | Clothing4Climate (Action Project) |
| E1.3 examine the availability of fresh water and drinking water around the world, and describe the impact on communities |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of the key properties of air and water |
Earth Month: Water (Backgrounder) Go For The Gold With STEM! (STEM-In-Context) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Can I Make A Vortex Cannon? (Hands-On Activity) How Can I Write Secret Messages? (Hands-On Activity) How Can I Make A Bottle Rocket? (Hands-On Activity) |
| E2.2 identify sources of water in the natural and built environment |
Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.3 describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection |
Clothing4Climate (Action Project) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Ringwoodite And The Deep Water Cycle (STEM-In-Context) How Does Rain Become Acidic? (Hands-On Activity) |
| E2.4 identify the three states of water in the environment, and describe how temperature changes affect the state of water within the water cycle |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.5 describe ways in which living things, including humans, depend on air and water |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Humidity On Earth And On The ISS (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of human activities on air and water, taking various perspectives into consideration, including those of First Nations, Métis, and Inuit, and plan a course of action to protect the quality of the air and/or water in the local community |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Does Rain Become Acidic? (Hands-On Activity) |
| E1.2 assess their personal and household uses of water, and create a plan to use water responsibly | Clothing4Climate (Action Project) |
| E1.3 examine the availability of fresh water and drinking water around the world, and describe the impact on communities |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of the key properties of air and water |
Earth Month: Water (Backgrounder) Go For The Gold With STEM! (STEM-In-Context) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Can I Make A Vortex Cannon? (Hands-On Activity) How Can I Write Secret Messages? (Hands-On Activity) How Can I Make A Bottle Rocket? (Hands-On Activity) |
| E2.2 identify sources of water in the natural and built environment |
Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.3 describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection |
Clothing4Climate (Action Project) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Ringwoodite And The Deep Water Cycle (STEM-In-Context) How Does Rain Become Acidic? (Hands-On Activity) |
| E2.4 identify the three states of water in the environment, and describe how temperature changes affect the state of water within the water cycle |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.5 describe ways in which living things, including humans, depend on air and water |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Humidity On Earth And On The ISS (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Bee Helpers (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Bee House (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Bee House (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Bee Helpers (Lesson Plan) Design & Build A Bee House (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on decomposing problems into smaller steps |
Lexie's Holiday Wish List (Unplugged Coding Activity) Lenny and Lexie Get Ready for a Solar Eclipse (Unplugged Coding Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Bee Helpers (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Bee House (Lesson Plan) How Can We Make A Paddle Boat? (Hands-On Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Bee House (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Bee Helpers (Lesson Plan) Design & Build A Bee House (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on decomposing problems into smaller steps |
Lexie's Holiday Wish List (Unplugged Coding Activity) Lenny and Lexie Get Ready for a Solar Eclipse (Unplugged Coding Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Design & Build A Bee House (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 examine impacts that animals can have on society and the environment, and describe some ways in which any negative impacts can be minimized |
Bee Helpers (Lesson Plan) What Is An Insect? (Interactive) |
| B1.2 assess impacts of various human activities on animals and the places where they live, and describe practices that can minimize negative impacts |
Bee Helpers (Lesson Plan) Frogs, toads, salamanders, and newts, oh my! (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| B2.1 compare physical characteristics of various animals, including characteristics that are constant and those that change |
What Is An Insect? (Interactive) How Do Animals Hide? (Hands-On Activity) |
| B2.2 describe the locomotion of various animals | What Is An Insect? (Interactive) |
| B2.3 describe the life cycle of a variety of animals, including insects, amphibians, birds, and mammals |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.4 compare changes in the appearance and behaviour of various animals as they go through a complete life cycle |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.5 describe adaptations, including physical and/or behavioural characteristics, that allow various animals to survive in their natural environment |
What Is An Insect? (Interactive) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Do Animals Hide? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| B1.1 examine impacts that animals can have on society and the environment, and describe some ways in which any negative impacts can be minimized |
Bee Helpers (Lesson Plan) What Is An Insect? (Interactive) |
| B1.2 assess impacts of various human activities on animals and the places where they live, and describe practices that can minimize negative impacts |
Bee Helpers (Lesson Plan) Frogs, toads, salamanders, and newts, oh my! (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| B2.1 compare physical characteristics of various animals, including characteristics that are constant and those that change |
What Is An Insect? (Interactive) How Do Animals Hide? (Hands-On Activity) |
| B2.2 describe the locomotion of various animals | What Is An Insect? (Interactive) |
| B2.3 describe the life cycle of a variety of animals, including insects, amphibians, birds, and mammals |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.4 compare changes in the appearance and behaviour of various animals as they go through a complete life cycle |
What Is An Insect? (Interactive) Animals: Babies and Adults (Photo Collection) |
| B2.5 describe adaptations, including physical and/or behavioural characteristics, that allow various animals to survive in their natural environment |
What Is An Insect? (Interactive) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Do Animals Hide? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess practices related to the use, storage, and disposal of liquids and solids in the home in terms of the effects on personal health and safety and on the environment, and suggest ways to improve these practices |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C1.2 assess the impacts of changes of state of liquids and solids on humans and on environments |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify various types of matter in natural and built environments as liquids or solids |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.2 describe the properties of liquids and solids |
Go For The Gold With STEM! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.3 describe properties of liquid water and solid water, and identify the conditions that cause changes from one state to the other |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.4 identify conditions in which the states of liquids and solids remain constant and conditions that can cause their states to change |
Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.5 describe some ways in which liquids and solids can be combined to make useful mixtures |
What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C2.6 classify solid objects and materials in terms of their buoyancy and in terms of their ability to absorb or repel water |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Diver Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Do Ships Float? (STEM-In-Context) |
| C2.7 explain the meaning of international symbols that give us information on the safety of substances | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess practices related to the use, storage, and disposal of liquids and solids in the home in terms of the effects on personal health and safety and on the environment, and suggest ways to improve these practices |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C1.2 assess the impacts of changes of state of liquids and solids on humans and on environments |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify various types of matter in natural and built environments as liquids or solids |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.2 describe the properties of liquids and solids |
Go For The Gold With STEM! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| C2.3 describe properties of liquid water and solid water, and identify the conditions that cause changes from one state to the other |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.4 identify conditions in which the states of liquids and solids remain constant and conditions that can cause their states to change |
Weather: Clouds (Backgrounder) Is It A Liquid Or A Solid? (Hands-On Activity) |
| C2.5 describe some ways in which liquids and solids can be combined to make useful mixtures |
What Happens When We Mix Liquids? (Hands-On Activity) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) Can We Make Butter? (Hands-On Activity) |
| C2.6 classify solid objects and materials in terms of their buoyancy and in terms of their ability to absorb or repel water |
Why Do Oil And Water Not Mix? (Hands-On Activity) What Happens When We Mix Liquids? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Diver Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) Why Do Ships Float? (STEM-In-Context) |
| C2.7 explain the meaning of international symbols that give us information on the safety of substances | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impact of simple machines on the daily lives of people in various communities |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D1.2 assess the impact on the environment of technologies that use simple machines to facilitate movement | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe different ways an object can move |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.2 identify ways in which the position of an object can be changed |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.3 identify the six basic types of simple machines: lever, inclined plane, wedge, pulley, wheel and axle, and screw |
Simple Machines - Levers (Backgrounder) Simple Machines - Wheels and Axles (Picture Collection) Simple Machines - Wedges (Picture Collection) Simple Machines - Screws (Picture Collection) Simple Machines - Pulleys (Picture Collection) Simple Machines - Inclined Planes (Picture Collection) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.4 describe ways in which each type of simple machine is used in daily life to make tasks easier |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.5 compare, qualitatively or quantitatively, the force required to move an object using various simple machines to the force required to move the object without using a simple machine |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impact of simple machines on the daily lives of people in various communities |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D1.2 assess the impact on the environment of technologies that use simple machines to facilitate movement | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe different ways an object can move |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.2 identify ways in which the position of an object can be changed |
Simple Machines - Levers (Backgrounder) What Do Magnets Do? (Hands-On Activity) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.3 identify the six basic types of simple machines: lever, inclined plane, wedge, pulley, wheel and axle, and screw |
Simple Machines - Levers (Backgrounder) Simple Machines - Wheels and Axles (Picture Collection) Simple Machines - Wedges (Picture Collection) Simple Machines - Screws (Picture Collection) Simple Machines - Pulleys (Picture Collection) Simple Machines - Inclined Planes (Picture Collection) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.4 describe ways in which each type of simple machine is used in daily life to make tasks easier |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| D2.5 compare, qualitatively or quantitatively, the force required to move an object using various simple machines to the force required to move the object without using a simple machine |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of human activities on air and water, taking various perspectives into consideration, including those of First Nations, Métis, and Inuit, and plan a course of action to protect the quality of the air and/or water in the local community |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Does Rain Become Acidic? (Hands-On Activity) |
| E1.2 assess their personal and household uses of water, and create a plan to use water responsibly | Clothing4Climate (Action Project) |
| E1.3 examine the availability of fresh water and drinking water around the world, and describe the impact on communities |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of the key properties of air and water |
Earth Month: Water (Backgrounder) Go For The Gold With STEM! (STEM-In-Context) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Can I Make A Vortex Cannon? (Hands-On Activity) How Can I Write Secret Messages? (Hands-On Activity) How Can I Make A Bottle Rocket? (Hands-On Activity) |
| E2.2 identify sources of water in the natural and built environment |
Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.3 describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection |
Clothing4Climate (Action Project) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Ringwoodite And The Deep Water Cycle (STEM-In-Context) How Does Rain Become Acidic? (Hands-On Activity) |
| E2.4 identify the three states of water in the environment, and describe how temperature changes affect the state of water within the water cycle |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.5 describe ways in which living things, including humans, depend on air and water |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Humidity On Earth And On The ISS (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the impact of human activities on air and water, taking various perspectives into consideration, including those of First Nations, Métis, and Inuit, and plan a course of action to protect the quality of the air and/or water in the local community |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Does Rain Become Acidic? (Hands-On Activity) |
| E1.2 assess their personal and household uses of water, and create a plan to use water responsibly | Clothing4Climate (Action Project) |
| E1.3 examine the availability of fresh water and drinking water around the world, and describe the impact on communities |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 demonstrate an understanding of the key properties of air and water |
Earth Month: Water (Backgrounder) Go For The Gold With STEM! (STEM-In-Context) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Do Animals Stay Warm In The Winter? (Hands-On Activity) How Can I Make A Vortex Cannon? (Hands-On Activity) How Can I Write Secret Messages? (Hands-On Activity) How Can I Make A Bottle Rocket? (Hands-On Activity) |
| E2.2 identify sources of water in the natural and built environment |
Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.3 describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection |
Clothing4Climate (Action Project) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Ringwoodite And The Deep Water Cycle (STEM-In-Context) How Does Rain Become Acidic? (Hands-On Activity) |
| E2.4 identify the three states of water in the environment, and describe how temperature changes affect the state of water within the water cycle |
Go For The Gold With STEM! (STEM-In-Context) Weather: Clouds (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) |
| E2.5 describe ways in which living things, including humans, depend on air and water |
Clothing4Climate (Action Project) Earth Month: Water (Backgrounder) 7 Ways Satellites Help Fight Climate Change (Backgrounder) Groundwater Sustainability: Protecting Our Hidden Treasure (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Humidity On Earth And On The ISS (Backgrounder) What Are The Effects Of Acid Rain On Rocks? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
It's All In The Shape (Lesson Plan) How does water move up a plant? (Hands-on Activity) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Soil Sifter (Lesson Plan) How do I construct a terrarium (Hands-on Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Soil Sifter (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) It's All In The Shape (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on testing, debugging, and refining programs |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Soil Sifter (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
It's All In The Shape (Lesson Plan) How does water move up a plant? (Hands-on Activity) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Soil Sifter (Lesson Plan) How do I construct a terrarium (Hands-on Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Soil Sifter (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) It's All In The Shape (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on testing, debugging, and refining programs |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Soil Sifter (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess ways in which plants are important to humans and other living things, taking different perspectives into consideration, and identify ways in which humans can protect native plant species and their habitats | Plants: Human Use (Photo Collection) |
| B1.2 assess ways in which human activities have an impact on plants and plant habitats, and identify personal actions that they could take to minimize harmful effects and enhance positive ones | n/a |
| B1.3 assess the benefits and limitations of locally grown food | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the basic needs of plants, including the need for air, water, light, heat, nutrients, and space, and identify environmental conditions that may threaten plant survival |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) Needs of Plants (Backgrounder) |
| B2.2 identify different parts of plants, including the root, stem, flower, stamen, pistil, leaf, seed, cone, and fruit, and describe how each part contributes to plants’ survival within their environment |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) The Life Cycle of a Tomato Plant (Backgrounder) Plants: Parts (Photo Collection) Plants: Seeds (Photo Collection) Plants: Leaves (Photo Collection) |
| B2.3 describe changes that different plants undergo in their life cycles |
Tomatosphere (Action Project) The Life Cycle of a Tomato Plant (Backgrounder) The Life Cycle of Plants (Backgrounder) Plants: Growth (Photo Collection) Plants: Germination (Photo Collection) |
| B2.4 describe ways in which a variety of plants adapt and/or react to their environment and to changes in their environment |
Tomatosphere (Action Project) Needs of Plants (Backgrounder) Plants: Biomes (Photo Collection) |
| B2.5 demonstrate an understanding that most plants get energy directly from the Sun through the process of photosynthesis, which involves the absorption of carbon dioxide and the release of oxygen |
Tomatosphere (Action Project) The Life Cycle of Plants (Backgrounder) Needs of Plants (Backgrounder) |
| B2.6 describe ways in which people, including Indigenous peoples, from various cultures around the world use plants for food, shelter, medicine, and clothing | Plants: Human Use (Photo Collection) |
| B2.7 describe various plants used for food, including those grown by First Nations, Métis, and Inuit, and identify local settings where these plants are grown or found | Vegetables (Photo Collection) |
| B2.8 describe ways in which plants and animals, including humans, depend on each other |
Plant Reproduction (Backgrounder) The Life Cycle of Plants (Backgrounder) Pollinators are important! (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess ways in which plants are important to humans and other living things, taking different perspectives into consideration, and identify ways in which humans can protect native plant species and their habitats | Plants: Human Use (Photo Collection) |
| B1.2 assess ways in which human activities have an impact on plants and plant habitats, and identify personal actions that they could take to minimize harmful effects and enhance positive ones | n/a |
| B1.3 assess the benefits and limitations of locally grown food | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the basic needs of plants, including the need for air, water, light, heat, nutrients, and space, and identify environmental conditions that may threaten plant survival |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) Needs of Plants (Backgrounder) |
| B2.2 identify different parts of plants, including the root, stem, flower, stamen, pistil, leaf, seed, cone, and fruit, and describe how each part contributes to plants’ survival within their environment |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) The Life Cycle of a Tomato Plant (Backgrounder) Plants: Parts (Photo Collection) Plants: Seeds (Photo Collection) Plants: Leaves (Photo Collection) |
| B2.3 describe changes that different plants undergo in their life cycles |
Tomatosphere (Action Project) The Life Cycle of a Tomato Plant (Backgrounder) The Life Cycle of Plants (Backgrounder) Plants: Growth (Photo Collection) Plants: Germination (Photo Collection) |
| B2.4 describe ways in which a variety of plants adapt and/or react to their environment and to changes in their environment |
Tomatosphere (Action Project) Needs of Plants (Backgrounder) Plants: Biomes (Photo Collection) |
| B2.5 demonstrate an understanding that most plants get energy directly from the Sun through the process of photosynthesis, which involves the absorption of carbon dioxide and the release of oxygen |
Tomatosphere (Action Project) The Life Cycle of Plants (Backgrounder) Needs of Plants (Backgrounder) |
| B2.6 describe ways in which people, including Indigenous peoples, from various cultures around the world use plants for food, shelter, medicine, and clothing | Plants: Human Use (Photo Collection) |
| B2.7 describe various plants used for food, including those grown by First Nations, Métis, and Inuit, and identify local settings where these plants are grown or found | Vegetables (Photo Collection) |
| B2.8 describe ways in which plants and animals, including humans, depend on each other |
Plant Reproduction (Backgrounder) The Life Cycle of Plants (Backgrounder) Pollinators are important! (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the effects of the action of forces from natural phenomena on natural and built environments, and identify ways in which human activities can reduce or enhance these effects | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C1.2 assess harmful effects of forces that may result from various human activities, and describe how health and safety devices can minimize these effects | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe different types of contact forces and non-contact forces |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| C2.2 describe different ways a force can be exerted on an object |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C2.3 describe how different forces applied to an object, including forces of varying magnitude, can cause the object to start, stop, or change its direction, speed, or shape |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) It's All In The Shape (Lesson Plan) |
| C2.4 identify ways in which forces are used in their daily lives |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the effects of the action of forces from natural phenomena on natural and built environments, and identify ways in which human activities can reduce or enhance these effects | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C1.2 assess harmful effects of forces that may result from various human activities, and describe how health and safety devices can minimize these effects | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe different types of contact forces and non-contact forces |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| C2.2 describe different ways a force can be exerted on an object |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C2.3 describe how different forces applied to an object, including forces of varying magnitude, can cause the object to start, stop, or change its direction, speed, or shape |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) It's All In The Shape (Lesson Plan) |
| C2.4 identify ways in which forces are used in their daily lives |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess effects on society and the environment of strong and stable structures | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| D1.2 assess the environmental impact of structures built by various animals, including structures built by humans | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe a structure as a supporting framework that holds a load and has a definite size, shape, and function, and identify structures in the natural environment and in the built environment |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.2 demonstrate an understanding of the relationship between form and function for various structures | How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) |
| D2.3 identify the strength of a structure as its ability to support a load and describe ways to increase the strength of structures, including ways to increase the strength of different materials used to build them |
It's All In The Shape (Lesson Plan) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.4 describe the stability of a structure as its ability to keep its shape, maintain balance, float, and/or stay fixed in one spot when a force is applied to the structure, and describe ways to improve a structure’s stability |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.5 identify properties of materials that need to be considered when building structures | n/a |
| D2.6 describe ways in which different forces can affect the shape, balance, or position of structures |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.7 explain the role of struts and ties in structures under load | Why is a Triangle a Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess effects on society and the environment of strong and stable structures | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| D1.2 assess the environmental impact of structures built by various animals, including structures built by humans | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe a structure as a supporting framework that holds a load and has a definite size, shape, and function, and identify structures in the natural environment and in the built environment |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.2 demonstrate an understanding of the relationship between form and function for various structures | How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) |
| D2.3 identify the strength of a structure as its ability to support a load and describe ways to increase the strength of structures, including ways to increase the strength of different materials used to build them |
It's All In The Shape (Lesson Plan) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.4 describe the stability of a structure as its ability to keep its shape, maintain balance, float, and/or stay fixed in one spot when a force is applied to the structure, and describe ways to improve a structure’s stability |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.5 identify properties of materials that need to be considered when building structures | n/a |
| D2.6 describe ways in which different forces can affect the shape, balance, or position of structures |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.7 explain the role of struts and ties in structures under load | Why is a Triangle a Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the importance of soils for society and the environment | The Dirt On Soil Conservation (STEM-In-Context) |
| E1.2 assess the impact of human activity on soils, and describe ways in which humans can improve the quality of soils and/or lessen or prevent harmful effects on soils |
The Dirt On Soil Conservation (STEM-In-Context) What Makes Soil Hard And Compacted? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the living and non-living components of soil, and describe the characteristics of healthy soil |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) The Dirt On Soil Conservation (STEM-In-Context) What Is Soil? (Backgrounder) |
| E2.2 identify different substances that are commonly added to, or absorbed by, the soil, and describe their effects on soil health | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.3 examine different types of soils found in Ontario, and describe how different soils are suited to growing different types of food, including crops |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) |
| E2.4 explain the process of erosion, including its causes and its impact on soils | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.5 identify various strategies used to maintain and improve soil health in Ontario | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.6 describe the process of composting, and explain some benefits of composting | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the importance of soils for society and the environment | The Dirt On Soil Conservation (STEM-In-Context) |
| E1.2 assess the impact of human activity on soils, and describe ways in which humans can improve the quality of soils and/or lessen or prevent harmful effects on soils |
The Dirt On Soil Conservation (STEM-In-Context) What Makes Soil Hard And Compacted? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the living and non-living components of soil, and describe the characteristics of healthy soil |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) The Dirt On Soil Conservation (STEM-In-Context) What Is Soil? (Backgrounder) |
| E2.2 identify different substances that are commonly added to, or absorbed by, the soil, and describe their effects on soil health | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.3 examine different types of soils found in Ontario, and describe how different soils are suited to growing different types of food, including crops |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) |
| E2.4 explain the process of erosion, including its causes and its impact on soils | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.5 identify various strategies used to maintain and improve soil health in Ontario | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.6 describe the process of composting, and explain some benefits of composting | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
It's All In The Shape (Lesson Plan) How does water move up a plant? (Hands-on Activity) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Soil Sifter (Lesson Plan) How do I construct a terrarium (Hands-on Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Soil Sifter (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) It's All In The Shape (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on testing, debugging, and refining programs |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Soil Sifter (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
It's All In The Shape (Lesson Plan) How does water move up a plant? (Hands-on Activity) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Soil Sifter (Lesson Plan) How do I construct a terrarium (Hands-on Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Soil Sifter (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) It's All In The Shape (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on testing, debugging, and refining programs |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Soil Sifter (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess ways in which plants are important to humans and other living things, taking different perspectives into consideration, and identify ways in which humans can protect native plant species and their habitats | Plants: Human Use (Photo Collection) |
| B1.2 assess ways in which human activities have an impact on plants and plant habitats, and identify personal actions that they could take to minimize harmful effects and enhance positive ones | n/a |
| B1.3 assess the benefits and limitations of locally grown food | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the basic needs of plants, including the need for air, water, light, heat, nutrients, and space, and identify environmental conditions that may threaten plant survival |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) Needs of Plants (Backgrounder) |
| B2.2 identify different parts of plants, including the root, stem, flower, stamen, pistil, leaf, seed, cone, and fruit, and describe how each part contributes to plants’ survival within their environment |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) The Life Cycle of a Tomato Plant (Backgrounder) Plants: Parts (Photo Collection) Plants: Seeds (Photo Collection) Plants: Leaves (Photo Collection) |
| B2.3 describe changes that different plants undergo in their life cycles |
Tomatosphere (Action Project) The Life Cycle of a Tomato Plant (Backgrounder) The Life Cycle of Plants (Backgrounder) Plants: Growth (Photo Collection) Plants: Germination (Photo Collection) |
| B2.4 describe ways in which a variety of plants adapt and/or react to their environment and to changes in their environment |
Tomatosphere (Action Project) Needs of Plants (Backgrounder) Plants: Biomes (Photo Collection) |
| B2.5 demonstrate an understanding that most plants get energy directly from the Sun through the process of photosynthesis, which involves the absorption of carbon dioxide and the release of oxygen |
Tomatosphere (Action Project) The Life Cycle of Plants (Backgrounder) Needs of Plants (Backgrounder) |
| B2.6 describe ways in which people, including Indigenous peoples, from various cultures around the world use plants for food, shelter, medicine, and clothing | Plants: Human Use (Photo Collection) |
| B2.7 describe various plants used for food, including those grown by First Nations, Métis, and Inuit, and identify local settings where these plants are grown or found | Vegetables (Photo Collection) |
| B2.8 describe ways in which plants and animals, including humans, depend on each other |
Plant Reproduction (Backgrounder) The Life Cycle of Plants (Backgrounder) Pollinators are important! (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess ways in which plants are important to humans and other living things, taking different perspectives into consideration, and identify ways in which humans can protect native plant species and their habitats | Plants: Human Use (Photo Collection) |
| B1.2 assess ways in which human activities have an impact on plants and plant habitats, and identify personal actions that they could take to minimize harmful effects and enhance positive ones | n/a |
| B1.3 assess the benefits and limitations of locally grown food | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the basic needs of plants, including the need for air, water, light, heat, nutrients, and space, and identify environmental conditions that may threaten plant survival |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) Needs of Plants (Backgrounder) |
| B2.2 identify different parts of plants, including the root, stem, flower, stamen, pistil, leaf, seed, cone, and fruit, and describe how each part contributes to plants’ survival within their environment |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) The Life Cycle of a Tomato Plant (Backgrounder) Plants: Parts (Photo Collection) Plants: Seeds (Photo Collection) Plants: Leaves (Photo Collection) |
| B2.3 describe changes that different plants undergo in their life cycles |
Tomatosphere (Action Project) The Life Cycle of a Tomato Plant (Backgrounder) The Life Cycle of Plants (Backgrounder) Plants: Growth (Photo Collection) Plants: Germination (Photo Collection) |
| B2.4 describe ways in which a variety of plants adapt and/or react to their environment and to changes in their environment |
Tomatosphere (Action Project) Needs of Plants (Backgrounder) Plants: Biomes (Photo Collection) |
| B2.5 demonstrate an understanding that most plants get energy directly from the Sun through the process of photosynthesis, which involves the absorption of carbon dioxide and the release of oxygen |
Tomatosphere (Action Project) The Life Cycle of Plants (Backgrounder) Needs of Plants (Backgrounder) |
| B2.6 describe ways in which people, including Indigenous peoples, from various cultures around the world use plants for food, shelter, medicine, and clothing | Plants: Human Use (Photo Collection) |
| B2.7 describe various plants used for food, including those grown by First Nations, Métis, and Inuit, and identify local settings where these plants are grown or found | Vegetables (Photo Collection) |
| B2.8 describe ways in which plants and animals, including humans, depend on each other |
Plant Reproduction (Backgrounder) The Life Cycle of Plants (Backgrounder) Pollinators are important! (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the effects of the action of forces from natural phenomena on natural and built environments, and identify ways in which human activities can reduce or enhance these effects | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C1.2 assess harmful effects of forces that may result from various human activities, and describe how health and safety devices can minimize these effects | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe different types of contact forces and non-contact forces |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| C2.2 describe different ways a force can be exerted on an object |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C2.3 describe how different forces applied to an object, including forces of varying magnitude, can cause the object to start, stop, or change its direction, speed, or shape |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) It's All In The Shape (Lesson Plan) |
| C2.4 identify ways in which forces are used in their daily lives |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the effects of the action of forces from natural phenomena on natural and built environments, and identify ways in which human activities can reduce or enhance these effects | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C1.2 assess harmful effects of forces that may result from various human activities, and describe how health and safety devices can minimize these effects | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe different types of contact forces and non-contact forces |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| C2.2 describe different ways a force can be exerted on an object |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C2.3 describe how different forces applied to an object, including forces of varying magnitude, can cause the object to start, stop, or change its direction, speed, or shape |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) It's All In The Shape (Lesson Plan) |
| C2.4 identify ways in which forces are used in their daily lives |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess effects on society and the environment of strong and stable structures | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| D1.2 assess the environmental impact of structures built by various animals, including structures built by humans | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe a structure as a supporting framework that holds a load and has a definite size, shape, and function, and identify structures in the natural environment and in the built environment |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.2 demonstrate an understanding of the relationship between form and function for various structures | How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) |
| D2.3 identify the strength of a structure as its ability to support a load and describe ways to increase the strength of structures, including ways to increase the strength of different materials used to build them |
It's All In The Shape (Lesson Plan) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.4 describe the stability of a structure as its ability to keep its shape, maintain balance, float, and/or stay fixed in one spot when a force is applied to the structure, and describe ways to improve a structure’s stability |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.5 identify properties of materials that need to be considered when building structures | n/a |
| D2.6 describe ways in which different forces can affect the shape, balance, or position of structures |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.7 explain the role of struts and ties in structures under load | Why is a Triangle a Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess effects on society and the environment of strong and stable structures | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| D1.2 assess the environmental impact of structures built by various animals, including structures built by humans | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe a structure as a supporting framework that holds a load and has a definite size, shape, and function, and identify structures in the natural environment and in the built environment |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.2 demonstrate an understanding of the relationship between form and function for various structures | How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) |
| D2.3 identify the strength of a structure as its ability to support a load and describe ways to increase the strength of structures, including ways to increase the strength of different materials used to build them |
It's All In The Shape (Lesson Plan) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.4 describe the stability of a structure as its ability to keep its shape, maintain balance, float, and/or stay fixed in one spot when a force is applied to the structure, and describe ways to improve a structure’s stability |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.5 identify properties of materials that need to be considered when building structures | n/a |
| D2.6 describe ways in which different forces can affect the shape, balance, or position of structures |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.7 explain the role of struts and ties in structures under load | Why is a Triangle a Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the importance of soils for society and the environment | The Dirt On Soil Conservation (STEM-In-Context) |
| E1.2 assess the impact of human activity on soils, and describe ways in which humans can improve the quality of soils and/or lessen or prevent harmful effects on soils |
The Dirt On Soil Conservation (STEM-In-Context) What Makes Soil Hard And Compacted? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the living and non-living components of soil, and describe the characteristics of healthy soil |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) The Dirt On Soil Conservation (STEM-In-Context) What Is Soil? (Backgrounder) |
| E2.2 identify different substances that are commonly added to, or absorbed by, the soil, and describe their effects on soil health | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.3 examine different types of soils found in Ontario, and describe how different soils are suited to growing different types of food, including crops |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) |
| E2.4 explain the process of erosion, including its causes and its impact on soils | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.5 identify various strategies used to maintain and improve soil health in Ontario | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.6 describe the process of composting, and explain some benefits of composting | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the importance of soils for society and the environment | The Dirt On Soil Conservation (STEM-In-Context) |
| E1.2 assess the impact of human activity on soils, and describe ways in which humans can improve the quality of soils and/or lessen or prevent harmful effects on soils |
The Dirt On Soil Conservation (STEM-In-Context) What Makes Soil Hard And Compacted? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the living and non-living components of soil, and describe the characteristics of healthy soil |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) The Dirt On Soil Conservation (STEM-In-Context) What Is Soil? (Backgrounder) |
| E2.2 identify different substances that are commonly added to, or absorbed by, the soil, and describe their effects on soil health | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.3 examine different types of soils found in Ontario, and describe how different soils are suited to growing different types of food, including crops |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) |
| E2.4 explain the process of erosion, including its causes and its impact on soils | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.5 identify various strategies used to maintain and improve soil health in Ontario | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.6 describe the process of composting, and explain some benefits of composting | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
It's All In The Shape (Lesson Plan) How does water move up a plant? (Hands-on Activity) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Soil Sifter (Lesson Plan) How do I construct a terrarium (Hands-on Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Soil Sifter (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) It's All In The Shape (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on testing, debugging, and refining programs |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Soil Sifter (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
It's All In The Shape (Lesson Plan) How does water move up a plant? (Hands-on Activity) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Soil Sifter (Lesson Plan) How do I construct a terrarium (Hands-on Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Soil Sifter (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) It's All In The Shape (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on testing, debugging, and refining programs |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Soil Sifter (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess ways in which plants are important to humans and other living things, taking different perspectives into consideration, and identify ways in which humans can protect native plant species and their habitats | Plants: Human Use (Photo Collection) |
| B1.2 assess ways in which human activities have an impact on plants and plant habitats, and identify personal actions that they could take to minimize harmful effects and enhance positive ones | n/a |
| B1.3 assess the benefits and limitations of locally grown food | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the basic needs of plants, including the need for air, water, light, heat, nutrients, and space, and identify environmental conditions that may threaten plant survival |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) Needs of Plants (Backgrounder) |
| B2.2 identify different parts of plants, including the root, stem, flower, stamen, pistil, leaf, seed, cone, and fruit, and describe how each part contributes to plants’ survival within their environment |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) The Life Cycle of a Tomato Plant (Backgrounder) Plants: Parts (Photo Collection) Plants: Seeds (Photo Collection) Plants: Leaves (Photo Collection) |
| B2.3 describe changes that different plants undergo in their life cycles |
Tomatosphere (Action Project) The Life Cycle of a Tomato Plant (Backgrounder) The Life Cycle of Plants (Backgrounder) Plants: Growth (Photo Collection) Plants: Germination (Photo Collection) |
| B2.4 describe ways in which a variety of plants adapt and/or react to their environment and to changes in their environment |
Tomatosphere (Action Project) Needs of Plants (Backgrounder) Plants: Biomes (Photo Collection) |
| B2.5 demonstrate an understanding that most plants get energy directly from the Sun through the process of photosynthesis, which involves the absorption of carbon dioxide and the release of oxygen |
Tomatosphere (Action Project) The Life Cycle of Plants (Backgrounder) Needs of Plants (Backgrounder) |
| B2.6 describe ways in which people, including Indigenous peoples, from various cultures around the world use plants for food, shelter, medicine, and clothing | Plants: Human Use (Photo Collection) |
| B2.7 describe various plants used for food, including those grown by First Nations, Métis, and Inuit, and identify local settings where these plants are grown or found | Vegetables (Photo Collection) |
| B2.8 describe ways in which plants and animals, including humans, depend on each other |
Plant Reproduction (Backgrounder) The Life Cycle of Plants (Backgrounder) Pollinators are important! (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess ways in which plants are important to humans and other living things, taking different perspectives into consideration, and identify ways in which humans can protect native plant species and their habitats | Plants: Human Use (Photo Collection) |
| B1.2 assess ways in which human activities have an impact on plants and plant habitats, and identify personal actions that they could take to minimize harmful effects and enhance positive ones | n/a |
| B1.3 assess the benefits and limitations of locally grown food | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the basic needs of plants, including the need for air, water, light, heat, nutrients, and space, and identify environmental conditions that may threaten plant survival |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) Needs of Plants (Backgrounder) |
| B2.2 identify different parts of plants, including the root, stem, flower, stamen, pistil, leaf, seed, cone, and fruit, and describe how each part contributes to plants’ survival within their environment |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) The Life Cycle of a Tomato Plant (Backgrounder) Plants: Parts (Photo Collection) Plants: Seeds (Photo Collection) Plants: Leaves (Photo Collection) |
| B2.3 describe changes that different plants undergo in their life cycles |
Tomatosphere (Action Project) The Life Cycle of a Tomato Plant (Backgrounder) The Life Cycle of Plants (Backgrounder) Plants: Growth (Photo Collection) Plants: Germination (Photo Collection) |
| B2.4 describe ways in which a variety of plants adapt and/or react to their environment and to changes in their environment |
Tomatosphere (Action Project) Needs of Plants (Backgrounder) Plants: Biomes (Photo Collection) |
| B2.5 demonstrate an understanding that most plants get energy directly from the Sun through the process of photosynthesis, which involves the absorption of carbon dioxide and the release of oxygen |
Tomatosphere (Action Project) The Life Cycle of Plants (Backgrounder) Needs of Plants (Backgrounder) |
| B2.6 describe ways in which people, including Indigenous peoples, from various cultures around the world use plants for food, shelter, medicine, and clothing | Plants: Human Use (Photo Collection) |
| B2.7 describe various plants used for food, including those grown by First Nations, Métis, and Inuit, and identify local settings where these plants are grown or found | Vegetables (Photo Collection) |
| B2.8 describe ways in which plants and animals, including humans, depend on each other |
Plant Reproduction (Backgrounder) The Life Cycle of Plants (Backgrounder) Pollinators are important! (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the effects of the action of forces from natural phenomena on natural and built environments, and identify ways in which human activities can reduce or enhance these effects | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C1.2 assess harmful effects of forces that may result from various human activities, and describe how health and safety devices can minimize these effects | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe different types of contact forces and non-contact forces |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| C2.2 describe different ways a force can be exerted on an object |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C2.3 describe how different forces applied to an object, including forces of varying magnitude, can cause the object to start, stop, or change its direction, speed, or shape |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) It's All In The Shape (Lesson Plan) |
| C2.4 identify ways in which forces are used in their daily lives |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the effects of the action of forces from natural phenomena on natural and built environments, and identify ways in which human activities can reduce or enhance these effects | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C1.2 assess harmful effects of forces that may result from various human activities, and describe how health and safety devices can minimize these effects | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe different types of contact forces and non-contact forces |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| C2.2 describe different ways a force can be exerted on an object |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C2.3 describe how different forces applied to an object, including forces of varying magnitude, can cause the object to start, stop, or change its direction, speed, or shape |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) It's All In The Shape (Lesson Plan) |
| C2.4 identify ways in which forces are used in their daily lives |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess effects on society and the environment of strong and stable structures | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| D1.2 assess the environmental impact of structures built by various animals, including structures built by humans | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe a structure as a supporting framework that holds a load and has a definite size, shape, and function, and identify structures in the natural environment and in the built environment |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.2 demonstrate an understanding of the relationship between form and function for various structures | How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) |
| D2.3 identify the strength of a structure as its ability to support a load and describe ways to increase the strength of structures, including ways to increase the strength of different materials used to build them |
It's All In The Shape (Lesson Plan) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.4 describe the stability of a structure as its ability to keep its shape, maintain balance, float, and/or stay fixed in one spot when a force is applied to the structure, and describe ways to improve a structure’s stability |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.5 identify properties of materials that need to be considered when building structures | n/a |
| D2.6 describe ways in which different forces can affect the shape, balance, or position of structures |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.7 explain the role of struts and ties in structures under load | Why is a Triangle a Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess effects on society and the environment of strong and stable structures | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| D1.2 assess the environmental impact of structures built by various animals, including structures built by humans | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe a structure as a supporting framework that holds a load and has a definite size, shape, and function, and identify structures in the natural environment and in the built environment |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.2 demonstrate an understanding of the relationship between form and function for various structures | How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) |
| D2.3 identify the strength of a structure as its ability to support a load and describe ways to increase the strength of structures, including ways to increase the strength of different materials used to build them |
It's All In The Shape (Lesson Plan) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.4 describe the stability of a structure as its ability to keep its shape, maintain balance, float, and/or stay fixed in one spot when a force is applied to the structure, and describe ways to improve a structure’s stability |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.5 identify properties of materials that need to be considered when building structures | n/a |
| D2.6 describe ways in which different forces can affect the shape, balance, or position of structures |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.7 explain the role of struts and ties in structures under load | Why is a Triangle a Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the importance of soils for society and the environment | The Dirt On Soil Conservation (STEM-In-Context) |
| E1.2 assess the impact of human activity on soils, and describe ways in which humans can improve the quality of soils and/or lessen or prevent harmful effects on soils |
The Dirt On Soil Conservation (STEM-In-Context) What Makes Soil Hard And Compacted? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the living and non-living components of soil, and describe the characteristics of healthy soil |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) The Dirt On Soil Conservation (STEM-In-Context) What Is Soil? (Backgrounder) |
| E2.2 identify different substances that are commonly added to, or absorbed by, the soil, and describe their effects on soil health | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.3 examine different types of soils found in Ontario, and describe how different soils are suited to growing different types of food, including crops |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) |
| E2.4 explain the process of erosion, including its causes and its impact on soils | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.5 identify various strategies used to maintain and improve soil health in Ontario | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.6 describe the process of composting, and explain some benefits of composting | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the importance of soils for society and the environment | The Dirt On Soil Conservation (STEM-In-Context) |
| E1.2 assess the impact of human activity on soils, and describe ways in which humans can improve the quality of soils and/or lessen or prevent harmful effects on soils |
The Dirt On Soil Conservation (STEM-In-Context) What Makes Soil Hard And Compacted? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the living and non-living components of soil, and describe the characteristics of healthy soil |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) The Dirt On Soil Conservation (STEM-In-Context) What Is Soil? (Backgrounder) |
| E2.2 identify different substances that are commonly added to, or absorbed by, the soil, and describe their effects on soil health | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.3 examine different types of soils found in Ontario, and describe how different soils are suited to growing different types of food, including crops |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) |
| E2.4 explain the process of erosion, including its causes and its impact on soils | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.5 identify various strategies used to maintain and improve soil health in Ontario | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.6 describe the process of composting, and explain some benefits of composting | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
It's All In The Shape (Lesson Plan) How does water move up a plant? (Hands-on Activity) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Soil Sifter (Lesson Plan) How do I construct a terrarium (Hands-on Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Soil Sifter (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) It's All In The Shape (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on testing, debugging, and refining programs |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Soil Sifter (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations |
It's All In The Shape (Lesson Plan) How does water move up a plant? (Hands-on Activity) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design & Build A Soil Sifter (Lesson Plan) How do I construct a terrarium (Hands-on Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design & Build A Soil Sifter (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) It's All In The Shape (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on testing, debugging, and refining programs |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life | The Solutioneers Week 1: An Unexpected Variable (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems | Design & Build A Soil Sifter (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess ways in which plants are important to humans and other living things, taking different perspectives into consideration, and identify ways in which humans can protect native plant species and their habitats | Plants: Human Use (Photo Collection) |
| B1.2 assess ways in which human activities have an impact on plants and plant habitats, and identify personal actions that they could take to minimize harmful effects and enhance positive ones | n/a |
| B1.3 assess the benefits and limitations of locally grown food | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the basic needs of plants, including the need for air, water, light, heat, nutrients, and space, and identify environmental conditions that may threaten plant survival |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) Needs of Plants (Backgrounder) |
| B2.2 identify different parts of plants, including the root, stem, flower, stamen, pistil, leaf, seed, cone, and fruit, and describe how each part contributes to plants’ survival within their environment |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) The Life Cycle of a Tomato Plant (Backgrounder) Plants: Parts (Photo Collection) Plants: Seeds (Photo Collection) Plants: Leaves (Photo Collection) |
| B2.3 describe changes that different plants undergo in their life cycles |
Tomatosphere (Action Project) The Life Cycle of a Tomato Plant (Backgrounder) The Life Cycle of Plants (Backgrounder) Plants: Growth (Photo Collection) Plants: Germination (Photo Collection) |
| B2.4 describe ways in which a variety of plants adapt and/or react to their environment and to changes in their environment |
Tomatosphere (Action Project) Needs of Plants (Backgrounder) Plants: Biomes (Photo Collection) |
| B2.5 demonstrate an understanding that most plants get energy directly from the Sun through the process of photosynthesis, which involves the absorption of carbon dioxide and the release of oxygen |
Tomatosphere (Action Project) The Life Cycle of Plants (Backgrounder) Needs of Plants (Backgrounder) |
| B2.6 describe ways in which people, including Indigenous peoples, from various cultures around the world use plants for food, shelter, medicine, and clothing | Plants: Human Use (Photo Collection) |
| B2.7 describe various plants used for food, including those grown by First Nations, Métis, and Inuit, and identify local settings where these plants are grown or found | Vegetables (Photo Collection) |
| B2.8 describe ways in which plants and animals, including humans, depend on each other |
Plant Reproduction (Backgrounder) The Life Cycle of Plants (Backgrounder) Pollinators are important! (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess ways in which plants are important to humans and other living things, taking different perspectives into consideration, and identify ways in which humans can protect native plant species and their habitats | Plants: Human Use (Photo Collection) |
| B1.2 assess ways in which human activities have an impact on plants and plant habitats, and identify personal actions that they could take to minimize harmful effects and enhance positive ones | n/a |
| B1.3 assess the benefits and limitations of locally grown food | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the basic needs of plants, including the need for air, water, light, heat, nutrients, and space, and identify environmental conditions that may threaten plant survival |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) Needs of Plants (Backgrounder) |
| B2.2 identify different parts of plants, including the root, stem, flower, stamen, pistil, leaf, seed, cone, and fruit, and describe how each part contributes to plants’ survival within their environment |
Tomatosphere (Action Project) Parts of a Plant (Backgrounder) The Life Cycle of a Tomato Plant (Backgrounder) Plants: Parts (Photo Collection) Plants: Seeds (Photo Collection) Plants: Leaves (Photo Collection) |
| B2.3 describe changes that different plants undergo in their life cycles |
Tomatosphere (Action Project) The Life Cycle of a Tomato Plant (Backgrounder) The Life Cycle of Plants (Backgrounder) Plants: Growth (Photo Collection) Plants: Germination (Photo Collection) |
| B2.4 describe ways in which a variety of plants adapt and/or react to their environment and to changes in their environment |
Tomatosphere (Action Project) Needs of Plants (Backgrounder) Plants: Biomes (Photo Collection) |
| B2.5 demonstrate an understanding that most plants get energy directly from the Sun through the process of photosynthesis, which involves the absorption of carbon dioxide and the release of oxygen |
Tomatosphere (Action Project) The Life Cycle of Plants (Backgrounder) Needs of Plants (Backgrounder) |
| B2.6 describe ways in which people, including Indigenous peoples, from various cultures around the world use plants for food, shelter, medicine, and clothing | Plants: Human Use (Photo Collection) |
| B2.7 describe various plants used for food, including those grown by First Nations, Métis, and Inuit, and identify local settings where these plants are grown or found | Vegetables (Photo Collection) |
| B2.8 describe ways in which plants and animals, including humans, depend on each other |
Plant Reproduction (Backgrounder) The Life Cycle of Plants (Backgrounder) Pollinators are important! (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the effects of the action of forces from natural phenomena on natural and built environments, and identify ways in which human activities can reduce or enhance these effects | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C1.2 assess harmful effects of forces that may result from various human activities, and describe how health and safety devices can minimize these effects | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe different types of contact forces and non-contact forces |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| C2.2 describe different ways a force can be exerted on an object |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C2.3 describe how different forces applied to an object, including forces of varying magnitude, can cause the object to start, stop, or change its direction, speed, or shape |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) It's All In The Shape (Lesson Plan) |
| C2.4 identify ways in which forces are used in their daily lives |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the effects of the action of forces from natural phenomena on natural and built environments, and identify ways in which human activities can reduce or enhance these effects | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C1.2 assess harmful effects of forces that may result from various human activities, and describe how health and safety devices can minimize these effects | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe different types of contact forces and non-contact forces |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| C2.2 describe different ways a force can be exerted on an object |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| C2.3 describe how different forces applied to an object, including forces of varying magnitude, can cause the object to start, stop, or change its direction, speed, or shape |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) It's All In The Shape (Lesson Plan) |
| C2.4 identify ways in which forces are used in their daily lives |
What Do Magnets Do? (Hands-On Activity) How Can I Make My Own Weighing Scale? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess effects on society and the environment of strong and stable structures | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| D1.2 assess the environmental impact of structures built by various animals, including structures built by humans | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe a structure as a supporting framework that holds a load and has a definite size, shape, and function, and identify structures in the natural environment and in the built environment |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.2 demonstrate an understanding of the relationship between form and function for various structures | How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) |
| D2.3 identify the strength of a structure as its ability to support a load and describe ways to increase the strength of structures, including ways to increase the strength of different materials used to build them |
It's All In The Shape (Lesson Plan) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.4 describe the stability of a structure as its ability to keep its shape, maintain balance, float, and/or stay fixed in one spot when a force is applied to the structure, and describe ways to improve a structure’s stability |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.5 identify properties of materials that need to be considered when building structures | n/a |
| D2.6 describe ways in which different forces can affect the shape, balance, or position of structures |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.7 explain the role of struts and ties in structures under load | Why is a Triangle a Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess effects on society and the environment of strong and stable structures | How can we build a structure that protects toy people from wind? (Hands-on Activity) |
| D1.2 assess the environmental impact of structures built by various animals, including structures built by humans | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 describe a structure as a supporting framework that holds a load and has a definite size, shape, and function, and identify structures in the natural environment and in the built environment |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.2 demonstrate an understanding of the relationship between form and function for various structures | How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) |
| D2.3 identify the strength of a structure as its ability to support a load and describe ways to increase the strength of structures, including ways to increase the strength of different materials used to build them |
It's All In The Shape (Lesson Plan) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.4 describe the stability of a structure as its ability to keep its shape, maintain balance, float, and/or stay fixed in one spot when a force is applied to the structure, and describe ways to improve a structure’s stability |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.5 identify properties of materials that need to be considered when building structures | n/a |
| D2.6 describe ways in which different forces can affect the shape, balance, or position of structures |
It's All In The Shape (Lesson Plan) How Can We Build A Structure That Protects Toy People From The Wind? (Hands-On Activity) How Tall Can You Build a Marshmallow Structure That Will Support Weight (Hands-On Activity) |
| D2.7 explain the role of struts and ties in structures under load | Why is a Triangle a Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the importance of soils for society and the environment | The Dirt On Soil Conservation (STEM-In-Context) |
| E1.2 assess the impact of human activity on soils, and describe ways in which humans can improve the quality of soils and/or lessen or prevent harmful effects on soils |
The Dirt On Soil Conservation (STEM-In-Context) What Makes Soil Hard And Compacted? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the living and non-living components of soil, and describe the characteristics of healthy soil |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) The Dirt On Soil Conservation (STEM-In-Context) What Is Soil? (Backgrounder) |
| E2.2 identify different substances that are commonly added to, or absorbed by, the soil, and describe their effects on soil health | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.3 examine different types of soils found in Ontario, and describe how different soils are suited to growing different types of food, including crops |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) |
| E2.4 explain the process of erosion, including its causes and its impact on soils | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.5 identify various strategies used to maintain and improve soil health in Ontario | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.6 describe the process of composting, and explain some benefits of composting | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the importance of soils for society and the environment | The Dirt On Soil Conservation (STEM-In-Context) |
| E1.2 assess the impact of human activity on soils, and describe ways in which humans can improve the quality of soils and/or lessen or prevent harmful effects on soils |
The Dirt On Soil Conservation (STEM-In-Context) What Makes Soil Hard And Compacted? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the living and non-living components of soil, and describe the characteristics of healthy soil |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) The Dirt On Soil Conservation (STEM-In-Context) What Is Soil? (Backgrounder) |
| E2.2 identify different substances that are commonly added to, or absorbed by, the soil, and describe their effects on soil health | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.3 examine different types of soils found in Ontario, and describe how different soils are suited to growing different types of food, including crops |
What Is Soil Made Of? (Lesson Plan) Healthy Soil (Lesson Plan) Design & Build A Soil Sifter (Lesson Plan) |
| E2.4 explain the process of erosion, including its causes and its impact on soils | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.5 identify various strategies used to maintain and improve soil health in Ontario | The Dirt On Soil Conservation (STEM-In-Context) |
| E2.6 describe the process of composting, and explain some benefits of composting | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Habitats (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Exploring Sound (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Design And Build A Musical Instrument (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design And Build A Musical Instrument (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Habitats (Lesson Plan) Exploring Sound (Lesson Plan) Design And Build A Musical Instrument (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on producing different types of output for a variety of purposes |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Habitats (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Exploring Sound (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Design And Build A Musical Instrument (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design And Build A Musical Instrument (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Habitats (Lesson Plan) Exploring Sound (Lesson Plan) Design And Build A Musical Instrument (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on producing different types of output for a variety of purposes |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess positive and negative impacts of human activities on habitats and communities, while taking different perspectives into account |
Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is Ocean Warming And Why Does It Matter? (STEM-In-Context) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) How Can Birds Help Monitor The Health Of Ecosystems? (STEM-In-Context) |
| B1.2 analyse the impact of the depletion or extinction of a species on its habitat and community, and describe possible actions to prevent such depletions or extinctions | Pollinators Are Important! (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe habitats as areas that provide organisms, including plants and animals, with the necessities of life, and identify ways in which a local habitat provides these necessities |
Exploring Habitats (Lesson Plan) Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.2 describe a community as a group of interacting species sharing a common habitat, and identify factors that affect the ability of a community of plants and animals to survive in a local habitat |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) |
| B2.3 describe the relationship of organisms in a food chain, and classify organisms as producers, consumers, or decomposers | n/a |
| B2.4 demonstrate an understanding of a food web as the interconnection of multiple food chains in a natural community | n/a |
| B2.5 describe how animals are categorized according to their diet, and categorize various animals as carnivores, herbivores, or omnivores | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| B2.6 describe structural adaptations of a variety of plants and animals and how these adaptations allow the organisms to survive in specific habitats |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Why Are Guppies So Diverse? (STEM-In-Context) |
| B2.7 explain why all habitats have limits to the number of plants and animals they can support | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess positive and negative impacts of human activities on habitats and communities, while taking different perspectives into account |
Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is Ocean Warming And Why Does It Matter? (STEM-In-Context) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) How Can Birds Help Monitor The Health Of Ecosystems? (STEM-In-Context) |
| B1.2 analyse the impact of the depletion or extinction of a species on its habitat and community, and describe possible actions to prevent such depletions or extinctions | Pollinators Are Important! (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe habitats as areas that provide organisms, including plants and animals, with the necessities of life, and identify ways in which a local habitat provides these necessities |
Exploring Habitats (Lesson Plan) Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.2 describe a community as a group of interacting species sharing a common habitat, and identify factors that affect the ability of a community of plants and animals to survive in a local habitat |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) |
| B2.3 describe the relationship of organisms in a food chain, and classify organisms as producers, consumers, or decomposers | n/a |
| B2.4 demonstrate an understanding of a food web as the interconnection of multiple food chains in a natural community | n/a |
| B2.5 describe how animals are categorized according to their diet, and categorize various animals as carnivores, herbivores, or omnivores | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| B2.6 describe structural adaptations of a variety of plants and animals and how these adaptations allow the organisms to survive in specific habitats |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Why Are Guppies So Diverse? (STEM-In-Context) |
| B2.7 explain why all habitats have limits to the number of plants and animals they can support | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society of devices that use the properties of light or sound, or both |
Who Created The Electronic Synthesizer? (STEM-In-Context) Sound Vs. Noise (STEM-In-Context) |
| C1.2 assess the impacts on the environment of light energy and sound energy produced by various technologies, while taking different perspectives into account |
Light And Plants (Backgrounder) Sound Vs. Noise (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify a variety of natural and artificial light sources | Light And Plants (Backgrounder) |
| C2.2 distinguish between objects and living things that emit their own light and those that reflect light from other sources | The Optics Of Telescopes (Backgrounder) |
| C2.3 describe properties of light, including that light travels in a straight path and that light can be absorbed, reflected, and refracted |
Light And Its Properties (Backgrounder) The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) What Is White Light? (Hands-On Activity) Is A Green Apple Always Green? (Hands-On Activity) How Do We See Colour? (STEM-In-Context) |
| C2.4 describe properties of sound, including that sound travels through a medium as a wave and that sound can be absorbed or reflected and modified |
Design And Build A Musical Instrument (Lesson Plan) Exploring Sound (Lesson Plan) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) How Does Sound Travel? (Hands-On Activity) |
| C2.5 explain how vibrations cause sound waves |
Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Does Sound Travel? (Hands-On Activity) |
| C2.6 describe how different objects and materials interact with light and sound energy |
The Optics Of Telescopes (Backgrounder) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) |
| C2.7 distinguish between sources of light that emit both light and heat and those that emit light but little heat | n/a |
| C2.8 identify sensory organs and devices that make use of the properties of light and sound |
The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) Why Do We Need Two Eyes To See? (Hands-On Activity) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Do We See Colour? (STEM-In-Context) How Do Movies Move? (Hands-On Activity) How Do I See Colour? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society of devices that use the properties of light or sound, or both |
Who Created The Electronic Synthesizer? (STEM-In-Context) Sound Vs. Noise (STEM-In-Context) |
| C1.2 assess the impacts on the environment of light energy and sound energy produced by various technologies, while taking different perspectives into account |
Light And Plants (Backgrounder) Sound Vs. Noise (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify a variety of natural and artificial light sources | Light And Plants (Backgrounder) |
| C2.2 distinguish between objects and living things that emit their own light and those that reflect light from other sources | The Optics Of Telescopes (Backgrounder) |
| C2.3 describe properties of light, including that light travels in a straight path and that light can be absorbed, reflected, and refracted |
Light And Its Properties (Backgrounder) The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) What Is White Light? (Hands-On Activity) Is A Green Apple Always Green? (Hands-On Activity) How Do We See Colour? (STEM-In-Context) |
| C2.4 describe properties of sound, including that sound travels through a medium as a wave and that sound can be absorbed or reflected and modified |
Design And Build A Musical Instrument (Lesson Plan) Exploring Sound (Lesson Plan) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) How Does Sound Travel? (Hands-On Activity) |
| C2.5 explain how vibrations cause sound waves |
Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Does Sound Travel? (Hands-On Activity) |
| C2.6 describe how different objects and materials interact with light and sound energy |
The Optics Of Telescopes (Backgrounder) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) |
| C2.7 distinguish between sources of light that emit both light and heat and those that emit light but little heat | n/a |
| C2.8 identify sensory organs and devices that make use of the properties of light and sound |
The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) Why Do We Need Two Eyes To See? (Hands-On Activity) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Do We See Colour? (STEM-In-Context) How Do Movies Move? (Hands-On Activity) How Do I See Colour? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts of machines and their mechanisms on the daily lives of people in various communities | n/a |
| D1.2 assess and compare the environmental impacts of using different machines designed for similar purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify machines that are used in daily life, and describe their purposes |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) Simple Machines: Wedges (Picture Collection) Simple Machines: Screws (Picture Collection) Simple Machines: Pulleys (Picture Collection) Simple Machines: Inclined Planes (Picture Collection) |
| D2.2 identify the parts of various mechanisms and describe the purpose of each part | Simple Machines - Levers (Backgrounder) |
| D2.3 describe how different mechanisms transmit various types of motion, including rotary motion, from one system to another |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.4 describe how mechanisms transform motion, including how they can change the geometric plane in which the motion occurs and the speed and/or direction of motion | Simple Machines - Levers (Backgrounder) |
| D2.5 explain how forces are changed in a variety of machines | Simple Machines - Levers (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts of machines and their mechanisms on the daily lives of people in various communities | n/a |
| D1.2 assess and compare the environmental impacts of using different machines designed for similar purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify machines that are used in daily life, and describe their purposes |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) Simple Machines: Wedges (Picture Collection) Simple Machines: Screws (Picture Collection) Simple Machines: Pulleys (Picture Collection) Simple Machines: Inclined Planes (Picture Collection) |
| D2.2 identify the parts of various mechanisms and describe the purpose of each part | Simple Machines - Levers (Backgrounder) |
| D2.3 describe how different mechanisms transmit various types of motion, including rotary motion, from one system to another |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.4 describe how mechanisms transform motion, including how they can change the geometric plane in which the motion occurs and the speed and/or direction of motion | Simple Machines - Levers (Backgrounder) |
| D2.5 explain how forces are changed in a variety of machines | Simple Machines - Levers (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse ways in which geological processes impact society and the environment | The Rock Cycle In Canada (Backgrounder) |
| E1.2 assess social and environmental impacts of extracting and refining rocks and minerals and of manufacturing, recycling, and disposing of products derived from rocks and minerals, while taking various perspectives into account |
Humans And Freshwater Ecosystems (Backgrounder) Mines And Mining (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 explain geological processes that result in the formation of igneous, sedimentary, and metamorphic rocks, using the rock cycle |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.2 describe the physical properties of igneous, sedimentary, and metamorphic rocks |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.3 classify different rocks and minerals according to their composition and physical properties, using various tests and criteria |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.4 describe everyday uses of rocks and minerals |
What Are Rocks? (Backgrounder) Mines And Mining (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.5 describe how fossils are formed and what information they can provide about Earth’s history | How Did Dinosaurs Leave Fossils Behind? (Hands-On Activity) |
| E2.6 demonstrate an understanding of First Nations, Métis, and Inuit geological knowledges that are used in the selection of different rocks and minerals for specific purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse ways in which geological processes impact society and the environment | The Rock Cycle In Canada (Backgrounder) |
| E1.2 assess social and environmental impacts of extracting and refining rocks and minerals and of manufacturing, recycling, and disposing of products derived from rocks and minerals, while taking various perspectives into account |
Humans And Freshwater Ecosystems (Backgrounder) Mines And Mining (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 explain geological processes that result in the formation of igneous, sedimentary, and metamorphic rocks, using the rock cycle |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.2 describe the physical properties of igneous, sedimentary, and metamorphic rocks |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.3 classify different rocks and minerals according to their composition and physical properties, using various tests and criteria |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.4 describe everyday uses of rocks and minerals |
What Are Rocks? (Backgrounder) Mines And Mining (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.5 describe how fossils are formed and what information they can provide about Earth’s history | How Did Dinosaurs Leave Fossils Behind? (Hands-On Activity) |
| E2.6 demonstrate an understanding of First Nations, Métis, and Inuit geological knowledges that are used in the selection of different rocks and minerals for specific purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Habitats (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Exploring Sound (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Design And Build A Musical Instrument (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design And Build A Musical Instrument (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Habitats (Lesson Plan) Exploring Sound (Lesson Plan) Design And Build A Musical Instrument (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on producing different types of output for a variety of purposes |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Habitats (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Exploring Sound (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Design And Build A Musical Instrument (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design And Build A Musical Instrument (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Habitats (Lesson Plan) Exploring Sound (Lesson Plan) Design And Build A Musical Instrument (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on producing different types of output for a variety of purposes |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess positive and negative impacts of human activities on habitats and communities, while taking different perspectives into account |
Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is Ocean Warming And Why Does It Matter? (STEM-In-Context) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) How Can Birds Help Monitor The Health Of Ecosystems? (STEM-In-Context) |
| B1.2 analyse the impact of the depletion or extinction of a species on its habitat and community, and describe possible actions to prevent such depletions or extinctions | Pollinators Are Important! (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe habitats as areas that provide organisms, including plants and animals, with the necessities of life, and identify ways in which a local habitat provides these necessities |
Exploring Habitats (Lesson Plan) Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.2 describe a community as a group of interacting species sharing a common habitat, and identify factors that affect the ability of a community of plants and animals to survive in a local habitat |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) |
| B2.3 describe the relationship of organisms in a food chain, and classify organisms as producers, consumers, or decomposers | n/a |
| B2.4 demonstrate an understanding of a food web as the interconnection of multiple food chains in a natural community | n/a |
| B2.5 describe how animals are categorized according to their diet, and categorize various animals as carnivores, herbivores, or omnivores | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| B2.6 describe structural adaptations of a variety of plants and animals and how these adaptations allow the organisms to survive in specific habitats |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Why Are Guppies So Diverse? (STEM-In-Context) |
| B2.7 explain why all habitats have limits to the number of plants and animals they can support | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess positive and negative impacts of human activities on habitats and communities, while taking different perspectives into account |
Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is Ocean Warming And Why Does It Matter? (STEM-In-Context) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) How Can Birds Help Monitor The Health Of Ecosystems? (STEM-In-Context) |
| B1.2 analyse the impact of the depletion or extinction of a species on its habitat and community, and describe possible actions to prevent such depletions or extinctions | Pollinators Are Important! (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe habitats as areas that provide organisms, including plants and animals, with the necessities of life, and identify ways in which a local habitat provides these necessities |
Exploring Habitats (Lesson Plan) Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.2 describe a community as a group of interacting species sharing a common habitat, and identify factors that affect the ability of a community of plants and animals to survive in a local habitat |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) |
| B2.3 describe the relationship of organisms in a food chain, and classify organisms as producers, consumers, or decomposers | n/a |
| B2.4 demonstrate an understanding of a food web as the interconnection of multiple food chains in a natural community | n/a |
| B2.5 describe how animals are categorized according to their diet, and categorize various animals as carnivores, herbivores, or omnivores | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| B2.6 describe structural adaptations of a variety of plants and animals and how these adaptations allow the organisms to survive in specific habitats |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Why Are Guppies So Diverse? (STEM-In-Context) |
| B2.7 explain why all habitats have limits to the number of plants and animals they can support | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society of devices that use the properties of light or sound, or both |
Who Created The Electronic Synthesizer? (STEM-In-Context) Sound Vs. Noise (STEM-In-Context) |
| C1.2 assess the impacts on the environment of light energy and sound energy produced by various technologies, while taking different perspectives into account |
Light And Plants (Backgrounder) Sound Vs. Noise (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify a variety of natural and artificial light sources | Light And Plants (Backgrounder) |
| C2.2 distinguish between objects and living things that emit their own light and those that reflect light from other sources | The Optics Of Telescopes (Backgrounder) |
| C2.3 describe properties of light, including that light travels in a straight path and that light can be absorbed, reflected, and refracted |
Light And Its Properties (Backgrounder) The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) What Is White Light? (Hands-On Activity) Is A Green Apple Always Green? (Hands-On Activity) How Do We See Colour? (STEM-In-Context) |
| C2.4 describe properties of sound, including that sound travels through a medium as a wave and that sound can be absorbed or reflected and modified |
Design And Build A Musical Instrument (Lesson Plan) Exploring Sound (Lesson Plan) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) How Does Sound Travel? (Hands-On Activity) |
| C2.5 explain how vibrations cause sound waves |
Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Does Sound Travel? (Hands-On Activity) |
| C2.6 describe how different objects and materials interact with light and sound energy |
The Optics Of Telescopes (Backgrounder) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) |
| C2.7 distinguish between sources of light that emit both light and heat and those that emit light but little heat | n/a |
| C2.8 identify sensory organs and devices that make use of the properties of light and sound |
The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) Why Do We Need Two Eyes To See? (Hands-On Activity) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Do We See Colour? (STEM-In-Context) How Do Movies Move? (Hands-On Activity) How Do I See Colour? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society of devices that use the properties of light or sound, or both |
Who Created The Electronic Synthesizer? (STEM-In-Context) Sound Vs. Noise (STEM-In-Context) |
| C1.2 assess the impacts on the environment of light energy and sound energy produced by various technologies, while taking different perspectives into account |
Light And Plants (Backgrounder) Sound Vs. Noise (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify a variety of natural and artificial light sources | Light And Plants (Backgrounder) |
| C2.2 distinguish between objects and living things that emit their own light and those that reflect light from other sources | The Optics Of Telescopes (Backgrounder) |
| C2.3 describe properties of light, including that light travels in a straight path and that light can be absorbed, reflected, and refracted |
Light And Its Properties (Backgrounder) The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) What Is White Light? (Hands-On Activity) Is A Green Apple Always Green? (Hands-On Activity) How Do We See Colour? (STEM-In-Context) |
| C2.4 describe properties of sound, including that sound travels through a medium as a wave and that sound can be absorbed or reflected and modified |
Design And Build A Musical Instrument (Lesson Plan) Exploring Sound (Lesson Plan) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) How Does Sound Travel? (Hands-On Activity) |
| C2.5 explain how vibrations cause sound waves |
Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Does Sound Travel? (Hands-On Activity) |
| C2.6 describe how different objects and materials interact with light and sound energy |
The Optics Of Telescopes (Backgrounder) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) |
| C2.7 distinguish between sources of light that emit both light and heat and those that emit light but little heat | n/a |
| C2.8 identify sensory organs and devices that make use of the properties of light and sound |
The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) Why Do We Need Two Eyes To See? (Hands-On Activity) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Do We See Colour? (STEM-In-Context) How Do Movies Move? (Hands-On Activity) How Do I See Colour? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts of machines and their mechanisms on the daily lives of people in various communities | n/a |
| D1.2 assess and compare the environmental impacts of using different machines designed for similar purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify machines that are used in daily life, and describe their purposes |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) Simple Machines: Wedges (Picture Collection) Simple Machines: Screws (Picture Collection) Simple Machines: Pulleys (Picture Collection) Simple Machines: Inclined Planes (Picture Collection) |
| D2.2 identify the parts of various mechanisms and describe the purpose of each part | Simple Machines - Levers (Backgrounder) |
| D2.3 describe how different mechanisms transmit various types of motion, including rotary motion, from one system to another |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.4 describe how mechanisms transform motion, including how they can change the geometric plane in which the motion occurs and the speed and/or direction of motion | Simple Machines - Levers (Backgrounder) |
| D2.5 explain how forces are changed in a variety of machines | Simple Machines - Levers (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts of machines and their mechanisms on the daily lives of people in various communities | n/a |
| D1.2 assess and compare the environmental impacts of using different machines designed for similar purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify machines that are used in daily life, and describe their purposes |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) Simple Machines: Wedges (Picture Collection) Simple Machines: Screws (Picture Collection) Simple Machines: Pulleys (Picture Collection) Simple Machines: Inclined Planes (Picture Collection) |
| D2.2 identify the parts of various mechanisms and describe the purpose of each part | Simple Machines - Levers (Backgrounder) |
| D2.3 describe how different mechanisms transmit various types of motion, including rotary motion, from one system to another |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.4 describe how mechanisms transform motion, including how they can change the geometric plane in which the motion occurs and the speed and/or direction of motion | Simple Machines - Levers (Backgrounder) |
| D2.5 explain how forces are changed in a variety of machines | Simple Machines - Levers (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse ways in which geological processes impact society and the environment | The Rock Cycle In Canada (Backgrounder) |
| E1.2 assess social and environmental impacts of extracting and refining rocks and minerals and of manufacturing, recycling, and disposing of products derived from rocks and minerals, while taking various perspectives into account |
Humans And Freshwater Ecosystems (Backgrounder) Mines And Mining (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 explain geological processes that result in the formation of igneous, sedimentary, and metamorphic rocks, using the rock cycle |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.2 describe the physical properties of igneous, sedimentary, and metamorphic rocks |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.3 classify different rocks and minerals according to their composition and physical properties, using various tests and criteria |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.4 describe everyday uses of rocks and minerals |
What Are Rocks? (Backgrounder) Mines And Mining (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.5 describe how fossils are formed and what information they can provide about Earth’s history | How Did Dinosaurs Leave Fossils Behind? (Hands-On Activity) |
| E2.6 demonstrate an understanding of First Nations, Métis, and Inuit geological knowledges that are used in the selection of different rocks and minerals for specific purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse ways in which geological processes impact society and the environment | The Rock Cycle In Canada (Backgrounder) |
| E1.2 assess social and environmental impacts of extracting and refining rocks and minerals and of manufacturing, recycling, and disposing of products derived from rocks and minerals, while taking various perspectives into account |
Humans And Freshwater Ecosystems (Backgrounder) Mines And Mining (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 explain geological processes that result in the formation of igneous, sedimentary, and metamorphic rocks, using the rock cycle |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.2 describe the physical properties of igneous, sedimentary, and metamorphic rocks |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.3 classify different rocks and minerals according to their composition and physical properties, using various tests and criteria |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.4 describe everyday uses of rocks and minerals |
What Are Rocks? (Backgrounder) Mines And Mining (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.5 describe how fossils are formed and what information they can provide about Earth’s history | How Did Dinosaurs Leave Fossils Behind? (Hands-On Activity) |
| E2.6 demonstrate an understanding of First Nations, Métis, and Inuit geological knowledges that are used in the selection of different rocks and minerals for specific purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Habitats (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Exploring Sound (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Design And Build A Musical Instrument (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design And Build A Musical Instrument (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Habitats (Lesson Plan) Exploring Sound (Lesson Plan) Design And Build A Musical Instrument (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on producing different types of output for a variety of purposes |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Habitats (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Exploring Sound (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Design And Build A Musical Instrument (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design And Build A Musical Instrument (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Habitats (Lesson Plan) Exploring Sound (Lesson Plan) Design And Build A Musical Instrument (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on producing different types of output for a variety of purposes |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess positive and negative impacts of human activities on habitats and communities, while taking different perspectives into account |
Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is Ocean Warming And Why Does It Matter? (STEM-In-Context) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) How Can Birds Help Monitor The Health Of Ecosystems? (STEM-In-Context) |
| B1.2 analyse the impact of the depletion or extinction of a species on its habitat and community, and describe possible actions to prevent such depletions or extinctions | Pollinators Are Important! (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe habitats as areas that provide organisms, including plants and animals, with the necessities of life, and identify ways in which a local habitat provides these necessities |
Exploring Habitats (Lesson Plan) Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.2 describe a community as a group of interacting species sharing a common habitat, and identify factors that affect the ability of a community of plants and animals to survive in a local habitat |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) |
| B2.3 describe the relationship of organisms in a food chain, and classify organisms as producers, consumers, or decomposers | n/a |
| B2.4 demonstrate an understanding of a food web as the interconnection of multiple food chains in a natural community | n/a |
| B2.5 describe how animals are categorized according to their diet, and categorize various animals as carnivores, herbivores, or omnivores | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| B2.6 describe structural adaptations of a variety of plants and animals and how these adaptations allow the organisms to survive in specific habitats |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Why Are Guppies So Diverse? (STEM-In-Context) |
| B2.7 explain why all habitats have limits to the number of plants and animals they can support | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess positive and negative impacts of human activities on habitats and communities, while taking different perspectives into account |
Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is Ocean Warming And Why Does It Matter? (STEM-In-Context) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) How Can Birds Help Monitor The Health Of Ecosystems? (STEM-In-Context) |
| B1.2 analyse the impact of the depletion or extinction of a species on its habitat and community, and describe possible actions to prevent such depletions or extinctions | Pollinators Are Important! (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe habitats as areas that provide organisms, including plants and animals, with the necessities of life, and identify ways in which a local habitat provides these necessities |
Exploring Habitats (Lesson Plan) Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.2 describe a community as a group of interacting species sharing a common habitat, and identify factors that affect the ability of a community of plants and animals to survive in a local habitat |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) |
| B2.3 describe the relationship of organisms in a food chain, and classify organisms as producers, consumers, or decomposers | n/a |
| B2.4 demonstrate an understanding of a food web as the interconnection of multiple food chains in a natural community | n/a |
| B2.5 describe how animals are categorized according to their diet, and categorize various animals as carnivores, herbivores, or omnivores | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| B2.6 describe structural adaptations of a variety of plants and animals and how these adaptations allow the organisms to survive in specific habitats |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Why Are Guppies So Diverse? (STEM-In-Context) |
| B2.7 explain why all habitats have limits to the number of plants and animals they can support | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society of devices that use the properties of light or sound, or both |
Who Created The Electronic Synthesizer? (STEM-In-Context) Sound Vs. Noise (STEM-In-Context) |
| C1.2 assess the impacts on the environment of light energy and sound energy produced by various technologies, while taking different perspectives into account |
Light And Plants (Backgrounder) Sound Vs. Noise (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify a variety of natural and artificial light sources | Light And Plants (Backgrounder) |
| C2.2 distinguish between objects and living things that emit their own light and those that reflect light from other sources | The Optics Of Telescopes (Backgrounder) |
| C2.3 describe properties of light, including that light travels in a straight path and that light can be absorbed, reflected, and refracted |
Light And Its Properties (Backgrounder) The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) What Is White Light? (Hands-On Activity) Is A Green Apple Always Green? (Hands-On Activity) How Do We See Colour? (STEM-In-Context) |
| C2.4 describe properties of sound, including that sound travels through a medium as a wave and that sound can be absorbed or reflected and modified |
Design And Build A Musical Instrument (Lesson Plan) Exploring Sound (Lesson Plan) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) How Does Sound Travel? (Hands-On Activity) |
| C2.5 explain how vibrations cause sound waves |
Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Does Sound Travel? (Hands-On Activity) |
| C2.6 describe how different objects and materials interact with light and sound energy |
The Optics Of Telescopes (Backgrounder) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) |
| C2.7 distinguish between sources of light that emit both light and heat and those that emit light but little heat | n/a |
| C2.8 identify sensory organs and devices that make use of the properties of light and sound |
The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) Why Do We Need Two Eyes To See? (Hands-On Activity) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Do We See Colour? (STEM-In-Context) How Do Movies Move? (Hands-On Activity) How Do I See Colour? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society of devices that use the properties of light or sound, or both |
Who Created The Electronic Synthesizer? (STEM-In-Context) Sound Vs. Noise (STEM-In-Context) |
| C1.2 assess the impacts on the environment of light energy and sound energy produced by various technologies, while taking different perspectives into account |
Light And Plants (Backgrounder) Sound Vs. Noise (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify a variety of natural and artificial light sources | Light And Plants (Backgrounder) |
| C2.2 distinguish between objects and living things that emit their own light and those that reflect light from other sources | The Optics Of Telescopes (Backgrounder) |
| C2.3 describe properties of light, including that light travels in a straight path and that light can be absorbed, reflected, and refracted |
Light And Its Properties (Backgrounder) The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) What Is White Light? (Hands-On Activity) Is A Green Apple Always Green? (Hands-On Activity) How Do We See Colour? (STEM-In-Context) |
| C2.4 describe properties of sound, including that sound travels through a medium as a wave and that sound can be absorbed or reflected and modified |
Design And Build A Musical Instrument (Lesson Plan) Exploring Sound (Lesson Plan) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) How Does Sound Travel? (Hands-On Activity) |
| C2.5 explain how vibrations cause sound waves |
Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Does Sound Travel? (Hands-On Activity) |
| C2.6 describe how different objects and materials interact with light and sound energy |
The Optics Of Telescopes (Backgrounder) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) |
| C2.7 distinguish between sources of light that emit both light and heat and those that emit light but little heat | n/a |
| C2.8 identify sensory organs and devices that make use of the properties of light and sound |
The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) Why Do We Need Two Eyes To See? (Hands-On Activity) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Do We See Colour? (STEM-In-Context) How Do Movies Move? (Hands-On Activity) How Do I See Colour? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts of machines and their mechanisms on the daily lives of people in various communities | n/a |
| D1.2 assess and compare the environmental impacts of using different machines designed for similar purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify machines that are used in daily life, and describe their purposes |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) Simple Machines: Wedges (Picture Collection) Simple Machines: Screws (Picture Collection) Simple Machines: Pulleys (Picture Collection) Simple Machines: Inclined Planes (Picture Collection) |
| D2.2 identify the parts of various mechanisms and describe the purpose of each part | Simple Machines - Levers (Backgrounder) |
| D2.3 describe how different mechanisms transmit various types of motion, including rotary motion, from one system to another |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.4 describe how mechanisms transform motion, including how they can change the geometric plane in which the motion occurs and the speed and/or direction of motion | Simple Machines - Levers (Backgrounder) |
| D2.5 explain how forces are changed in a variety of machines | Simple Machines - Levers (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts of machines and their mechanisms on the daily lives of people in various communities | n/a |
| D1.2 assess and compare the environmental impacts of using different machines designed for similar purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify machines that are used in daily life, and describe their purposes |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) Simple Machines: Wedges (Picture Collection) Simple Machines: Screws (Picture Collection) Simple Machines: Pulleys (Picture Collection) Simple Machines: Inclined Planes (Picture Collection) |
| D2.2 identify the parts of various mechanisms and describe the purpose of each part | Simple Machines - Levers (Backgrounder) |
| D2.3 describe how different mechanisms transmit various types of motion, including rotary motion, from one system to another |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.4 describe how mechanisms transform motion, including how they can change the geometric plane in which the motion occurs and the speed and/or direction of motion | Simple Machines - Levers (Backgrounder) |
| D2.5 explain how forces are changed in a variety of machines | Simple Machines - Levers (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse ways in which geological processes impact society and the environment | The Rock Cycle In Canada (Backgrounder) |
| E1.2 assess social and environmental impacts of extracting and refining rocks and minerals and of manufacturing, recycling, and disposing of products derived from rocks and minerals, while taking various perspectives into account |
Humans And Freshwater Ecosystems (Backgrounder) Mines And Mining (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 explain geological processes that result in the formation of igneous, sedimentary, and metamorphic rocks, using the rock cycle |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.2 describe the physical properties of igneous, sedimentary, and metamorphic rocks |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.3 classify different rocks and minerals according to their composition and physical properties, using various tests and criteria |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.4 describe everyday uses of rocks and minerals |
What Are Rocks? (Backgrounder) Mines And Mining (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.5 describe how fossils are formed and what information they can provide about Earth’s history | How Did Dinosaurs Leave Fossils Behind? (Hands-On Activity) |
| E2.6 demonstrate an understanding of First Nations, Métis, and Inuit geological knowledges that are used in the selection of different rocks and minerals for specific purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse ways in which geological processes impact society and the environment | The Rock Cycle In Canada (Backgrounder) |
| E1.2 assess social and environmental impacts of extracting and refining rocks and minerals and of manufacturing, recycling, and disposing of products derived from rocks and minerals, while taking various perspectives into account |
Humans And Freshwater Ecosystems (Backgrounder) Mines And Mining (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 explain geological processes that result in the formation of igneous, sedimentary, and metamorphic rocks, using the rock cycle |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.2 describe the physical properties of igneous, sedimentary, and metamorphic rocks |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.3 classify different rocks and minerals according to their composition and physical properties, using various tests and criteria |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.4 describe everyday uses of rocks and minerals |
What Are Rocks? (Backgrounder) Mines And Mining (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.5 describe how fossils are formed and what information they can provide about Earth’s history | How Did Dinosaurs Leave Fossils Behind? (Hands-On Activity) |
| E2.6 demonstrate an understanding of First Nations, Métis, and Inuit geological knowledges that are used in the selection of different rocks and minerals for specific purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Habitats (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Exploring Sound (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Design And Build A Musical Instrument (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design And Build A Musical Instrument (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Habitats (Lesson Plan) Exploring Sound (Lesson Plan) Design And Build A Musical Instrument (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on producing different types of output for a variety of purposes |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Habitats (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Exploring Sound (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Design And Build A Musical Instrument (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design And Build A Musical Instrument (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Habitats (Lesson Plan) Exploring Sound (Lesson Plan) Design And Build A Musical Instrument (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on producing different types of output for a variety of purposes |
Lexie's Holiday Wish List (Hands-on Activity) Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess positive and negative impacts of human activities on habitats and communities, while taking different perspectives into account |
Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is Ocean Warming And Why Does It Matter? (STEM-In-Context) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) How Can Birds Help Monitor The Health Of Ecosystems? (STEM-In-Context) |
| B1.2 analyse the impact of the depletion or extinction of a species on its habitat and community, and describe possible actions to prevent such depletions or extinctions | Pollinators Are Important! (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe habitats as areas that provide organisms, including plants and animals, with the necessities of life, and identify ways in which a local habitat provides these necessities |
Exploring Habitats (Lesson Plan) Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.2 describe a community as a group of interacting species sharing a common habitat, and identify factors that affect the ability of a community of plants and animals to survive in a local habitat |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) |
| B2.3 describe the relationship of organisms in a food chain, and classify organisms as producers, consumers, or decomposers | n/a |
| B2.4 demonstrate an understanding of a food web as the interconnection of multiple food chains in a natural community | n/a |
| B2.5 describe how animals are categorized according to their diet, and categorize various animals as carnivores, herbivores, or omnivores | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| B2.6 describe structural adaptations of a variety of plants and animals and how these adaptations allow the organisms to survive in specific habitats |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Why Are Guppies So Diverse? (STEM-In-Context) |
| B2.7 explain why all habitats have limits to the number of plants and animals they can support | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess positive and negative impacts of human activities on habitats and communities, while taking different perspectives into account |
Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is Ocean Warming And Why Does It Matter? (STEM-In-Context) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) How Can Birds Help Monitor The Health Of Ecosystems? (STEM-In-Context) |
| B1.2 analyse the impact of the depletion or extinction of a species on its habitat and community, and describe possible actions to prevent such depletions or extinctions | Pollinators Are Important! (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe habitats as areas that provide organisms, including plants and animals, with the necessities of life, and identify ways in which a local habitat provides these necessities |
Exploring Habitats (Lesson Plan) Coyotes: Coming To A Town Near You? (STEM-In-Context) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Introduction To Rivers And Streams (Backgrounder) Introduction To Lakes And Ponds (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.2 describe a community as a group of interacting species sharing a common habitat, and identify factors that affect the ability of a community of plants and animals to survive in a local habitat |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) |
| B2.3 describe the relationship of organisms in a food chain, and classify organisms as producers, consumers, or decomposers | n/a |
| B2.4 demonstrate an understanding of a food web as the interconnection of multiple food chains in a natural community | n/a |
| B2.5 describe how animals are categorized according to their diet, and categorize various animals as carnivores, herbivores, or omnivores | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| B2.6 describe structural adaptations of a variety of plants and animals and how these adaptations allow the organisms to survive in specific habitats |
Frogs, Toads, Salamanders And Newts, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Why Are Guppies So Diverse? (STEM-In-Context) |
| B2.7 explain why all habitats have limits to the number of plants and animals they can support | Coyotes: Coming To A Town Near You? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society of devices that use the properties of light or sound, or both |
Who Created The Electronic Synthesizer? (STEM-In-Context) Sound Vs. Noise (STEM-In-Context) |
| C1.2 assess the impacts on the environment of light energy and sound energy produced by various technologies, while taking different perspectives into account |
Light And Plants (Backgrounder) Sound Vs. Noise (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify a variety of natural and artificial light sources | Light And Plants (Backgrounder) |
| C2.2 distinguish between objects and living things that emit their own light and those that reflect light from other sources | The Optics Of Telescopes (Backgrounder) |
| C2.3 describe properties of light, including that light travels in a straight path and that light can be absorbed, reflected, and refracted |
Light And Its Properties (Backgrounder) The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) What Is White Light? (Hands-On Activity) Is A Green Apple Always Green? (Hands-On Activity) How Do We See Colour? (STEM-In-Context) |
| C2.4 describe properties of sound, including that sound travels through a medium as a wave and that sound can be absorbed or reflected and modified |
Design And Build A Musical Instrument (Lesson Plan) Exploring Sound (Lesson Plan) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) How Does Sound Travel? (Hands-On Activity) |
| C2.5 explain how vibrations cause sound waves |
Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Does Sound Travel? (Hands-On Activity) |
| C2.6 describe how different objects and materials interact with light and sound energy |
The Optics Of Telescopes (Backgrounder) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) |
| C2.7 distinguish between sources of light that emit both light and heat and those that emit light but little heat | n/a |
| C2.8 identify sensory organs and devices that make use of the properties of light and sound |
The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) Why Do We Need Two Eyes To See? (Hands-On Activity) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Do We See Colour? (STEM-In-Context) How Do Movies Move? (Hands-On Activity) How Do I See Colour? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society of devices that use the properties of light or sound, or both |
Who Created The Electronic Synthesizer? (STEM-In-Context) Sound Vs. Noise (STEM-In-Context) |
| C1.2 assess the impacts on the environment of light energy and sound energy produced by various technologies, while taking different perspectives into account |
Light And Plants (Backgrounder) Sound Vs. Noise (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C2.1 identify a variety of natural and artificial light sources | Light And Plants (Backgrounder) |
| C2.2 distinguish between objects and living things that emit their own light and those that reflect light from other sources | The Optics Of Telescopes (Backgrounder) |
| C2.3 describe properties of light, including that light travels in a straight path and that light can be absorbed, reflected, and refracted |
Light And Its Properties (Backgrounder) The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) What Is White Light? (Hands-On Activity) Is A Green Apple Always Green? (Hands-On Activity) How Do We See Colour? (STEM-In-Context) |
| C2.4 describe properties of sound, including that sound travels through a medium as a wave and that sound can be absorbed or reflected and modified |
Design And Build A Musical Instrument (Lesson Plan) Exploring Sound (Lesson Plan) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) How Does Sound Travel? (Hands-On Activity) |
| C2.5 explain how vibrations cause sound waves |
Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Does Sound Travel? (Hands-On Activity) |
| C2.6 describe how different objects and materials interact with light and sound energy |
The Optics Of Telescopes (Backgrounder) Who Created The Electronic Synthesizer? (STEM-In-Context) What Is Sound And How Do We Hear It? (Backgrounder) |
| C2.7 distinguish between sources of light that emit both light and heat and those that emit light but little heat | n/a |
| C2.8 identify sensory organs and devices that make use of the properties of light and sound |
The Optics Of Telescopes (Backgrounder) Why Is Everything So Small Down There? (Hands-On Activity) Why Do We Need Two Eyes To See? (Hands-On Activity) What Is Sound And How Do We Hear It? (Backgrounder) Stethoscope Replica (Interactive) How Do We See Colour? (STEM-In-Context) How Do Movies Move? (Hands-On Activity) How Do I See Colour? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts of machines and their mechanisms on the daily lives of people in various communities | n/a |
| D1.2 assess and compare the environmental impacts of using different machines designed for similar purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify machines that are used in daily life, and describe their purposes |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) Simple Machines: Wedges (Picture Collection) Simple Machines: Screws (Picture Collection) Simple Machines: Pulleys (Picture Collection) Simple Machines: Inclined Planes (Picture Collection) |
| D2.2 identify the parts of various mechanisms and describe the purpose of each part | Simple Machines - Levers (Backgrounder) |
| D2.3 describe how different mechanisms transmit various types of motion, including rotary motion, from one system to another |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.4 describe how mechanisms transform motion, including how they can change the geometric plane in which the motion occurs and the speed and/or direction of motion | Simple Machines - Levers (Backgrounder) |
| D2.5 explain how forces are changed in a variety of machines | Simple Machines - Levers (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts of machines and their mechanisms on the daily lives of people in various communities | n/a |
| D1.2 assess and compare the environmental impacts of using different machines designed for similar purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify machines that are used in daily life, and describe their purposes |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) Simple Machines: Wedges (Picture Collection) Simple Machines: Screws (Picture Collection) Simple Machines: Pulleys (Picture Collection) Simple Machines: Inclined Planes (Picture Collection) |
| D2.2 identify the parts of various mechanisms and describe the purpose of each part | Simple Machines - Levers (Backgrounder) |
| D2.3 describe how different mechanisms transmit various types of motion, including rotary motion, from one system to another |
Simple Machines - Levers (Backgrounder) How Does A Wheelbarrow Help You Carry Heavy Loads? (Hands-On Activity) |
| D2.4 describe how mechanisms transform motion, including how they can change the geometric plane in which the motion occurs and the speed and/or direction of motion | Simple Machines - Levers (Backgrounder) |
| D2.5 explain how forces are changed in a variety of machines | Simple Machines - Levers (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse ways in which geological processes impact society and the environment | The Rock Cycle In Canada (Backgrounder) |
| E1.2 assess social and environmental impacts of extracting and refining rocks and minerals and of manufacturing, recycling, and disposing of products derived from rocks and minerals, while taking various perspectives into account |
Humans And Freshwater Ecosystems (Backgrounder) Mines And Mining (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 explain geological processes that result in the formation of igneous, sedimentary, and metamorphic rocks, using the rock cycle |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.2 describe the physical properties of igneous, sedimentary, and metamorphic rocks |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.3 classify different rocks and minerals according to their composition and physical properties, using various tests and criteria |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.4 describe everyday uses of rocks and minerals |
What Are Rocks? (Backgrounder) Mines And Mining (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.5 describe how fossils are formed and what information they can provide about Earth’s history | How Did Dinosaurs Leave Fossils Behind? (Hands-On Activity) |
| E2.6 demonstrate an understanding of First Nations, Métis, and Inuit geological knowledges that are used in the selection of different rocks and minerals for specific purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse ways in which geological processes impact society and the environment | The Rock Cycle In Canada (Backgrounder) |
| E1.2 assess social and environmental impacts of extracting and refining rocks and minerals and of manufacturing, recycling, and disposing of products derived from rocks and minerals, while taking various perspectives into account |
Humans And Freshwater Ecosystems (Backgrounder) Mines And Mining (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 explain geological processes that result in the formation of igneous, sedimentary, and metamorphic rocks, using the rock cycle |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.2 describe the physical properties of igneous, sedimentary, and metamorphic rocks |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.3 classify different rocks and minerals according to their composition and physical properties, using various tests and criteria |
What Are Rocks? (Backgrounder) All About Minerals (Backgrounder) |
| E2.4 describe everyday uses of rocks and minerals |
What Are Rocks? (Backgrounder) Mines And Mining (Backgrounder) The Rock Cycle In Canada (Backgrounder) |
| E2.5 describe how fossils are formed and what information they can provide about Earth’s history | How Did Dinosaurs Leave Fossils Behind? (Hands-On Activity) |
| E2.6 demonstrate an understanding of First Nations, Métis, and Inuit geological knowledges that are used in the selection of different rocks and minerals for specific purposes | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Physical And Chemical Changes (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Mystery Powders (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Tall Towers & Sustainable Cities (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Tall Towers & Sustainable Cities (Lesson Plan) Mystery Powders (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on using different methods to store and process data for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Physical And Chemical Changes (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Mystery Powders (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Tall Towers & Sustainable Cities (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Tall Towers & Sustainable Cities (Lesson Plan) Mystery Powders (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on using different methods to store and process data for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess effects of a variety of social and environmental factors on human health, and describe ways in which individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial |
Stress And The Brain (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) Humidity On Earth And On The Space Station (Backgrounder) |
| B1.2 evaluate beneficial and harmful effects of various technologies on human health and body systems, while taking different perspectives into consideration |
Organ Transplantation (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) |
| B1.3 explain how food literacy can support decisions that affect physical and mental health |
How Sugar Affects The Brain (STEM-In-Context) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 identify systems of the human body, and describe their basic function |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.2 describe the basic structure and function of vital organs in various systems in the human body |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Organ Transplantation (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.3 describe interrelationships between human body systems |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) |
| B2.4 identify various diseases and medical disorders in humans and the organs and/or body system or systems that they affect |
Stress And The Brain (Backgrounder) Organ Transplantation (Backgrounder) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) Why A Trip To Outer Space Could Be Bad For Your Bones (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess effects of a variety of social and environmental factors on human health, and describe ways in which individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial |
Stress And The Brain (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) Humidity On Earth And On The Space Station (Backgrounder) |
| B1.2 evaluate beneficial and harmful effects of various technologies on human health and body systems, while taking different perspectives into consideration |
Organ Transplantation (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) |
| B1.3 explain how food literacy can support decisions that affect physical and mental health |
How Sugar Affects The Brain (STEM-In-Context) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 identify systems of the human body, and describe their basic function |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.2 describe the basic structure and function of vital organs in various systems in the human body |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Organ Transplantation (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.3 describe interrelationships between human body systems |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) |
| B2.4 identify various diseases and medical disorders in humans and the organs and/or body system or systems that they affect |
Stress And The Brain (Backgrounder) Organ Transplantation (Backgrounder) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) Why A Trip To Outer Space Could Be Bad For Your Bones (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society and the environment of various processes used in the manufacture of common products | Why Wires? (STEM-In-Context) |
| C1.2 assess how the use of specific materials in the manufacture of common products affects the environment, and identify actions that society and individuals can take to mitigate negative impacts | Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe matter as everything that has mass and occupies volume |
Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) |
| C2.2 identify the states of matter, and describe characteristics and properties of solids, liquids, and gases |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is Immiscibility? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Does Snot Work? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.3 describe changes of state of matter observed at home, in the community, or in the natural environment |
Ice On Earth: The Cryosphere (Backgrounder) Describing And Classifying Matter (Backgrounder) The Hidden Heroes Of Hockey! (STEM-In-Context) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) Keeping The Rink On Ice (STEM-In-Context) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.4 describe physical changes in matter as changes of the state, volume, or form of the matter that do not result in the formation of a different substance |
Exploring Physical And Chemical Changes (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) How Does Snot Work? (Hands-On Activity) |
| C2.5 describe chemical changes in matter as changes that result in the formation of different substances, and identify signs that a chemical change has occurred |
Mystery Powders (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.6 explain how changes of state can occur when matter absorbs or releases thermal energy |
Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Keeping The Rink On Ice (STEM-In-Context) |
| C2.7 explain why specific physical properties of various solids, liquids, and gases make them useful for particular applications |
The Hidden Heroes Of Hockey! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) What Is Immiscibility? (Hands-On Activity) How Does Detergent Work? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society and the environment of various processes used in the manufacture of common products | Why Wires? (STEM-In-Context) |
| C1.2 assess how the use of specific materials in the manufacture of common products affects the environment, and identify actions that society and individuals can take to mitigate negative impacts | Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe matter as everything that has mass and occupies volume |
Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) |
| C2.2 identify the states of matter, and describe characteristics and properties of solids, liquids, and gases |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is Immiscibility? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Does Snot Work? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.3 describe changes of state of matter observed at home, in the community, or in the natural environment |
Ice On Earth: The Cryosphere (Backgrounder) Describing And Classifying Matter (Backgrounder) The Hidden Heroes Of Hockey! (STEM-In-Context) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) Keeping The Rink On Ice (STEM-In-Context) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.4 describe physical changes in matter as changes of the state, volume, or form of the matter that do not result in the formation of a different substance |
Exploring Physical And Chemical Changes (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) How Does Snot Work? (Hands-On Activity) |
| C2.5 describe chemical changes in matter as changes that result in the formation of different substances, and identify signs that a chemical change has occurred |
Mystery Powders (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.6 explain how changes of state can occur when matter absorbs or releases thermal energy |
Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Keeping The Rink On Ice (STEM-In-Context) |
| C2.7 explain why specific physical properties of various solids, liquids, and gases make them useful for particular applications |
The Hidden Heroes Of Hockey! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) What Is Immiscibility? (Hands-On Activity) How Does Detergent Work? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 analyse the effects of forces from natural phenomena on structures in natural and built environments |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) |
| D1.2 assess various ways in which humans mitigate impacts of forces from natural phenomena on structures in urban, rural, and remote communities |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Why Is A Triangle A Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify internal forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) Why Is A Triangle A Strong Shape? (Backgrounder) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.2 identify external forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.3 describe forces resulting from natural phenomena that can have severe consequences for human-built structures, and identify structural features and materials that can allow such structures to withstand these forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| D2.4 describe ways in which physical characteristics of various animal and plant species help to protect them from potentially harmful effects of forces | n/a |
| D2.5 describe ways in which protective equipment helps to protect humans from potentially harmful effects of forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| D1.1 analyse the effects of forces from natural phenomena on structures in natural and built environments |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) |
| D1.2 assess various ways in which humans mitigate impacts of forces from natural phenomena on structures in urban, rural, and remote communities |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Why Is A Triangle A Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify internal forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) Why Is A Triangle A Strong Shape? (Backgrounder) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.2 identify external forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.3 describe forces resulting from natural phenomena that can have severe consequences for human-built structures, and identify structural features and materials that can allow such structures to withstand these forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| D2.4 describe ways in which physical characteristics of various animal and plant species help to protect them from potentially harmful effects of forces | n/a |
| D2.5 describe ways in which protective equipment helps to protect humans from potentially harmful effects of forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse long-term impacts of human uses of energy and natural resources, on society and the environment, including climate change, and suggest ways to mitigate these impacts |
Tall Towers & Sustainable Cities (Lesson Plan) Earth Month: Climate Change (Backgrounder) Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) What Are Greenhouse Gases? (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) |
| E1.2 evaluate effects of various technologies on energy consumption, and describe ways in which individuals can use technology to reduce energy consumption |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) Can You Store Electricity For Later? (STEM-In-Context) |
| E1.3 analyse how First Nations, Métis, and Inuit communities use their knowledges and ways of knowing to conserve energy and resources | n/a |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify a variety of forms of energy, and describe how each form is used in everyday life |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Introduction To Energy (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Build A Rollercoaster? (Hands-On Activity) |
| E2.2 demonstrate an understanding of the law of conservation of energy, including how energy cannot be created or destroyed but can only be transformed from one form to another |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) |
| E2.3 describe how energy is stored as potential energy and transformed in a given device or system |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.4 demonstrate an understanding that when energy is transformed from one form to another, some energy may dissipate into the environment in the form of heat, light, and/or sound energy |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.5 identify renewable and non-renewable sources of energy |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.6 explain how the use of energy derived from fossil fuels changes the composition of the atmosphere and how these changes contribute to climate change |
Earth Month: Climate Change (Backgrounder) What Are Greenhouse Gases? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse long-term impacts of human uses of energy and natural resources, on society and the environment, including climate change, and suggest ways to mitigate these impacts |
Tall Towers & Sustainable Cities (Lesson Plan) Earth Month: Climate Change (Backgrounder) Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) What Are Greenhouse Gases? (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) |
| E1.2 evaluate effects of various technologies on energy consumption, and describe ways in which individuals can use technology to reduce energy consumption |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) Can You Store Electricity For Later? (STEM-In-Context) |
| E1.3 analyse how First Nations, Métis, and Inuit communities use their knowledges and ways of knowing to conserve energy and resources | n/a |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify a variety of forms of energy, and describe how each form is used in everyday life |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Introduction To Energy (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Build A Rollercoaster? (Hands-On Activity) |
| E2.2 demonstrate an understanding of the law of conservation of energy, including how energy cannot be created or destroyed but can only be transformed from one form to another |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) |
| E2.3 describe how energy is stored as potential energy and transformed in a given device or system |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.4 demonstrate an understanding that when energy is transformed from one form to another, some energy may dissipate into the environment in the form of heat, light, and/or sound energy |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.5 identify renewable and non-renewable sources of energy |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.6 explain how the use of energy derived from fossil fuels changes the composition of the atmosphere and how these changes contribute to climate change |
Earth Month: Climate Change (Backgrounder) What Are Greenhouse Gases? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Physical And Chemical Changes (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Mystery Powders (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Tall Towers & Sustainable Cities (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Tall Towers & Sustainable Cities (Lesson Plan) Mystery Powders (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on using different methods to store and process data for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Physical And Chemical Changes (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Mystery Powders (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Tall Towers & Sustainable Cities (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Tall Towers & Sustainable Cities (Lesson Plan) Mystery Powders (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on using different methods to store and process data for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess effects of a variety of social and environmental factors on human health, and describe ways in which individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial |
Stress And The Brain (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) Humidity On Earth And On The Space Station (Backgrounder) |
| B1.2 evaluate beneficial and harmful effects of various technologies on human health and body systems, while taking different perspectives into consideration |
Organ Transplantation (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) |
| B1.3 explain how food literacy can support decisions that affect physical and mental health |
How Sugar Affects The Brain (STEM-In-Context) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 identify systems of the human body, and describe their basic function |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.2 describe the basic structure and function of vital organs in various systems in the human body |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Organ Transplantation (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.3 describe interrelationships between human body systems |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) |
| B2.4 identify various diseases and medical disorders in humans and the organs and/or body system or systems that they affect |
Stress And The Brain (Backgrounder) Organ Transplantation (Backgrounder) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) Why A Trip To Outer Space Could Be Bad For Your Bones (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess effects of a variety of social and environmental factors on human health, and describe ways in which individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial |
Stress And The Brain (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) Humidity On Earth And On The Space Station (Backgrounder) |
| B1.2 evaluate beneficial and harmful effects of various technologies on human health and body systems, while taking different perspectives into consideration |
Organ Transplantation (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) |
| B1.3 explain how food literacy can support decisions that affect physical and mental health |
How Sugar Affects The Brain (STEM-In-Context) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 identify systems of the human body, and describe their basic function |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.2 describe the basic structure and function of vital organs in various systems in the human body |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Organ Transplantation (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.3 describe interrelationships between human body systems |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) |
| B2.4 identify various diseases and medical disorders in humans and the organs and/or body system or systems that they affect |
Stress And The Brain (Backgrounder) Organ Transplantation (Backgrounder) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) Why A Trip To Outer Space Could Be Bad For Your Bones (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society and the environment of various processes used in the manufacture of common products | Why Wires? (STEM-In-Context) |
| C1.2 assess how the use of specific materials in the manufacture of common products affects the environment, and identify actions that society and individuals can take to mitigate negative impacts | Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe matter as everything that has mass and occupies volume |
Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) |
| C2.2 identify the states of matter, and describe characteristics and properties of solids, liquids, and gases |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is Immiscibility? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Does Snot Work? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.3 describe changes of state of matter observed at home, in the community, or in the natural environment |
Ice On Earth: The Cryosphere (Backgrounder) Describing And Classifying Matter (Backgrounder) The Hidden Heroes Of Hockey! (STEM-In-Context) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) Keeping The Rink On Ice (STEM-In-Context) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.4 describe physical changes in matter as changes of the state, volume, or form of the matter that do not result in the formation of a different substance |
Exploring Physical And Chemical Changes (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) How Does Snot Work? (Hands-On Activity) |
| C2.5 describe chemical changes in matter as changes that result in the formation of different substances, and identify signs that a chemical change has occurred |
Mystery Powders (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.6 explain how changes of state can occur when matter absorbs or releases thermal energy |
Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Keeping The Rink On Ice (STEM-In-Context) |
| C2.7 explain why specific physical properties of various solids, liquids, and gases make them useful for particular applications |
The Hidden Heroes Of Hockey! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) What Is Immiscibility? (Hands-On Activity) How Does Detergent Work? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society and the environment of various processes used in the manufacture of common products | Why Wires? (STEM-In-Context) |
| C1.2 assess how the use of specific materials in the manufacture of common products affects the environment, and identify actions that society and individuals can take to mitigate negative impacts | Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe matter as everything that has mass and occupies volume |
Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) |
| C2.2 identify the states of matter, and describe characteristics and properties of solids, liquids, and gases |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is Immiscibility? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Does Snot Work? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.3 describe changes of state of matter observed at home, in the community, or in the natural environment |
Ice On Earth: The Cryosphere (Backgrounder) Describing And Classifying Matter (Backgrounder) The Hidden Heroes Of Hockey! (STEM-In-Context) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) Keeping The Rink On Ice (STEM-In-Context) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.4 describe physical changes in matter as changes of the state, volume, or form of the matter that do not result in the formation of a different substance |
Exploring Physical And Chemical Changes (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) How Does Snot Work? (Hands-On Activity) |
| C2.5 describe chemical changes in matter as changes that result in the formation of different substances, and identify signs that a chemical change has occurred |
Mystery Powders (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.6 explain how changes of state can occur when matter absorbs or releases thermal energy |
Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Keeping The Rink On Ice (STEM-In-Context) |
| C2.7 explain why specific physical properties of various solids, liquids, and gases make them useful for particular applications |
The Hidden Heroes Of Hockey! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) What Is Immiscibility? (Hands-On Activity) How Does Detergent Work? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 analyse the effects of forces from natural phenomena on structures in natural and built environments |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) |
| D1.2 assess various ways in which humans mitigate impacts of forces from natural phenomena on structures in urban, rural, and remote communities |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Why Is A Triangle A Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify internal forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) Why Is A Triangle A Strong Shape? (Backgrounder) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.2 identify external forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.3 describe forces resulting from natural phenomena that can have severe consequences for human-built structures, and identify structural features and materials that can allow such structures to withstand these forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| D2.4 describe ways in which physical characteristics of various animal and plant species help to protect them from potentially harmful effects of forces | n/a |
| D2.5 describe ways in which protective equipment helps to protect humans from potentially harmful effects of forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| D1.1 analyse the effects of forces from natural phenomena on structures in natural and built environments |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) |
| D1.2 assess various ways in which humans mitigate impacts of forces from natural phenomena on structures in urban, rural, and remote communities |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Why Is A Triangle A Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify internal forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) Why Is A Triangle A Strong Shape? (Backgrounder) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.2 identify external forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.3 describe forces resulting from natural phenomena that can have severe consequences for human-built structures, and identify structural features and materials that can allow such structures to withstand these forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| D2.4 describe ways in which physical characteristics of various animal and plant species help to protect them from potentially harmful effects of forces | n/a |
| D2.5 describe ways in which protective equipment helps to protect humans from potentially harmful effects of forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse long-term impacts of human uses of energy and natural resources, on society and the environment, including climate change, and suggest ways to mitigate these impacts |
Tall Towers & Sustainable Cities (Lesson Plan) Earth Month: Climate Change (Backgrounder) Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) What Are Greenhouse Gases? (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) |
| E1.2 evaluate effects of various technologies on energy consumption, and describe ways in which individuals can use technology to reduce energy consumption |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) Can You Store Electricity For Later? (STEM-In-Context) |
| E1.3 analyse how First Nations, Métis, and Inuit communities use their knowledges and ways of knowing to conserve energy and resources | n/a |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify a variety of forms of energy, and describe how each form is used in everyday life |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Introduction To Energy (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Build A Rollercoaster? (Hands-On Activity) |
| E2.2 demonstrate an understanding of the law of conservation of energy, including how energy cannot be created or destroyed but can only be transformed from one form to another |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) |
| E2.3 describe how energy is stored as potential energy and transformed in a given device or system |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.4 demonstrate an understanding that when energy is transformed from one form to another, some energy may dissipate into the environment in the form of heat, light, and/or sound energy |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.5 identify renewable and non-renewable sources of energy |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.6 explain how the use of energy derived from fossil fuels changes the composition of the atmosphere and how these changes contribute to climate change |
Earth Month: Climate Change (Backgrounder) What Are Greenhouse Gases? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse long-term impacts of human uses of energy and natural resources, on society and the environment, including climate change, and suggest ways to mitigate these impacts |
Tall Towers & Sustainable Cities (Lesson Plan) Earth Month: Climate Change (Backgrounder) Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) What Are Greenhouse Gases? (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) |
| E1.2 evaluate effects of various technologies on energy consumption, and describe ways in which individuals can use technology to reduce energy consumption |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) Can You Store Electricity For Later? (STEM-In-Context) |
| E1.3 analyse how First Nations, Métis, and Inuit communities use their knowledges and ways of knowing to conserve energy and resources | n/a |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify a variety of forms of energy, and describe how each form is used in everyday life |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Introduction To Energy (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Build A Rollercoaster? (Hands-On Activity) |
| E2.2 demonstrate an understanding of the law of conservation of energy, including how energy cannot be created or destroyed but can only be transformed from one form to another |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) |
| E2.3 describe how energy is stored as potential energy and transformed in a given device or system |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.4 demonstrate an understanding that when energy is transformed from one form to another, some energy may dissipate into the environment in the form of heat, light, and/or sound energy |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.5 identify renewable and non-renewable sources of energy |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.6 explain how the use of energy derived from fossil fuels changes the composition of the atmosphere and how these changes contribute to climate change |
Earth Month: Climate Change (Backgrounder) What Are Greenhouse Gases? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Physical And Chemical Changes (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Mystery Powders (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Tall Towers & Sustainable Cities (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Tall Towers & Sustainable Cities (Lesson Plan) Mystery Powders (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on using different methods to store and process data for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Physical And Chemical Changes (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Mystery Powders (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Tall Towers & Sustainable Cities (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Tall Towers & Sustainable Cities (Lesson Plan) Mystery Powders (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on using different methods to store and process data for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess effects of a variety of social and environmental factors on human health, and describe ways in which individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial |
Stress And The Brain (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) Humidity On Earth And On The Space Station (Backgrounder) |
| B1.2 evaluate beneficial and harmful effects of various technologies on human health and body systems, while taking different perspectives into consideration |
Organ Transplantation (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) |
| B1.3 explain how food literacy can support decisions that affect physical and mental health |
How Sugar Affects The Brain (STEM-In-Context) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 identify systems of the human body, and describe their basic function |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.2 describe the basic structure and function of vital organs in various systems in the human body |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Organ Transplantation (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.3 describe interrelationships between human body systems |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) |
| B2.4 identify various diseases and medical disorders in humans and the organs and/or body system or systems that they affect |
Stress And The Brain (Backgrounder) Organ Transplantation (Backgrounder) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) Why A Trip To Outer Space Could Be Bad For Your Bones (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess effects of a variety of social and environmental factors on human health, and describe ways in which individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial |
Stress And The Brain (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) Humidity On Earth And On The Space Station (Backgrounder) |
| B1.2 evaluate beneficial and harmful effects of various technologies on human health and body systems, while taking different perspectives into consideration |
Organ Transplantation (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) |
| B1.3 explain how food literacy can support decisions that affect physical and mental health |
How Sugar Affects The Brain (STEM-In-Context) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 identify systems of the human body, and describe their basic function |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.2 describe the basic structure and function of vital organs in various systems in the human body |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Organ Transplantation (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.3 describe interrelationships between human body systems |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) |
| B2.4 identify various diseases and medical disorders in humans and the organs and/or body system or systems that they affect |
Stress And The Brain (Backgrounder) Organ Transplantation (Backgrounder) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) Why A Trip To Outer Space Could Be Bad For Your Bones (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society and the environment of various processes used in the manufacture of common products | Why Wires? (STEM-In-Context) |
| C1.2 assess how the use of specific materials in the manufacture of common products affects the environment, and identify actions that society and individuals can take to mitigate negative impacts | Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe matter as everything that has mass and occupies volume |
Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) |
| C2.2 identify the states of matter, and describe characteristics and properties of solids, liquids, and gases |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is Immiscibility? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Does Snot Work? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.3 describe changes of state of matter observed at home, in the community, or in the natural environment |
Ice On Earth: The Cryosphere (Backgrounder) Describing And Classifying Matter (Backgrounder) The Hidden Heroes Of Hockey! (STEM-In-Context) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) Keeping The Rink On Ice (STEM-In-Context) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.4 describe physical changes in matter as changes of the state, volume, or form of the matter that do not result in the formation of a different substance |
Exploring Physical And Chemical Changes (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) How Does Snot Work? (Hands-On Activity) |
| C2.5 describe chemical changes in matter as changes that result in the formation of different substances, and identify signs that a chemical change has occurred |
Mystery Powders (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.6 explain how changes of state can occur when matter absorbs or releases thermal energy |
Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Keeping The Rink On Ice (STEM-In-Context) |
| C2.7 explain why specific physical properties of various solids, liquids, and gases make them useful for particular applications |
The Hidden Heroes Of Hockey! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) What Is Immiscibility? (Hands-On Activity) How Does Detergent Work? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society and the environment of various processes used in the manufacture of common products | Why Wires? (STEM-In-Context) |
| C1.2 assess how the use of specific materials in the manufacture of common products affects the environment, and identify actions that society and individuals can take to mitigate negative impacts | Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe matter as everything that has mass and occupies volume |
Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) |
| C2.2 identify the states of matter, and describe characteristics and properties of solids, liquids, and gases |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is Immiscibility? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Does Snot Work? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.3 describe changes of state of matter observed at home, in the community, or in the natural environment |
Ice On Earth: The Cryosphere (Backgrounder) Describing And Classifying Matter (Backgrounder) The Hidden Heroes Of Hockey! (STEM-In-Context) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) Keeping The Rink On Ice (STEM-In-Context) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.4 describe physical changes in matter as changes of the state, volume, or form of the matter that do not result in the formation of a different substance |
Exploring Physical And Chemical Changes (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) How Does Snot Work? (Hands-On Activity) |
| C2.5 describe chemical changes in matter as changes that result in the formation of different substances, and identify signs that a chemical change has occurred |
Mystery Powders (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.6 explain how changes of state can occur when matter absorbs or releases thermal energy |
Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Keeping The Rink On Ice (STEM-In-Context) |
| C2.7 explain why specific physical properties of various solids, liquids, and gases make them useful for particular applications |
The Hidden Heroes Of Hockey! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) What Is Immiscibility? (Hands-On Activity) How Does Detergent Work? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 analyse the effects of forces from natural phenomena on structures in natural and built environments |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) |
| D1.2 assess various ways in which humans mitigate impacts of forces from natural phenomena on structures in urban, rural, and remote communities |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Why Is A Triangle A Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify internal forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) Why Is A Triangle A Strong Shape? (Backgrounder) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.2 identify external forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.3 describe forces resulting from natural phenomena that can have severe consequences for human-built structures, and identify structural features and materials that can allow such structures to withstand these forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| D2.4 describe ways in which physical characteristics of various animal and plant species help to protect them from potentially harmful effects of forces | n/a |
| D2.5 describe ways in which protective equipment helps to protect humans from potentially harmful effects of forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| D1.1 analyse the effects of forces from natural phenomena on structures in natural and built environments |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) |
| D1.2 assess various ways in which humans mitigate impacts of forces from natural phenomena on structures in urban, rural, and remote communities |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Why Is A Triangle A Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify internal forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) Why Is A Triangle A Strong Shape? (Backgrounder) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.2 identify external forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.3 describe forces resulting from natural phenomena that can have severe consequences for human-built structures, and identify structural features and materials that can allow such structures to withstand these forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| D2.4 describe ways in which physical characteristics of various animal and plant species help to protect them from potentially harmful effects of forces | n/a |
| D2.5 describe ways in which protective equipment helps to protect humans from potentially harmful effects of forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse long-term impacts of human uses of energy and natural resources, on society and the environment, including climate change, and suggest ways to mitigate these impacts |
Tall Towers & Sustainable Cities (Lesson Plan) Earth Month: Climate Change (Backgrounder) Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) What Are Greenhouse Gases? (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) |
| E1.2 evaluate effects of various technologies on energy consumption, and describe ways in which individuals can use technology to reduce energy consumption |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) Can You Store Electricity For Later? (STEM-In-Context) |
| E1.3 analyse how First Nations, Métis, and Inuit communities use their knowledges and ways of knowing to conserve energy and resources | n/a |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify a variety of forms of energy, and describe how each form is used in everyday life |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Introduction To Energy (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Build A Rollercoaster? (Hands-On Activity) |
| E2.2 demonstrate an understanding of the law of conservation of energy, including how energy cannot be created or destroyed but can only be transformed from one form to another |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) |
| E2.3 describe how energy is stored as potential energy and transformed in a given device or system |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.4 demonstrate an understanding that when energy is transformed from one form to another, some energy may dissipate into the environment in the form of heat, light, and/or sound energy |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.5 identify renewable and non-renewable sources of energy |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.6 explain how the use of energy derived from fossil fuels changes the composition of the atmosphere and how these changes contribute to climate change |
Earth Month: Climate Change (Backgrounder) What Are Greenhouse Gases? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse long-term impacts of human uses of energy and natural resources, on society and the environment, including climate change, and suggest ways to mitigate these impacts |
Tall Towers & Sustainable Cities (Lesson Plan) Earth Month: Climate Change (Backgrounder) Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) What Are Greenhouse Gases? (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) |
| E1.2 evaluate effects of various technologies on energy consumption, and describe ways in which individuals can use technology to reduce energy consumption |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) Can You Store Electricity For Later? (STEM-In-Context) |
| E1.3 analyse how First Nations, Métis, and Inuit communities use their knowledges and ways of knowing to conserve energy and resources | n/a |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify a variety of forms of energy, and describe how each form is used in everyday life |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Introduction To Energy (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Build A Rollercoaster? (Hands-On Activity) |
| E2.2 demonstrate an understanding of the law of conservation of energy, including how energy cannot be created or destroyed but can only be transformed from one form to another |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) |
| E2.3 describe how energy is stored as potential energy and transformed in a given device or system |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.4 demonstrate an understanding that when energy is transformed from one form to another, some energy may dissipate into the environment in the form of heat, light, and/or sound energy |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.5 identify renewable and non-renewable sources of energy |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.6 explain how the use of energy derived from fossil fuels changes the composition of the atmosphere and how these changes contribute to climate change |
Earth Month: Climate Change (Backgrounder) What Are Greenhouse Gases? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Physical And Chemical Changes (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Mystery Powders (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Tall Towers & Sustainable Cities (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Tall Towers & Sustainable Cities (Lesson Plan) Mystery Powders (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on using different methods to store and process data for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | Exploring Physical And Chemical Changes (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Mystery Powders (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Tall Towers & Sustainable Cities (Lesson Plan) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials |
Tall Towers & Sustainable Cities (Lesson Plan) Mystery Powders (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on using different methods to store and process data for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems | n/a |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | n/a |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess effects of a variety of social and environmental factors on human health, and describe ways in which individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial |
Stress And The Brain (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) Humidity On Earth And On The Space Station (Backgrounder) |
| B1.2 evaluate beneficial and harmful effects of various technologies on human health and body systems, while taking different perspectives into consideration |
Organ Transplantation (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) |
| B1.3 explain how food literacy can support decisions that affect physical and mental health |
How Sugar Affects The Brain (STEM-In-Context) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 identify systems of the human body, and describe their basic function |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.2 describe the basic structure and function of vital organs in various systems in the human body |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Organ Transplantation (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.3 describe interrelationships between human body systems |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) |
| B2.4 identify various diseases and medical disorders in humans and the organs and/or body system or systems that they affect |
Stress And The Brain (Backgrounder) Organ Transplantation (Backgrounder) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) Why A Trip To Outer Space Could Be Bad For Your Bones (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess effects of a variety of social and environmental factors on human health, and describe ways in which individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial |
Stress And The Brain (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) Humidity On Earth And On The Space Station (Backgrounder) |
| B1.2 evaluate beneficial and harmful effects of various technologies on human health and body systems, while taking different perspectives into consideration |
Organ Transplantation (Backgrounder) How Sugar Affects The Brain (STEM-In-Context) |
| B1.3 explain how food literacy can support decisions that affect physical and mental health |
How Sugar Affects The Brain (STEM-In-Context) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 identify systems of the human body, and describe their basic function |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.2 describe the basic structure and function of vital organs in various systems in the human body |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) Organ Transplantation (Backgrounder) Neurons: The Building Blocks Of Your Brain (Backgrounder) Brain Architecture (Backgrounder) How Much Air Do I Breathe In? (Hands-On Activity) How Fast Does A Heart Pump Blood? (Hands-On Activity) How Fast Can You React? (Hands-On Activity) |
| B2.3 describe interrelationships between human body systems |
How Animals Digest Their Food (Backgrounder) Respiratory Systems In Vertebrate Animals (Backgrounder) Musculoskeletal Systems In The Animal Kingdom (Backgrounder) |
| B2.4 identify various diseases and medical disorders in humans and the organs and/or body system or systems that they affect |
Stress And The Brain (Backgrounder) Organ Transplantation (Backgrounder) Celiac Disease: When You Really Need To Stay Gluten Free (STEM-In-Context) Why A Trip To Outer Space Could Be Bad For Your Bones (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society and the environment of various processes used in the manufacture of common products | Why Wires? (STEM-In-Context) |
| C1.2 assess how the use of specific materials in the manufacture of common products affects the environment, and identify actions that society and individuals can take to mitigate negative impacts | Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe matter as everything that has mass and occupies volume |
Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) |
| C2.2 identify the states of matter, and describe characteristics and properties of solids, liquids, and gases |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is Immiscibility? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Does Snot Work? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.3 describe changes of state of matter observed at home, in the community, or in the natural environment |
Ice On Earth: The Cryosphere (Backgrounder) Describing And Classifying Matter (Backgrounder) The Hidden Heroes Of Hockey! (STEM-In-Context) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) Keeping The Rink On Ice (STEM-In-Context) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.4 describe physical changes in matter as changes of the state, volume, or form of the matter that do not result in the formation of a different substance |
Exploring Physical And Chemical Changes (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) How Does Snot Work? (Hands-On Activity) |
| C2.5 describe chemical changes in matter as changes that result in the formation of different substances, and identify signs that a chemical change has occurred |
Mystery Powders (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.6 explain how changes of state can occur when matter absorbs or releases thermal energy |
Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Keeping The Rink On Ice (STEM-In-Context) |
| C2.7 explain why specific physical properties of various solids, liquids, and gases make them useful for particular applications |
The Hidden Heroes Of Hockey! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) What Is Immiscibility? (Hands-On Activity) How Does Detergent Work? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the impacts on society and the environment of various processes used in the manufacture of common products | Why Wires? (STEM-In-Context) |
| C1.2 assess how the use of specific materials in the manufacture of common products affects the environment, and identify actions that society and individuals can take to mitigate negative impacts | Types Of Materials (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 describe matter as everything that has mass and occupies volume |
Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) |
| C2.2 identify the states of matter, and describe characteristics and properties of solids, liquids, and gases |
Exploring Physical And Chemical Changes (Lesson Plan) Mystery Powders (Lesson Plan) Describing And Classifying Matter (Backgrounder) States Of Matter (Backgrounder) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is Immiscibility? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Many Drops Of Water Can You Rest On One Coin? (Hands-On Activity) How Does Snot Work? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.3 describe changes of state of matter observed at home, in the community, or in the natural environment |
Ice On Earth: The Cryosphere (Backgrounder) Describing And Classifying Matter (Backgrounder) The Hidden Heroes Of Hockey! (STEM-In-Context) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) Keeping The Rink On Ice (STEM-In-Context) How Much Of An Iceberg Is On Top Of Water? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.4 describe physical changes in matter as changes of the state, volume, or form of the matter that do not result in the formation of a different substance |
Exploring Physical And Chemical Changes (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) How Does Snot Work? (Hands-On Activity) |
| C2.5 describe chemical changes in matter as changes that result in the formation of different substances, and identify signs that a chemical change has occurred |
Mystery Powders (Lesson Plan) Evidence Of Chemical Change (Backgrounder) Describing And Classifying Matter (Backgrounder) Why Is Rain Not Salty? (Hands-On Activity) Keeping The Rink On Ice (STEM-In-Context) Is It A Liquid Or A Solid? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) How Can We Make Butter? (Hands-On Activity) |
| C2.6 explain how changes of state can occur when matter absorbs or releases thermal energy |
Physical And Chemical Changes In The Kitchen (STEM-In-Context) States Of Matter (Backgrounder) Keeping The Rink On Ice (STEM-In-Context) |
| C2.7 explain why specific physical properties of various solids, liquids, and gases make them useful for particular applications |
The Hidden Heroes Of Hockey! (STEM-In-Context) Why Do Oil And Water Not Mix? (Hands-On Activity) Why Do Ice Rinks Stay Frozen? (STEM-In-Context) What Is The Best Way To Clean Up An Oil Spill? (Hands-On Activity) What Is Immiscibility? (Hands-On Activity) How Does Detergent Work? (Hands-On Activity) How Do Scuba Divers Sink? (Hands-On Activity) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Make Glue? (Hands-On Activity) |
| Specific Expectation | Resources |
|---|---|
| D1.1 analyse the effects of forces from natural phenomena on structures in natural and built environments |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) |
| D1.2 assess various ways in which humans mitigate impacts of forces from natural phenomena on structures in urban, rural, and remote communities |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Why Is A Triangle A Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify internal forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) Why Is A Triangle A Strong Shape? (Backgrounder) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.2 identify external forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.3 describe forces resulting from natural phenomena that can have severe consequences for human-built structures, and identify structural features and materials that can allow such structures to withstand these forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| D2.4 describe ways in which physical characteristics of various animal and plant species help to protect them from potentially harmful effects of forces | n/a |
| D2.5 describe ways in which protective equipment helps to protect humans from potentially harmful effects of forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| D1.1 analyse the effects of forces from natural phenomena on structures in natural and built environments |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) |
| D1.2 assess various ways in which humans mitigate impacts of forces from natural phenomena on structures in urban, rural, and remote communities |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Why Is A Triangle A Strong Shape? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify internal forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) Why Is A Triangle A Strong Shape? (Backgrounder) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.2 identify external forces acting on a structure, and describe their effects on the structure |
Tall Towers & Sustainable Cities (Lesson Plan) How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) Build A Paper Bridge (Hands-On Activity) How Tall Can You Build A Marshmallow Structure That Will Support Weight? (Hands-On Activity) |
| D2.3 describe forces resulting from natural phenomena that can have severe consequences for human-built structures, and identify structural features and materials that can allow such structures to withstand these forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| D2.4 describe ways in which physical characteristics of various animal and plant species help to protect them from potentially harmful effects of forces | n/a |
| D2.5 describe ways in which protective equipment helps to protect humans from potentially harmful effects of forces |
How Can We Build A Structure That Protects Toy People From Wind? (Hands-On Activity) How Do An Airplane's Tires Help It Land Safely? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse long-term impacts of human uses of energy and natural resources, on society and the environment, including climate change, and suggest ways to mitigate these impacts |
Tall Towers & Sustainable Cities (Lesson Plan) Earth Month: Climate Change (Backgrounder) Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) What Are Greenhouse Gases? (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) |
| E1.2 evaluate effects of various technologies on energy consumption, and describe ways in which individuals can use technology to reduce energy consumption |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) Can You Store Electricity For Later? (STEM-In-Context) |
| E1.3 analyse how First Nations, Métis, and Inuit communities use their knowledges and ways of knowing to conserve energy and resources | n/a |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify a variety of forms of energy, and describe how each form is used in everyday life |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Introduction To Energy (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Build A Rollercoaster? (Hands-On Activity) |
| E2.2 demonstrate an understanding of the law of conservation of energy, including how energy cannot be created or destroyed but can only be transformed from one form to another |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) |
| E2.3 describe how energy is stored as potential energy and transformed in a given device or system |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.4 demonstrate an understanding that when energy is transformed from one form to another, some energy may dissipate into the environment in the form of heat, light, and/or sound energy |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.5 identify renewable and non-renewable sources of energy |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.6 explain how the use of energy derived from fossil fuels changes the composition of the atmosphere and how these changes contribute to climate change |
Earth Month: Climate Change (Backgrounder) What Are Greenhouse Gases? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse long-term impacts of human uses of energy and natural resources, on society and the environment, including climate change, and suggest ways to mitigate these impacts |
Tall Towers & Sustainable Cities (Lesson Plan) Earth Month: Climate Change (Backgrounder) Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) What Are Greenhouse Gases? (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) |
| E1.2 evaluate effects of various technologies on energy consumption, and describe ways in which individuals can use technology to reduce energy consumption |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) Can You Store Electricity For Later? (STEM-In-Context) |
| E1.3 analyse how First Nations, Métis, and Inuit communities use their knowledges and ways of knowing to conserve energy and resources | n/a |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify a variety of forms of energy, and describe how each form is used in everyday life |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Introduction To Energy (Backgrounder) What Uses Electricity? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) How Can I Build A Rollercoaster? (Hands-On Activity) |
| E2.2 demonstrate an understanding of the law of conservation of energy, including how energy cannot be created or destroyed but can only be transformed from one form to another |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) |
| E2.3 describe how energy is stored as potential energy and transformed in a given device or system |
Introduction To Energy (Backgrounder) Which Materials Bounce? (Hands-On Activity) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.4 demonstrate an understanding that when energy is transformed from one form to another, some energy may dissipate into the environment in the form of heat, light, and/or sound energy |
Introduction To Heat Transfer (Backgrounder) Introduction To Energy (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.5 identify renewable and non-renewable sources of energy |
Generating Electricity: Biomass (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Thermopower And The Body Heat Powered Flashlight (STEM-In-Context) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Energy (Backgrounder) How Can We Make A Paddle Boat? (Hands-On Activity) Can You Store Electricity For Later? (STEM-In-Context) |
| E2.6 explain how the use of energy derived from fossil fuels changes the composition of the atmosphere and how these changes contribute to climate change |
Earth Month: Climate Change (Backgrounder) What Are Greenhouse Gases? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | n/a |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Testing Aircraft Wings (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Testing Aircraft Wings (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Up, Up and Away: Careers in Flight (Lesson Plan) 3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on obtaining input in different ways for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Testing Aircraft Wings (Lesson Plan) Up, Up and Away: Careers in Flight (Lesson Plan) From Sky To Space (STEM-In-Context) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | From Sky To Space (STEM-In-Context) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | n/a |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Testing Aircraft Wings (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Testing Aircraft Wings (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Up, Up and Away: Careers in Flight (Lesson Plan) 3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on obtaining input in different ways for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Testing Aircraft Wings (Lesson Plan) Up, Up and Away: Careers in Flight (Lesson Plan) From Sky To Space (STEM-In-Context) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | From Sky To Space (STEM-In-Context) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the benefits of biodiversity and the consequences of the diminishing of biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B1.2 analyse a local issue related to biodiversity while considering different perspectives; plan a course of action in response to the issue; and act on their plan | How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the distinguishing characteristics of different groups of organisms, and use these characteristics to further classify these organisms using a classification system |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.2 demonstrate an understanding of biodiversity as the diversity of life on Earth, including the diversity of organisms within species, among species in a community, and among communities and the habitats that support them |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.3 describe ways in which biodiversity within species is essential for their survival |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.4 describe ways in which biodiversity within and among communities is essential for maintaining the resilience of these communities |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.5 describe interrelationships within species, between species, and between species and their natural environment, and explain how these interrelationships sustain biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.6 explain how invasive species reduce biodiversity in local environments |
How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) Canadian Invaders! (STEM-In-Context) |
| B2.7 explain how climate change contributes to a loss of biodiversity, and describe the impact of this loss |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.8 describe the importance of biodiversity in supporting agriculture, including Indigenous agriculture around the world | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the benefits of biodiversity and the consequences of the diminishing of biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B1.2 analyse a local issue related to biodiversity while considering different perspectives; plan a course of action in response to the issue; and act on their plan | How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the distinguishing characteristics of different groups of organisms, and use these characteristics to further classify these organisms using a classification system |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.2 demonstrate an understanding of biodiversity as the diversity of life on Earth, including the diversity of organisms within species, among species in a community, and among communities and the habitats that support them |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.3 describe ways in which biodiversity within species is essential for their survival |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.4 describe ways in which biodiversity within and among communities is essential for maintaining the resilience of these communities |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.5 describe interrelationships within species, between species, and between species and their natural environment, and explain how these interrelationships sustain biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.6 explain how invasive species reduce biodiversity in local environments |
How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) Canadian Invaders! (STEM-In-Context) |
| B2.7 explain how climate change contributes to a loss of biodiversity, and describe the impact of this loss |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.8 describe the importance of biodiversity in supporting agriculture, including Indigenous agriculture around the world | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the short- and long-term impacts of electrical energy generation technologies in Canada on society and the environment, including impacts on First Nations, Métis, and Inuit communities, and on climate change |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Power (Backgrounder) How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| C1.2 assess choices that reduce personal use of electrical energy from both renewable and non-renewable sources, and advocate for the responsible use of electrical energy by the school community |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Generating Electricity: Hydroelectric Power (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 explain commonly observed electrostatic phenomena, using the principles of static electricity |
Introduction To Static Electricity (Backgrounder) Thundersnow: Winter Thunderstorms (STEM-In-Context) How Can I Move Water With Just A Comb? (Hands-On Activity) |
| C2.2 describe current electricity, and compare and contrast current electricity with static electricity |
How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) Introduction To Current Electricity (Backgrounder) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.3 identify materials that are good conductors of electric current and materials that are good insulators |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) |
| C2.4 describe how technologies transform various forms of energy into electrical energy |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Electric Animals (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) |
| C2.5 describe ways in which electrical energy is transformed into other forms of energy |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) What Uses Electricity? (Hands-On Activity) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.6 explain the functions of the components of a simple electrical circuit | Telegraph Key (Interactive) |
| C2.7 distinguish between series and parallel circuits, and identify common uses of each type of circuit | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the short- and long-term impacts of electrical energy generation technologies in Canada on society and the environment, including impacts on First Nations, Métis, and Inuit communities, and on climate change |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Power (Backgrounder) How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| C1.2 assess choices that reduce personal use of electrical energy from both renewable and non-renewable sources, and advocate for the responsible use of electrical energy by the school community |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Generating Electricity: Hydroelectric Power (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 explain commonly observed electrostatic phenomena, using the principles of static electricity |
Introduction To Static Electricity (Backgrounder) Thundersnow: Winter Thunderstorms (STEM-In-Context) How Can I Move Water With Just A Comb? (Hands-On Activity) |
| C2.2 describe current electricity, and compare and contrast current electricity with static electricity |
How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) Introduction To Current Electricity (Backgrounder) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.3 identify materials that are good conductors of electric current and materials that are good insulators |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) |
| C2.4 describe how technologies transform various forms of energy into electrical energy |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Electric Animals (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) |
| C2.5 describe ways in which electrical energy is transformed into other forms of energy |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) What Uses Electricity? (Hands-On Activity) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.6 explain the functions of the components of a simple electrical circuit | Telegraph Key (Interactive) |
| C2.7 distinguish between series and parallel circuits, and identify common uses of each type of circuit | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts on society of aviation technologies, while considering both local and global perspectives |
Making Waves With Radar (Backgrounder) Up, Up And Away: Careers In Flight (Lesson Plan) Sustainable Aerospace Firsts (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify flight-related applications of the properties of air |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.2 describe the relationships between the four forces of flight – lift, weight, thrust, and drag – that make flight possible |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.3 describe ways in which flying machines and various organisms use balanced and unbalanced forces to control their flight |
A History Of How Humans Learned To Fly (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) Soaring For Sport (STEM-In-Context) How Do An Airplanes Tires Help It Land Safely? (STEM-In-Context) From Sky To Space (STEM-In-Context) |
| D2.4 describe ways in which the four forces of flight can be altered |
Testing Aircraft Wings (Lesson Plan) Testing For Aviation Safety (Backgrounder) Pre-Flight Testing (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) The Hovering Human (STEM-In-Context) Testing Parachutes For Mars (STEM-In-Context) Soaring For Sport (STEM-In-Context) It's A Bird, It's A Plane, It's...A Drone! (STEM-In-Context) |
| D2.5 describe characteristics and adaptations that enable organisms to fly | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts on society of aviation technologies, while considering both local and global perspectives |
Making Waves With Radar (Backgrounder) Up, Up And Away: Careers In Flight (Lesson Plan) Sustainable Aerospace Firsts (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify flight-related applications of the properties of air |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.2 describe the relationships between the four forces of flight – lift, weight, thrust, and drag – that make flight possible |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.3 describe ways in which flying machines and various organisms use balanced and unbalanced forces to control their flight |
A History Of How Humans Learned To Fly (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) Soaring For Sport (STEM-In-Context) How Do An Airplanes Tires Help It Land Safely? (STEM-In-Context) From Sky To Space (STEM-In-Context) |
| D2.4 describe ways in which the four forces of flight can be altered |
Testing Aircraft Wings (Lesson Plan) Testing For Aviation Safety (Backgrounder) Pre-Flight Testing (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) The Hovering Human (STEM-In-Context) Testing Parachutes For Mars (STEM-In-Context) Soaring For Sport (STEM-In-Context) It's A Bird, It's A Plane, It's...A Drone! (STEM-In-Context) |
| D2.5 describe characteristics and adaptations that enable organisms to fly | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse the impact that conditions in space have on humans engaged in space exploration, and explain how humans meet their social, emotional, and physiological needs in space |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Home Sweet Home In Space (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Why A Trip To Outer Space Could Be Bad For Your Bones? (STEM-In-Context) Temperature: On Earth And On The Space Station (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) From Sky To Space (Backgrounder) |
| E1.2 assess the role of space exploration technology in observing and understanding environmental changes on Earth, including climate change |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) |
| E1.3 evaluate the social and environmental impacts of space exploration, while taking various perspectives into consideration |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify components of the solar system, including the Sun, Earth and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their main physical characteristics |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Canada Goes To The Moon! (Backgrounder) Destination Mars (Backgrounder) Soil On Mars (Backgrounder) Earth Vs. Mars (Backgrounder) Exploration Of The Planets In The Solar System (Backgrounder) Meet Our Dwarf Planets (Backgrounder) The Outer Solar System (Backgrounder) What Would Happen If A Meteor Hit Earth? (Hands-On Activity) The Inner Solar System (Backgrounder) Impact Craters (Backgrounder) How Can I Tell Which Way Is North At Night? (Hands-On Activity) |
| E2.2 distinguish between the concepts of mass and weight | What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.3 describe the relationship between the force of gravity and the weight of a body |
Waves, Tides and Tsunamis (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.4 identify the types of bodies in space that emit light and those that reflect light | The Inner Solar System (Backgrounder) |
| E2.5 describe various effects of the relative positions and motions of Earth, the Moon, and the Sun |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.6 identify various technologies used in space exploration, and describe how technological innovations have contributed to our understanding of space |
Tomatosphere (Action Project) Living Space (Action Project) Seeing The Universe With The James Webb Telescope (Backgrounder) Human Spaceflight: The First 50 Years (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Temperature: On Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse the impact that conditions in space have on humans engaged in space exploration, and explain how humans meet their social, emotional, and physiological needs in space |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Home Sweet Home In Space (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Why A Trip To Outer Space Could Be Bad For Your Bones? (STEM-In-Context) Temperature: On Earth And On The Space Station (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) From Sky To Space (Backgrounder) |
| E1.2 assess the role of space exploration technology in observing and understanding environmental changes on Earth, including climate change |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) |
| E1.3 evaluate the social and environmental impacts of space exploration, while taking various perspectives into consideration |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify components of the solar system, including the Sun, Earth and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their main physical characteristics |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Canada Goes To The Moon! (Backgrounder) Destination Mars (Backgrounder) Soil On Mars (Backgrounder) Earth Vs. Mars (Backgrounder) Exploration Of The Planets In The Solar System (Backgrounder) Meet Our Dwarf Planets (Backgrounder) The Outer Solar System (Backgrounder) What Would Happen If A Meteor Hit Earth? (Hands-On Activity) The Inner Solar System (Backgrounder) Impact Craters (Backgrounder) How Can I Tell Which Way Is North At Night? (Hands-On Activity) |
| E2.2 distinguish between the concepts of mass and weight | What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.3 describe the relationship between the force of gravity and the weight of a body |
Waves, Tides and Tsunamis (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.4 identify the types of bodies in space that emit light and those that reflect light | The Inner Solar System (Backgrounder) |
| E2.5 describe various effects of the relative positions and motions of Earth, the Moon, and the Sun |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.6 identify various technologies used in space exploration, and describe how technological innovations have contributed to our understanding of space |
Tomatosphere (Action Project) Living Space (Action Project) Seeing The Universe With The James Webb Telescope (Backgrounder) Human Spaceflight: The First 50 Years (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Temperature: On Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | n/a |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Testing Aircraft Wings (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Testing Aircraft Wings (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Up, Up and Away: Careers in Flight (Lesson Plan) 3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on obtaining input in different ways for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Testing Aircraft Wings (Lesson Plan) Up, Up and Away: Careers in Flight (Lesson Plan) From Sky To Space (STEM-In-Context) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | From Sky To Space (STEM-In-Context) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | n/a |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Testing Aircraft Wings (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Testing Aircraft Wings (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Up, Up and Away: Careers in Flight (Lesson Plan) 3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on obtaining input in different ways for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Testing Aircraft Wings (Lesson Plan) Up, Up and Away: Careers in Flight (Lesson Plan) From Sky To Space (STEM-In-Context) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | From Sky To Space (STEM-In-Context) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the benefits of biodiversity and the consequences of the diminishing of biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B1.2 analyse a local issue related to biodiversity while considering different perspectives; plan a course of action in response to the issue; and act on their plan | How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the distinguishing characteristics of different groups of organisms, and use these characteristics to further classify these organisms using a classification system |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.2 demonstrate an understanding of biodiversity as the diversity of life on Earth, including the diversity of organisms within species, among species in a community, and among communities and the habitats that support them |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.3 describe ways in which biodiversity within species is essential for their survival |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.4 describe ways in which biodiversity within and among communities is essential for maintaining the resilience of these communities |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.5 describe interrelationships within species, between species, and between species and their natural environment, and explain how these interrelationships sustain biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.6 explain how invasive species reduce biodiversity in local environments |
How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) Canadian Invaders! (STEM-In-Context) |
| B2.7 explain how climate change contributes to a loss of biodiversity, and describe the impact of this loss |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.8 describe the importance of biodiversity in supporting agriculture, including Indigenous agriculture around the world | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the benefits of biodiversity and the consequences of the diminishing of biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B1.2 analyse a local issue related to biodiversity while considering different perspectives; plan a course of action in response to the issue; and act on their plan | How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the distinguishing characteristics of different groups of organisms, and use these characteristics to further classify these organisms using a classification system |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.2 demonstrate an understanding of biodiversity as the diversity of life on Earth, including the diversity of organisms within species, among species in a community, and among communities and the habitats that support them |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.3 describe ways in which biodiversity within species is essential for their survival |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.4 describe ways in which biodiversity within and among communities is essential for maintaining the resilience of these communities |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.5 describe interrelationships within species, between species, and between species and their natural environment, and explain how these interrelationships sustain biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.6 explain how invasive species reduce biodiversity in local environments |
How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) Canadian Invaders! (STEM-In-Context) |
| B2.7 explain how climate change contributes to a loss of biodiversity, and describe the impact of this loss |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.8 describe the importance of biodiversity in supporting agriculture, including Indigenous agriculture around the world | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the short- and long-term impacts of electrical energy generation technologies in Canada on society and the environment, including impacts on First Nations, Métis, and Inuit communities, and on climate change |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Power (Backgrounder) How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| C1.2 assess choices that reduce personal use of electrical energy from both renewable and non-renewable sources, and advocate for the responsible use of electrical energy by the school community |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Generating Electricity: Hydroelectric Power (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 explain commonly observed electrostatic phenomena, using the principles of static electricity |
Introduction To Static Electricity (Backgrounder) Thundersnow: Winter Thunderstorms (STEM-In-Context) How Can I Move Water With Just A Comb? (Hands-On Activity) |
| C2.2 describe current electricity, and compare and contrast current electricity with static electricity |
How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) Introduction To Current Electricity (Backgrounder) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.3 identify materials that are good conductors of electric current and materials that are good insulators |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) |
| C2.4 describe how technologies transform various forms of energy into electrical energy |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Electric Animals (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) |
| C2.5 describe ways in which electrical energy is transformed into other forms of energy |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) What Uses Electricity? (Hands-On Activity) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.6 explain the functions of the components of a simple electrical circuit | Telegraph Key (Interactive) |
| C2.7 distinguish between series and parallel circuits, and identify common uses of each type of circuit | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the short- and long-term impacts of electrical energy generation technologies in Canada on society and the environment, including impacts on First Nations, Métis, and Inuit communities, and on climate change |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Power (Backgrounder) How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| C1.2 assess choices that reduce personal use of electrical energy from both renewable and non-renewable sources, and advocate for the responsible use of electrical energy by the school community |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Generating Electricity: Hydroelectric Power (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 explain commonly observed electrostatic phenomena, using the principles of static electricity |
Introduction To Static Electricity (Backgrounder) Thundersnow: Winter Thunderstorms (STEM-In-Context) How Can I Move Water With Just A Comb? (Hands-On Activity) |
| C2.2 describe current electricity, and compare and contrast current electricity with static electricity |
How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) Introduction To Current Electricity (Backgrounder) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.3 identify materials that are good conductors of electric current and materials that are good insulators |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) |
| C2.4 describe how technologies transform various forms of energy into electrical energy |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Electric Animals (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) |
| C2.5 describe ways in which electrical energy is transformed into other forms of energy |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) What Uses Electricity? (Hands-On Activity) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.6 explain the functions of the components of a simple electrical circuit | Telegraph Key (Interactive) |
| C2.7 distinguish between series and parallel circuits, and identify common uses of each type of circuit | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts on society of aviation technologies, while considering both local and global perspectives |
Making Waves With Radar (Backgrounder) Up, Up And Away: Careers In Flight (Lesson Plan) Sustainable Aerospace Firsts (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify flight-related applications of the properties of air |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.2 describe the relationships between the four forces of flight – lift, weight, thrust, and drag – that make flight possible |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.3 describe ways in which flying machines and various organisms use balanced and unbalanced forces to control their flight |
A History Of How Humans Learned To Fly (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) Soaring For Sport (STEM-In-Context) How Do An Airplanes Tires Help It Land Safely? (STEM-In-Context) From Sky To Space (STEM-In-Context) |
| D2.4 describe ways in which the four forces of flight can be altered |
Testing Aircraft Wings (Lesson Plan) Testing For Aviation Safety (Backgrounder) Pre-Flight Testing (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) The Hovering Human (STEM-In-Context) Testing Parachutes For Mars (STEM-In-Context) Soaring For Sport (STEM-In-Context) It's A Bird, It's A Plane, It's...A Drone! (STEM-In-Context) |
| D2.5 describe characteristics and adaptations that enable organisms to fly | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts on society of aviation technologies, while considering both local and global perspectives |
Making Waves With Radar (Backgrounder) Up, Up And Away: Careers In Flight (Lesson Plan) Sustainable Aerospace Firsts (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify flight-related applications of the properties of air |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.2 describe the relationships between the four forces of flight – lift, weight, thrust, and drag – that make flight possible |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.3 describe ways in which flying machines and various organisms use balanced and unbalanced forces to control their flight |
A History Of How Humans Learned To Fly (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) Soaring For Sport (STEM-In-Context) How Do An Airplanes Tires Help It Land Safely? (STEM-In-Context) From Sky To Space (STEM-In-Context) |
| D2.4 describe ways in which the four forces of flight can be altered |
Testing Aircraft Wings (Lesson Plan) Testing For Aviation Safety (Backgrounder) Pre-Flight Testing (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) The Hovering Human (STEM-In-Context) Testing Parachutes For Mars (STEM-In-Context) Soaring For Sport (STEM-In-Context) It's A Bird, It's A Plane, It's...A Drone! (STEM-In-Context) |
| D2.5 describe characteristics and adaptations that enable organisms to fly | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse the impact that conditions in space have on humans engaged in space exploration, and explain how humans meet their social, emotional, and physiological needs in space |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Home Sweet Home In Space (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Why A Trip To Outer Space Could Be Bad For Your Bones? (STEM-In-Context) Temperature: On Earth And On The Space Station (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) From Sky To Space (Backgrounder) |
| E1.2 assess the role of space exploration technology in observing and understanding environmental changes on Earth, including climate change |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) |
| E1.3 evaluate the social and environmental impacts of space exploration, while taking various perspectives into consideration |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify components of the solar system, including the Sun, Earth and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their main physical characteristics |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Canada Goes To The Moon! (Backgrounder) Destination Mars (Backgrounder) Soil On Mars (Backgrounder) Earth Vs. Mars (Backgrounder) Exploration Of The Planets In The Solar System (Backgrounder) Meet Our Dwarf Planets (Backgrounder) The Outer Solar System (Backgrounder) What Would Happen If A Meteor Hit Earth? (Hands-On Activity) The Inner Solar System (Backgrounder) Impact Craters (Backgrounder) How Can I Tell Which Way Is North At Night? (Hands-On Activity) |
| E2.2 distinguish between the concepts of mass and weight | What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.3 describe the relationship between the force of gravity and the weight of a body |
Waves, Tides and Tsunamis (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.4 identify the types of bodies in space that emit light and those that reflect light | The Inner Solar System (Backgrounder) |
| E2.5 describe various effects of the relative positions and motions of Earth, the Moon, and the Sun |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.6 identify various technologies used in space exploration, and describe how technological innovations have contributed to our understanding of space |
Tomatosphere (Action Project) Living Space (Action Project) Seeing The Universe With The James Webb Telescope (Backgrounder) Human Spaceflight: The First 50 Years (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Temperature: On Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse the impact that conditions in space have on humans engaged in space exploration, and explain how humans meet their social, emotional, and physiological needs in space |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Home Sweet Home In Space (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Why A Trip To Outer Space Could Be Bad For Your Bones? (STEM-In-Context) Temperature: On Earth And On The Space Station (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) From Sky To Space (Backgrounder) |
| E1.2 assess the role of space exploration technology in observing and understanding environmental changes on Earth, including climate change |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) |
| E1.3 evaluate the social and environmental impacts of space exploration, while taking various perspectives into consideration |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify components of the solar system, including the Sun, Earth and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their main physical characteristics |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Canada Goes To The Moon! (Backgrounder) Destination Mars (Backgrounder) Soil On Mars (Backgrounder) Earth Vs. Mars (Backgrounder) Exploration Of The Planets In The Solar System (Backgrounder) Meet Our Dwarf Planets (Backgrounder) The Outer Solar System (Backgrounder) What Would Happen If A Meteor Hit Earth? (Hands-On Activity) The Inner Solar System (Backgrounder) Impact Craters (Backgrounder) How Can I Tell Which Way Is North At Night? (Hands-On Activity) |
| E2.2 distinguish between the concepts of mass and weight | What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.3 describe the relationship between the force of gravity and the weight of a body |
Waves, Tides and Tsunamis (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.4 identify the types of bodies in space that emit light and those that reflect light | The Inner Solar System (Backgrounder) |
| E2.5 describe various effects of the relative positions and motions of Earth, the Moon, and the Sun |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.6 identify various technologies used in space exploration, and describe how technological innovations have contributed to our understanding of space |
Tomatosphere (Action Project) Living Space (Action Project) Seeing The Universe With The James Webb Telescope (Backgrounder) Human Spaceflight: The First 50 Years (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Temperature: On Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | n/a |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Testing Aircraft Wings (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Testing Aircraft Wings (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Up, Up and Away: Careers in Flight (Lesson Plan) 3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on obtaining input in different ways for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Testing Aircraft Wings (Lesson Plan) Up, Up and Away: Careers in Flight (Lesson Plan) From Sky To Space (STEM-In-Context) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | From Sky To Space (STEM-In-Context) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | n/a |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Testing Aircraft Wings (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Testing Aircraft Wings (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Up, Up and Away: Careers in Flight (Lesson Plan) 3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on obtaining input in different ways for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Testing Aircraft Wings (Lesson Plan) Up, Up and Away: Careers in Flight (Lesson Plan) From Sky To Space (STEM-In-Context) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | From Sky To Space (STEM-In-Context) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the benefits of biodiversity and the consequences of the diminishing of biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B1.2 analyse a local issue related to biodiversity while considering different perspectives; plan a course of action in response to the issue; and act on their plan | How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the distinguishing characteristics of different groups of organisms, and use these characteristics to further classify these organisms using a classification system |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.2 demonstrate an understanding of biodiversity as the diversity of life on Earth, including the diversity of organisms within species, among species in a community, and among communities and the habitats that support them |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.3 describe ways in which biodiversity within species is essential for their survival |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.4 describe ways in which biodiversity within and among communities is essential for maintaining the resilience of these communities |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.5 describe interrelationships within species, between species, and between species and their natural environment, and explain how these interrelationships sustain biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.6 explain how invasive species reduce biodiversity in local environments |
How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) Canadian Invaders! (STEM-In-Context) |
| B2.7 explain how climate change contributes to a loss of biodiversity, and describe the impact of this loss |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.8 describe the importance of biodiversity in supporting agriculture, including Indigenous agriculture around the world | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the benefits of biodiversity and the consequences of the diminishing of biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B1.2 analyse a local issue related to biodiversity while considering different perspectives; plan a course of action in response to the issue; and act on their plan | How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the distinguishing characteristics of different groups of organisms, and use these characteristics to further classify these organisms using a classification system |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.2 demonstrate an understanding of biodiversity as the diversity of life on Earth, including the diversity of organisms within species, among species in a community, and among communities and the habitats that support them |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.3 describe ways in which biodiversity within species is essential for their survival |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.4 describe ways in which biodiversity within and among communities is essential for maintaining the resilience of these communities |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.5 describe interrelationships within species, between species, and between species and their natural environment, and explain how these interrelationships sustain biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.6 explain how invasive species reduce biodiversity in local environments |
How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) Canadian Invaders! (STEM-In-Context) |
| B2.7 explain how climate change contributes to a loss of biodiversity, and describe the impact of this loss |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.8 describe the importance of biodiversity in supporting agriculture, including Indigenous agriculture around the world | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the short- and long-term impacts of electrical energy generation technologies in Canada on society and the environment, including impacts on First Nations, Métis, and Inuit communities, and on climate change |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Power (Backgrounder) How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| C1.2 assess choices that reduce personal use of electrical energy from both renewable and non-renewable sources, and advocate for the responsible use of electrical energy by the school community |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Generating Electricity: Hydroelectric Power (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 explain commonly observed electrostatic phenomena, using the principles of static electricity |
Introduction To Static Electricity (Backgrounder) Thundersnow: Winter Thunderstorms (STEM-In-Context) How Can I Move Water With Just A Comb? (Hands-On Activity) |
| C2.2 describe current electricity, and compare and contrast current electricity with static electricity |
How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) Introduction To Current Electricity (Backgrounder) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.3 identify materials that are good conductors of electric current and materials that are good insulators |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) |
| C2.4 describe how technologies transform various forms of energy into electrical energy |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Electric Animals (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) |
| C2.5 describe ways in which electrical energy is transformed into other forms of energy |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) What Uses Electricity? (Hands-On Activity) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.6 explain the functions of the components of a simple electrical circuit | Telegraph Key (Interactive) |
| C2.7 distinguish between series and parallel circuits, and identify common uses of each type of circuit | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the short- and long-term impacts of electrical energy generation technologies in Canada on society and the environment, including impacts on First Nations, Métis, and Inuit communities, and on climate change |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Power (Backgrounder) How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| C1.2 assess choices that reduce personal use of electrical energy from both renewable and non-renewable sources, and advocate for the responsible use of electrical energy by the school community |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Generating Electricity: Hydroelectric Power (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 explain commonly observed electrostatic phenomena, using the principles of static electricity |
Introduction To Static Electricity (Backgrounder) Thundersnow: Winter Thunderstorms (STEM-In-Context) How Can I Move Water With Just A Comb? (Hands-On Activity) |
| C2.2 describe current electricity, and compare and contrast current electricity with static electricity |
How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) Introduction To Current Electricity (Backgrounder) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.3 identify materials that are good conductors of electric current and materials that are good insulators |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) |
| C2.4 describe how technologies transform various forms of energy into electrical energy |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Electric Animals (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) |
| C2.5 describe ways in which electrical energy is transformed into other forms of energy |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) What Uses Electricity? (Hands-On Activity) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.6 explain the functions of the components of a simple electrical circuit | Telegraph Key (Interactive) |
| C2.7 distinguish between series and parallel circuits, and identify common uses of each type of circuit | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts on society of aviation technologies, while considering both local and global perspectives |
Making Waves With Radar (Backgrounder) Up, Up And Away: Careers In Flight (Lesson Plan) Sustainable Aerospace Firsts (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify flight-related applications of the properties of air |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.2 describe the relationships between the four forces of flight – lift, weight, thrust, and drag – that make flight possible |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.3 describe ways in which flying machines and various organisms use balanced and unbalanced forces to control their flight |
A History Of How Humans Learned To Fly (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) Soaring For Sport (STEM-In-Context) How Do An Airplanes Tires Help It Land Safely? (STEM-In-Context) From Sky To Space (STEM-In-Context) |
| D2.4 describe ways in which the four forces of flight can be altered |
Testing Aircraft Wings (Lesson Plan) Testing For Aviation Safety (Backgrounder) Pre-Flight Testing (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) The Hovering Human (STEM-In-Context) Testing Parachutes For Mars (STEM-In-Context) Soaring For Sport (STEM-In-Context) It's A Bird, It's A Plane, It's...A Drone! (STEM-In-Context) |
| D2.5 describe characteristics and adaptations that enable organisms to fly | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts on society of aviation technologies, while considering both local and global perspectives |
Making Waves With Radar (Backgrounder) Up, Up And Away: Careers In Flight (Lesson Plan) Sustainable Aerospace Firsts (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify flight-related applications of the properties of air |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.2 describe the relationships between the four forces of flight – lift, weight, thrust, and drag – that make flight possible |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.3 describe ways in which flying machines and various organisms use balanced and unbalanced forces to control their flight |
A History Of How Humans Learned To Fly (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) Soaring For Sport (STEM-In-Context) How Do An Airplanes Tires Help It Land Safely? (STEM-In-Context) From Sky To Space (STEM-In-Context) |
| D2.4 describe ways in which the four forces of flight can be altered |
Testing Aircraft Wings (Lesson Plan) Testing For Aviation Safety (Backgrounder) Pre-Flight Testing (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) The Hovering Human (STEM-In-Context) Testing Parachutes For Mars (STEM-In-Context) Soaring For Sport (STEM-In-Context) It's A Bird, It's A Plane, It's...A Drone! (STEM-In-Context) |
| D2.5 describe characteristics and adaptations that enable organisms to fly | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse the impact that conditions in space have on humans engaged in space exploration, and explain how humans meet their social, emotional, and physiological needs in space |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Home Sweet Home In Space (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Why A Trip To Outer Space Could Be Bad For Your Bones? (STEM-In-Context) Temperature: On Earth And On The Space Station (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) From Sky To Space (Backgrounder) |
| E1.2 assess the role of space exploration technology in observing and understanding environmental changes on Earth, including climate change |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) |
| E1.3 evaluate the social and environmental impacts of space exploration, while taking various perspectives into consideration |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify components of the solar system, including the Sun, Earth and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their main physical characteristics |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Canada Goes To The Moon! (Backgrounder) Destination Mars (Backgrounder) Soil On Mars (Backgrounder) Earth Vs. Mars (Backgrounder) Exploration Of The Planets In The Solar System (Backgrounder) Meet Our Dwarf Planets (Backgrounder) The Outer Solar System (Backgrounder) What Would Happen If A Meteor Hit Earth? (Hands-On Activity) The Inner Solar System (Backgrounder) Impact Craters (Backgrounder) How Can I Tell Which Way Is North At Night? (Hands-On Activity) |
| E2.2 distinguish between the concepts of mass and weight | What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.3 describe the relationship between the force of gravity and the weight of a body |
Waves, Tides and Tsunamis (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.4 identify the types of bodies in space that emit light and those that reflect light | The Inner Solar System (Backgrounder) |
| E2.5 describe various effects of the relative positions and motions of Earth, the Moon, and the Sun |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.6 identify various technologies used in space exploration, and describe how technological innovations have contributed to our understanding of space |
Tomatosphere (Action Project) Living Space (Action Project) Seeing The Universe With The James Webb Telescope (Backgrounder) Human Spaceflight: The First 50 Years (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Temperature: On Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse the impact that conditions in space have on humans engaged in space exploration, and explain how humans meet their social, emotional, and physiological needs in space |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Home Sweet Home In Space (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Why A Trip To Outer Space Could Be Bad For Your Bones? (STEM-In-Context) Temperature: On Earth And On The Space Station (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) From Sky To Space (Backgrounder) |
| E1.2 assess the role of space exploration technology in observing and understanding environmental changes on Earth, including climate change |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) |
| E1.3 evaluate the social and environmental impacts of space exploration, while taking various perspectives into consideration |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify components of the solar system, including the Sun, Earth and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their main physical characteristics |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Canada Goes To The Moon! (Backgrounder) Destination Mars (Backgrounder) Soil On Mars (Backgrounder) Earth Vs. Mars (Backgrounder) Exploration Of The Planets In The Solar System (Backgrounder) Meet Our Dwarf Planets (Backgrounder) The Outer Solar System (Backgrounder) What Would Happen If A Meteor Hit Earth? (Hands-On Activity) The Inner Solar System (Backgrounder) Impact Craters (Backgrounder) How Can I Tell Which Way Is North At Night? (Hands-On Activity) |
| E2.2 distinguish between the concepts of mass and weight | What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.3 describe the relationship between the force of gravity and the weight of a body |
Waves, Tides and Tsunamis (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.4 identify the types of bodies in space that emit light and those that reflect light | The Inner Solar System (Backgrounder) |
| E2.5 describe various effects of the relative positions and motions of Earth, the Moon, and the Sun |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.6 identify various technologies used in space exploration, and describe how technological innovations have contributed to our understanding of space |
Tomatosphere (Action Project) Living Space (Action Project) Seeing The Universe With The James Webb Telescope (Backgrounder) Human Spaceflight: The First 50 Years (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Temperature: On Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | n/a |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Testing Aircraft Wings (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Testing Aircraft Wings (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Up, Up and Away: Careers in Flight (Lesson Plan) 3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on obtaining input in different ways for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Testing Aircraft Wings (Lesson Plan) Up, Up and Away: Careers in Flight (Lesson Plan) From Sky To Space (STEM-In-Context) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | From Sky To Space (STEM-In-Context) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations | n/a |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Testing Aircraft Wings (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Testing Aircraft Wings (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Up, Up and Away: Careers in Flight (Lesson Plan) 3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on obtaining input in different ways for a variety of purposes |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades | The Solutioneers Week 4: Turn That Frown into Code (Interactive) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Testing Aircraft Wings (Lesson Plan) Up, Up and Away: Careers in Flight (Lesson Plan) From Sky To Space (STEM-In-Context) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | From Sky To Space (STEM-In-Context) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the benefits of biodiversity and the consequences of the diminishing of biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B1.2 analyse a local issue related to biodiversity while considering different perspectives; plan a course of action in response to the issue; and act on their plan | How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the distinguishing characteristics of different groups of organisms, and use these characteristics to further classify these organisms using a classification system |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.2 demonstrate an understanding of biodiversity as the diversity of life on Earth, including the diversity of organisms within species, among species in a community, and among communities and the habitats that support them |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.3 describe ways in which biodiversity within species is essential for their survival |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.4 describe ways in which biodiversity within and among communities is essential for maintaining the resilience of these communities |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.5 describe interrelationships within species, between species, and between species and their natural environment, and explain how these interrelationships sustain biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.6 explain how invasive species reduce biodiversity in local environments |
How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) Canadian Invaders! (STEM-In-Context) |
| B2.7 explain how climate change contributes to a loss of biodiversity, and describe the impact of this loss |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.8 describe the importance of biodiversity in supporting agriculture, including Indigenous agriculture around the world | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the benefits of biodiversity and the consequences of the diminishing of biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B1.2 analyse a local issue related to biodiversity while considering different perspectives; plan a course of action in response to the issue; and act on their plan | How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| Specific Expectation | Resources |
|---|---|
| B2.1 describe the distinguishing characteristics of different groups of organisms, and use these characteristics to further classify these organisms using a classification system |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.2 demonstrate an understanding of biodiversity as the diversity of life on Earth, including the diversity of organisms within species, among species in a community, and among communities and the habitats that support them |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.3 describe ways in which biodiversity within species is essential for their survival |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Plant Taxonomy (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.4 describe ways in which biodiversity within and among communities is essential for maintaining the resilience of these communities |
Frogs, Toads, Newts and Salamanders, Oh My! (Backgrounder) Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Why Are Guppies So Diverse? (STEM-In-Context) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.5 describe interrelationships within species, between species, and between species and their natural environment, and explain how these interrelationships sustain biodiversity |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Life In The Deep Sea (Backgrounder) Introduction To Freshwater Wetlands (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) What Is An Insect? (Interactive) Marine Microbiology: Meet The Microbes Of The Sea! (STEM-In-Context) |
| B2.6 explain how invasive species reduce biodiversity in local environments |
How Do Introduced Species Affect Ecosystems And The Economy? (STEM-In-Context) Canadian Invaders! (STEM-In-Context) |
| B2.7 explain how climate change contributes to a loss of biodiversity, and describe the impact of this loss |
Diversity of Canada's Marine Coastal Habitats (Backgrounder) Tropical Rainforest Biome (Backgrounder) Savanna Biome (Backgrounder) Desert Biome (Backgrounder) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) |
| B2.8 describe the importance of biodiversity in supporting agriculture, including Indigenous agriculture around the world | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the short- and long-term impacts of electrical energy generation technologies in Canada on society and the environment, including impacts on First Nations, Métis, and Inuit communities, and on climate change |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Power (Backgrounder) How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| C1.2 assess choices that reduce personal use of electrical energy from both renewable and non-renewable sources, and advocate for the responsible use of electrical energy by the school community |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Generating Electricity: Hydroelectric Power (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 explain commonly observed electrostatic phenomena, using the principles of static electricity |
Introduction To Static Electricity (Backgrounder) Thundersnow: Winter Thunderstorms (STEM-In-Context) How Can I Move Water With Just A Comb? (Hands-On Activity) |
| C2.2 describe current electricity, and compare and contrast current electricity with static electricity |
How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) Introduction To Current Electricity (Backgrounder) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.3 identify materials that are good conductors of electric current and materials that are good insulators |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) |
| C2.4 describe how technologies transform various forms of energy into electrical energy |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Electric Animals (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) |
| C2.5 describe ways in which electrical energy is transformed into other forms of energy |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) What Uses Electricity? (Hands-On Activity) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.6 explain the functions of the components of a simple electrical circuit | Telegraph Key (Interactive) |
| C2.7 distinguish between series and parallel circuits, and identify common uses of each type of circuit | n/a |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the short- and long-term impacts of electrical energy generation technologies in Canada on society and the environment, including impacts on First Nations, Métis, and Inuit communities, and on climate change |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) Generating Electricity: Nuclear Power (Backgrounder) How Do Wind Farms Affect Birds And Bats? (STEM-In-Context) |
| C1.2 assess choices that reduce personal use of electrical energy from both renewable and non-renewable sources, and advocate for the responsible use of electrical energy by the school community |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) What Uses Electricity? (Hands-On Activity) Generating Electricity: Hydroelectric Power (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C2.1 explain commonly observed electrostatic phenomena, using the principles of static electricity |
Introduction To Static Electricity (Backgrounder) Thundersnow: Winter Thunderstorms (STEM-In-Context) How Can I Move Water With Just A Comb? (Hands-On Activity) |
| C2.2 describe current electricity, and compare and contrast current electricity with static electricity |
How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) Introduction To Current Electricity (Backgrounder) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.3 identify materials that are good conductors of electric current and materials that are good insulators |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) How Can I Build An Electromagnet That Moves Paperclips? (Hands-On Activity) |
| C2.4 describe how technologies transform various forms of energy into electrical energy |
Earth Month: Green Energy (Backgrounder) Generating Electricity: Fossil Fuels (Backgrounder) Generating Electricity: Wind Power (Backgrounder) Generating Electricity: Solar Cells (Backgrounder) Generating Electricity: Electric Animals (Backgrounder) Generating Electricity: Hydroelectric Power (Backgrounder) |
| C2.5 describe ways in which electrical energy is transformed into other forms of energy |
What Is Welding? (Backgrounder) Why Wires? (STEM-In-Context) What Uses Electricity? (Hands-On Activity) Telegraph Key (Interactive) Do Amps Or Volts Kill You? (STEM-In-Context) |
| C2.6 explain the functions of the components of a simple electrical circuit | Telegraph Key (Interactive) |
| C2.7 distinguish between series and parallel circuits, and identify common uses of each type of circuit | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts on society of aviation technologies, while considering both local and global perspectives |
Making Waves With Radar (Backgrounder) Up, Up And Away: Careers In Flight (Lesson Plan) Sustainable Aerospace Firsts (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify flight-related applications of the properties of air |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.2 describe the relationships between the four forces of flight – lift, weight, thrust, and drag – that make flight possible |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.3 describe ways in which flying machines and various organisms use balanced and unbalanced forces to control their flight |
A History Of How Humans Learned To Fly (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) Soaring For Sport (STEM-In-Context) How Do An Airplanes Tires Help It Land Safely? (STEM-In-Context) From Sky To Space (STEM-In-Context) |
| D2.4 describe ways in which the four forces of flight can be altered |
Testing Aircraft Wings (Lesson Plan) Testing For Aviation Safety (Backgrounder) Pre-Flight Testing (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) The Hovering Human (STEM-In-Context) Testing Parachutes For Mars (STEM-In-Context) Soaring For Sport (STEM-In-Context) It's A Bird, It's A Plane, It's...A Drone! (STEM-In-Context) |
| D2.5 describe characteristics and adaptations that enable organisms to fly | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the impacts on society of aviation technologies, while considering both local and global perspectives |
Making Waves With Radar (Backgrounder) Up, Up And Away: Careers In Flight (Lesson Plan) Sustainable Aerospace Firsts (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify flight-related applications of the properties of air |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.2 describe the relationships between the four forces of flight – lift, weight, thrust, and drag – that make flight possible |
How Planes Fly (Backgrounder) Four Forces Of Flight (Backgrounder) Lighter Than Air Vehicles (Backgrounder) |
| D2.3 describe ways in which flying machines and various organisms use balanced and unbalanced forces to control their flight |
A History Of How Humans Learned To Fly (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) Soaring For Sport (STEM-In-Context) How Do An Airplanes Tires Help It Land Safely? (STEM-In-Context) From Sky To Space (STEM-In-Context) |
| D2.4 describe ways in which the four forces of flight can be altered |
Testing Aircraft Wings (Lesson Plan) Testing For Aviation Safety (Backgrounder) Pre-Flight Testing (Backgrounder) Strange Shapes In The Sky: Stealth And Flying Wings (Backgrounder) How Planes Fly (Backgrounder) Lighter Than Air Vehicles (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) The Hovering Human (STEM-In-Context) Testing Parachutes For Mars (STEM-In-Context) Soaring For Sport (STEM-In-Context) It's A Bird, It's A Plane, It's...A Drone! (STEM-In-Context) |
| D2.5 describe characteristics and adaptations that enable organisms to fly | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse the impact that conditions in space have on humans engaged in space exploration, and explain how humans meet their social, emotional, and physiological needs in space |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Home Sweet Home In Space (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Why A Trip To Outer Space Could Be Bad For Your Bones? (STEM-In-Context) Temperature: On Earth And On The Space Station (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) From Sky To Space (Backgrounder) |
| E1.2 assess the role of space exploration technology in observing and understanding environmental changes on Earth, including climate change |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) |
| E1.3 evaluate the social and environmental impacts of space exploration, while taking various perspectives into consideration |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify components of the solar system, including the Sun, Earth and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their main physical characteristics |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Canada Goes To The Moon! (Backgrounder) Destination Mars (Backgrounder) Soil On Mars (Backgrounder) Earth Vs. Mars (Backgrounder) Exploration Of The Planets In The Solar System (Backgrounder) Meet Our Dwarf Planets (Backgrounder) The Outer Solar System (Backgrounder) What Would Happen If A Meteor Hit Earth? (Hands-On Activity) The Inner Solar System (Backgrounder) Impact Craters (Backgrounder) How Can I Tell Which Way Is North At Night? (Hands-On Activity) |
| E2.2 distinguish between the concepts of mass and weight | What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.3 describe the relationship between the force of gravity and the weight of a body |
Waves, Tides and Tsunamis (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.4 identify the types of bodies in space that emit light and those that reflect light | The Inner Solar System (Backgrounder) |
| E2.5 describe various effects of the relative positions and motions of Earth, the Moon, and the Sun |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.6 identify various technologies used in space exploration, and describe how technological innovations have contributed to our understanding of space |
Tomatosphere (Action Project) Living Space (Action Project) Seeing The Universe With The James Webb Telescope (Backgrounder) Human Spaceflight: The First 50 Years (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Temperature: On Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 analyse the impact that conditions in space have on humans engaged in space exploration, and explain how humans meet their social, emotional, and physiological needs in space |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Home Sweet Home In Space (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Why A Trip To Outer Space Could Be Bad For Your Bones? (STEM-In-Context) Temperature: On Earth And On The Space Station (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) From Sky To Space (Backgrounder) |
| E1.2 assess the role of space exploration technology in observing and understanding environmental changes on Earth, including climate change |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) |
| E1.3 evaluate the social and environmental impacts of space exploration, while taking various perspectives into consideration |
Tomatosphere (Action Project) Lunar Rover Research Challenge (Action Project) Living Space (Action Project) Human Spaceflight: The First 50 Years (Backgrounder) Humidity On The Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify components of the solar system, including the Sun, Earth and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their main physical characteristics |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Canada Goes To The Moon! (Backgrounder) Destination Mars (Backgrounder) Soil On Mars (Backgrounder) Earth Vs. Mars (Backgrounder) Exploration Of The Planets In The Solar System (Backgrounder) Meet Our Dwarf Planets (Backgrounder) The Outer Solar System (Backgrounder) What Would Happen If A Meteor Hit Earth? (Hands-On Activity) The Inner Solar System (Backgrounder) Impact Craters (Backgrounder) How Can I Tell Which Way Is North At Night? (Hands-On Activity) |
| E2.2 distinguish between the concepts of mass and weight | What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.3 describe the relationship between the force of gravity and the weight of a body |
Waves, Tides and Tsunamis (Backgrounder) How Can We Land A Model Space Probe? (Hands-On Activity) What Is Your Weight On Another Planet? (Hands-On Activity) |
| E2.4 identify the types of bodies in space that emit light and those that reflect light | The Inner Solar System (Backgrounder) |
| E2.5 describe various effects of the relative positions and motions of Earth, the Moon, and the Sun |
3 Part Math Task - Modeling a Total Solar Eclipse (Lesson Plan) Lunar Rover Research Challenge (Action Project) Why Is It Colder In The Winter Even Though The Earth Is Closer To The Sun? (Hands-On Activity) |
| E2.6 identify various technologies used in space exploration, and describe how technological innovations have contributed to our understanding of space |
Tomatosphere (Action Project) Living Space (Action Project) Seeing The Universe With The James Webb Telescope (Backgrounder) Human Spaceflight: The First 50 Years (Backgrounder) Destination Mars (Backgrounder) Testing Spacesuit Material (Backgrounder) Temperature: On Earth And On The Space Station (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigation | Form, Function and Ergonomics In Our Lives (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design and Build an Insulated Food Container (Lesson Plan) Build a Paper Bridge (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Form, Function and Ergonomics In Our Lives (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) Exploring Careers in STEM Grade 7 (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on planning and designing programs |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Careers: Construction Worker (Photo Collection) Buildings: Construction Site (Photo Collection) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigation | Form, Function and Ergonomics In Our Lives (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design and Build an Insulated Food Container (Lesson Plan) Build a Paper Bridge (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Form, Function and Ergonomics In Our Lives (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) Exploring Careers in STEM Grade 7 (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on planning and designing programs |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Careers: Construction Worker (Photo Collection) Buildings: Construction Site (Photo Collection) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the impact of various technologies on the environment |
Are wind farms a threat to wildlife? (STEM in Context) Are Whales Beaching Themselves Stressed by Sonar? (STEM in Context) |
| B1.2 assess the effectiveness of various ways of mitigating the negative and enhancing the positive impact of human activities on the environment |
The Environmental Impact of Wasted Food (STEM in Context) How do Introduced Species Affect Ecosystems and the Economy (STEM in Context) Clothing4Climate (Action Project) |
| B1.3 analyse how diverse First Nations, Métis, and Inuit practices and perspectives contribute to environmental sustainability | Diving into the Ecosytem Impacts of Clothing (Clothing4Climate Action Project) |
| Specific Expectation | Resources |
|---|---|
| B2.1 explain that an ecosystem is a network of interactions among living organisms and their environment |
Canadian Invaders! (STEM in Context with Starting Points) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.2 identify biotic and abiotic components in an ecosystem, and describe the interactions between them |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.3 describe roles and relationships between producers, consumers, and decomposers within an ecosystem |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Coyotes: Coming to a town near you? (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Guppies, Guppies Everywhere! (STEM in Context with Starting Points) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| B2.4 describe the transfer of energy in a food chain, and explain the effects of altering any part of the chain | Canadian Invaders! (STEM in Context with Starting Points) |
| B2.5 describe how matter is cycled within the environment, and explain how the cycling of matter promotes sustainability | n/a |
| B2.6 explain the differences between primary succession and secondary succession in ecosystems | n/a |
| B2.7 explain how biotic and abiotic factors limit the number of organisms an ecosystem can sustain | Coyotes: Coming to a town near you? (STEM in Context) |
| B2.8 describe how different approaches to agriculture and to harvesting food from the natural environment can impact an ecosystem, and identify strategies that can be used to maintain and/or restore balance to ecosystems |
The Dirt on Soil Conservation (STEM in Context) Canadian Invaders! (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the impact of various technologies on the environment |
Are wind farms a threat to wildlife? (STEM in Context) Are Whales Beaching Themselves Stressed by Sonar? (STEM in Context) |
| B1.2 assess the effectiveness of various ways of mitigating the negative and enhancing the positive impact of human activities on the environment |
The Environmental Impact of Wasted Food (STEM in Context) How do Introduced Species Affect Ecosystems and the Economy (STEM in Context) Clothing4Climate (Action Project) |
| B1.3 analyse how diverse First Nations, Métis, and Inuit practices and perspectives contribute to environmental sustainability | Diving into the Ecosytem Impacts of Clothing (Clothing4Climate Action Project) |
| Specific Expectation | Resources |
|---|---|
| B2.1 explain that an ecosystem is a network of interactions among living organisms and their environment |
Canadian Invaders! (STEM in Context with Starting Points) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.2 identify biotic and abiotic components in an ecosystem, and describe the interactions between them |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.3 describe roles and relationships between producers, consumers, and decomposers within an ecosystem |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Coyotes: Coming to a town near you? (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Guppies, Guppies Everywhere! (STEM in Context with Starting Points) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| B2.4 describe the transfer of energy in a food chain, and explain the effects of altering any part of the chain | Canadian Invaders! (STEM in Context with Starting Points) |
| B2.5 describe how matter is cycled within the environment, and explain how the cycling of matter promotes sustainability | n/a |
| B2.6 explain the differences between primary succession and secondary succession in ecosystems | n/a |
| B2.7 explain how biotic and abiotic factors limit the number of organisms an ecosystem can sustain | Coyotes: Coming to a town near you? (STEM in Context) |
| B2.8 describe how different approaches to agriculture and to harvesting food from the natural environment can impact an ecosystem, and identify strategies that can be used to maintain and/or restore balance to ecosystems |
The Dirt on Soil Conservation (STEM in Context) Canadian Invaders! (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| C1.1 analyse the social and environment impacts of the use and disposal of pure substances found in technological devices, considering local and global perspectives | n/a |
| C1.2 assess environmental and social impacts of different industrial methods used to separate mixtures | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the particle theory of matter |
Introduction to the Particle Theory of Matter (Backgrounder) Describing and Classifying Matter (Backgrounder) Introduction to the Atom (Backgrounder) |
| C2.2 use particle theory to distinguish between pure substances and mixtures | Can we make butter? (Hands-on Activity) |
| C2.3 distinguish between homogenous and heterogenous mixtures |
What are the best materials to use for cleaning water? (Hands-on Activity) Lava Lamps (STEM in Context) |
| C2.4 use the particle theory to describe how different factors affect the solubility of a substance and the rate at which it dissolves | n/a |
| C2.5 describe the concentration of a saturated solution in both qualitative and quantitative terms, and differentiate between saturated and unsaturated solutions | n/a |
| C2.6 explain why water is referred to as the universal solvent | n/a |
| C2.7 explain various processes used to separate mixtures, including solutions, into their components, and identify some applications of these processes | What are the best materials to use for cleaning water? (Hands-on Activity)n/a |
| C2.8 describe pure substances as elements and compounds consisting of atoms and combinations of atoms | Describing and Classifying Matter (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C1.1 analyse the social and environment impacts of the use and disposal of pure substances found in technological devices, considering local and global perspectives | n/a |
| C1.2 assess environmental and social impacts of different industrial methods used to separate mixtures | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the particle theory of matter |
Introduction to the Particle Theory of Matter (Backgrounder) Describing and Classifying Matter (Backgrounder) Introduction to the Atom (Backgrounder) |
| C2.2 use particle theory to distinguish between pure substances and mixtures | Can we make butter? (Hands-on Activity) |
| C2.3 distinguish between homogenous and heterogenous mixtures |
What are the best materials to use for cleaning water? (Hands-on Activity) Lava Lamps (STEM in Context) |
| C2.4 use the particle theory to describe how different factors affect the solubility of a substance and the rate at which it dissolves | n/a |
| C2.5 describe the concentration of a saturated solution in both qualitative and quantitative terms, and differentiate between saturated and unsaturated solutions | n/a |
| C2.6 explain why water is referred to as the universal solvent | n/a |
| C2.7 explain various processes used to separate mixtures, including solutions, into their components, and identify some applications of these processes | What are the best materials to use for cleaning water? (Hands-on Activity)n/a |
| C2.8 describe pure substances as elements and compounds consisting of atoms and combinations of atoms | Describing and Classifying Matter (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 evaluate environmental, social, and economic factors that should be considered when designing and building structures to meet specific needs for individuals and communities | Design & Build A Water Tower (Lesson Plan) |
| D1.2 evaluate the impact of the ergonomic design of various tools, objects, and work spaces on a user’s health, safety, and ability to work efficiently, and use this information to describe changes that could be made in their own spaces and activities |
Form, Function and Ergonomics In Our Lives (Lesson Plan) The Solutioneers Week 2: Ready to Roll (Interactive) |
| Specific Expectation | Resources |
|---|---|
| D2.1 classify structures as solid structures, frame structures, or shell structures | Design & Build A Water Tower (Lesson Plan) |
| D2.2 describe ways in which the centre of gravity of a structure affects the structure’s stability | Design & Build A Water Tower (Lesson Plan) |
| D2.3 identify the magnitude, direction, point of application, and plane of application of the forces applied to a structure |
Why is a Triangle a Strong Shape? (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.4 describe the role of symmetry in structures, and identify instances of symmetry in various structures | Why is a Triangle a Strong Shape? (Backgrounder) |
| D2.5 describe factors that can cause a structure to fail | Design & Build A Water Tower (Lesson Plan) |
| D2.6 identify the factors that determine the suitability of materials for use in manufacturing a product or constructing a structure |
Types of Materials (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.7 describe methods engineers and other professionals use to assess, improve, and maintain the safety of structures |
Testing for Aviation Safety (Backgrounder) Testing Spacesuit Material (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 evaluate environmental, social, and economic factors that should be considered when designing and building structures to meet specific needs for individuals and communities | Design & Build A Water Tower (Lesson Plan) |
| D1.2 evaluate the impact of the ergonomic design of various tools, objects, and work spaces on a user’s health, safety, and ability to work efficiently, and use this information to describe changes that could be made in their own spaces and activities |
Form, Function and Ergonomics In Our Lives (Lesson Plan) The Solutioneers Week 2: Ready to Roll (Interactive) |
| Specific Expectation | Resources |
|---|---|
| D2.1 classify structures as solid structures, frame structures, or shell structures | Design & Build A Water Tower (Lesson Plan) |
| D2.2 describe ways in which the centre of gravity of a structure affects the structure’s stability | Design & Build A Water Tower (Lesson Plan) |
| D2.3 identify the magnitude, direction, point of application, and plane of application of the forces applied to a structure |
Why is a Triangle a Strong Shape? (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.4 describe the role of symmetry in structures, and identify instances of symmetry in various structures | Why is a Triangle a Strong Shape? (Backgrounder) |
| D2.5 describe factors that can cause a structure to fail | Design & Build A Water Tower (Lesson Plan) |
| D2.6 identify the factors that determine the suitability of materials for use in manufacturing a product or constructing a structure |
Types of Materials (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.7 describe methods engineers and other professionals use to assess, improve, and maintain the safety of structures |
Testing for Aviation Safety (Backgrounder) Testing Spacesuit Material (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental benefits of technologies that reduce heat loss in enclosed spaces or heat transfer to surrounding spaces | n/a |
| E1.2 analyse various social, economic, and environmental impacts, including impacts related to climate change, of using non-renewable and renewable sources of energy |
Clothing4Climate (Action Project) Generating Electicity: Fossil Fuels (Backgrounder) Generating Electricity: Nuclear Energy (STEM in Context) What are the Pros and Cons of Nuclear Energy (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| E2.1 use particle theory to explain how heat affects the motion of particles in a solid, a liquid, and a gas |
Introduction to the Particle Theory of Matter (Backgrounder) Lava Lamps (STEM in Context) |
| E2.2 demonstrate an understanding of various ways in which heat is generated |
What Causes Hot Things to Glow? (STEM in Context) Thermopower and the Body Heat-powered Flashlight (STEM in Context) Trapping Underground Energy with Heat Pumps (STEM in Context) Generating Electricity: Nuclear Energy (STEM in Context) Generating Electicity: Fossil Fuels (Backgrounder) |
| E2.3 use particle theory to explain the effects of heat on volume in solids, liquids, and gases, including during changes of states of matter |
Charles' Law and Gay-Lussac's Law (Backgrounder) Boyle's Law (Backgrounder) Kinetic Molecular Theory of Gases (Backgrounder) |
| E2.4 explain how heat is transmitted through conduction, and describe natural processes that are affected by conduction |
Design and Build an Insulated Food Container (Lesson Plan) Introduction to Heat Transfer (Backgrounder) |
| E2.5 explain how heat is transmitted in liquids and gases through convection, and describe natural processes that depend on convection | Design and Build an Insulated Food Container (Lesson Plan) |
| E2.6 explain how heat is transmitted through radiation, and describe the effects of radiation from the Sun on different kinds of surfaces |
Design and Build an Insulated Food Container (Lesson Plan) How Do Sleeping Bags Work? (STEM in Context) |
| E2.7 describe the role of radiation in heating and cooling Earth, and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere |
Clothing4Climate (Action Project) What is the Greenhouse Effect (Hands-on Activity) What is the Greenhouse Effect (Backgrounder) |
| E2.8 identify common sources of greenhouse gases, including sources resulting from human activity, and describe how humans can reduce emissions of these gases |
Clothing4Climate (Action Project) What are Greenhouse Gases? (Backgrounder) Cows, Methane and Climate Change (STEM in Context) How Vehicles Pollute the Air (Backgorunder) Generating Electicity: Fossil Fuels (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental benefits of technologies that reduce heat loss in enclosed spaces or heat transfer to surrounding spaces | n/a |
| E1.2 analyse various social, economic, and environmental impacts, including impacts related to climate change, of using non-renewable and renewable sources of energy |
Clothing4Climate (Action Project) Generating Electicity: Fossil Fuels (Backgrounder) Generating Electricity: Nuclear Energy (STEM in Context) What are the Pros and Cons of Nuclear Energy (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| E2.1 use particle theory to explain how heat affects the motion of particles in a solid, a liquid, and a gas |
Introduction to the Particle Theory of Matter (Backgrounder) Lava Lamps (STEM in Context) |
| E2.2 demonstrate an understanding of various ways in which heat is generated |
What Causes Hot Things to Glow? (STEM in Context) Thermopower and the Body Heat-powered Flashlight (STEM in Context) Trapping Underground Energy with Heat Pumps (STEM in Context) Generating Electricity: Nuclear Energy (STEM in Context) Generating Electicity: Fossil Fuels (Backgrounder) |
| E2.3 use particle theory to explain the effects of heat on volume in solids, liquids, and gases, including during changes of states of matter |
Charles' Law and Gay-Lussac's Law (Backgrounder) Boyle's Law (Backgrounder) Kinetic Molecular Theory of Gases (Backgrounder) |
| E2.4 explain how heat is transmitted through conduction, and describe natural processes that are affected by conduction |
Design and Build an Insulated Food Container (Lesson Plan) Introduction to Heat Transfer (Backgrounder) |
| E2.5 explain how heat is transmitted in liquids and gases through convection, and describe natural processes that depend on convection | Design and Build an Insulated Food Container (Lesson Plan) |
| E2.6 explain how heat is transmitted through radiation, and describe the effects of radiation from the Sun on different kinds of surfaces |
Design and Build an Insulated Food Container (Lesson Plan) How Do Sleeping Bags Work? (STEM in Context) |
| E2.7 describe the role of radiation in heating and cooling Earth, and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere |
Clothing4Climate (Action Project) What is the Greenhouse Effect (Hands-on Activity) What is the Greenhouse Effect (Backgrounder) |
| E2.8 identify common sources of greenhouse gases, including sources resulting from human activity, and describe how humans can reduce emissions of these gases |
Clothing4Climate (Action Project) What are Greenhouse Gases? (Backgrounder) Cows, Methane and Climate Change (STEM in Context) How Vehicles Pollute the Air (Backgorunder) Generating Electicity: Fossil Fuels (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigation | Form, Function and Ergonomics In Our Lives (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design and Build an Insulated Food Container (Lesson Plan) Build a Paper Bridge (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Form, Function and Ergonomics In Our Lives (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) Exploring Careers in STEM Grade 7 (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on planning and designing programs |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Careers: Construction Worker (Photo Collection) Buildings: Construction Site (Photo Collection) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigation | Form, Function and Ergonomics In Our Lives (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design and Build an Insulated Food Container (Lesson Plan) Build a Paper Bridge (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Form, Function and Ergonomics In Our Lives (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) Exploring Careers in STEM Grade 7 (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on planning and designing programs |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Careers: Construction Worker (Photo Collection) Buildings: Construction Site (Photo Collection) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the impact of various technologies on the environment |
Are wind farms a threat to wildlife? (STEM in Context) Are Whales Beaching Themselves Stressed by Sonar? (STEM in Context) |
| B1.2 assess the effectiveness of various ways of mitigating the negative and enhancing the positive impact of human activities on the environment |
The Environmental Impact of Wasted Food (STEM in Context) How do Introduced Species Affect Ecosystems and the Economy (STEM in Context) Clothing4Climate (Action Project) |
| B1.3 analyse how diverse First Nations, Métis, and Inuit practices and perspectives contribute to environmental sustainability | Diving into the Ecosytem Impacts of Clothing (Clothing4Climate Action Project) |
| Specific Expectation | Resources |
|---|---|
| B2.1 explain that an ecosystem is a network of interactions among living organisms and their environment |
Canadian Invaders! (STEM in Context with Starting Points) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.2 identify biotic and abiotic components in an ecosystem, and describe the interactions between them |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.3 describe roles and relationships between producers, consumers, and decomposers within an ecosystem |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Coyotes: Coming to a town near you? (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Guppies, Guppies Everywhere! (STEM in Context with Starting Points) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| B2.4 describe the transfer of energy in a food chain, and explain the effects of altering any part of the chain | Canadian Invaders! (STEM in Context with Starting Points) |
| B2.5 describe how matter is cycled within the environment, and explain how the cycling of matter promotes sustainability | n/a |
| B2.6 explain the differences between primary succession and secondary succession in ecosystems | n/a |
| B2.7 explain how biotic and abiotic factors limit the number of organisms an ecosystem can sustain | Coyotes: Coming to a town near you? (STEM in Context) |
| B2.8 describe how different approaches to agriculture and to harvesting food from the natural environment can impact an ecosystem, and identify strategies that can be used to maintain and/or restore balance to ecosystems |
The Dirt on Soil Conservation (STEM in Context) Canadian Invaders! (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the impact of various technologies on the environment |
Are wind farms a threat to wildlife? (STEM in Context) Are Whales Beaching Themselves Stressed by Sonar? (STEM in Context) |
| B1.2 assess the effectiveness of various ways of mitigating the negative and enhancing the positive impact of human activities on the environment |
The Environmental Impact of Wasted Food (STEM in Context) How do Introduced Species Affect Ecosystems and the Economy (STEM in Context) Clothing4Climate (Action Project) |
| B1.3 analyse how diverse First Nations, Métis, and Inuit practices and perspectives contribute to environmental sustainability | Diving into the Ecosytem Impacts of Clothing (Clothing4Climate Action Project) |
| Specific Expectation | Resources |
|---|---|
| B2.1 explain that an ecosystem is a network of interactions among living organisms and their environment |
Canadian Invaders! (STEM in Context with Starting Points) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.2 identify biotic and abiotic components in an ecosystem, and describe the interactions between them |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.3 describe roles and relationships between producers, consumers, and decomposers within an ecosystem |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Coyotes: Coming to a town near you? (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Guppies, Guppies Everywhere! (STEM in Context with Starting Points) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| B2.4 describe the transfer of energy in a food chain, and explain the effects of altering any part of the chain | Canadian Invaders! (STEM in Context with Starting Points) |
| B2.5 describe how matter is cycled within the environment, and explain how the cycling of matter promotes sustainability | n/a |
| B2.6 explain the differences between primary succession and secondary succession in ecosystems | n/a |
| B2.7 explain how biotic and abiotic factors limit the number of organisms an ecosystem can sustain | Coyotes: Coming to a town near you? (STEM in Context) |
| B2.8 describe how different approaches to agriculture and to harvesting food from the natural environment can impact an ecosystem, and identify strategies that can be used to maintain and/or restore balance to ecosystems |
The Dirt on Soil Conservation (STEM in Context) Canadian Invaders! (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| C1.1 analyse the social and environment impacts of the use and disposal of pure substances found in technological devices, considering local and global perspectives | n/a |
| C1.2 assess environmental and social impacts of different industrial methods used to separate mixtures | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the particle theory of matter |
Introduction to the Particle Theory of Matter (Backgrounder) Describing and Classifying Matter (Backgrounder) Introduction to the Atom (Backgrounder) |
| C2.2 use particle theory to distinguish between pure substances and mixtures | Can we make butter? (Hands-on Activity) |
| C2.3 distinguish between homogenous and heterogenous mixtures |
What are the best materials to use for cleaning water? (Hands-on Activity) Lava Lamps (STEM in Context) |
| C2.4 use the particle theory to describe how different factors affect the solubility of a substance and the rate at which it dissolves | n/a |
| C2.5 describe the concentration of a saturated solution in both qualitative and quantitative terms, and differentiate between saturated and unsaturated solutions | n/a |
| C2.6 explain why water is referred to as the universal solvent | n/a |
| C2.7 explain various processes used to separate mixtures, including solutions, into their components, and identify some applications of these processes | What are the best materials to use for cleaning water? (Hands-on Activity)n/a |
| C2.8 describe pure substances as elements and compounds consisting of atoms and combinations of atoms | Describing and Classifying Matter (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C1.1 analyse the social and environment impacts of the use and disposal of pure substances found in technological devices, considering local and global perspectives | n/a |
| C1.2 assess environmental and social impacts of different industrial methods used to separate mixtures | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the particle theory of matter |
Introduction to the Particle Theory of Matter (Backgrounder) Describing and Classifying Matter (Backgrounder) Introduction to the Atom (Backgrounder) |
| C2.2 use particle theory to distinguish between pure substances and mixtures | Can we make butter? (Hands-on Activity) |
| C2.3 distinguish between homogenous and heterogenous mixtures |
What are the best materials to use for cleaning water? (Hands-on Activity) Lava Lamps (STEM in Context) |
| C2.4 use the particle theory to describe how different factors affect the solubility of a substance and the rate at which it dissolves | n/a |
| C2.5 describe the concentration of a saturated solution in both qualitative and quantitative terms, and differentiate between saturated and unsaturated solutions | n/a |
| C2.6 explain why water is referred to as the universal solvent | n/a |
| C2.7 explain various processes used to separate mixtures, including solutions, into their components, and identify some applications of these processes | What are the best materials to use for cleaning water? (Hands-on Activity)n/a |
| C2.8 describe pure substances as elements and compounds consisting of atoms and combinations of atoms | Describing and Classifying Matter (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 evaluate environmental, social, and economic factors that should be considered when designing and building structures to meet specific needs for individuals and communities | Design & Build A Water Tower (Lesson Plan) |
| D1.2 evaluate the impact of the ergonomic design of various tools, objects, and work spaces on a user’s health, safety, and ability to work efficiently, and use this information to describe changes that could be made in their own spaces and activities |
Form, Function and Ergonomics In Our Lives (Lesson Plan) The Solutioneers Week 2: Ready to Roll (Interactive) |
| Specific Expectation | Resources |
|---|---|
| D2.1 classify structures as solid structures, frame structures, or shell structures | Design & Build A Water Tower (Lesson Plan) |
| D2.2 describe ways in which the centre of gravity of a structure affects the structure’s stability | Design & Build A Water Tower (Lesson Plan) |
| D2.3 identify the magnitude, direction, point of application, and plane of application of the forces applied to a structure |
Why is a Triangle a Strong Shape? (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.4 describe the role of symmetry in structures, and identify instances of symmetry in various structures | Why is a Triangle a Strong Shape? (Backgrounder) |
| D2.5 describe factors that can cause a structure to fail | Design & Build A Water Tower (Lesson Plan) |
| D2.6 identify the factors that determine the suitability of materials for use in manufacturing a product or constructing a structure |
Types of Materials (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.7 describe methods engineers and other professionals use to assess, improve, and maintain the safety of structures |
Testing for Aviation Safety (Backgrounder) Testing Spacesuit Material (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 evaluate environmental, social, and economic factors that should be considered when designing and building structures to meet specific needs for individuals and communities | Design & Build A Water Tower (Lesson Plan) |
| D1.2 evaluate the impact of the ergonomic design of various tools, objects, and work spaces on a user’s health, safety, and ability to work efficiently, and use this information to describe changes that could be made in their own spaces and activities |
Form, Function and Ergonomics In Our Lives (Lesson Plan) The Solutioneers Week 2: Ready to Roll (Interactive) |
| Specific Expectation | Resources |
|---|---|
| D2.1 classify structures as solid structures, frame structures, or shell structures | Design & Build A Water Tower (Lesson Plan) |
| D2.2 describe ways in which the centre of gravity of a structure affects the structure’s stability | Design & Build A Water Tower (Lesson Plan) |
| D2.3 identify the magnitude, direction, point of application, and plane of application of the forces applied to a structure |
Why is a Triangle a Strong Shape? (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.4 describe the role of symmetry in structures, and identify instances of symmetry in various structures | Why is a Triangle a Strong Shape? (Backgrounder) |
| D2.5 describe factors that can cause a structure to fail | Design & Build A Water Tower (Lesson Plan) |
| D2.6 identify the factors that determine the suitability of materials for use in manufacturing a product or constructing a structure |
Types of Materials (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.7 describe methods engineers and other professionals use to assess, improve, and maintain the safety of structures |
Testing for Aviation Safety (Backgrounder) Testing Spacesuit Material (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental benefits of technologies that reduce heat loss in enclosed spaces or heat transfer to surrounding spaces | n/a |
| E1.2 analyse various social, economic, and environmental impacts, including impacts related to climate change, of using non-renewable and renewable sources of energy |
Clothing4Climate (Action Project) Generating Electicity: Fossil Fuels (Backgrounder) Generating Electricity: Nuclear Energy (STEM in Context) What are the Pros and Cons of Nuclear Energy (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| E2.1 use particle theory to explain how heat affects the motion of particles in a solid, a liquid, and a gas |
Introduction to the Particle Theory of Matter (Backgrounder) Lava Lamps (STEM in Context) |
| E2.2 demonstrate an understanding of various ways in which heat is generated |
What Causes Hot Things to Glow? (STEM in Context) Thermopower and the Body Heat-powered Flashlight (STEM in Context) Trapping Underground Energy with Heat Pumps (STEM in Context) Generating Electricity: Nuclear Energy (STEM in Context) Generating Electicity: Fossil Fuels (Backgrounder) |
| E2.3 use particle theory to explain the effects of heat on volume in solids, liquids, and gases, including during changes of states of matter |
Charles' Law and Gay-Lussac's Law (Backgrounder) Boyle's Law (Backgrounder) Kinetic Molecular Theory of Gases (Backgrounder) |
| E2.4 explain how heat is transmitted through conduction, and describe natural processes that are affected by conduction |
Design and Build an Insulated Food Container (Lesson Plan) Introduction to Heat Transfer (Backgrounder) |
| E2.5 explain how heat is transmitted in liquids and gases through convection, and describe natural processes that depend on convection | Design and Build an Insulated Food Container (Lesson Plan) |
| E2.6 explain how heat is transmitted through radiation, and describe the effects of radiation from the Sun on different kinds of surfaces |
Design and Build an Insulated Food Container (Lesson Plan) How Do Sleeping Bags Work? (STEM in Context) |
| E2.7 describe the role of radiation in heating and cooling Earth, and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere |
Clothing4Climate (Action Project) What is the Greenhouse Effect (Hands-on Activity) What is the Greenhouse Effect (Backgrounder) |
| E2.8 identify common sources of greenhouse gases, including sources resulting from human activity, and describe how humans can reduce emissions of these gases |
Clothing4Climate (Action Project) What are Greenhouse Gases? (Backgrounder) Cows, Methane and Climate Change (STEM in Context) How Vehicles Pollute the Air (Backgorunder) Generating Electicity: Fossil Fuels (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental benefits of technologies that reduce heat loss in enclosed spaces or heat transfer to surrounding spaces | n/a |
| E1.2 analyse various social, economic, and environmental impacts, including impacts related to climate change, of using non-renewable and renewable sources of energy |
Clothing4Climate (Action Project) Generating Electicity: Fossil Fuels (Backgrounder) Generating Electricity: Nuclear Energy (STEM in Context) What are the Pros and Cons of Nuclear Energy (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| E2.1 use particle theory to explain how heat affects the motion of particles in a solid, a liquid, and a gas |
Introduction to the Particle Theory of Matter (Backgrounder) Lava Lamps (STEM in Context) |
| E2.2 demonstrate an understanding of various ways in which heat is generated |
What Causes Hot Things to Glow? (STEM in Context) Thermopower and the Body Heat-powered Flashlight (STEM in Context) Trapping Underground Energy with Heat Pumps (STEM in Context) Generating Electricity: Nuclear Energy (STEM in Context) Generating Electicity: Fossil Fuels (Backgrounder) |
| E2.3 use particle theory to explain the effects of heat on volume in solids, liquids, and gases, including during changes of states of matter |
Charles' Law and Gay-Lussac's Law (Backgrounder) Boyle's Law (Backgrounder) Kinetic Molecular Theory of Gases (Backgrounder) |
| E2.4 explain how heat is transmitted through conduction, and describe natural processes that are affected by conduction |
Design and Build an Insulated Food Container (Lesson Plan) Introduction to Heat Transfer (Backgrounder) |
| E2.5 explain how heat is transmitted in liquids and gases through convection, and describe natural processes that depend on convection | Design and Build an Insulated Food Container (Lesson Plan) |
| E2.6 explain how heat is transmitted through radiation, and describe the effects of radiation from the Sun on different kinds of surfaces |
Design and Build an Insulated Food Container (Lesson Plan) How Do Sleeping Bags Work? (STEM in Context) |
| E2.7 describe the role of radiation in heating and cooling Earth, and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere |
Clothing4Climate (Action Project) What is the Greenhouse Effect (Hands-on Activity) What is the Greenhouse Effect (Backgrounder) |
| E2.8 identify common sources of greenhouse gases, including sources resulting from human activity, and describe how humans can reduce emissions of these gases |
Clothing4Climate (Action Project) What are Greenhouse Gases? (Backgrounder) Cows, Methane and Climate Change (STEM in Context) How Vehicles Pollute the Air (Backgorunder) Generating Electicity: Fossil Fuels (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigation | Form, Function and Ergonomics In Our Lives (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design and Build an Insulated Food Container (Lesson Plan) Build a Paper Bridge (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Form, Function and Ergonomics In Our Lives (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) Exploring Careers in STEM Grade 7 (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on planning and designing programs |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Careers: Construction Worker (Photo Collection) Buildings: Construction Site (Photo Collection) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigation | Form, Function and Ergonomics In Our Lives (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design and Build an Insulated Food Container (Lesson Plan) Build a Paper Bridge (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Form, Function and Ergonomics In Our Lives (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) Exploring Careers in STEM Grade 7 (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on planning and designing programs |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Careers: Construction Worker (Photo Collection) Buildings: Construction Site (Photo Collection) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the impact of various technologies on the environment |
Are wind farms a threat to wildlife? (STEM in Context) Are Whales Beaching Themselves Stressed by Sonar? (STEM in Context) |
| B1.2 assess the effectiveness of various ways of mitigating the negative and enhancing the positive impact of human activities on the environment |
The Environmental Impact of Wasted Food (STEM in Context) How do Introduced Species Affect Ecosystems and the Economy (STEM in Context) Clothing4Climate (Action Project) |
| B1.3 analyse how diverse First Nations, Métis, and Inuit practices and perspectives contribute to environmental sustainability | Diving into the Ecosytem Impacts of Clothing (Clothing4Climate Action Project) |
| Specific Expectation | Resources |
|---|---|
| B2.1 explain that an ecosystem is a network of interactions among living organisms and their environment |
Canadian Invaders! (STEM in Context with Starting Points) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.2 identify biotic and abiotic components in an ecosystem, and describe the interactions between them |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.3 describe roles and relationships between producers, consumers, and decomposers within an ecosystem |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Coyotes: Coming to a town near you? (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Guppies, Guppies Everywhere! (STEM in Context with Starting Points) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| B2.4 describe the transfer of energy in a food chain, and explain the effects of altering any part of the chain | Canadian Invaders! (STEM in Context with Starting Points) |
| B2.5 describe how matter is cycled within the environment, and explain how the cycling of matter promotes sustainability | n/a |
| B2.6 explain the differences between primary succession and secondary succession in ecosystems | n/a |
| B2.7 explain how biotic and abiotic factors limit the number of organisms an ecosystem can sustain | Coyotes: Coming to a town near you? (STEM in Context) |
| B2.8 describe how different approaches to agriculture and to harvesting food from the natural environment can impact an ecosystem, and identify strategies that can be used to maintain and/or restore balance to ecosystems |
The Dirt on Soil Conservation (STEM in Context) Canadian Invaders! (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the impact of various technologies on the environment |
Are wind farms a threat to wildlife? (STEM in Context) Are Whales Beaching Themselves Stressed by Sonar? (STEM in Context) |
| B1.2 assess the effectiveness of various ways of mitigating the negative and enhancing the positive impact of human activities on the environment |
The Environmental Impact of Wasted Food (STEM in Context) How do Introduced Species Affect Ecosystems and the Economy (STEM in Context) Clothing4Climate (Action Project) |
| B1.3 analyse how diverse First Nations, Métis, and Inuit practices and perspectives contribute to environmental sustainability | Diving into the Ecosytem Impacts of Clothing (Clothing4Climate Action Project) |
| Specific Expectation | Resources |
|---|---|
| B2.1 explain that an ecosystem is a network of interactions among living organisms and their environment |
Canadian Invaders! (STEM in Context with Starting Points) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.2 identify biotic and abiotic components in an ecosystem, and describe the interactions between them |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.3 describe roles and relationships between producers, consumers, and decomposers within an ecosystem |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Coyotes: Coming to a town near you? (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Guppies, Guppies Everywhere! (STEM in Context with Starting Points) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| B2.4 describe the transfer of energy in a food chain, and explain the effects of altering any part of the chain | Canadian Invaders! (STEM in Context with Starting Points) |
| B2.5 describe how matter is cycled within the environment, and explain how the cycling of matter promotes sustainability | n/a |
| B2.6 explain the differences between primary succession and secondary succession in ecosystems | n/a |
| B2.7 explain how biotic and abiotic factors limit the number of organisms an ecosystem can sustain | Coyotes: Coming to a town near you? (STEM in Context) |
| B2.8 describe how different approaches to agriculture and to harvesting food from the natural environment can impact an ecosystem, and identify strategies that can be used to maintain and/or restore balance to ecosystems |
The Dirt on Soil Conservation (STEM in Context) Canadian Invaders! (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| C1.1 analyse the social and environment impacts of the use and disposal of pure substances found in technological devices, considering local and global perspectives | n/a |
| C1.2 assess environmental and social impacts of different industrial methods used to separate mixtures | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the particle theory of matter |
Introduction to the Particle Theory of Matter (Backgrounder) Describing and Classifying Matter (Backgrounder) Introduction to the Atom (Backgrounder) |
| C2.2 use particle theory to distinguish between pure substances and mixtures | Can we make butter? (Hands-on Activity) |
| C2.3 distinguish between homogenous and heterogenous mixtures |
What are the best materials to use for cleaning water? (Hands-on Activity) Lava Lamps (STEM in Context) |
| C2.4 use the particle theory to describe how different factors affect the solubility of a substance and the rate at which it dissolves | n/a |
| C2.5 describe the concentration of a saturated solution in both qualitative and quantitative terms, and differentiate between saturated and unsaturated solutions | n/a |
| C2.6 explain why water is referred to as the universal solvent | n/a |
| C2.7 explain various processes used to separate mixtures, including solutions, into their components, and identify some applications of these processes | What are the best materials to use for cleaning water? (Hands-on Activity)n/a |
| C2.8 describe pure substances as elements and compounds consisting of atoms and combinations of atoms | Describing and Classifying Matter (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C1.1 analyse the social and environment impacts of the use and disposal of pure substances found in technological devices, considering local and global perspectives | n/a |
| C1.2 assess environmental and social impacts of different industrial methods used to separate mixtures | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the particle theory of matter |
Introduction to the Particle Theory of Matter (Backgrounder) Describing and Classifying Matter (Backgrounder) Introduction to the Atom (Backgrounder) |
| C2.2 use particle theory to distinguish between pure substances and mixtures | Can we make butter? (Hands-on Activity) |
| C2.3 distinguish between homogenous and heterogenous mixtures |
What are the best materials to use for cleaning water? (Hands-on Activity) Lava Lamps (STEM in Context) |
| C2.4 use the particle theory to describe how different factors affect the solubility of a substance and the rate at which it dissolves | n/a |
| C2.5 describe the concentration of a saturated solution in both qualitative and quantitative terms, and differentiate between saturated and unsaturated solutions | n/a |
| C2.6 explain why water is referred to as the universal solvent | n/a |
| C2.7 explain various processes used to separate mixtures, including solutions, into their components, and identify some applications of these processes | What are the best materials to use for cleaning water? (Hands-on Activity)n/a |
| C2.8 describe pure substances as elements and compounds consisting of atoms and combinations of atoms | Describing and Classifying Matter (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 evaluate environmental, social, and economic factors that should be considered when designing and building structures to meet specific needs for individuals and communities | Design & Build A Water Tower (Lesson Plan) |
| D1.2 evaluate the impact of the ergonomic design of various tools, objects, and work spaces on a user’s health, safety, and ability to work efficiently, and use this information to describe changes that could be made in their own spaces and activities |
Form, Function and Ergonomics In Our Lives (Lesson Plan) The Solutioneers Week 2: Ready to Roll (Interactive) |
| Specific Expectation | Resources |
|---|---|
| D2.1 classify structures as solid structures, frame structures, or shell structures | Design & Build A Water Tower (Lesson Plan) |
| D2.2 describe ways in which the centre of gravity of a structure affects the structure’s stability | Design & Build A Water Tower (Lesson Plan) |
| D2.3 identify the magnitude, direction, point of application, and plane of application of the forces applied to a structure |
Why is a Triangle a Strong Shape? (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.4 describe the role of symmetry in structures, and identify instances of symmetry in various structures | Why is a Triangle a Strong Shape? (Backgrounder) |
| D2.5 describe factors that can cause a structure to fail | Design & Build A Water Tower (Lesson Plan) |
| D2.6 identify the factors that determine the suitability of materials for use in manufacturing a product or constructing a structure |
Types of Materials (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.7 describe methods engineers and other professionals use to assess, improve, and maintain the safety of structures |
Testing for Aviation Safety (Backgrounder) Testing Spacesuit Material (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 evaluate environmental, social, and economic factors that should be considered when designing and building structures to meet specific needs for individuals and communities | Design & Build A Water Tower (Lesson Plan) |
| D1.2 evaluate the impact of the ergonomic design of various tools, objects, and work spaces on a user’s health, safety, and ability to work efficiently, and use this information to describe changes that could be made in their own spaces and activities |
Form, Function and Ergonomics In Our Lives (Lesson Plan) The Solutioneers Week 2: Ready to Roll (Interactive) |
| Specific Expectation | Resources |
|---|---|
| D2.1 classify structures as solid structures, frame structures, or shell structures | Design & Build A Water Tower (Lesson Plan) |
| D2.2 describe ways in which the centre of gravity of a structure affects the structure’s stability | Design & Build A Water Tower (Lesson Plan) |
| D2.3 identify the magnitude, direction, point of application, and plane of application of the forces applied to a structure |
Why is a Triangle a Strong Shape? (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.4 describe the role of symmetry in structures, and identify instances of symmetry in various structures | Why is a Triangle a Strong Shape? (Backgrounder) |
| D2.5 describe factors that can cause a structure to fail | Design & Build A Water Tower (Lesson Plan) |
| D2.6 identify the factors that determine the suitability of materials for use in manufacturing a product or constructing a structure |
Types of Materials (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.7 describe methods engineers and other professionals use to assess, improve, and maintain the safety of structures |
Testing for Aviation Safety (Backgrounder) Testing Spacesuit Material (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental benefits of technologies that reduce heat loss in enclosed spaces or heat transfer to surrounding spaces | n/a |
| E1.2 analyse various social, economic, and environmental impacts, including impacts related to climate change, of using non-renewable and renewable sources of energy |
Clothing4Climate (Action Project) Generating Electicity: Fossil Fuels (Backgrounder) Generating Electricity: Nuclear Energy (STEM in Context) What are the Pros and Cons of Nuclear Energy (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| E2.1 use particle theory to explain how heat affects the motion of particles in a solid, a liquid, and a gas |
Introduction to the Particle Theory of Matter (Backgrounder) Lava Lamps (STEM in Context) |
| E2.2 demonstrate an understanding of various ways in which heat is generated |
What Causes Hot Things to Glow? (STEM in Context) Thermopower and the Body Heat-powered Flashlight (STEM in Context) Trapping Underground Energy with Heat Pumps (STEM in Context) Generating Electricity: Nuclear Energy (STEM in Context) Generating Electicity: Fossil Fuels (Backgrounder) |
| E2.3 use particle theory to explain the effects of heat on volume in solids, liquids, and gases, including during changes of states of matter |
Charles' Law and Gay-Lussac's Law (Backgrounder) Boyle's Law (Backgrounder) Kinetic Molecular Theory of Gases (Backgrounder) |
| E2.4 explain how heat is transmitted through conduction, and describe natural processes that are affected by conduction |
Design and Build an Insulated Food Container (Lesson Plan) Introduction to Heat Transfer (Backgrounder) |
| E2.5 explain how heat is transmitted in liquids and gases through convection, and describe natural processes that depend on convection | Design and Build an Insulated Food Container (Lesson Plan) |
| E2.6 explain how heat is transmitted through radiation, and describe the effects of radiation from the Sun on different kinds of surfaces |
Design and Build an Insulated Food Container (Lesson Plan) How Do Sleeping Bags Work? (STEM in Context) |
| E2.7 describe the role of radiation in heating and cooling Earth, and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere |
Clothing4Climate (Action Project) What is the Greenhouse Effect (Hands-on Activity) What is the Greenhouse Effect (Backgrounder) |
| E2.8 identify common sources of greenhouse gases, including sources resulting from human activity, and describe how humans can reduce emissions of these gases |
Clothing4Climate (Action Project) What are Greenhouse Gases? (Backgrounder) Cows, Methane and Climate Change (STEM in Context) How Vehicles Pollute the Air (Backgorunder) Generating Electicity: Fossil Fuels (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental benefits of technologies that reduce heat loss in enclosed spaces or heat transfer to surrounding spaces | n/a |
| E1.2 analyse various social, economic, and environmental impacts, including impacts related to climate change, of using non-renewable and renewable sources of energy |
Clothing4Climate (Action Project) Generating Electicity: Fossil Fuels (Backgrounder) Generating Electricity: Nuclear Energy (STEM in Context) What are the Pros and Cons of Nuclear Energy (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| E2.1 use particle theory to explain how heat affects the motion of particles in a solid, a liquid, and a gas |
Introduction to the Particle Theory of Matter (Backgrounder) Lava Lamps (STEM in Context) |
| E2.2 demonstrate an understanding of various ways in which heat is generated |
What Causes Hot Things to Glow? (STEM in Context) Thermopower and the Body Heat-powered Flashlight (STEM in Context) Trapping Underground Energy with Heat Pumps (STEM in Context) Generating Electricity: Nuclear Energy (STEM in Context) Generating Electicity: Fossil Fuels (Backgrounder) |
| E2.3 use particle theory to explain the effects of heat on volume in solids, liquids, and gases, including during changes of states of matter |
Charles' Law and Gay-Lussac's Law (Backgrounder) Boyle's Law (Backgrounder) Kinetic Molecular Theory of Gases (Backgrounder) |
| E2.4 explain how heat is transmitted through conduction, and describe natural processes that are affected by conduction |
Design and Build an Insulated Food Container (Lesson Plan) Introduction to Heat Transfer (Backgrounder) |
| E2.5 explain how heat is transmitted in liquids and gases through convection, and describe natural processes that depend on convection | Design and Build an Insulated Food Container (Lesson Plan) |
| E2.6 explain how heat is transmitted through radiation, and describe the effects of radiation from the Sun on different kinds of surfaces |
Design and Build an Insulated Food Container (Lesson Plan) How Do Sleeping Bags Work? (STEM in Context) |
| E2.7 describe the role of radiation in heating and cooling Earth, and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere |
Clothing4Climate (Action Project) What is the Greenhouse Effect (Hands-on Activity) What is the Greenhouse Effect (Backgrounder) |
| E2.8 identify common sources of greenhouse gases, including sources resulting from human activity, and describe how humans can reduce emissions of these gases |
Clothing4Climate (Action Project) What are Greenhouse Gases? (Backgrounder) Cows, Methane and Climate Change (STEM in Context) How Vehicles Pollute the Air (Backgorunder) Generating Electicity: Fossil Fuels (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigation | Form, Function and Ergonomics In Our Lives (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design and Build an Insulated Food Container (Lesson Plan) Build a Paper Bridge (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Form, Function and Ergonomics In Our Lives (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) Exploring Careers in STEM Grade 7 (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on planning and designing programs |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Careers: Construction Worker (Photo Collection) Buildings: Construction Site (Photo Collection) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigation | Form, Function and Ergonomics In Our Lives (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems |
Design and Build an Insulated Food Container (Lesson Plan) Build a Paper Bridge (Hands-on Activity) |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | Design and Build an Insulated Food Container (Lesson Plan) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Form, Function and Ergonomics In Our Lives (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) Exploring Careers in STEM Grade 7 (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on planning and designing programs |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Careers: Construction Worker (Photo Collection) Buildings: Construction Site (Photo Collection) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems |
Exploring Careers In STEM Grade 7 (Lesson Plan) Design and Build an Insulated Food Container (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | n/a |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the impact of various technologies on the environment |
Are wind farms a threat to wildlife? (STEM in Context) Are Whales Beaching Themselves Stressed by Sonar? (STEM in Context) |
| B1.2 assess the effectiveness of various ways of mitigating the negative and enhancing the positive impact of human activities on the environment |
The Environmental Impact of Wasted Food (STEM in Context) How do Introduced Species Affect Ecosystems and the Economy (STEM in Context) Clothing4Climate (Action Project) |
| B1.3 analyse how diverse First Nations, Métis, and Inuit practices and perspectives contribute to environmental sustainability | Diving into the Ecosytem Impacts of Clothing (Clothing4Climate Action Project) |
| Specific Expectation | Resources |
|---|---|
| B2.1 explain that an ecosystem is a network of interactions among living organisms and their environment |
Canadian Invaders! (STEM in Context with Starting Points) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.2 identify biotic and abiotic components in an ecosystem, and describe the interactions between them |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.3 describe roles and relationships between producers, consumers, and decomposers within an ecosystem |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Coyotes: Coming to a town near you? (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Guppies, Guppies Everywhere! (STEM in Context with Starting Points) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| B2.4 describe the transfer of energy in a food chain, and explain the effects of altering any part of the chain | Canadian Invaders! (STEM in Context with Starting Points) |
| B2.5 describe how matter is cycled within the environment, and explain how the cycling of matter promotes sustainability | n/a |
| B2.6 explain the differences between primary succession and secondary succession in ecosystems | n/a |
| B2.7 explain how biotic and abiotic factors limit the number of organisms an ecosystem can sustain | Coyotes: Coming to a town near you? (STEM in Context) |
| B2.8 describe how different approaches to agriculture and to harvesting food from the natural environment can impact an ecosystem, and identify strategies that can be used to maintain and/or restore balance to ecosystems |
The Dirt on Soil Conservation (STEM in Context) Canadian Invaders! (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess the impact of various technologies on the environment |
Are wind farms a threat to wildlife? (STEM in Context) Are Whales Beaching Themselves Stressed by Sonar? (STEM in Context) |
| B1.2 assess the effectiveness of various ways of mitigating the negative and enhancing the positive impact of human activities on the environment |
The Environmental Impact of Wasted Food (STEM in Context) How do Introduced Species Affect Ecosystems and the Economy (STEM in Context) Clothing4Climate (Action Project) |
| B1.3 analyse how diverse First Nations, Métis, and Inuit practices and perspectives contribute to environmental sustainability | Diving into the Ecosytem Impacts of Clothing (Clothing4Climate Action Project) |
| Specific Expectation | Resources |
|---|---|
| B2.1 explain that an ecosystem is a network of interactions among living organisms and their environment |
Canadian Invaders! (STEM in Context with Starting Points) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.2 identify biotic and abiotic components in an ecosystem, and describe the interactions between them |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Introduction to Freshwater Wetlands (Backgrounder) |
| B2.3 describe roles and relationships between producers, consumers, and decomposers within an ecosystem |
The Dirt on Soil Conservation (STEM in Context) Eutrophication: Why you should care about pond scum (STEM in Context) Coyotes: Coming to a town near you? (STEM in Context) Using Mussels to Monitor the Environment (STEM in Context) Guppies, Guppies Everywhere! (STEM in Context with Starting Points) Boreal Forest/Taiga Biome (Backgrounder) Arctic Tundra Biome (Backgrounder) Savanna Biome (Backgrounder) Tropical Rainforest Biome (Backgrounder) Desert Biome (Backgrounder) |
| B2.4 describe the transfer of energy in a food chain, and explain the effects of altering any part of the chain | Canadian Invaders! (STEM in Context with Starting Points) |
| B2.5 describe how matter is cycled within the environment, and explain how the cycling of matter promotes sustainability | n/a |
| B2.6 explain the differences between primary succession and secondary succession in ecosystems | n/a |
| B2.7 explain how biotic and abiotic factors limit the number of organisms an ecosystem can sustain | Coyotes: Coming to a town near you? (STEM in Context) |
| B2.8 describe how different approaches to agriculture and to harvesting food from the natural environment can impact an ecosystem, and identify strategies that can be used to maintain and/or restore balance to ecosystems |
The Dirt on Soil Conservation (STEM in Context) Canadian Invaders! (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| C1.1 analyse the social and environment impacts of the use and disposal of pure substances found in technological devices, considering local and global perspectives | n/a |
| C1.2 assess environmental and social impacts of different industrial methods used to separate mixtures | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the particle theory of matter |
Introduction to the Particle Theory of Matter (Backgrounder) Describing and Classifying Matter (Backgrounder) Introduction to the Atom (Backgrounder) |
| C2.2 use particle theory to distinguish between pure substances and mixtures | Can we make butter? (Hands-on Activity) |
| C2.3 distinguish between homogenous and heterogenous mixtures |
What are the best materials to use for cleaning water? (Hands-on Activity) Lava Lamps (STEM in Context) |
| C2.4 use the particle theory to describe how different factors affect the solubility of a substance and the rate at which it dissolves | n/a |
| C2.5 describe the concentration of a saturated solution in both qualitative and quantitative terms, and differentiate between saturated and unsaturated solutions | n/a |
| C2.6 explain why water is referred to as the universal solvent | n/a |
| C2.7 explain various processes used to separate mixtures, including solutions, into their components, and identify some applications of these processes | What are the best materials to use for cleaning water? (Hands-on Activity)n/a |
| C2.8 describe pure substances as elements and compounds consisting of atoms and combinations of atoms | Describing and Classifying Matter (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C1.1 analyse the social and environment impacts of the use and disposal of pure substances found in technological devices, considering local and global perspectives | n/a |
| C1.2 assess environmental and social impacts of different industrial methods used to separate mixtures | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the particle theory of matter |
Introduction to the Particle Theory of Matter (Backgrounder) Describing and Classifying Matter (Backgrounder) Introduction to the Atom (Backgrounder) |
| C2.2 use particle theory to distinguish between pure substances and mixtures | Can we make butter? (Hands-on Activity) |
| C2.3 distinguish between homogenous and heterogenous mixtures |
What are the best materials to use for cleaning water? (Hands-on Activity) Lava Lamps (STEM in Context) |
| C2.4 use the particle theory to describe how different factors affect the solubility of a substance and the rate at which it dissolves | n/a |
| C2.5 describe the concentration of a saturated solution in both qualitative and quantitative terms, and differentiate between saturated and unsaturated solutions | n/a |
| C2.6 explain why water is referred to as the universal solvent | n/a |
| C2.7 explain various processes used to separate mixtures, including solutions, into their components, and identify some applications of these processes | What are the best materials to use for cleaning water? (Hands-on Activity)n/a |
| C2.8 describe pure substances as elements and compounds consisting of atoms and combinations of atoms | Describing and Classifying Matter (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 evaluate environmental, social, and economic factors that should be considered when designing and building structures to meet specific needs for individuals and communities | Design & Build A Water Tower (Lesson Plan) |
| D1.2 evaluate the impact of the ergonomic design of various tools, objects, and work spaces on a user’s health, safety, and ability to work efficiently, and use this information to describe changes that could be made in their own spaces and activities |
Form, Function and Ergonomics In Our Lives (Lesson Plan) The Solutioneers Week 2: Ready to Roll (Interactive) |
| Specific Expectation | Resources |
|---|---|
| D2.1 classify structures as solid structures, frame structures, or shell structures | Design & Build A Water Tower (Lesson Plan) |
| D2.2 describe ways in which the centre of gravity of a structure affects the structure’s stability | Design & Build A Water Tower (Lesson Plan) |
| D2.3 identify the magnitude, direction, point of application, and plane of application of the forces applied to a structure |
Why is a Triangle a Strong Shape? (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.4 describe the role of symmetry in structures, and identify instances of symmetry in various structures | Why is a Triangle a Strong Shape? (Backgrounder) |
| D2.5 describe factors that can cause a structure to fail | Design & Build A Water Tower (Lesson Plan) |
| D2.6 identify the factors that determine the suitability of materials for use in manufacturing a product or constructing a structure |
Types of Materials (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.7 describe methods engineers and other professionals use to assess, improve, and maintain the safety of structures |
Testing for Aviation Safety (Backgrounder) Testing Spacesuit Material (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D1.1 evaluate environmental, social, and economic factors that should be considered when designing and building structures to meet specific needs for individuals and communities | Design & Build A Water Tower (Lesson Plan) |
| D1.2 evaluate the impact of the ergonomic design of various tools, objects, and work spaces on a user’s health, safety, and ability to work efficiently, and use this information to describe changes that could be made in their own spaces and activities |
Form, Function and Ergonomics In Our Lives (Lesson Plan) The Solutioneers Week 2: Ready to Roll (Interactive) |
| Specific Expectation | Resources |
|---|---|
| D2.1 classify structures as solid structures, frame structures, or shell structures | Design & Build A Water Tower (Lesson Plan) |
| D2.2 describe ways in which the centre of gravity of a structure affects the structure’s stability | Design & Build A Water Tower (Lesson Plan) |
| D2.3 identify the magnitude, direction, point of application, and plane of application of the forces applied to a structure |
Why is a Triangle a Strong Shape? (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.4 describe the role of symmetry in structures, and identify instances of symmetry in various structures | Why is a Triangle a Strong Shape? (Backgrounder) |
| D2.5 describe factors that can cause a structure to fail | Design & Build A Water Tower (Lesson Plan) |
| D2.6 identify the factors that determine the suitability of materials for use in manufacturing a product or constructing a structure |
Types of Materials (Backgrounder) Design & Build A Water Tower (Lesson Plan) |
| D2.7 describe methods engineers and other professionals use to assess, improve, and maintain the safety of structures |
Testing for Aviation Safety (Backgrounder) Testing Spacesuit Material (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental benefits of technologies that reduce heat loss in enclosed spaces or heat transfer to surrounding spaces | n/a |
| E1.2 analyse various social, economic, and environmental impacts, including impacts related to climate change, of using non-renewable and renewable sources of energy |
Clothing4Climate (Action Project) Generating Electicity: Fossil Fuels (Backgrounder) Generating Electricity: Nuclear Energy (STEM in Context) What are the Pros and Cons of Nuclear Energy (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| E2.1 use particle theory to explain how heat affects the motion of particles in a solid, a liquid, and a gas |
Introduction to the Particle Theory of Matter (Backgrounder) Lava Lamps (STEM in Context) |
| E2.2 demonstrate an understanding of various ways in which heat is generated |
What Causes Hot Things to Glow? (STEM in Context) Thermopower and the Body Heat-powered Flashlight (STEM in Context) Trapping Underground Energy with Heat Pumps (STEM in Context) Generating Electricity: Nuclear Energy (STEM in Context) Generating Electicity: Fossil Fuels (Backgrounder) |
| E2.3 use particle theory to explain the effects of heat on volume in solids, liquids, and gases, including during changes of states of matter |
Charles' Law and Gay-Lussac's Law (Backgrounder) Boyle's Law (Backgrounder) Kinetic Molecular Theory of Gases (Backgrounder) |
| E2.4 explain how heat is transmitted through conduction, and describe natural processes that are affected by conduction |
Design and Build an Insulated Food Container (Lesson Plan) Introduction to Heat Transfer (Backgrounder) |
| E2.5 explain how heat is transmitted in liquids and gases through convection, and describe natural processes that depend on convection | Design and Build an Insulated Food Container (Lesson Plan) |
| E2.6 explain how heat is transmitted through radiation, and describe the effects of radiation from the Sun on different kinds of surfaces |
Design and Build an Insulated Food Container (Lesson Plan) How Do Sleeping Bags Work? (STEM in Context) |
| E2.7 describe the role of radiation in heating and cooling Earth, and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere |
Clothing4Climate (Action Project) What is the Greenhouse Effect (Hands-on Activity) What is the Greenhouse Effect (Backgrounder) |
| E2.8 identify common sources of greenhouse gases, including sources resulting from human activity, and describe how humans can reduce emissions of these gases |
Clothing4Climate (Action Project) What are Greenhouse Gases? (Backgrounder) Cows, Methane and Climate Change (STEM in Context) How Vehicles Pollute the Air (Backgorunder) Generating Electicity: Fossil Fuels (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental benefits of technologies that reduce heat loss in enclosed spaces or heat transfer to surrounding spaces | n/a |
| E1.2 analyse various social, economic, and environmental impacts, including impacts related to climate change, of using non-renewable and renewable sources of energy |
Clothing4Climate (Action Project) Generating Electicity: Fossil Fuels (Backgrounder) Generating Electricity: Nuclear Energy (STEM in Context) What are the Pros and Cons of Nuclear Energy (STEM in Context) |
| Specific Expectation | Resources |
|---|---|
| E2.1 use particle theory to explain how heat affects the motion of particles in a solid, a liquid, and a gas |
Introduction to the Particle Theory of Matter (Backgrounder) Lava Lamps (STEM in Context) |
| E2.2 demonstrate an understanding of various ways in which heat is generated |
What Causes Hot Things to Glow? (STEM in Context) Thermopower and the Body Heat-powered Flashlight (STEM in Context) Trapping Underground Energy with Heat Pumps (STEM in Context) Generating Electricity: Nuclear Energy (STEM in Context) Generating Electicity: Fossil Fuels (Backgrounder) |
| E2.3 use particle theory to explain the effects of heat on volume in solids, liquids, and gases, including during changes of states of matter |
Charles' Law and Gay-Lussac's Law (Backgrounder) Boyle's Law (Backgrounder) Kinetic Molecular Theory of Gases (Backgrounder) |
| E2.4 explain how heat is transmitted through conduction, and describe natural processes that are affected by conduction |
Design and Build an Insulated Food Container (Lesson Plan) Introduction to Heat Transfer (Backgrounder) |
| E2.5 explain how heat is transmitted in liquids and gases through convection, and describe natural processes that depend on convection | Design and Build an Insulated Food Container (Lesson Plan) |
| E2.6 explain how heat is transmitted through radiation, and describe the effects of radiation from the Sun on different kinds of surfaces |
Design and Build an Insulated Food Container (Lesson Plan) How Do Sleeping Bags Work? (STEM in Context) |
| E2.7 describe the role of radiation in heating and cooling Earth, and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere |
Clothing4Climate (Action Project) What is the Greenhouse Effect (Hands-on Activity) What is the Greenhouse Effect (Backgrounder) |
| E2.8 identify common sources of greenhouse gases, including sources resulting from human activity, and describe how humans can reduce emissions of these gases |
Clothing4Climate (Action Project) What are Greenhouse Gases? (Backgrounder) Cows, Methane and Climate Change (STEM in Context) How Vehicles Pollute the Air (Backgorunder) Generating Electicity: Fossil Fuels (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
You Be The Crime Scene Investigator (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | How do I obtain a sample of DNA (Hands-on Activity) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on automating large systems in action |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 8 (Lesson Plan) Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Exploring Careers In STEM Grade 8 (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
You Be The Crime Scene Investigator (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | How do I obtain a sample of DNA (Hands-on Activity) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on automating large systems in action |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 8 (Lesson Plan) Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Exploring Careers In STEM Grade 8 (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess how various technologies have enhanced our understanding of cells and cellular processes |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B1.2 analyse beneficial and harmful effects of developments in cell biology and associated emerging technologies on human health and the environment, while taking different perspectives into consideration | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of cells, using cell theory |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B2.2 identify organelles and other cell components, including the nucleus, cell membrane, cell wall, chloroplasts, vacuole, mitochondria, and cytoplasm, and explain their basic functions |
Tomatosphere (Action Project) Light & Plants (Backgrounder) Specialized Cells of the Leaf System (Backgrounder) Plant Cell Structures and Functions (Backgrounder) Plant Functions (Backgrounder) Respiratory System in Vertebrate Animals (Backgrounder) You Be The Crime Scene Investigator (Lesson Plan) |
| B2.3 compare the structure and function of plant and animal cells | Tomatosphere (Action Project) |
| B2.4 explain the processes of diffusion and osmosis within a cell | Plant Functions (Backgrounder) |
| B2.5 describe various unicellular and multicellular organisms, and compare ways in which these two types of organisms meet their basic needs |
Marine Microbiology: Meet the Microbes of the Sea! (STEM in Context) Are Microbes Your Friend or Foe? (STEM in Context) Introduction to Bacteria (Backgrounder) |
| B2.6 describe the organization of cells into tissues, organs, and systems |
Tomatosphere (Action Project) How Do Plants Survive in the Desert (STEM in Context) Respiratory System in Vertebrate Animals (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess how various technologies have enhanced our understanding of cells and cellular processes |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B1.2 analyse beneficial and harmful effects of developments in cell biology and associated emerging technologies on human health and the environment, while taking different perspectives into consideration | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of cells, using cell theory |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B2.2 identify organelles and other cell components, including the nucleus, cell membrane, cell wall, chloroplasts, vacuole, mitochondria, and cytoplasm, and explain their basic functions |
Tomatosphere (Action Project) Light & Plants (Backgrounder) Specialized Cells of the Leaf System (Backgrounder) Plant Cell Structures and Functions (Backgrounder) Plant Functions (Backgrounder) Respiratory System in Vertebrate Animals (Backgrounder) You Be The Crime Scene Investigator (Lesson Plan) |
| B2.3 compare the structure and function of plant and animal cells | Tomatosphere (Action Project) |
| B2.4 explain the processes of diffusion and osmosis within a cell | Plant Functions (Backgrounder) |
| B2.5 describe various unicellular and multicellular organisms, and compare ways in which these two types of organisms meet their basic needs |
Marine Microbiology: Meet the Microbes of the Sea! (STEM in Context) Are Microbes Your Friend or Foe? (STEM in Context) Introduction to Bacteria (Backgrounder) |
| B2.6 describe the organization of cells into tissues, organs, and systems |
Tomatosphere (Action Project) How Do Plants Survive in the Desert (STEM in Context) Respiratory System in Vertebrate Animals (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the environmental, social, and economic impacts of various innovations and technologies that are based on the properties of fluids | n/a |
| C1.2 assess the environmental and social impacts of fluid spills, including impacts on First Nations, Métis, and Inuit communities, and including the cost and technical challenges related to cleanup and remediation efforts | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the factors that affect viscosity, and compare the viscosity of various fluids, including volumetric flow rate | n/a |
| C2.2 demonstrate an understanding of the relationship between mass, volume, and density | n/a |
| C2.3 explain the difference between solids, liquids, and gases in terms of their density, using the particle theory of matter | n/a |
| C2.4 explain the difference between liquids and gases in terms of their compressibility and how their compressibility affects their technological applications | n/a |
| C2.5 determine the buoyancy of an object, given its density, in a variety of fluids | n/a |
| C2.6 explain in qualitative terms the relationship between pressure, volume, and temperature when a liquid or a gas is compressed or heated | Hydraulics 101 (STEM in Context with Starting Points) |
| C2.7 describe how forces are transferred in all directions in fluids, including using Pascal’s law to quantify the transfer of forces in fluids | n/a |
| C2.8 describe factors that affect the flow of fluids | n/a |
| C2.9 describe the differences between pneumatic and hydraulic systems | n/a |
| C2.10 compare how fluids are used and how their flow is regulated in living organisms and in mechanical devices or systems | Hydraulics 101 (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the environmental, social, and economic impacts of various innovations and technologies that are based on the properties of fluids | n/a |
| C1.2 assess the environmental and social impacts of fluid spills, including impacts on First Nations, Métis, and Inuit communities, and including the cost and technical challenges related to cleanup and remediation efforts | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the factors that affect viscosity, and compare the viscosity of various fluids, including volumetric flow rate | n/a |
| C2.2 demonstrate an understanding of the relationship between mass, volume, and density | n/a |
| C2.3 explain the difference between solids, liquids, and gases in terms of their density, using the particle theory of matter | n/a |
| C2.4 explain the difference between liquids and gases in terms of their compressibility and how their compressibility affects their technological applications | n/a |
| C2.5 determine the buoyancy of an object, given its density, in a variety of fluids | n/a |
| C2.6 explain in qualitative terms the relationship between pressure, volume, and temperature when a liquid or a gas is compressed or heated | Hydraulics 101 (STEM in Context with Starting Points) |
| C2.7 describe how forces are transferred in all directions in fluids, including using Pascal’s law to quantify the transfer of forces in fluids | n/a |
| C2.8 describe factors that affect the flow of fluids | n/a |
| C2.9 describe the differences between pneumatic and hydraulic systems | n/a |
| C2.10 compare how fluids are used and how their flow is regulated in living organisms and in mechanical devices or systems | Hydraulics 101 (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the social, economic, and environmental impacts of automating systems |
AI and Personal Vehicles (Backgrounder) |
| D1.2 assess the impact on individuals, society, and the environment of alternative ways of meeting needs that are currently met by existing systems, taking different points of view into consideration | What is Artificial Intelligence? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify various types of systems | Hydraulics 101 (STEM in Context) |
| D2.2 describe the purpose, inputs, and outputs of various systems, including systems related to food processing | Hydraulics 101 (STEM in Context) |
| D2.3 identify the various processes and components of a system that allow it to perform its function efficiently and safely | n/a |
| D2.4 use the scientific terms displacement, force, work, energy, and efficiency to describe everyday experiences | Hydraulics 101 (STEM in Context) |
| D2.5 demonstrate an understanding of the relationships between work, force, and displacement in simple systems |
How much power is generated when climbing a set of stairs? (Hands-on Activity) Hydraulics 101 (STEM in Context) |
| D2.6 explain the relationship between input and output forces and determine the mechanical advantage of various mechanical systems, including simple machines | n/a |
| D2.7 identify ways in which energy can dissipate from mechanical systems, and describe technological innovations that make these systems more efficient | n/a |
| D2.8 explain how providing information and support to consumers helps to ensure that the systems they use run safely and efficiently | Exploring Canada's Particle Accelerators (STEM in Context) |
| D2.9 describe technological innovations involving mechanical systems that have increased productivity in various industries |
Heavy Equipment in Winter (STEM in Context) Hydraulics 101 (STEM in Context) |
| D2.10 identify social factors that influence the evolution of a system | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the social, economic, and environmental impacts of automating systems |
AI and Personal Vehicles (Backgrounder) |
| D1.2 assess the impact on individuals, society, and the environment of alternative ways of meeting needs that are currently met by existing systems, taking different points of view into consideration | What is Artificial Intelligence? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify various types of systems | Hydraulics 101 (STEM in Context) |
| D2.2 describe the purpose, inputs, and outputs of various systems, including systems related to food processing | Hydraulics 101 (STEM in Context) |
| D2.3 identify the various processes and components of a system that allow it to perform its function efficiently and safely | n/a |
| D2.4 use the scientific terms displacement, force, work, energy, and efficiency to describe everyday experiences | Hydraulics 101 (STEM in Context) |
| D2.5 demonstrate an understanding of the relationships between work, force, and displacement in simple systems |
How much power is generated when climbing a set of stairs? (Hands-on Activity) Hydraulics 101 (STEM in Context) |
| D2.6 explain the relationship between input and output forces and determine the mechanical advantage of various mechanical systems, including simple machines | n/a |
| D2.7 identify ways in which energy can dissipate from mechanical systems, and describe technological innovations that make these systems more efficient | n/a |
| D2.8 explain how providing information and support to consumers helps to ensure that the systems they use run safely and efficiently | Exploring Canada's Particle Accelerators (STEM in Context) |
| D2.9 describe technological innovations involving mechanical systems that have increased productivity in various industries |
Heavy Equipment in Winter (STEM in Context) Hydraulics 101 (STEM in Context) |
| D2.10 identify social factors that influence the evolution of a system | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental impact of the scarcity of fresh water, and propose a plan of action to help address fresh water sustainability issues | Clothing4Climate (Action Project) |
| E1.2 demonstrate an understanding of First Nations, Métis, and Inuit knowledges and values about water, connections to water, and ways of managing water resources sustainably |
Crack The Code: Water Treatment (Lesson Plan) Clothing4Climate (Action Project) |
| E1.3 assess the impact of scientific discoveries and technological innovations on local and global water systems | Clothing4Climate (Action Project) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the states of water on Earth’s surface, their distribution, relative amounts, and circulation, and the conditions under which they exist |
Clothing4Climate (Action Project) Why is rain not salty? (Hands-on Activity) What causes ocean currents? (Hands-on Activity) What is Ocean Warming and Why Does It Matter? (STEM in Context) Ice on Earth - The Cryosphere (Backgrounder) The World of Ocean Currents (Backgrounder) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) |
| E2.2 demonstrate an understanding of a watershed, and explain its importance to water management and planning | Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) |
| E2.3 explain how human activity and natural phenomena cause changes in the water table |
Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) What is Fracking? (STEM in Context) |
| E2.4 identify factors, including climate change, that have contributed to the melting of glaciers and polar ice-caps, and describe the effects of this phenomenon on local and global water systems |
Clothing4Climate (Action Project) Ice on Earth - The Cryosphere (Backgrounder) |
| E2.5 explain changes in atmospheric conditions caused by the presence of bodies of water | Climate: Polar Regions (Backgrounder) |
| E2.6 describe various indicators of water quality, and explain the impact of human activity on those indicators |
Clothing4Climate (Action Project) What are the best materials to use for cleaning water? (Hands-on Activity) Using Mussels to Monitor the Environment (STEM in Context) |
| E2.7 explain how municipalities process water and manage water usage |
Crack The Code: Water Treatment (Lesson Plan) Water Treatment (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental impact of the scarcity of fresh water, and propose a plan of action to help address fresh water sustainability issues | Clothing4Climate (Action Project) |
| E1.2 demonstrate an understanding of First Nations, Métis, and Inuit knowledges and values about water, connections to water, and ways of managing water resources sustainably |
Crack The Code: Water Treatment (Lesson Plan) Clothing4Climate (Action Project) |
| E1.3 assess the impact of scientific discoveries and technological innovations on local and global water systems | Clothing4Climate (Action Project) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the states of water on Earth’s surface, their distribution, relative amounts, and circulation, and the conditions under which they exist |
Clothing4Climate (Action Project) Why is rain not salty? (Hands-on Activity) What causes ocean currents? (Hands-on Activity) What is Ocean Warming and Why Does It Matter? (STEM in Context) Ice on Earth - The Cryosphere (Backgrounder) The World of Ocean Currents (Backgrounder) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) |
| E2.2 demonstrate an understanding of a watershed, and explain its importance to water management and planning | Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) |
| E2.3 explain how human activity and natural phenomena cause changes in the water table |
Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) What is Fracking? (STEM in Context) |
| E2.4 identify factors, including climate change, that have contributed to the melting of glaciers and polar ice-caps, and describe the effects of this phenomenon on local and global water systems |
Clothing4Climate (Action Project) Ice on Earth - The Cryosphere (Backgrounder) |
| E2.5 explain changes in atmospheric conditions caused by the presence of bodies of water | Climate: Polar Regions (Backgrounder) |
| E2.6 describe various indicators of water quality, and explain the impact of human activity on those indicators |
Clothing4Climate (Action Project) What are the best materials to use for cleaning water? (Hands-on Activity) Using Mussels to Monitor the Environment (STEM in Context) |
| E2.7 explain how municipalities process water and manage water usage |
Crack The Code: Water Treatment (Lesson Plan) Water Treatment (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
You Be The Crime Scene Investigator (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | How do I obtain a sample of DNA (Hands-on Activity) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on automating large systems in action |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 8 (Lesson Plan) Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Exploring Careers In STEM Grade 8 (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
You Be The Crime Scene Investigator (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | How do I obtain a sample of DNA (Hands-on Activity) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on automating large systems in action |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 8 (Lesson Plan) Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Exploring Careers In STEM Grade 8 (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess how various technologies have enhanced our understanding of cells and cellular processes |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B1.2 analyse beneficial and harmful effects of developments in cell biology and associated emerging technologies on human health and the environment, while taking different perspectives into consideration | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of cells, using cell theory |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B2.2 identify organelles and other cell components, including the nucleus, cell membrane, cell wall, chloroplasts, vacuole, mitochondria, and cytoplasm, and explain their basic functions |
Tomatosphere (Action Project) Light & Plants (Backgrounder) Specialized Cells of the Leaf System (Backgrounder) Plant Cell Structures and Functions (Backgrounder) Plant Functions (Backgrounder) Respiratory System in Vertebrate Animals (Backgrounder) You Be The Crime Scene Investigator (Lesson Plan) |
| B2.3 compare the structure and function of plant and animal cells | Tomatosphere (Action Project) |
| B2.4 explain the processes of diffusion and osmosis within a cell | Plant Functions (Backgrounder) |
| B2.5 describe various unicellular and multicellular organisms, and compare ways in which these two types of organisms meet their basic needs |
Marine Microbiology: Meet the Microbes of the Sea! (STEM in Context) Are Microbes Your Friend or Foe? (STEM in Context) Introduction to Bacteria (Backgrounder) |
| B2.6 describe the organization of cells into tissues, organs, and systems |
Tomatosphere (Action Project) How Do Plants Survive in the Desert (STEM in Context) Respiratory System in Vertebrate Animals (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess how various technologies have enhanced our understanding of cells and cellular processes |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B1.2 analyse beneficial and harmful effects of developments in cell biology and associated emerging technologies on human health and the environment, while taking different perspectives into consideration | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of cells, using cell theory |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B2.2 identify organelles and other cell components, including the nucleus, cell membrane, cell wall, chloroplasts, vacuole, mitochondria, and cytoplasm, and explain their basic functions |
Tomatosphere (Action Project) Light & Plants (Backgrounder) Specialized Cells of the Leaf System (Backgrounder) Plant Cell Structures and Functions (Backgrounder) Plant Functions (Backgrounder) Respiratory System in Vertebrate Animals (Backgrounder) You Be The Crime Scene Investigator (Lesson Plan) |
| B2.3 compare the structure and function of plant and animal cells | Tomatosphere (Action Project) |
| B2.4 explain the processes of diffusion and osmosis within a cell | Plant Functions (Backgrounder) |
| B2.5 describe various unicellular and multicellular organisms, and compare ways in which these two types of organisms meet their basic needs |
Marine Microbiology: Meet the Microbes of the Sea! (STEM in Context) Are Microbes Your Friend or Foe? (STEM in Context) Introduction to Bacteria (Backgrounder) |
| B2.6 describe the organization of cells into tissues, organs, and systems |
Tomatosphere (Action Project) How Do Plants Survive in the Desert (STEM in Context) Respiratory System in Vertebrate Animals (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the environmental, social, and economic impacts of various innovations and technologies that are based on the properties of fluids | n/a |
| C1.2 assess the environmental and social impacts of fluid spills, including impacts on First Nations, Métis, and Inuit communities, and including the cost and technical challenges related to cleanup and remediation efforts | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the factors that affect viscosity, and compare the viscosity of various fluids, including volumetric flow rate | n/a |
| C2.2 demonstrate an understanding of the relationship between mass, volume, and density | n/a |
| C2.3 explain the difference between solids, liquids, and gases in terms of their density, using the particle theory of matter | n/a |
| C2.4 explain the difference between liquids and gases in terms of their compressibility and how their compressibility affects their technological applications | n/a |
| C2.5 determine the buoyancy of an object, given its density, in a variety of fluids | n/a |
| C2.6 explain in qualitative terms the relationship between pressure, volume, and temperature when a liquid or a gas is compressed or heated | Hydraulics 101 (STEM in Context with Starting Points) |
| C2.7 describe how forces are transferred in all directions in fluids, including using Pascal’s law to quantify the transfer of forces in fluids | n/a |
| C2.8 describe factors that affect the flow of fluids | n/a |
| C2.9 describe the differences between pneumatic and hydraulic systems | n/a |
| C2.10 compare how fluids are used and how their flow is regulated in living organisms and in mechanical devices or systems | Hydraulics 101 (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the environmental, social, and economic impacts of various innovations and technologies that are based on the properties of fluids | n/a |
| C1.2 assess the environmental and social impacts of fluid spills, including impacts on First Nations, Métis, and Inuit communities, and including the cost and technical challenges related to cleanup and remediation efforts | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the factors that affect viscosity, and compare the viscosity of various fluids, including volumetric flow rate | n/a |
| C2.2 demonstrate an understanding of the relationship between mass, volume, and density | n/a |
| C2.3 explain the difference between solids, liquids, and gases in terms of their density, using the particle theory of matter | n/a |
| C2.4 explain the difference between liquids and gases in terms of their compressibility and how their compressibility affects their technological applications | n/a |
| C2.5 determine the buoyancy of an object, given its density, in a variety of fluids | n/a |
| C2.6 explain in qualitative terms the relationship between pressure, volume, and temperature when a liquid or a gas is compressed or heated | Hydraulics 101 (STEM in Context with Starting Points) |
| C2.7 describe how forces are transferred in all directions in fluids, including using Pascal’s law to quantify the transfer of forces in fluids | n/a |
| C2.8 describe factors that affect the flow of fluids | n/a |
| C2.9 describe the differences between pneumatic and hydraulic systems | n/a |
| C2.10 compare how fluids are used and how their flow is regulated in living organisms and in mechanical devices or systems | Hydraulics 101 (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the social, economic, and environmental impacts of automating systems |
AI and Personal Vehicles (Backgrounder) |
| D1.2 assess the impact on individuals, society, and the environment of alternative ways of meeting needs that are currently met by existing systems, taking different points of view into consideration | What is Artificial Intelligence? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify various types of systems | Hydraulics 101 (STEM in Context) |
| D2.2 describe the purpose, inputs, and outputs of various systems, including systems related to food processing | Hydraulics 101 (STEM in Context) |
| D2.3 identify the various processes and components of a system that allow it to perform its function efficiently and safely | n/a |
| D2.4 use the scientific terms displacement, force, work, energy, and efficiency to describe everyday experiences | Hydraulics 101 (STEM in Context) |
| D2.5 demonstrate an understanding of the relationships between work, force, and displacement in simple systems |
How much power is generated when climbing a set of stairs? (Hands-on Activity) Hydraulics 101 (STEM in Context) |
| D2.6 explain the relationship between input and output forces and determine the mechanical advantage of various mechanical systems, including simple machines | n/a |
| D2.7 identify ways in which energy can dissipate from mechanical systems, and describe technological innovations that make these systems more efficient | n/a |
| D2.8 explain how providing information and support to consumers helps to ensure that the systems they use run safely and efficiently | Exploring Canada's Particle Accelerators (STEM in Context) |
| D2.9 describe technological innovations involving mechanical systems that have increased productivity in various industries |
Heavy Equipment in Winter (STEM in Context) Hydraulics 101 (STEM in Context) |
| D2.10 identify social factors that influence the evolution of a system | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the social, economic, and environmental impacts of automating systems |
AI and Personal Vehicles (Backgrounder) |
| D1.2 assess the impact on individuals, society, and the environment of alternative ways of meeting needs that are currently met by existing systems, taking different points of view into consideration | What is Artificial Intelligence? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify various types of systems | Hydraulics 101 (STEM in Context) |
| D2.2 describe the purpose, inputs, and outputs of various systems, including systems related to food processing | Hydraulics 101 (STEM in Context) |
| D2.3 identify the various processes and components of a system that allow it to perform its function efficiently and safely | n/a |
| D2.4 use the scientific terms displacement, force, work, energy, and efficiency to describe everyday experiences | Hydraulics 101 (STEM in Context) |
| D2.5 demonstrate an understanding of the relationships between work, force, and displacement in simple systems |
How much power is generated when climbing a set of stairs? (Hands-on Activity) Hydraulics 101 (STEM in Context) |
| D2.6 explain the relationship between input and output forces and determine the mechanical advantage of various mechanical systems, including simple machines | n/a |
| D2.7 identify ways in which energy can dissipate from mechanical systems, and describe technological innovations that make these systems more efficient | n/a |
| D2.8 explain how providing information and support to consumers helps to ensure that the systems they use run safely and efficiently | Exploring Canada's Particle Accelerators (STEM in Context) |
| D2.9 describe technological innovations involving mechanical systems that have increased productivity in various industries |
Heavy Equipment in Winter (STEM in Context) Hydraulics 101 (STEM in Context) |
| D2.10 identify social factors that influence the evolution of a system | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental impact of the scarcity of fresh water, and propose a plan of action to help address fresh water sustainability issues | Clothing4Climate (Action Project) |
| E1.2 demonstrate an understanding of First Nations, Métis, and Inuit knowledges and values about water, connections to water, and ways of managing water resources sustainably |
Crack The Code: Water Treatment (Lesson Plan) Clothing4Climate (Action Project) |
| E1.3 assess the impact of scientific discoveries and technological innovations on local and global water systems | Clothing4Climate (Action Project) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the states of water on Earth’s surface, their distribution, relative amounts, and circulation, and the conditions under which they exist |
Clothing4Climate (Action Project) Why is rain not salty? (Hands-on Activity) What causes ocean currents? (Hands-on Activity) What is Ocean Warming and Why Does It Matter? (STEM in Context) Ice on Earth - The Cryosphere (Backgrounder) The World of Ocean Currents (Backgrounder) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) |
| E2.2 demonstrate an understanding of a watershed, and explain its importance to water management and planning | Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) |
| E2.3 explain how human activity and natural phenomena cause changes in the water table |
Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) What is Fracking? (STEM in Context) |
| E2.4 identify factors, including climate change, that have contributed to the melting of glaciers and polar ice-caps, and describe the effects of this phenomenon on local and global water systems |
Clothing4Climate (Action Project) Ice on Earth - The Cryosphere (Backgrounder) |
| E2.5 explain changes in atmospheric conditions caused by the presence of bodies of water | Climate: Polar Regions (Backgrounder) |
| E2.6 describe various indicators of water quality, and explain the impact of human activity on those indicators |
Clothing4Climate (Action Project) What are the best materials to use for cleaning water? (Hands-on Activity) Using Mussels to Monitor the Environment (STEM in Context) |
| E2.7 explain how municipalities process water and manage water usage |
Crack The Code: Water Treatment (Lesson Plan) Water Treatment (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental impact of the scarcity of fresh water, and propose a plan of action to help address fresh water sustainability issues | Clothing4Climate (Action Project) |
| E1.2 demonstrate an understanding of First Nations, Métis, and Inuit knowledges and values about water, connections to water, and ways of managing water resources sustainably |
Crack The Code: Water Treatment (Lesson Plan) Clothing4Climate (Action Project) |
| E1.3 assess the impact of scientific discoveries and technological innovations on local and global water systems | Clothing4Climate (Action Project) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the states of water on Earth’s surface, their distribution, relative amounts, and circulation, and the conditions under which they exist |
Clothing4Climate (Action Project) Why is rain not salty? (Hands-on Activity) What causes ocean currents? (Hands-on Activity) What is Ocean Warming and Why Does It Matter? (STEM in Context) Ice on Earth - The Cryosphere (Backgrounder) The World of Ocean Currents (Backgrounder) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) |
| E2.2 demonstrate an understanding of a watershed, and explain its importance to water management and planning | Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) |
| E2.3 explain how human activity and natural phenomena cause changes in the water table |
Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) What is Fracking? (STEM in Context) |
| E2.4 identify factors, including climate change, that have contributed to the melting of glaciers and polar ice-caps, and describe the effects of this phenomenon on local and global water systems |
Clothing4Climate (Action Project) Ice on Earth - The Cryosphere (Backgrounder) |
| E2.5 explain changes in atmospheric conditions caused by the presence of bodies of water | Climate: Polar Regions (Backgrounder) |
| E2.6 describe various indicators of water quality, and explain the impact of human activity on those indicators |
Clothing4Climate (Action Project) What are the best materials to use for cleaning water? (Hands-on Activity) Using Mussels to Monitor the Environment (STEM in Context) |
| E2.7 explain how municipalities process water and manage water usage |
Crack The Code: Water Treatment (Lesson Plan) Water Treatment (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
You Be The Crime Scene Investigator (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | How do I obtain a sample of DNA (Hands-on Activity) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on automating large systems in action |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 8 (Lesson Plan) Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Exploring Careers In STEM Grade 8 (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
You Be The Crime Scene Investigator (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | How do I obtain a sample of DNA (Hands-on Activity) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on automating large systems in action |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 8 (Lesson Plan) Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Exploring Careers In STEM Grade 8 (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess how various technologies have enhanced our understanding of cells and cellular processes |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B1.2 analyse beneficial and harmful effects of developments in cell biology and associated emerging technologies on human health and the environment, while taking different perspectives into consideration | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of cells, using cell theory |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B2.2 identify organelles and other cell components, including the nucleus, cell membrane, cell wall, chloroplasts, vacuole, mitochondria, and cytoplasm, and explain their basic functions |
Tomatosphere (Action Project) Light & Plants (Backgrounder) Specialized Cells of the Leaf System (Backgrounder) Plant Cell Structures and Functions (Backgrounder) Plant Functions (Backgrounder) Respiratory System in Vertebrate Animals (Backgrounder) You Be The Crime Scene Investigator (Lesson Plan) |
| B2.3 compare the structure and function of plant and animal cells | Tomatosphere (Action Project) |
| B2.4 explain the processes of diffusion and osmosis within a cell | Plant Functions (Backgrounder) |
| B2.5 describe various unicellular and multicellular organisms, and compare ways in which these two types of organisms meet their basic needs |
Marine Microbiology: Meet the Microbes of the Sea! (STEM in Context) Are Microbes Your Friend or Foe? (STEM in Context) Introduction to Bacteria (Backgrounder) |
| B2.6 describe the organization of cells into tissues, organs, and systems |
Tomatosphere (Action Project) How Do Plants Survive in the Desert (STEM in Context) Respiratory System in Vertebrate Animals (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess how various technologies have enhanced our understanding of cells and cellular processes |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B1.2 analyse beneficial and harmful effects of developments in cell biology and associated emerging technologies on human health and the environment, while taking different perspectives into consideration | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of cells, using cell theory |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B2.2 identify organelles and other cell components, including the nucleus, cell membrane, cell wall, chloroplasts, vacuole, mitochondria, and cytoplasm, and explain their basic functions |
Tomatosphere (Action Project) Light & Plants (Backgrounder) Specialized Cells of the Leaf System (Backgrounder) Plant Cell Structures and Functions (Backgrounder) Plant Functions (Backgrounder) Respiratory System in Vertebrate Animals (Backgrounder) You Be The Crime Scene Investigator (Lesson Plan) |
| B2.3 compare the structure and function of plant and animal cells | Tomatosphere (Action Project) |
| B2.4 explain the processes of diffusion and osmosis within a cell | Plant Functions (Backgrounder) |
| B2.5 describe various unicellular and multicellular organisms, and compare ways in which these two types of organisms meet their basic needs |
Marine Microbiology: Meet the Microbes of the Sea! (STEM in Context) Are Microbes Your Friend or Foe? (STEM in Context) Introduction to Bacteria (Backgrounder) |
| B2.6 describe the organization of cells into tissues, organs, and systems |
Tomatosphere (Action Project) How Do Plants Survive in the Desert (STEM in Context) Respiratory System in Vertebrate Animals (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the environmental, social, and economic impacts of various innovations and technologies that are based on the properties of fluids | n/a |
| C1.2 assess the environmental and social impacts of fluid spills, including impacts on First Nations, Métis, and Inuit communities, and including the cost and technical challenges related to cleanup and remediation efforts | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the factors that affect viscosity, and compare the viscosity of various fluids, including volumetric flow rate | n/a |
| C2.2 demonstrate an understanding of the relationship between mass, volume, and density | n/a |
| C2.3 explain the difference between solids, liquids, and gases in terms of their density, using the particle theory of matter | n/a |
| C2.4 explain the difference between liquids and gases in terms of their compressibility and how their compressibility affects their technological applications | n/a |
| C2.5 determine the buoyancy of an object, given its density, in a variety of fluids | n/a |
| C2.6 explain in qualitative terms the relationship between pressure, volume, and temperature when a liquid or a gas is compressed or heated | Hydraulics 101 (STEM in Context with Starting Points) |
| C2.7 describe how forces are transferred in all directions in fluids, including using Pascal’s law to quantify the transfer of forces in fluids | n/a |
| C2.8 describe factors that affect the flow of fluids | n/a |
| C2.9 describe the differences between pneumatic and hydraulic systems | n/a |
| C2.10 compare how fluids are used and how their flow is regulated in living organisms and in mechanical devices or systems | Hydraulics 101 (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the environmental, social, and economic impacts of various innovations and technologies that are based on the properties of fluids | n/a |
| C1.2 assess the environmental and social impacts of fluid spills, including impacts on First Nations, Métis, and Inuit communities, and including the cost and technical challenges related to cleanup and remediation efforts | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the factors that affect viscosity, and compare the viscosity of various fluids, including volumetric flow rate | n/a |
| C2.2 demonstrate an understanding of the relationship between mass, volume, and density | n/a |
| C2.3 explain the difference between solids, liquids, and gases in terms of their density, using the particle theory of matter | n/a |
| C2.4 explain the difference between liquids and gases in terms of their compressibility and how their compressibility affects their technological applications | n/a |
| C2.5 determine the buoyancy of an object, given its density, in a variety of fluids | n/a |
| C2.6 explain in qualitative terms the relationship between pressure, volume, and temperature when a liquid or a gas is compressed or heated | Hydraulics 101 (STEM in Context with Starting Points) |
| C2.7 describe how forces are transferred in all directions in fluids, including using Pascal’s law to quantify the transfer of forces in fluids | n/a |
| C2.8 describe factors that affect the flow of fluids | n/a |
| C2.9 describe the differences between pneumatic and hydraulic systems | n/a |
| C2.10 compare how fluids are used and how their flow is regulated in living organisms and in mechanical devices or systems | Hydraulics 101 (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the social, economic, and environmental impacts of automating systems |
AI and Personal Vehicles (Backgrounder) |
| D1.2 assess the impact on individuals, society, and the environment of alternative ways of meeting needs that are currently met by existing systems, taking different points of view into consideration | What is Artificial Intelligence? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify various types of systems | Hydraulics 101 (STEM in Context) |
| D2.2 describe the purpose, inputs, and outputs of various systems, including systems related to food processing | Hydraulics 101 (STEM in Context) |
| D2.3 identify the various processes and components of a system that allow it to perform its function efficiently and safely | n/a |
| D2.4 use the scientific terms displacement, force, work, energy, and efficiency to describe everyday experiences | Hydraulics 101 (STEM in Context) |
| D2.5 demonstrate an understanding of the relationships between work, force, and displacement in simple systems |
How much power is generated when climbing a set of stairs? (Hands-on Activity) Hydraulics 101 (STEM in Context) |
| D2.6 explain the relationship between input and output forces and determine the mechanical advantage of various mechanical systems, including simple machines | n/a |
| D2.7 identify ways in which energy can dissipate from mechanical systems, and describe technological innovations that make these systems more efficient | n/a |
| D2.8 explain how providing information and support to consumers helps to ensure that the systems they use run safely and efficiently | Exploring Canada's Particle Accelerators (STEM in Context) |
| D2.9 describe technological innovations involving mechanical systems that have increased productivity in various industries |
Heavy Equipment in Winter (STEM in Context) Hydraulics 101 (STEM in Context) |
| D2.10 identify social factors that influence the evolution of a system | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the social, economic, and environmental impacts of automating systems |
AI and Personal Vehicles (Backgrounder) |
| D1.2 assess the impact on individuals, society, and the environment of alternative ways of meeting needs that are currently met by existing systems, taking different points of view into consideration | What is Artificial Intelligence? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify various types of systems | Hydraulics 101 (STEM in Context) |
| D2.2 describe the purpose, inputs, and outputs of various systems, including systems related to food processing | Hydraulics 101 (STEM in Context) |
| D2.3 identify the various processes and components of a system that allow it to perform its function efficiently and safely | n/a |
| D2.4 use the scientific terms displacement, force, work, energy, and efficiency to describe everyday experiences | Hydraulics 101 (STEM in Context) |
| D2.5 demonstrate an understanding of the relationships between work, force, and displacement in simple systems |
How much power is generated when climbing a set of stairs? (Hands-on Activity) Hydraulics 101 (STEM in Context) |
| D2.6 explain the relationship between input and output forces and determine the mechanical advantage of various mechanical systems, including simple machines | n/a |
| D2.7 identify ways in which energy can dissipate from mechanical systems, and describe technological innovations that make these systems more efficient | n/a |
| D2.8 explain how providing information and support to consumers helps to ensure that the systems they use run safely and efficiently | Exploring Canada's Particle Accelerators (STEM in Context) |
| D2.9 describe technological innovations involving mechanical systems that have increased productivity in various industries |
Heavy Equipment in Winter (STEM in Context) Hydraulics 101 (STEM in Context) |
| D2.10 identify social factors that influence the evolution of a system | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental impact of the scarcity of fresh water, and propose a plan of action to help address fresh water sustainability issues | Clothing4Climate (Action Project) |
| E1.2 demonstrate an understanding of First Nations, Métis, and Inuit knowledges and values about water, connections to water, and ways of managing water resources sustainably |
Crack The Code: Water Treatment (Lesson Plan) Clothing4Climate (Action Project) |
| E1.3 assess the impact of scientific discoveries and technological innovations on local and global water systems | Clothing4Climate (Action Project) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the states of water on Earth’s surface, their distribution, relative amounts, and circulation, and the conditions under which they exist |
Clothing4Climate (Action Project) Why is rain not salty? (Hands-on Activity) What causes ocean currents? (Hands-on Activity) What is Ocean Warming and Why Does It Matter? (STEM in Context) Ice on Earth - The Cryosphere (Backgrounder) The World of Ocean Currents (Backgrounder) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) |
| E2.2 demonstrate an understanding of a watershed, and explain its importance to water management and planning | Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) |
| E2.3 explain how human activity and natural phenomena cause changes in the water table |
Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) What is Fracking? (STEM in Context) |
| E2.4 identify factors, including climate change, that have contributed to the melting of glaciers and polar ice-caps, and describe the effects of this phenomenon on local and global water systems |
Clothing4Climate (Action Project) Ice on Earth - The Cryosphere (Backgrounder) |
| E2.5 explain changes in atmospheric conditions caused by the presence of bodies of water | Climate: Polar Regions (Backgrounder) |
| E2.6 describe various indicators of water quality, and explain the impact of human activity on those indicators |
Clothing4Climate (Action Project) What are the best materials to use for cleaning water? (Hands-on Activity) Using Mussels to Monitor the Environment (STEM in Context) |
| E2.7 explain how municipalities process water and manage water usage |
Crack The Code: Water Treatment (Lesson Plan) Water Treatment (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental impact of the scarcity of fresh water, and propose a plan of action to help address fresh water sustainability issues | Clothing4Climate (Action Project) |
| E1.2 demonstrate an understanding of First Nations, Métis, and Inuit knowledges and values about water, connections to water, and ways of managing water resources sustainably |
Crack The Code: Water Treatment (Lesson Plan) Clothing4Climate (Action Project) |
| E1.3 assess the impact of scientific discoveries and technological innovations on local and global water systems | Clothing4Climate (Action Project) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the states of water on Earth’s surface, their distribution, relative amounts, and circulation, and the conditions under which they exist |
Clothing4Climate (Action Project) Why is rain not salty? (Hands-on Activity) What causes ocean currents? (Hands-on Activity) What is Ocean Warming and Why Does It Matter? (STEM in Context) Ice on Earth - The Cryosphere (Backgrounder) The World of Ocean Currents (Backgrounder) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) |
| E2.2 demonstrate an understanding of a watershed, and explain its importance to water management and planning | Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) |
| E2.3 explain how human activity and natural phenomena cause changes in the water table |
Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) What is Fracking? (STEM in Context) |
| E2.4 identify factors, including climate change, that have contributed to the melting of glaciers and polar ice-caps, and describe the effects of this phenomenon on local and global water systems |
Clothing4Climate (Action Project) Ice on Earth - The Cryosphere (Backgrounder) |
| E2.5 explain changes in atmospheric conditions caused by the presence of bodies of water | Climate: Polar Regions (Backgrounder) |
| E2.6 describe various indicators of water quality, and explain the impact of human activity on those indicators |
Clothing4Climate (Action Project) What are the best materials to use for cleaning water? (Hands-on Activity) Using Mussels to Monitor the Environment (STEM in Context) |
| E2.7 explain how municipalities process water and manage water usage |
Crack The Code: Water Treatment (Lesson Plan) Water Treatment (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
You Be The Crime Scene Investigator (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | How do I obtain a sample of DNA (Hands-on Activity) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on automating large systems in action |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 8 (Lesson Plan) Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Exploring Careers In STEM Grade 8 (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A1.1 use a scientific research process and associated skills to conduct investigations |
You Be The Crime Scene Investigator (Lesson Plan) |
| A1.2 use a scientific experimentation process and associated skills to conduct investigations | n/a |
| A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | n/a |
| A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and clothing and safely using tools, instruments, and materials | How do I obtain a sample of DNA (Hands-on Activity) |
| A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes |
Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| A2.1 write and execute code in investigations and when modelling concepts, with a focus on automating large systems in action |
Can you code a program with graph paper? (Hands-on Activity) The Solutioneers Week 1: An Unexpected Variable (Interactive) The Solutioneers Week 4: Turn That Frown into Code (Interactive) Solutioneers Week 6: Just Keep Coding (Interactive) |
| A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades |
What is Machine Learning? (Backgrounder) What is Artificial Intelligence? (Backgrounder) AI and Personal Vehicles (Backgrounder) AI and Computer Vision (Backgrounder) AI and Human-Computer Communication (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems |
Exploring Careers In STEM Grade 8 (Lesson Plan) Crack The Code: Water Treatment (Lesson Plan) You Be The Crime Scene Investigator (Lesson Plan) |
| A3.2 investigate how science and technology can be used with other subject areas to address real-world problems | Exploring Careers In STEM Grade 8 (Lesson Plan) |
| A3.3 analyse contributions to science and technology from various communities | You Be The Crime Scene Investigator (Lesson Plan) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess how various technologies have enhanced our understanding of cells and cellular processes |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B1.2 analyse beneficial and harmful effects of developments in cell biology and associated emerging technologies on human health and the environment, while taking different perspectives into consideration | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of cells, using cell theory |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B2.2 identify organelles and other cell components, including the nucleus, cell membrane, cell wall, chloroplasts, vacuole, mitochondria, and cytoplasm, and explain their basic functions |
Tomatosphere (Action Project) Light & Plants (Backgrounder) Specialized Cells of the Leaf System (Backgrounder) Plant Cell Structures and Functions (Backgrounder) Plant Functions (Backgrounder) Respiratory System in Vertebrate Animals (Backgrounder) You Be The Crime Scene Investigator (Lesson Plan) |
| B2.3 compare the structure and function of plant and animal cells | Tomatosphere (Action Project) |
| B2.4 explain the processes of diffusion and osmosis within a cell | Plant Functions (Backgrounder) |
| B2.5 describe various unicellular and multicellular organisms, and compare ways in which these two types of organisms meet their basic needs |
Marine Microbiology: Meet the Microbes of the Sea! (STEM in Context) Are Microbes Your Friend or Foe? (STEM in Context) Introduction to Bacteria (Backgrounder) |
| B2.6 describe the organization of cells into tissues, organs, and systems |
Tomatosphere (Action Project) How Do Plants Survive in the Desert (STEM in Context) Respiratory System in Vertebrate Animals (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| B1.1 assess how various technologies have enhanced our understanding of cells and cellular processes |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B1.2 analyse beneficial and harmful effects of developments in cell biology and associated emerging technologies on human health and the environment, while taking different perspectives into consideration | n/a |
| Specific Expectation | Resources |
|---|---|
| B2.1 demonstrate an understanding of cells, using cell theory |
Tomatosphere (Action Project) The Wacky History of Cell Theory (STEM in Context) |
| B2.2 identify organelles and other cell components, including the nucleus, cell membrane, cell wall, chloroplasts, vacuole, mitochondria, and cytoplasm, and explain their basic functions |
Tomatosphere (Action Project) Light & Plants (Backgrounder) Specialized Cells of the Leaf System (Backgrounder) Plant Cell Structures and Functions (Backgrounder) Plant Functions (Backgrounder) Respiratory System in Vertebrate Animals (Backgrounder) You Be The Crime Scene Investigator (Lesson Plan) |
| B2.3 compare the structure and function of plant and animal cells | Tomatosphere (Action Project) |
| B2.4 explain the processes of diffusion and osmosis within a cell | Plant Functions (Backgrounder) |
| B2.5 describe various unicellular and multicellular organisms, and compare ways in which these two types of organisms meet their basic needs |
Marine Microbiology: Meet the Microbes of the Sea! (STEM in Context) Are Microbes Your Friend or Foe? (STEM in Context) Introduction to Bacteria (Backgrounder) |
| B2.6 describe the organization of cells into tissues, organs, and systems |
Tomatosphere (Action Project) How Do Plants Survive in the Desert (STEM in Context) Respiratory System in Vertebrate Animals (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the environmental, social, and economic impacts of various innovations and technologies that are based on the properties of fluids | n/a |
| C1.2 assess the environmental and social impacts of fluid spills, including impacts on First Nations, Métis, and Inuit communities, and including the cost and technical challenges related to cleanup and remediation efforts | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the factors that affect viscosity, and compare the viscosity of various fluids, including volumetric flow rate | n/a |
| C2.2 demonstrate an understanding of the relationship between mass, volume, and density | n/a |
| C2.3 explain the difference between solids, liquids, and gases in terms of their density, using the particle theory of matter | n/a |
| C2.4 explain the difference between liquids and gases in terms of their compressibility and how their compressibility affects their technological applications | n/a |
| C2.5 determine the buoyancy of an object, given its density, in a variety of fluids | n/a |
| C2.6 explain in qualitative terms the relationship between pressure, volume, and temperature when a liquid or a gas is compressed or heated | Hydraulics 101 (STEM in Context with Starting Points) |
| C2.7 describe how forces are transferred in all directions in fluids, including using Pascal’s law to quantify the transfer of forces in fluids | n/a |
| C2.8 describe factors that affect the flow of fluids | n/a |
| C2.9 describe the differences between pneumatic and hydraulic systems | n/a |
| C2.10 compare how fluids are used and how their flow is regulated in living organisms and in mechanical devices or systems | Hydraulics 101 (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| C1.1 assess the environmental, social, and economic impacts of various innovations and technologies that are based on the properties of fluids | n/a |
| C1.2 assess the environmental and social impacts of fluid spills, including impacts on First Nations, Métis, and Inuit communities, and including the cost and technical challenges related to cleanup and remediation efforts | n/a |
| Specific Expectation | Resources |
|---|---|
| C2.1 demonstrate an understanding of the factors that affect viscosity, and compare the viscosity of various fluids, including volumetric flow rate | n/a |
| C2.2 demonstrate an understanding of the relationship between mass, volume, and density | n/a |
| C2.3 explain the difference between solids, liquids, and gases in terms of their density, using the particle theory of matter | n/a |
| C2.4 explain the difference between liquids and gases in terms of their compressibility and how their compressibility affects their technological applications | n/a |
| C2.5 determine the buoyancy of an object, given its density, in a variety of fluids | n/a |
| C2.6 explain in qualitative terms the relationship between pressure, volume, and temperature when a liquid or a gas is compressed or heated | Hydraulics 101 (STEM in Context with Starting Points) |
| C2.7 describe how forces are transferred in all directions in fluids, including using Pascal’s law to quantify the transfer of forces in fluids | n/a |
| C2.8 describe factors that affect the flow of fluids | n/a |
| C2.9 describe the differences between pneumatic and hydraulic systems | n/a |
| C2.10 compare how fluids are used and how their flow is regulated in living organisms and in mechanical devices or systems | Hydraulics 101 (STEM in Context with Starting Points) |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the social, economic, and environmental impacts of automating systems |
AI and Personal Vehicles (Backgrounder) |
| D1.2 assess the impact on individuals, society, and the environment of alternative ways of meeting needs that are currently met by existing systems, taking different points of view into consideration | What is Artificial Intelligence? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify various types of systems | Hydraulics 101 (STEM in Context) |
| D2.2 describe the purpose, inputs, and outputs of various systems, including systems related to food processing | Hydraulics 101 (STEM in Context) |
| D2.3 identify the various processes and components of a system that allow it to perform its function efficiently and safely | n/a |
| D2.4 use the scientific terms displacement, force, work, energy, and efficiency to describe everyday experiences | Hydraulics 101 (STEM in Context) |
| D2.5 demonstrate an understanding of the relationships between work, force, and displacement in simple systems |
How much power is generated when climbing a set of stairs? (Hands-on Activity) Hydraulics 101 (STEM in Context) |
| D2.6 explain the relationship between input and output forces and determine the mechanical advantage of various mechanical systems, including simple machines | n/a |
| D2.7 identify ways in which energy can dissipate from mechanical systems, and describe technological innovations that make these systems more efficient | n/a |
| D2.8 explain how providing information and support to consumers helps to ensure that the systems they use run safely and efficiently | Exploring Canada's Particle Accelerators (STEM in Context) |
| D2.9 describe technological innovations involving mechanical systems that have increased productivity in various industries |
Heavy Equipment in Winter (STEM in Context) Hydraulics 101 (STEM in Context) |
| D2.10 identify social factors that influence the evolution of a system | n/a |
| Specific Expectation | Resources |
|---|---|
| D1.1 assess the social, economic, and environmental impacts of automating systems |
AI and Personal Vehicles (Backgrounder) |
| D1.2 assess the impact on individuals, society, and the environment of alternative ways of meeting needs that are currently met by existing systems, taking different points of view into consideration | What is Artificial Intelligence? (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| D2.1 identify various types of systems | Hydraulics 101 (STEM in Context) |
| D2.2 describe the purpose, inputs, and outputs of various systems, including systems related to food processing | Hydraulics 101 (STEM in Context) |
| D2.3 identify the various processes and components of a system that allow it to perform its function efficiently and safely | n/a |
| D2.4 use the scientific terms displacement, force, work, energy, and efficiency to describe everyday experiences | Hydraulics 101 (STEM in Context) |
| D2.5 demonstrate an understanding of the relationships between work, force, and displacement in simple systems |
How much power is generated when climbing a set of stairs? (Hands-on Activity) Hydraulics 101 (STEM in Context) |
| D2.6 explain the relationship between input and output forces and determine the mechanical advantage of various mechanical systems, including simple machines | n/a |
| D2.7 identify ways in which energy can dissipate from mechanical systems, and describe technological innovations that make these systems more efficient | n/a |
| D2.8 explain how providing information and support to consumers helps to ensure that the systems they use run safely and efficiently | Exploring Canada's Particle Accelerators (STEM in Context) |
| D2.9 describe technological innovations involving mechanical systems that have increased productivity in various industries |
Heavy Equipment in Winter (STEM in Context) Hydraulics 101 (STEM in Context) |
| D2.10 identify social factors that influence the evolution of a system | n/a |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental impact of the scarcity of fresh water, and propose a plan of action to help address fresh water sustainability issues | Clothing4Climate (Action Project) |
| E1.2 demonstrate an understanding of First Nations, Métis, and Inuit knowledges and values about water, connections to water, and ways of managing water resources sustainably |
Crack The Code: Water Treatment (Lesson Plan) Clothing4Climate (Action Project) |
| E1.3 assess the impact of scientific discoveries and technological innovations on local and global water systems | Clothing4Climate (Action Project) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the states of water on Earth’s surface, their distribution, relative amounts, and circulation, and the conditions under which they exist |
Clothing4Climate (Action Project) Why is rain not salty? (Hands-on Activity) What causes ocean currents? (Hands-on Activity) What is Ocean Warming and Why Does It Matter? (STEM in Context) Ice on Earth - The Cryosphere (Backgrounder) The World of Ocean Currents (Backgrounder) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) |
| E2.2 demonstrate an understanding of a watershed, and explain its importance to water management and planning | Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) |
| E2.3 explain how human activity and natural phenomena cause changes in the water table |
Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) What is Fracking? (STEM in Context) |
| E2.4 identify factors, including climate change, that have contributed to the melting of glaciers and polar ice-caps, and describe the effects of this phenomenon on local and global water systems |
Clothing4Climate (Action Project) Ice on Earth - The Cryosphere (Backgrounder) |
| E2.5 explain changes in atmospheric conditions caused by the presence of bodies of water | Climate: Polar Regions (Backgrounder) |
| E2.6 describe various indicators of water quality, and explain the impact of human activity on those indicators |
Clothing4Climate (Action Project) What are the best materials to use for cleaning water? (Hands-on Activity) Using Mussels to Monitor the Environment (STEM in Context) |
| E2.7 explain how municipalities process water and manage water usage |
Crack The Code: Water Treatment (Lesson Plan) Water Treatment (Backgrounder) |
| Specific Expectation | Resources |
|---|---|
| E1.1 assess the social and environmental impact of the scarcity of fresh water, and propose a plan of action to help address fresh water sustainability issues | Clothing4Climate (Action Project) |
| E1.2 demonstrate an understanding of First Nations, Métis, and Inuit knowledges and values about water, connections to water, and ways of managing water resources sustainably |
Crack The Code: Water Treatment (Lesson Plan) Clothing4Climate (Action Project) |
| E1.3 assess the impact of scientific discoveries and technological innovations on local and global water systems | Clothing4Climate (Action Project) |
| Specific Expectation | Resources |
|---|---|
| E2.1 identify the states of water on Earth’s surface, their distribution, relative amounts, and circulation, and the conditions under which they exist |
Clothing4Climate (Action Project) Why is rain not salty? (Hands-on Activity) What causes ocean currents? (Hands-on Activity) What is Ocean Warming and Why Does It Matter? (STEM in Context) Ice on Earth - The Cryosphere (Backgrounder) The World of Ocean Currents (Backgrounder) Introduction to Rivers & Streams (Backgrounder) Introduction to Lakes & Ponds (Backgrounder) Humans and Freshwater Ecosystems (Backgrounder) |
| E2.2 demonstrate an understanding of a watershed, and explain its importance to water management and planning | Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) |
| E2.3 explain how human activity and natural phenomena cause changes in the water table |
Groundwater Sustainability: Protecting Our HIdden Treasure (Backgrounder) What is Fracking? (STEM in Context) |
| E2.4 identify factors, including climate change, that have contributed to the melting of glaciers and polar ice-caps, and describe the effects of this phenomenon on local and global water systems |
Clothing4Climate (Action Project) Ice on Earth - The Cryosphere (Backgrounder) |
| E2.5 explain changes in atmospheric conditions caused by the presence of bodies of water | Climate: Polar Regions (Backgrounder) |
| E2.6 describe various indicators of water quality, and explain the impact of human activity on those indicators |
Clothing4Climate (Action Project) What are the best materials to use for cleaning water? (Hands-on Activity) Using Mussels to Monitor the Environment (STEM in Context) |
| E2.7 explain how municipalities process water and manage water usage |
Crack The Code: Water Treatment (Lesson Plan) Water Treatment (Backgrounder) |
