Overall Skills and Attitudes
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 7-0-1A |
Formulate
specific questions that lead to investigations.
Include: rephrase
questions to a testable form, focus research
questions |
GLO:
A1, C2 |
| 7-0-1B |
Select
and justify a method to be used in finding the answer
to a specific question. |
GLO:
C2 |
| 7-0-1C |
Identify
practical problems to solve.
Examples: How can
I make my soup hot? Which sunscreen should
I buy? |
GLO:
C3 |
| 7-0-1D |
Select
and justify a method to be used in finding a solution
to a practical problem. |
GLO:
C3 |
| 7-0-2A |
Access
information using a variety of sources.
Examples: libraries,
magazines, community resource people, outdoor
experiences, videos, CD-ROMS, Internet |
GLO:
C6 |
| 7-0-2B |
Evaluated
the usefulness, currency, and reliability of information
using pre-determined criteria. |
GLO:
C6, C8 |
| 7-0-2C |
Make
notes using headings and subheadings or graphic organizers
appropriate to a topic and reference sources. |
GLO:
C6 |
| 7-0-3A |
Formulate
a prediction/hypothesis that identifies a cause and
effect relationship between the dependent and independent
variables. |
GLO:
A2, C2 |
| 7-0-3C |
Create
a written plan to answer a specific question.
Include: apparatus,
materials, safety considerations, steps to
follow, and variables to control |
GLO:
C1, C2 |
| 7-0-3D |
Develop
criteria to evaluate a prototype or consumer product.
Include: function,
aesthetics, environmental considerations,
cost, efficiency |
GLO:
C3 |
| 7-0-3E |
Create
a written plan to solve a problem.
Include: materials,
safety considerations, three-dimensional
sketches, steps to follow |
GLO:
C1, C3, C6 |
| 7-0-4A |
Carry
out procedures that comprise a fair test.
Include: controlling
variables, repeating experiments to increase
accuracy and reliability of results |
GLO:
C2 |
| 7-0-4B |
Construct
a prototype. |
GLO:
C3 |
| 7-0-4C |
Work
cooperatively with group members to carry out a plan,
and troubleshoot problems as they arise. |
GLO:
C7 |
| 7-0-4D |
Assume
various roles to achieve group goals. |
GLO:
C7 |
| 7-0-4E |
Demonstrate
work habits that ensure personal safety and the safety
of others and consideration for the environment.
Include: keeping an
uncluttered workspace, putting equipment
away after its use, handling glassware with
care, wearing goggles when required, disposing
of materials in a safe and responsible manner |
GLO:
C1 |
| 7-0-4F |
Identify
WHMIS hazard symbols that provide information on
the safety of substances. |
GLO:
C1 |
| 7-0-5A |
Make
observations that are relevant to a specific question. |
GLO:
A1, A2, C2 |
| 7-0-5B |
Test
a prototype or consumer product with respect to pre-determined
criteria. |
GLO:
C3, C5 |
| 7-0-5C |
Select
and use tools to observe, measure, and construct.
Include: microscopes,
a variety of thermometers, graduated cylinders,
glassware, balance |
GLO:
C2, C3, C5 |
| 7-0-5D |
Use conversions
among commonly used SI units. |
GLO:
C2, C3 |
| 7-0-5E |
Estimate
and measure accurately using SI and other standard
units.
Include: determining
volume by displacement of water |
GLO:
C2, C5 |
| 7-0-5F |
Record,
compile and display observations and data using an
appropriate format. |
GLO:
C2, C6 |
| 7-0-6A |
Construct
graphs to display data, and interpret and evaluate
these and other graphs.
Examples: frequency
tallies, histograms, double-bar graphs,
stem-and-leaf plots |
GLO:
C2, C6 |
| 7-0-6B |
Interpret
pattern and trends in data, and infer and explain
relationships. |
GLO:
A1, A2, C2, C5 |
| 7-0-6C |
Identify
strengths and weaknesses of different methods of
collecting and displaying data and potential sources
of error. |
GLO:
A1, A2, C2, C5 |
| 7-0-6D |
Identify
and make improvements to a prototype and explain
the rationale for the changes. |
GLO:
C3, C4 |
| 7-0-6E |
Evaluate
the strengths and weaknesses of a consumer product
based on pre-determined criteria. |
GLO:
C3, C4 |
| 7-0-6F |
Identify
how the original plan evolved and justify the changes. |
GLO:
C2, C3 |
| 7-0-7A |
Draw
a conclusion that explains investigation results.
Include: explaining
the cause and effect relationship between
the dependent and independent variables;
identifying alternative explanations for
observations; supporting or rejecting a prediction/hypothesis |
GLO:
A1, A2, C2 |
| 7-0-7B |
Critically
evaluate conclusions, basing arguments on fact rather
than opinion. |
GLO:
C2, C4 |
| 7-0-7C |
Identify
a new prediction/hypothesis based on results of investigations. |
GLO:
A1, C2 |
| 7-0-7D |
Propose
and justify a solution to the initial problem. |
GLO:
C3 |
| 7-0-7E |
Identify
new practical problems to solve. |
GLO:
C3 |
| 7-0-7F |
Reflect
on prior knowledge and experiences to construct new
understanding and apply this new knowledge in other
contexts. |
GLO:
A2, C4 |
| 7-0-7G |
Communicate
methods, results, conclusions, and new knowledge
in a variety of ways.
Examples: oral,
written, multi-media presentations |
GLO:
C6 |
| 7-0-7H |
Identify
and evaluate potential applications of investigation
results. |
GLO:
C4 |
| 7-0-8A |
Distinguish
between science and technology.
Include: purpose,
procedures, products |
GLO:
A3 |
| 7-0-8B |
Describe
examples of how scientific knowledge has evolved
in light of new evidence, and the role of technology
in this evolution. |
GLO:
A2, A5, B1 |
| 7-0-8D |
Describe
examples of how technologies have evolved over time
in response to changing needs and scientific advances. |
GLO:
A5, B1, B2 |
| 7-0-8E |
Provide
examples of Canadian institutions that have contributed
to science and technology and describe their contributions. |
GLO:
A1, A4, B1, B4 |
| 7-0-8F |
Relate
personal activities to specific science disciplines. |
GLO:
A1, B4 |
| 7-0-8G |
Discuss
societal, environmental, and economic impacts of
scientific and technological endeavours.
Include: local and
global impacts |
GLO:
A1, B1, B3, B5 |
| 7-0-9A |
Appreciate
and respect that science has evolved from different
views held by women and men from a variety of societies
and cultural backgrounds. |
GLO:
A4 |
| 7-0-9B |
Express
interest in a broad scope of science and technology-related
fields and issues. |
GLO:
B4 |
| 7-0-9C |
Demonstrate
confidence in their ability to carry out investigations
in science and technology. |
GLO:
C5 |
| 7-0-9D |
Value
skepticism, accuracy, precision, and open-mindedness
as scientific and technological habits of mind. |
GLO:
C5 |
| 7-0-9E |
Be sensitive
and responsible in maintaining a balance between
the needs of humans and a sustainable environment. |
GLO:
B5 |
| 7-0-9F |
Consider
the cause and effects relationships of actions and
decisions. |
GLO:
B5, C4, E3 |
Interactions Within Ecosystems
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 7-1-01 |
Use appropriate
vocabulary related to their investigations of interactions
within ecosystems.
Include: ecosystem,
biosphere, abiotic, biotic, organisms, ecological
succession, photosynthesis, cellular respiration,
ecological pyramid, bioaccumulation, scavengers,
decomposers, micro-organisms |
GLO:
C6, D2 |
| 7-1-02 |
Define
ecosystem, and describe various examples that range
from the microscopic to the entire biosphere.
Include: a place on
Earth where living things interact with other
living things as well as non-living things |
GLO:
D2, E2 |
| 7-1-03 |
Identify
abiotic and biotic components of ecosystems that
allow particular organisms to survive. |
GLO:
D1, D2, E2 |
| 7-1-04 |
Describe
ecological succession and identify signs of succession
in a variety of ecosystems.
Include: the natural
process whereby some species are replaced
by other species in a predictable pattern |
GLO:
D2, E2, E3 |
| 7-1-05 |
Identify
and describe positive and negative examples of human
interventions that have an impact on ecological succession
or the makeup of ecosystems.
Examples: positive
- protecting habitats, reintroducing species;
negative - preventing natural fires, introducing
non-indigenous species, draining wetlands
for agriculture or housing |
GLO:
B5, D2, E2, E3 |
| 7-1-06 |
Identify
environmental, social, and economic factors that
should be considered in the management and preservation
of ecosystems.
Examples: habitat
preservation, recreation, employment, industrial
growth, resource development |
GLO:
B1, B5, D2, E2 |
| 7-1-07 |
Propose
a course of action to protect the habitat of a particular
organism within an ecosystem.
Examples: protect
the nesting habitat of a given bird in
a local wetland |
GLO:
B5, C3, D2, E2 |
| 7-1-08 |
Compare
photosynthesis to cellular respiration, and explain
how both are part of the cycling of matter and the
transfer of energy in ecosystems.
Include: photosynthesis:
water + carbon dioxide + light energy = sugar
+ oxygen in the presence of chlorophyll;
cellular respiration: sugar + oxygen = water
+ carbon dioxide + energy |
GLO:
A2, C6, D2, E4 |
| 7-1-09 |
Analyze
food webs, using ecological pyramids, to show energy
gained or lost at various consumer levels.
Include: producers;
primary, secondary, and tertiary consumers |
GLO:
C2, C8, D2, E4 |
| 7-1-10 |
Analyze,
using ecological pyramids, the implications of the
loss of producers and consumers to the transfer of
energy within an ecosystem. |
GLO:
C2, C8, D2, E4 |
| 7-1-11 |
Explain,
using ecological pyramids, the potential for bioaccumulation
within an ecosystem. |
GLO:
D2, E2, E4 |
| 7-1-12 |
Provide
examples of scavengers and decomposers, and describe
their role in cycling matter in an ecosystem.
Include: micro-organisms |
GLO:
D2, E1, E2, E3 |
| 7-1-13 |
Demonstrate
proper use and care of the microscope to observe
micro-organisms.
Include: preparing
wet mounts beginning with the least powerful
lens; focussing; drawing specimens; indicating
magnification |
GLO:
C1, C2, C7 |
| 7-1-14 |
Identify
benefical and harmful roles played by micro-organisms.
Examples: benefical
- aids in digestion, composting, food and
vaccine production; harmful - causes disease,
food spoilage |
GLO:
B3, C2, D2 |
| 7-1-15 |
Research
and describe human food production or preservation
techniques that apply a knowledge of micro-organisms.
Examples: bread
and yogurt making, food drying, sterilization,
refrigeration |
GLO:
A5, B2, B3, D1 |
Particle Theory of Matter
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 7-2-01 |
Use appropriate
vocabulary related to their investigations of the
particle theory of matter.
Include:
boiling and
melting points, pure substance, scientific
theory, particle theory of matter, temperature,
heat, conduction, convection, radiation,
mixture, solution, mechanical mixture, homogeneous
heterogeneous, solutes, solvents, solubility,
concentration, dilute, concentrated, saturated,
unsaturated, terms related to forms of energy |
GLO:
C6, D3, E4 |
| 7-2-02 |
Evaluate
different types of thermometers using the design
process.
Examples: materials
used, range, sensitivity, durability, scale,
cost |
GLO:
C1, C3 |
| 7-2-03 |
Demonstrate
the effects of heating and cooling on the volume
of solids, liquids, and gases, and give examples
from daily life. |
GLO:
A2, C1, D3, E4 |
| 7-2-04 |
Compare
the boiling and melting points of a variety of substances
and recognize that boiling and melting points are
properties of pure substances.
Include: water |
GLO:
C2, D3, E3, E4 |
| 7-2-05 |
Explain
what scientific theories are, and provide some examples.
Include: a scientific
theory helps to explain an observation; when
this explanation has been repeatedly tested
and shown to be consistent it is generally
accepted in the scientific world |
GLO:
A1, A2 |
| 7-2-06 |
Describe
the particle theory of matter and use it to explain
changes of state. |
GLO:
A2, C6, D3, D4 |
| 7-2-07 |
Differentiate
between the concept of temperature and the concept
of heat. |
GLO:
D3, D4, E4 |
| 7-2-08 |
Demonstrate
how heat can be transmitted through solids, liquids,
and gases.
Include: conduction,
convection, radiation |
GLO:
C1, D3, D4, E4 |
| 7-2-09 |
Plan
an experiment to identify materials that are good
heat insulators and good heat conductors, and describe
some uses of these materials. |
GLO:
B1, D3, D4 |
| 7-2-10 |
Use the
design process to construct a prototype that controls
the transfer of heat energy.
Examples: insulated
lunch bag, solar oven, home insulation |
GLO:
A5, B2, C3, C4 |
| 7-2-11 |
Recognize
that heat energy is the most common by-product of
energy transformations, and describe some examples.
Examples: thermal
pollution, body heat, friction |
GLO:
B1, D4, E4 |
| 7-2-12 |
Identify
different forms of energy that can be transformed
into heat energy.
Include: mechanical,
chemical, nuclear, electrical |
GLO:
D4, E4 |
| 7-2-13 |
Differentiate
between pure substances and mixtures by using the
particle theory of matter.
Include: a pure substance
is made up of one type of particle; a mixture
is made up of two or more types of particles |
GLO:
A2, D3, E1 |
| 7-2-14 |
Differentiate
between the two types of mixtures, solutions and
mechanical mixtures.
Include: solutions
- homogeneous; mechanical mixtures - heterogeneous
mixtures |
GLO:
D3, E1 |
| 7-2-15 |
Classify
a variety of substances used in daily life as pure
substances, solutions, or mechanical mixtures.
Examples: distilled
water, paint thinner, mouthwash, peanut
butter, liquid soap, medicines, sunscreens |
GLO:
B1, E1 |
| 7-2-16 |
Identify
solutes and solvents in common solid, liquid, and
gaseous solutions. |
GLO:
D3 |
| 7-2-17 |
Describe
solutions by using the particle theory of matter.
Include: particles
have an attraction for each other; the attraction
between the particles of solute and solvent
keeps them in solution |
GLO:
A1, D3, E1 |
| 7-2-18 |
Demonstrate
different methods of separating the components of
both solutions and mechanical mixtures.
Examples: distillation,
chromatography, evaporation, sieving, dissolving,
filtration, decanting, magnetism, sedimentation |
GLO:
C1, C2 |
| 7-2-19 |
Identify
a separation technique used in industry, and explain
why it is appropriate. |
GLO:
B1, C4 |
| 7-2-20 |
Experiment
to determine factors that affect solubility.
Include: agitation,
surface area, temperature |
GLO:
C2, D3 |
| 7-2-21 |
Describe
the concentration of a solution in qualitative and
quantitative terms, and give examples from daily
life when the concentration of a solution influences
its usefulness.
Include: dilute, concentrated,
grams of solute per 100 mL |
GLO:
C6, D3 |
| 7-2-22 |
Demonstrate
the difference between saturated and unsaturated
solutions. |
GLO:
C2, C6, D3 |
| 7-2-23 |
Discuss
the potential harmful effects of some substances
on the environment, and identify methods to ensure
their safe use and disposal.
Examples: pollution
of groundwater from improper disposal of
paints and solvents; pollution of the atmosphere
by car exhaust |
GLO:
B1, B3, B5, C1 |
Forces and Structures
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 7-3-01 |
Use appropriate
vocabulary related to their investigations of forces
and structures.
Include: frame, shell,
solid, centre of gravity, stability, compression,
tension, shear, torsion, internal and external
forces, stress, structural fatigue, structural
failure, load, magnitude, point and plane
of application, efficiency. |
GLO:
C6, D4 |
| 7-3-02 |
Classify
natural and human-built structures found locally
and around the world.
Include: frame, shell,
solid |
GLO:
E1 |
| 7-3-03 |
Identify
the centre of gravity in a model structure, and demonstrate
that changes in the location of a structure's centre
of gravity affect its stability. |
GLO:
C1, D4 |
| 7-3-04 |
Identify
internal forces acting on a structure, and describe
them using diagrams
Examples: compression,
tension, shear, torsion |
GLO:
D4, E4 |
| 7-3-05 |
Identify
external forces acting of a structure, and describe
them using diagrams
Examples: snow
on a rooftop, wind on a tent, water against
a beaver dam |
GLO:
C6, D4, E4 |
| 7-3-06 |
Recognize
that internal and external forces apply stress to
structures, and describe examples in which this stress
has led to structual fatigue or structural failure. |
GLO:
D4, E3 |
| 7-3-07 |
Investigate
to determine that the effect of a force on a structure
depends on its magnitude, direction, and point and
plane of application. |
GLO:
D4 |
| 7-3-08 |
Describe,
using diagrams, how common structural shapes and
components can increase the strength and stability
of a structure.
Examples: a triangle
distributes the downward force of a load
evenly between its two vertices |
GLO:
C6, D3, D4 |
| 7-3-09 |
Describe
and demonstrate methods to increase the strength
of materials
Examples: corrugation
of surfaces, lamination of adjacent members,
alteration of the shape of components |
GLO:
C2, C3, D3, E3 |
| 7-3-10 |
Determine
the efficiency of a structure by comparing its mass
with the mass of the load it supports. |
GLO:
C1, C5 |
| 7-3-11 |
Evaluate
a structure to determine the appropriateness of its
design, using the design process.
Examples: jacket,
foot stool, local building |
GLO:
C3, C4, C8, D4 |
| 7-3-12 |
Use the
design process to construct a structure that will
withstand the application of an external force.
Examples: a tower
that will remain standing during a simulated
earthquake |
GLO:
C3, D3, D4 |
Earth's Crust
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 7-4-01 |
Use appropriate
vocabulary related to their investigations of the
Earth's crust.
Include: crust, mantle,
outer core, inner core, weathering (physical,
biological and chemical) , erosion, rock
cycle, fossil fuel, geothermal energy, continental
drift theory, theory of plate tectonics |
GLO:
C6, D5 |
| 7-4-02 |
Describe
the Earth's structure.
Include: crust, mantle,
outer core, inner core |
GLO:
C6, D5 |
| 7-4-03 |
Describe
the geological processes involved in rock and mineral
formation, and classify rocks and minerals by their
method of formation. |
GLO:
D3, D5, E3 |
| 7-4-04 |
Investigate
and describe the processes of weathering and erosion,
and recognize that they cause changes in the landscape
over time.
Include: physical,
biological, and chemical weathering |
GLO:
D3, D5, E3 |
| 7-4-05 |
Explain
how rocks on the Earth constantly undergo a slow
process of change through the rock cycle. |
GLO:
D5, E3 |
| 7-4-06 |
Identify
geologic resources that are used by humans as sources
of energy, and describe their method of formation.
Include: fossil fuels,
geothermal energy |
GLO:
D4, D5, E3 |
| 7-4-07 |
Identify
geologic resources that are present in Manitoba and
Canada, and describe the processes involved in their
location, extraction, processing, and recycling.
Include: fossil fuels,
minerals |
GLO:
A5, B5, D3, D5 |
| 7-4-08 |
Identify
environmental impacts of geological resource extraction,
and describe techniques used to address these. |
GLO:
B1, B5, C1, C3 |
| 7-4-09 |
Recognize
that soil is a natural resource, and explain how
the characteristics of soil determine its use. |
GLO:
D5, E1 |
| 7-4-10 |
Describe
methods used to control soil erosion, and recognize
the importance of soil conservation.
Examples: economically
important to the agri-food industry, important
for controlling the flow of water, necessary
for plant growth. |
GLO:
A5, B2, B5, E3 |
| 7-4-11 |
Identify
environmental, social, and economic factors that
should be considered in making informed decisions
about land use. |
GLO:
B1, B5, D5 |
| 7-4-12 |
Describe
evidence used to support the continental drift theory
and explain why this theory was not generally accepted
by scientists. |
GLO:
A1, A2, A4, D5 |
| 7-4-13 |
Describe
evidence used to support the theory of plate tectonics,
the role technology has played in the development
of this theory, and reasons why it is generally accepted
by scientists. |
GLO:
A1, A2, A5, D5 |
| 7-4-14 |
Explain
geological processes and events using the theory
of plate tectonics.
Include: mountain
formation, earthquakes, volcanoes |
GLO:
A1, A2, D5, E3 |
| 7-4-15 |
Identify
specialized careers involving the study of the Earth's
crust or the utilization of geological resources,
and give examples of technologies used in each.
Examples: geophysicist,
seismologist, volcanologist, farmer |
GLO:
A5, B4 |
