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) |
| 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) |
| 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) 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) |
| 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) 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) 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) |
| 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) 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) |
| 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) |
| 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) 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) |
| 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) 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) 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) |
| 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) 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) |
| 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) |
| 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) 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) |
| 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) 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) 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) |
| 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) 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) |
| 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) |
| 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) 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) |
| 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) 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) 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) |
| 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) 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 (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 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 (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 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 (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 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 (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 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 (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 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 (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 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 (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 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 (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 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 |