Science

Grade 1 Science Learning Outcomes

Overall Skills and Attitudes
Characteristics and Needs of Living Things
The Senses
Characteristics of Objects and Materials
Daily and Seasonal Changes

Overall Skills and Attitudes
Specific Learning Outcomes General Learning Outcome Codes
1-0-1A Ask questions that lead to explorations of living things, objects, and events in the immediate environment. GLO: A1, C2, C5
1-0-1B Make predictions based on classroom experiences. GLO: A1, C2
1-0-1C Recognize a practical problem in a given context. GLO: C3
1-0-2A Access information using a variety of sources.
Examples: picture and concept books, people, excursions, camps, CD-ROMs
GLO: C6
1-0-2B Recognize when information answers the questions asked. GLO: C6, C8
1-0-3A Brainstorm, with the class, possible solutions to a practical problem, and reach consensus on a solution to implement. GLO: C3, C7
1-0-3B Create, with the class, a plan to solve a problem or meet a need.
Include: identify simple steps to follow
GLO: C3, C7
1-0-3C Develop, with the class, limited criteria to evaluate an object or device based on its function. GLO: C3, C7
1-0-3D Identify materials to be used, and explain their choices. GLO: C2, C3, C4
1-0-4A Follow simple directions while undertaking explorations. GLO: C2
1-0-4B Construct an object or device to solve a problem or meet a need. GLO: C3
1-0-4C Test, with guidance, an object or device with respect to pre-determined criteria. GLO: C3, C5
1-0-4D Identify and make improvements to an object or device with respect to pre-determined criteria. GLO: C3
1-0-4E Respond to the ideas and actions of others in building their own understandings. GLO: C5, C7
1-0-4F Work in cooperative partnerships and groups. GLO: C7
1-0-4G Verbalize questions and ideas during classroom learning experiences. GLO: C6
1-0-4H Follow given safety procedures and rules. GLO: C1
1-0-4I Recognize safety symbols in their surroundings. GLO: C1
1-0-5A Observe using a combination of the senses. GLO: C2
1-0-5B Use, with guidance, appropriate materials and tools to measure and construct.
Examples: use paper clips to measure the width of a desk
GLO: C2, C3, C5
1-0-5C Estimate and measure the passage of time using non-standard units, and compare the duration of activities. GLO: C2, C3, C5
1-0-5D Select an appropriate non-standard unit, and estimate and measure length. GLO: C2, C3, C5
1-0-5E Record observations using drawings and tally charts.
GLO: C2, C6
1-0-6A Construct, with guidance, concrete-object graphs and pictographs using 1:1 correspondence. GLO: C2, C6
1-0-6B Compare data using quantitative terms, and ask questions about the data gathered. GLO: A1, A2, C2, C5
1-0-6C Place materials and objects in a sequence or in groups using a single, given attribute or a single, self-determined attribute. GLO: C2, C3, C5
1-0-7A Propose an answer to the initial question based on their observations. GLO: A1, A2, C2
1-0-7B Propose a solution to the initial problem. GLO: C3
1-0-7C Identify new problems that arise. GLO: C3
1-0-7D Connect new experiences and information with prior knowledge. GLO: A2
1-0-7E Describe, in a variety of ways, what was done and what was observed.
Examples: concrete materials, drawings, oral language.
GLO: C6
1-0-8A Recognize that learning can come from careful observations and investigations. GLO: A1, A2, C2
1-0-8B Recognize that tools are developed in response to human needs. GLO: A3
1-0-9A Willingly consider other people's views. GLO: C5, C7
1-0-9B Willingly observe, question, and explore. GLO: C5
1-0-9C Express enjoyment of science-related classroom activities. GLO: C5
1-0-9D Take the time to measure with care. GLO: C5

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Characteristics and Needs of Living Things
Specific Learning Outcomes General Learning Outcome Codes
1-1-01 Use appropriate vocabulary related to their investigations of characteristics and needs of living things.
Include: characteristic, human, animal, plant, living things, needs, as well as descriptive words relating to life processes
GLO: C6, D1
1-1-02 Identify major parts of the human body and describe their functions.
Examples: arms and legs for movement
GLO: D1, E2
1-1-03 Identify and describe common characteristics of humans and other animals they have observed.
Examples: number of limbs, eyes, ears, skin
GLO: D1, E1
1-1-04 Identify and appreciate variations that make each human unique.
Examples: eye colour, hair colour, body type
GLO: C5, E1
1-1-05 Recognize that plants, as living things, come in different forms.
Examples: grass, trees, shrubs
GLO: D1, E1
1-1-06 Observe and identify similarities in life processes between themselves and other living things.
Examples: they eat, sleep, grow and breathe, and so do other living things
GLO: D1, E1
1-1-07 Recognize that plants, animals, and humans, as living things, have particular needs.
Examples: plants need sunlight and water
GLO: D1
1-1-08 Describe what is needed to care for a pet, a farm animal, or an indoor plant.
Examples: provide fresh water for their hamster daily, feed and bed calves regularly
GLO: B4, B5
1-1-09 Compare ways in which humans and other animals meet their needs.
Examples: senses, locomotion, tools
GLO: C2, D1, E1
1-1-10 Describe how humans and other living things depend on their environment to meet their needs.
Examples: the environment provides humans and other living things with food
GLO: D2, E2
1-1-11 Design a representation of an environment that meets the needs of a Manitoba animal.
Examples: a model, a diagram
GLO: C3, D1
1-1-12 Identify hobbies and jobs that require knowledge of the needs of living things.
Examples: gardeners, nurses, zookeepers
GLO: B4, B5
1-1-13 Develop, implement, and evaluate personal and group action plans that contribute to a healthy environment for themselves and for other living things.
Examples: wash hands before eating, reduce amount of waste produced by the class
GLO: B3, B5, C4, C7
1-1-14 Show respect for living things in their immediate environment.
Examples: handling the class gerbil with care
GLO: B5
1-1-15 Recognize that some information they receive about living things is not scientific in nature.
Examples: movie animals talking, Jack's beanstalk growing to the sky
GLO: A1, C5, C8

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The Senses
Specific Learning Outcomes General Learning Outcome Codes
1-2-01 Use appropriate vocabulary related to their investigations of the senses.
Include: senses, sight, smell, hearing, taste, touch, eye, nose, ear, tongue, skin, eyelash, eyebrow, eyelid, nostril, cartilage, nose hair, as well as descriptive words related to shape, colour, lustre, wetness, temperature, taste, odour, size, texture, pitch
GLO: C6, D1, D3
1-2-02 Identify the five senses and describe the main body parts with which they are associated.
Include: sight and eyes; smell and nose; hearing and ears; taste and tongue; touch and skin
GLO: D1
1-2-03 Use their senses to sort and classify objects.
Examples: sort according to texture, sound, taste, or smell
GLO: C2, D1, E1
1-2-04 Identify and describe parts of the eye that help to protect it.
Include: eyelash, eyebrow, eyelid
GLO: D1
1-2-05 Recognize that their fingertips are especially sensitive to touch. GLO: D1
1-2-06 Identify the external part of the ear, and explore to determine its function. GLO: D1
1-2-07 Use smell to identify familiar substances, following safe procedures.
Examples: vinegar, cinnamon, lemon, shampoo
GLO: C1, C2, D3
1-2-08 Identify parts of the nose and describe their functions.
Include: nostril, cartilage, hairs
GLO: D1
1-2-09 Identify parts of the body that are involved directly and indirectly in tasting.
Include: the tongue is involved directly, the nose is involved indirectly
GLO: D1
1-2-10 Identify objects and procedures that protect the body and preserve each of the senses in explorations and in daily life.
Examples: sunglasses and safety goggles for eyes, gloves and tongs for hands, plugs for ears, washing hands regularly to avoid getting a cold or pinkeye
GLO: B3, C1
1-2-11 Explore to determine ways that the appearance, texture, sound, smell, and taste of objects can be altered.
Examples: sanding, cooking, painting, tuning instruments, shaping clay
GLO: D3, E3
1-2-12 Describe ways in which the senses can both protect and mislead.
Examples: seeing enables us to avoid obstacles, smell of smoke tells us something is burning, smell is not reliable when we have a cold, skin may not immediately tell us when we are getting sunburned or frostbitten
GLO: B3, C1, D1
1-2-13 Recognize and appreciate that humans have different capabilities for sensing the environment and can use aids to assist them.
Examples: glasses and guide dogs are used to assist people with visual impairment
GLO: B1, C5, E1
1-2-14 Recognize and appreciate that humans may have different interpretations of similar sensory observations.
Examples: one student likes the taste broccoli, another does not
GLO: C5, E1
1-2-15 Give examples of how the senses are important in various activities, hobbies, and jobs.
Examples: smell is important to a chef, sight is important to a baseball player
GLO: B4

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Characteristics of Objects and Materials
Specific Learning Outcomes General Learning Outcome Codes
1-3-01 Use appropriate vocabulary related to their investigations of objects and materials.
Include: characteristic, wood, metal, plastic, cloth, waterproof, absorbent, rigid, pliable, join, recycle
GLO: C6, D3
1-3-02 Explore and describe characteristics of materials using their sensory observations.
Examples: steel is hard, shiny, and cold, and makes a ringing noise when tapped
GLO: C2, D3
1-3-03 Distinguish between an object and the materials used to construct it.
Examples: chairs can be made of wood, metal, plastic, cloth, leather, wicker, or a combination of these materials
GLO: D3, E2
1-3-04 Identify materials that make up familiar objects.
Examples: a desk is made up of wood, metal, and plastic
GLO: D3, E2
1-3-05 Explore to identify characteristics of common materials.
Examples: waterproof/absorbent, rigid/pliable
GLO: D3
1-3-06 Give examples that show how the same material can serve a similar function in different objects.
Examples: in gloves and boots, rubber is used to keep out water
GLO: D3, E1
1-3-07 Test and evaluate the suitability of materials for a particular function.
Examples: test mitts made of different materials to evaluate their ability to keep hands warm and dry
GLO: C3, D3
1-3-08 Evaluate and describe the usefulness of common objects for a specific task.
Examples: compare usefulness of a toothbrush, hairbrush, toilet brush, or paintbrush for cleaning a sink
GLO: B1, C3, C4, D3
1-3-09 Describe ways that materials can be joined.
Examples: gluing, stapling, taping, interlocking, buttoning
GLO: C3, D3
1-3-10 Use the design process to construct a useful object by selecting, combining, joining, and shaping materials.
Examples: pencil holder, crayon box, desk organizer
GLO: C3, D3
1-3-11 Demonstrate ways to reduce, reuse, and recycle materials during classroom learning experiences. GLO: B5, D3

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Daily and Seasonal Changes
Specific Learning Outcomes General Learning Outcome Codes
1-4-01 Use appropriate vocabulary related to changes over time.
GLO: C6, D4, D6
1-4-02 Recognize that the Sun is a source of light and heat.
Include: Sun, light, heat, forms of energy, day, day time, night time, afternoon, days of the week, yesterday, today, tomorrow, seasons, shadow, characteristic, behaviour, living things, cycle
GLO: D4, E4
1-4-03 Recognize that a day is divided into day time and night time based on the presence or absence of sunlight. GLO: D6
1-4-04 Sequence and record events and activities that occur over the course of a day, a week, or a year. GLO: C2
1-4-05 Recognize that shadows are caused by blocking light. GLO: D4, D6
1-4-06 Observe and describe how the Sun appears to change position over the course of a day.
Examples: track the location of the Sun using shadows
GLO: C2, D6
1-4-07 Record, describe, and compare changes in temperature at different times of the day. GLO: C2, D4, E3
1-4-08 Investigate and describe changes that occur in characteristics and behaviours of living things throughout a day.
Examples: some flowers open in the morning, some animals are active at night
GLO: D1, E3
1-4-09 Compare characteristics of the four seasons.
Examples: length of day, type of precipitation, temperature
GLO: E1, E3
1-4-10 Describe how humans prepare for seasonal changes.
Examples: put up snow fences, take out winter clothes
GLO: B1, C1
1-4-11 Identify people who help us prepare for and deal with seasonal changes.
Examples: meteorologists, snow plough operators, reporters
GLO: B4
1-4-12 Identify features of buildings that help keep humans sheltered and comfortable throughout daily and seasonal cycles.
Examples: furnace, lights, air conditioners, fans, windows, blinds, walls, roof
GLO: B1
1-4-13 Sort clothing to suit each season, and justify their decisions. GLO: B1, B3, C3, C4
1-4-14 Describe safety precautions related to daily weather, the changing of the seasons, and weather extremes.
Examples: wearing a raincoat if rain is expected, staying indoors during a blizzard, staying off thin ice in the spring and fall
GLO: B3, C1
1-4-15 Describe how humans are able to participate in non-seasonal activities.
Examples: use indoor sport centres to swim in the winter and skate in the summer
GLO: B1, B3
1-4-16 Identify physical and behavioural changes that occur seasonally among Manitoba plants and animals, and discuss possible reasons for these changes.
Examples: thicker fur, migration, dormancy
GLO: D1, E3
1-4-17 Use the design process to construct a device or structure that helps a Manitoba animal adjust to seasonal changes.
Examples: winter birdfeeder, dog house, dog "booties" for winter
GLO: B5, C3

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