Kindergarten to Grade 4 Science
Manitoba Curriculum Framework of Outcomes
Specific Learning Outcomes
Grade 2: Air & Water in the Environment
Overview
Air and water are major parts of our physical environment
and are essential for life. Yet, our awareness of them
is often limited largely because we identify them only
in their most obvious and observable forms. Through investigations,
students learn about the characteristics of air, and the
various forms of water in the environment. Students continue
to build their understanding of the nature of science by
describing evidence of the water cycle (see Grade 2, Cluster
2: Properties of Solids, Liquids, and Gases) and of moving
air in indoor and outdoor environments. In the process,
students discover the many ways in which air and water
contribute to the health and survival of living things,
including themselves.
Students will...
Grade 2: Air & Water in the Environment
| 2-4-01 |
Use appropriate
vocabulary related to their investigations of air
and water.
Include: wind,
air current, temperature, changes of
state, water cycle, freeze, melt, condense,
evaporate, sources of drinking water,
pollution |
GLO:
C6, D4, D5 |
| 2-4-02 |
Recognize
that air can move.
Include: wind,
air current |
GLO:
D5 |
| 2-4-03 |
Observe
and identify evidence of moving air in indoor and
outdoor environments.
Examples: leaves
blowing, drapes moving |
GLO:
B1, C2, D5 |
| 2-4-04 |
Identify
positive and negative effects of changes in air temperature
and movement in indoor and outdoor environments.
|
GLO:
B1, E3 |
| 2-4-05 |
Use the
design process to construct and test a device that
shows evidence of air movement.
Examples: windsock,
wind chime, pinwheel, sailboat, kite |
GLO:
C3 |
| 2-4-06 |
Observe
and identify examples of water in the environment.
Examples: dew,
frost, snow, rain, lakes, puddles,
clouds, fog, perspiration |
GLO:
C2, D5 |
| 2-4-07 |
Describe
evidence of water changing state, and recognize that
these changes are part of the water cycle.
Examples: puddles
evaporating after a rainstorm, snow
melting |
GLO:
D4, D5, E2, E3 |
| 2-4-08 |
Investigate
to determine factors that cause things to dry quickly
or slowly.
Examples: air
temperature, amount of moisture in
the air, amount of wind |
GLO:
C2, D5, E3 |
| 2-4-09 |
Identify
sources of drinking water, and explain how this water
is distributed in one's own and in other communities.
Examples: wells,
springs, lakes, rivers are sources;
pumps, pipes, aqueducts and water trucks
help distribute water |
GLO:
B1, D5, E2 |
| 2-4-10 |
Describe
different uses of water by humans.
Examples: drinking,
washing, cooking, canoeing, irrigating |
GLO:
B1 |
| 2-4-11 |
Explain
and appreciate the importance of clean air and water
for humans, plants, and animals.
|
GLO:
B5, D2 |
| 2-4-12 |
Identify
substances that pollute air and water, and describe
ways of reducing such pollution.
Examples: car
exhaust, smoke, carbon monoxide, oil,
house paints, and sewage |
GLO:
B3, B5, D3, D5 |
| 2-4-13 |
Recognize
that clean water is an increasingly scarce resource
in many parts of the world, and describe consequences
of a shortage of clean water.
|
GLO:
B1, B3, B5 |
| 2-4-14 |
Record
personal use of water, and identify ways in which
they can reduce water usage.
Examples: rather
than leaving water running while brushing
teeth, turn off tap to reduce usage |
GLO:
B5, C2, C5 |
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