Grade 6 — Science: Diversity and Adaptations within an Environment

• 1.1.2 Consider Others' Ideas - select from others' ideas and observations to develop thinking and understanding
• 1.2.4 Extend Understanding - appraise ideas for clarity and ask extending questions; select from others' experiences and ideas to extend ways of knowing the world
• 2.1.2 Comprehension Strategies - use comprehension strategies [such as asking questions, making notes, adjusting reading rate...] appropriate to the type of text and purpose [including summarizing, outlining, remembering ideas, and responding personally]
• 2.3.5 Create Original Texts - create original texts [such as letters, short stories, media broadcasts, plays, poems, video presentations, readers' theatre...] to communicate and demonstrate understanding of forms and techniques
• 3.1.2 Ask Questions - formulate relevant questions to focus information needs for an inquiry
• 3.1.3 Contribute to Group Inquiry - contribute to group knowledge of topics to help identify and focus information needs, sources, and purposes for group inquiry or research
• 3.2.1 Identify Personal and Peer Knowledge - recall, record, and organize personal and peer knowledge of a topic for inquiry or research
• 3.2.2 Identify Sources - answer inquiry and research questions using a variety of information sources [such as bulletin boards, art, music, skilled community people, CD-ROMs, Internet...]
• 3.2.5 Make Sense of Information - use organizational patterns of oral, visual, and written texts [including main ideas and supporting details, explanation, comparison and contrast, cause and effect, and sequence] to construct meaning; skim, scan, and read closely to gather information
• 3.3.1 Organize Information - organize information and ideas using a variety of strategies and techniques (such as comparing and contrasting, classifying and sorting according to subtopics, sequences, order of priority or importance...)
• 4.2.2 Revise Content - revise to eliminate unnecessary information
• 4.4.1 Share Ideas and Information - share information on a topic with class members in a planned and focused group session using a variety of strategies (such as interactive dialogues, demonstrations, dramatizations, audio-visual and artistic representations...)

• 6-0-1A Formulate specific questions that lead to investigations.
• 6-0-1B Identify various methods for finding the answer to a specific question and select one to implement.
• 6-0-2A Access information using a variety of sources.
• 6-0-2C Make notes on a topic, combining information from more than one source and reference sources appropriately.
• 6-0-5A Make observations that are relevant to a specific question.
• 6-0-5F Record and organize observations in a variety of ways.
• 6-0-7G Communicate methods, results, conclusions, and new knowledge in a variety of ways.
• 6-1-08 Observe and describe the diversity of living things within the local environment.
• 6-1-11 Compare and contrast adaptations of common arthropods, and describe how these adaptations enable them to live in particular habitats.
• 6-1-11 Compare and contrast adaptations of common arthropods, and describe how these adaptations enable them to live in particular habitats.

Teachers should note that Literacy with ICT Across the Curriculum Developmental Continuum does not contain outcomes. Rather it is framed with Big Ideas. Since the developmental continuum is an assessment tool, teachers should not target individual descriptors within the Big Ideas but rather target Big Ideas and observe student’s behavior to determine which of the descriptors, contained within each of the targeted Big Ideas, each student is demonstrating.

Students begin to show the behaviours outlined in the following Big Idea(s):

• Plan and Question
• Gather and Make Sense
• Produce to Show Understanding
• Communicate
• Reflect
• Collaboration