Overall Skills and Attitudes
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 3-0-1A |
Ask questions
that lead to investigations of living things, objects,
and events in the local environment. |
GLO:
A1, C2, C5 |
| 3-0-1B |
Make
predictions based on observed patterns, collected
data, or data provided from other sources. |
GLO:
A1, C2 |
| 3-0-1C |
Identify
practical problems to solve in the local environment. |
GLO:
C3 |
| 3-0-2A |
Access
information using a variety of sources.
Examples:
children's
magazines, local farmers, CD-ROMs, Internet |
GLO:
C6 |
| 3-0-2B |
Review
information to determine its usefulness to research
needs. |
GLO:
C6, C8 |
| 3-0-3A |
Brainstorm,
with the class, one or more methods of finding the
answer to a given question and reach consensus on
which method to implement. |
GLO:
C2, C7 |
| 3-0-3B |
Identify,
with the class, variables that have an impact on
an investigation. |
GLO:
A1, A2, C2, C7 |
| 3-0-3C |
Create,
with the class, a plan to answer a given question. |
GLO:
C2, C7 |
| 3-0-3D |
Brainstorm,
in small groups, possible solutions to a practical
problem, and reach consensus on which to implement. |
GLO:
C3, C7 |
| 3-0-3E |
Create,
in small groups, a written plan to solve a problem
or meet a need.
Include:
identify
steps to follow, prepare a simple diagram. |
GLO:
C3, C7 |
| 3-0-3F |
Develop,
in small groups, limited criteria to evaluate an
object or device based on its function and aesthetics. |
GLO:
C3, C7 |
| 3-0-4A |
Carry
out a plan, and describe the steps followed. |
GLO:
C2 |
| 3-0-4B |
Construct
an object or device to solve a problem or meet a
need. |
GLO:
C3 |
| 3-0-4C |
Test
an object or device with respect to pre-determined
criteria. |
GLO:
C3, C5 |
| 3-0-4D |
Identify
and make improvements to an object or device, and
explain the rationale for the changes. |
GLO:
C3 |
| 3-0-4E |
Respond
respectfully to the ideas and actions of others,
and recognize their ideas and contributions. |
GLO:
C5, C7 |
| 3-0-4F |
Assume
roles and share responsibilities as group members. |
GLO:
C7 |
| 3-0-4G |
Verbalize
questions, ideas, and intentions during classroom-learning
experiences. |
GLO:
C6 |
| 3-0-4H |
Follow
given safety procedures and rules, and explain why
they are needed. |
GLO:
C1 |
| 3-0-5A |
Make
observations that are relevant to a specific question. |
GLO:
A1, A2, C2 |
| 3-0-5B |
Use tools
to observe, measure, and construct.
Include:
ruler, meter
stick, pan balance, magnifying glass, bathroom
scale, thermometer, magnet |
GLO:
C2, C3, C5 |
| 3-0-5C |
Estimate
and measure mass/weight, length, volume, and temperature
using standard units. |
GLO:
C2, C3, C5 |
| 3-0-5D |
Estimate
and measure the passage of time using standard units.
Include:
seconds,
minutes, hours |
GLO:
C2, C3, C5 |
| 3-0-5E |
Record
observations in a variety of ways.
Examples:
point-form
notes, sentences, simple diagrams, charts |
GLO:
C2, C6 |
| 3-0-6A |
Display
data using more than one way to represent the same
data. |
GLO:
C2, C6 |
| 3-0-6B |
Discuss
data and generate new questions from displayed data. |
GLO:
A1, A2, C2, C5 |
| 3-0-6C |
Place
materials and objects in a sequence or in groups
using two or more attributes, and describe the system
used. |
GLO:
C2, C3, C5 |
| 3-0-7A |
Draw
a simple conclusion based on their observations. |
GLO:
A1, A2, C2 |
| 3-0-7B |
Explain
why conclusions related to classroom experiments
should be based on multiple trials or classroom data
rather than on an individual result. |
GLO:
A1, A2, C2 |
| 3-0-7C |
Identify
new problems that arise. |
GLO:
C3 |
| 3-0-7D |
Examine
how new experiences, ideas, and information connect
to prior knowledge and experiences, and record these
connections. |
GLO:
A2, C6 |
| 3-0-7E |
Communicate
results and conclusions in a variety of ways.
Examples:
point-form
lists, sentences, simple diagrams, charts,
demonstrations |
GLO:
C6 |
| 3-0-8A |
Recognize
that valid experiments normally have reproducible
results, which may vary slightly. |
GLO:
A1, A2, C2 |
| 3-0-8B |
Recognize
that scientists develop explanations from observations
and what they already know about the world, and that
good explanations are based on evidence. |
GLO:
A1, A2, C2 |
| 3-0-8C |
Recognize
that designing a solution to a simple problem may
have constraints, such as cost, materials, time,
and space. |
GLO:
B2, C3 |
| 3-0-9A |
Listen
to and consider differing opinions. |
GLO:
C5, C7 |
| 3-0-9B |
Express
enjoyment when sharing and discussing science-related
experiences from daily life. |
GLO:
C5 |
| 3-0-9C |
Take
the time to repeat a measurement or observation for
greater precision or detail. |
GLO:
C5 |
Growth and Changes in Plants
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 3-1-01 |
Use appropriate
vocabulary related to their investigations of growth
and changes in plants.
Include:
growing medium,
nutrient, energy, root, stem, leaf, flowers,
pistil, stamen, ovule, pollen, seed, fruit,
adaptation, life cycle |
GLO:
C6, D1 |
| 3-1-02 |
Observe,
compare, and contrast the structure and appearance
of several types of plants.
Examples:
plants
with different types of roots, trees with
needles and trees with leaves |
GLO:
C2, D1, E1 |
| 3-1-03 |
Show
respect for plants as living things. |
GLO:
B5 |
| 3-1-04 |
Conduct
experiments to determine conditions needed for healthy
plant growth.
Include:
light, water,
air, space, warmth, growing medium, nutrients |
GLO:
A1, C2, C5, D1 |
| 3-1-05 |
Recognize
that a plant uses the Sun's energy to make its own
food. |
GLO:
D1, D2, D4, E4 |
| 3-1-06 |
Use the
design process to construct an environment that enhances
plant growth.
Examples:
window
sill garden, terrarium, cold frames |
GLO:
A5, C3, C5, D1 |
| 3-1-07 |
Identify
the basic parts of plants and describe their functions.
Include:
roots, stems,
leaves, flowers, pistil, stamen, ovule, pollen,
seeds, fruit |
GLO:
D1, E2 |
| 3-1-08 |
Explain
how different adaptations of plants help them survive
in particular environments.
Examples:
cacti
have fleshy stems that store water, allowing
them to survive in a dry environment; plants
with tap roots can grow well in heavily
compacted soil |
GLO:
D1, D2, E1 |
| 3-1-09 |
Identify
plant adaptations that can be harmful to humans,
and describe their effects.
Examples:
rose
thorns cause painful punctures, poison
in rhubarb leaves can cause sickness and
death |
GLO:
B3, C1, D1 |
| 3-1-10 |
Care
for a flowering plant throughout its life cycle,
tracking its growth, and its changes over time. |
GLO:
B5, C5, D1, E3 |
| 3-1-11 |
Identify
characteristics that remain constant and those that
change throughout the life cycle of a flowering plant.
Examples:
generally,
for a given plant, the leaf shape and flower
colour stay the same, whereas the leaf
size and number of leaves change |
GLO:
D1, E3 |
| 3-1-12 |
Identify
needs common to plants and animals, and contrast
how they meet those needs. |
GLO:
D1, E1 |
| 3-1-13 |
Describe
ways that plants and animals depend on each other.
Examples:
plants
provide food and shelter for some animals,
animals help distribute pollen and seeds |
GLO:
D2, E2 |
| 3-1-14 |
Describe
ways plants are important to the environment.
Examples:
improve
soil, air, and water quality; reduce erosion |
GLO:
B5, D2 |
| 3-1-15 |
Identify
and describe hobbies and jobs involving plants. |
GLO:
B4 |
| 3-1-16 |
Identify
how humans from various cultures use plant parts
for food and medicine.
Examples:
use of
roots for food (carrots) and medicine (ginseng) |
GLO:
A4, B1, C5, E1 |
| 3-1-17 |
Investigate
to determine how humans from various cultures make
useful products from plant materials.
Examples:
lumber
milling, paper making, rope making, fabric
making |
GLO:
A3, A4, B1 |
| 3-1-18 |
Explain
how humans replenish the plants they use and the
consequences if plants are not replenished.
Examples:
after
loggers harvest trees, new ones should
be planted to ensure a future lumber supply |
GLO:
B1, B5, E3 |
Materials and Structures
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 3-2-01 |
Use appropriate
vocabulary related to their investigations of materials
and structures.
Include:
strength,
balance, stability, structure, frame structure,
natural structure, human-built structure,
force |
GLO:
C6, D3 |
| 3-2-02 |
Conduct
experiments to compare the strength of common materials.
Examples:
wooden
toothpicks, plastic straws, paper, cardboard,
polystyrene foam |
GLO:
A1, A2, C2, D3 |
| 3-2-03 |
Explore
to determine ways to strengthen a material used for
building.
Include:
changing
shape, bulk, and number of layers |
GLO:
B1, C2, D3 |
| 3-2-04 |
Explore
to determine an appropriate method for joining two
materials for a specific use. |
GLO:
C2, D3 |
| 3-2-05 |
Recognize
that balance affects the stability of a structure.
Examples:
a domino
tower that leans to one side is more likely
to tip over than one that stands straight |
GLO:
D4 |
| 3-2-06 |
Explore
to determine ways to improve the strength and stability
of a frame structure.
Examples:
use of
triangulation or a cross member |
GLO:
C2, D4, E2 |
| 3-2-07 |
Identify
shapes that are part of natural and human-built structures
from various cultures and describe how these shapes
help to provide strength and stability.
Examples:
cylinders,
triangles, hexagons in outdoor playstructure,
hexagons in a honeycomb |
GLO:
A4, D4, E2 |
| 3-2-08 |
Identify
characteristics of materials that need to be considered
when choosing materials for building structures.
Examples:
strength,
flexibility, durability, surface texture |
GLO:
D3 |
| 3-2-09 |
Use the
design process to build a structure that meets given
criteria related to strength, stability, and function. |
GLO:
A3, C3 |
| 3-2-10 |
Describe
the effects of various forces on different structures.
Examples:
bookshelf
sagging under the mass/weight of books,
tent blowing over in a storm |
GLO:
D4, E2 |
| 3-2-11 |
Evaluate
simple structures to determine if they are safe and
appropriate to the user.
Examples:
classroom
furniture |
GLO:
C1, C3, C4, D4 |
| 3-2-12 |
Investigate
to identify hobbies and jobs related to construction,
engineering, and architecture. |
GLO:
B4 |
| 3-2-13 |
Identify
various materials used in the construction of buildings
in their community and in communities around the
world. |
GLO:
A4, B1, D3, E1 |
Forces That Attract or Repel
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 3-3-01 |
Use appropriate
vocabulary related to their investigations of forces.
Include:
force, attract,
repel, gravity, magnet, magnetize, magnetism,
north pole, south pole, magnetic field, compass,
electrostatic charge, static electricity,
electrostatic force |
GLO:
C6, D4 |
| 3-3-02 |
Recognize
that force is a push or pull and that attraction
and repulsion are types of pushes and pulls. |
GLO:
D4 |
| 3-3-03 |
Describe
evidence showing that objects and living things on
or near Earth are pulled toward it by a force called
gravity. |
GLO:
A2, D4 |
| 3-3-04 |
Predict
and test to identify materials that are attracted
by magnets and those that can be magnetized. |
GLO:
C2, C5, D3 |
| 3-3-05 |
Investigate
to determine how to magnetize a given object.
Include:
contact with
another magnet, proximity to a magnet |
GLO:
C2, D4 |
| 3-3-06 |
Investigate
to determine the location of poles on a magnet, and
the shape of the magnetic field around a magnet. |
GLO:
A1, C2, D4 |
| 3-3-07 |
Demonstrate
that opposite poles attract and like poles repel. |
GLO:
C2, D4 |
| 3-3-08 |
Explain
why Earth can be compared to a giant magnet.
Include:
Earth has
a magnetic field with poles adjacent to the
geographic poles |
GLO:
D4, E1, E2 |
| 3-3-09 |
Demonstrate
and explain how a compass operates by magnetism.
Include:
Earth's magnetic
pole attracts the magnetic needle of a compass |
GLO:
B1, D4 |
| 3-3-10 |
Describe
potentially harmful effects of magnets on magnetized
materials.
Examples:
computers,
videos, credit cards |
GLO:
B1, C1, D4 |
| 3-3-11 |
Describe
and demonstrate ways to use everyday materials to
produce electrostatic charges.
Examples:
rubbing
feet on carpet, brushing hair, rubbing
a balloon on clothes |
GLO:
D4 |
| 3-3-12 |
Investigate
to determine how electrostatically charged materials
interact with each other and with uncharged materials.
Include:
charged materials
attract or repel each other, charged materials
attract uncharged materials |
GLO:
A2, C2, D4 |
| 3-3-13 |
Identify
ways in which problems associated with static electricity
can be avoided or eliminated.
Examples:
staying
indoors when there is a lightning storm,
grounding yourself before using computers,
avoiding shuffling your feet on carpets |
GLO:
B1, C1, D4 |
| 3-3-14 |
Investigate
to determine the change in magnetic and electrostatic
forces at different distances. |
GLO:
C2, D4 |
| 3-3-15 |
Predict
and test to determine the effect of placing materials
between a magnet and an attracted object and between
charged objects.
Examples:
different
thicknesses of paper, glass, water, metal |
GLO:
C2, C5, D4 |
| 3-3-16 |
Recognize
that gravitational, magnetic, and electrostatic forces
can move certain objects without touching them directly. |
GLO:
D4 |
| 3-3-17 |
Distinguish
between motion that is caused without contact and
that which is caused by contact. |
GLO:
D4 |
| 3-3-18 |
Identify
devices that use gravitational, magnetic, or electrostatic
forces.
Examples:
balances,
magnetic cupboard latches, dust mops |
GLO:
B1, D4 |
| 3-3-19 |
Use the
design process to construct a game, toy, or useful
device that uses gravitational, magnetic, or electrostatic
forces. |
GLO:
C3, C5 |
Soils in the Environment
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 3-4-01 |
Use appropriate
vocabulary related to their investigations of soils
in the environment.
Include:
soil, soil
component, loam, clay, sand, pebbles, organic
matter, humus, rocks, sedimentation, sieving,
water-holding capacity |
GLO:
C6, D5 |
| 3-4-02 |
Identify
and describe various components within a sample of
soil from the local environment.
Examples:
clay,
loam, sand, pebbles, organic matter, humus,
rocks |
GLO:
D5 |
| 3-4-03 |
Explore
to determine ways to separate soil components.
Include:
sedimentation
and sieving techniques |
GLO:
C2, D5 |
| 3-4-04 |
Describe
and compare components of soil samples collected
at different locations and depths. |
GLO:
D5, E1 |
| 3-4-05 |
Compare
the water-holding capacity of different soils.
Examples:
sandy
soil retains far less water than loamy
soil |
GLO:
D3, D5, E1 |
| 3-4-06 |
Describe
the effect of water on different soils.
Examples:
texture,
cohesion, ability to hold shape |
GLO:
D3, D5 |
| 3-4-07 |
Conduct
experiments to determine how different soils affect
the growth of plants.
Examples:
compare
the same type of plant grown in sand versus
potting soil |
GLO:
A1, A2, C2, D2 |
| 3-4-08 |
Explain
the importance of understanding the characteristics
of different soils.
Examples:
enables
farmers to determine which crops can be
grown in a particular area, enables gardeners
to improve plant growth, enables engineers
to know what types of foundations to set
for structures |
GLO:
A5, B1, B5, E2 |
| 3-4-09 |
Identify
animals found in soil and explain their importance
to soil quality.
Examples:
worms,
insects, and mammals help to aerate the
soil or increase nutrients |
GLO:
B5, D2 |
| 3-4-10 |
Describe
ways to return organic matter to the soil.
Examples:
composting,
spreading manure on fields |
GLO:
B1, B5, D2, D5 |
| 3-4-11 |
Use the
design process to construct a simple composter that
returns organic matter to the soil
Examples:
classroom
composter for left-over food, school composter
for grass clippings and leaves |
GLO:
B1, B5, C3, D2 |
| 3-4-12 |
Investigate
how humans from various cultures use earth materials
to make objects.
Examples:
clay
pots, sod houses, adobe bricks, glass |
GLO:
A4, B1, B4 |
