Overall Skills and Attitudes
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 6-0-1A |
Formulate
specific questions that lead to investigations.
Include: Rephrase
questions to a testable form, focus research
questions |
GLO:
A1, C2 |
| 6-0-1B |
Identify
various methods for finding the answer to a specific
question and select one to implement.
Examples: generating
experimental data, accessing information
from a variety of sources |
GLO:
C2 |
| 6-0-1C |
Identify
practical problems to solve.
Examples: How can
I make a hot-air balloon? Which type of
light bulb should I buy? |
GLO:
C3 |
| 6-0-1D |
Identify
various methods to solve a practical problem and
select and justify one to implement.
Examples: constructing
and testing a prototype, evaluating consumer
products, accessing information from a
variety of sources |
GLO:
C3 |
| 6-0-2A |
Access
information using a variety of sources.
Examples: libraries,
magazines, community resource people, outdoor
experiences, videos, CD-ROMS, Internet |
GLO:
C6 |
| 6-0-2B |
Review
information to determine its usefulness using pre-determined
criteria. |
GLO:
C6, C8 |
| 6-0-2C |
Make
notes on a topic, combining information from more
than one source and reference sources appropriately. |
GLO:
C6 |
| 6-0-3A |
Formulate
a prediction/hypothesis that identifies a cause and
effect relationship. |
GLO:
A2, C2 |
| 6-0-3B |
Identify
variables that have an impact on their experiments
and variables to hold constant to ensure a fair test. |
GLO:
A2, C2 |
| 6-0-3C |
Create
a written plan to answer a specific question.
Include: apparatus,
materials, safety considerations, steps to
follow |
GLO:
C1, C2 |
| 6-0-3D |
Develop
criteria to evaluate a prototype or consumer product.
Include: function,
aesthetics, efficient use of materials, cost,
reliability |
GLO:
C3 |
| 6-0-3E |
Create
a written plan to solve a problem.
Include: materials,
safety considerations, labelled diagrams
of top and side views, steps to follow |
GLO:
C1, C3, C6 |
| 6-0-4A |
Carry
out procedures that comprise a fair test.
Include: controlling
variables, repeating measurements to increase
accuracy and reliability of results. |
GLO:
C2 |
| 6-0-4B |
Construct
a prototype. |
GLO:
C3 |
| 6-0-4C |
Work
cooperatively with group members to carry out a plan,
and troubleshoot problems as they arise. |
GLO:
C7 |
| 6-0-4D |
Assume
various roles to achieve group goals. |
GLO:
C7 |
| 6-0-4E |
Use tools
and materials in a manner that ensures personal safety
and the safety of others.
Include: keeping an
uncluttered workspace, putting equipment
away after its use, handling glassware with
care. |
GLO:
C1 |
| 6-0-5A |
Make
observations that are relevant to a specific question. |
GLO:
A1, A2, C2 |
| 6-0-5B |
Test
a prototype or consumer product with respect to pre-determined
criteria. |
GLO:
C3, C5 |
| 6-0-5C |
Select
and use tools and instruments to observe, measure,
and construct.
Examples: hand
lens, telescope, binoculars |
GLO:
C2, C3, C5 |
| 6-0-5D |
Evaluate
the appropriateness of units and measuring tools
in practical contexts. |
GLO:
C2, C5 |
| 6-0-5E |
Estimate
and measure accurately using SI and other standard
units. |
GLO:
C2, C5 |
| 6-0-5F |
Record
and organize observations in a variety of ways.
Examples: point-form
notes, sentences, labelled diagrams, charts,
ordered lists of data, frequency diagrams,
spreadsheets |
GLO:
C2, C6 |
| 6-0-6A |
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 |
| 6-0-6C |
Identify
and suggest explanations for patterns and discrepancies
in data. |
GLO:
A1, A2, C2, C5 |
| 6-0-6D |
Identify
and make improvements to a prototype and explain
the rationale for the changes. |
GLO:
C3, C4 |
| 6-0-6E |
Evaluate
the strengths and weaknesses of a consumer product
based on pre-determined criteria. |
GLO:
C3, C4 |
| 6-0-6F |
Evaluate
the methods used to answer a question or solve a
problem. |
GLO:
C2, C3 |
| 6-0-7A |
Draw
a conclusion that explains investigation results.
Include: explaining
patterns in data, supporting or rejecting
a prediction/hypothesis |
GLO:
A1, A2, C2 |
| 6-0-7B |
Base
conclusions on evidence rather than preconceived
ideas or hunches. |
GLO:
C2, C4 |
| 6-0-7C |
Identify
a new prediction/hypothesis based on results of investigations. |
GLO:
A1, C2 |
| 6-0-7D |
Propose
and justify a solution to the initial problem. |
GLO:
C3 |
| 6-0-7E |
Identify
new practical problems to solve. |
GLO:
C3 |
| 6-0-7F |
Reflect
on prior knowledge and experiences to construct new
understanding and apply this new knowledge in other
contexts. |
GLO:
A2, C4 |
| 6-0-7G |
Communicate
methods, results, conclusions, and new knowledge
in a variety of ways.
Examples: oral,
written, multi-media presentations |
GLO:
C6 |
| 6-0-7H |
Identify
connections between the investigation results and
everyday life. |
GLO:
C4 |
| 6-0-8A |
Recognize
that science is a way of answering questions about
the world and that there are questions that science
cannot answer. |
GLO:
A1, A3 |
| 6-0-8B |
Identify
examples of scientific knowledge that have developed
as a result of the gradual accumulation of evidence. |
GLO:
A2 |
| 6-0-8C |
Recognize
that technology is a way of solving problems in response
to human needs. |
GLO:
A3, B2 |
| 6-0-8D |
Provide
examples of technologies from the past and describe
how they have evolved over time. |
GLO:
B1 |
| 6-0-8E |
Describe
hobbies and careers related to science and technology. |
GLO:
B4 |
| 6-0-8F |
Recognize
that science is organized into specialized disciplines. |
GLO:
A1, B4 |
| 6-0-8G |
Describe
positive and negative effects of scientific and technological
endeavours.
Include: effects on
themselves, society, the environment, and
the economy |
GLO:
A1, B1, B3, B5 |
| 6-0-9A |
Appreciate
that women and men of diverse cultural backgrounds
can contribute equally to science. |
GLO:
A4 |
| 6-0-9B |
Show
interest in the activities of individuals working
in scientific and technological fields. |
GLO:
B4 |
| 6-0-9C |
Demonstrate
confidence in their ability to carry out investigations
in science and technology. |
GLO:
C5 |
| 6-0-9D |
Appreciate
the importance of creativity, accuracy, honesty,
and perseverance as scientific and technological
habits of mind. |
GLO:
C5 |
| 6-0-9E |
Be sensitive
to and develop a sense of responsibility for the
welfare of other humans, other living things, and
the environment. |
GLO:
B5 |
| 6-0-9F |
Frequently
and thoughtfully evaluate the potential consequences
of their actions. |
GLO:
B5, C4 |
Diversity of Living Things
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 6-1-01 |
Use appropriate
vocabulary related to their investigations of the
diversity of living things.
Include: classification
system, classification key, paleontologist,
terms related to names of kingdoms and types
of vertebrates and invertebrates |
GLO:
C6, D1 |
| 6-1-02 |
Describe
various kinds of classification systems used in everyday
life, and identify related advantages and disadvantages.
Examples: organization
of phone numbers in a phone book, books
in a library, groceries in a supermarket |
GLO:
B1, B2, E1, E2 |
| 6-1-03 |
Develop
a system to classify common objects or living things
into groups and subgroups, and explain the reasoning
used in the system's development. |
GLO:
A1, C2, E1, E2 |
| 6-1-04 |
Identify
living things using an existing classification key,
and explain the rationale used.
Examples: identification
of birds, butterflies, animal tracks, winter
twigs |
GLO:
A1, C2, D1, E2 |
| 6-1-05 |
Identify
advantages and disadvantages of having a common classification
system for living things, and recognize that the
system changes as new evidence comes to light. |
GLO:
A1, A2, D1, E2 |
| 6-1-06 |
Identify
the five kingdoms commonly used for the classification
of living things, and provide examples of organisms
from each to illustrate the diversity of living things.
Include: monerans,
protists, fungi, plants, animals |
GLO:
A1, D1, E1, E2 |
| 6-1-07 |
Recognize
that many living things are difficult to see with
the unaided eye, and observe and describe some examples. |
GLO:
C2, D1, E1 |
| 6-1-08 |
Observe
and describe the diversity of living things within
the local environment. |
GLO:
A1, C2, D1, E1 |
| 6-1-09 |
Recognize
that the animal kingdom is divided into two groups,
vertebrates and invertebrates, and differentiate
between the two.
Include: vertebrates
have backbones, invertebrates do not |
GLO:
D1, E1 |
| 6-1-10 |
Provide
examples of a variety of invertebrates to illustrate
their diversity.
Include: sponges,
worms, molluscs, arthropods |
GLO:
D1, E1 |
| 6-1-11 |
Compare
and contrast adaptations of common arthropods, and
describe how these adaptations enable them to live
in particular habitats.
Include: crustacean,
insect |
GLO:
D1, D2, E1 |
| 6-1-12 |
Classify
vertebrates as fishes, amphibians, reptiles, birds,
and mammals, and provide examples to illustrate the
diversity within each group. |
GLO:
D1, E1 |
| 6-1-13 |
Compare
and contrast the adaptations of closely related vertebrates
living in different habitats, and suggest reasons
that explain these adaptations. |
GLO:
D1, D2, E1 |
| 6-1-14 |
Identify,
based on evidence gathered gathered by paleontologists,
similarities and differences in animals living today
and those that lived in the past.
Examples: archaeopteryx
and modern birds |
GLO:
A1, A2, E1, E3 |
| 6-1-15 |
Identify
and describe the contributions of scientists and
naturalists who have increased our understanding
of the diversity of living things. |
GLO:
A2, A4, B4, D1 |
Flight
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 6-2-01 |
Use appropriate
vocabulary related to their investigations of flight.
Include: fluid, pressure,
lift, gravity, thrust, drag, Bernoulli's
Principle, propulsion, unbalanced forces |
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GLO:
C6, D4 |
| 6-2-02 |
Describe
properties of fluids using air and water as examples,
and identify manifestations of these properties in
daily life.
Include: air and water
flow and exert pressure; objects can flow
through air and water; warm air and water
rise |
GLO:
B1, D3, E1 |
| 6-2-03 |
Identify
adaptations that enable living things to propel themselves
through air, water, or to be transported by the wind.
Examples: the streamlined
shape of dolphins and barn swallows, the
helicopter-like motion of the winged fruit
of maple trees, the parachute-shaped fruit
of dandelions |
GLO:
D1, D4, E1 |
| 6-2-04 |
Recognize
that in order for devices or living things to fly
they must have sufficient lift to overcome the downward
force of gravity, and that the force of gravity increases
as mass increases. |
GLO:
D4 |
| 6-2-05 |
Describe
how" lighter-than-air flying devices" are able to
achieve lift
Include: hot-air balloons,
helium balloons |
GLO:
D4 |
| 6-2-06 |
Test
models of aircraft to observe Bernoulli's Principle.
Include: the shape
of a wing affects the speed of airflow, creating
lift in a "heavier-than-air flying device" |
GLO:
C2, C3, D3, D4 |
| 6-2-07 |
Explain
how Bernoulli's Principle is applied in a device
other than an aircraft.
Examples: paint
sprayer, perfume mister |
GLO:
A5, B1, D4 |
| 6-2-08 |
Provide
examples of design features or adaptations that enhance
or reduce drag, and explain how they work.
Examples: to increase
drag when landing aircraft; birds tuck
their wings to decrease drag when diving |
GLO:
A5, B1, D1, D4 |
| 6-2-09 |
Provide
examples of design features or adaptations that enhance
or reduce drag, and explain how they work.
Examples: pilots
use flaps to increase drag when landing
aircraft; birds tuck their wings to decrease
drag when diving |
GLO:
A5, B1, D1, D4 |
| 6-2-10 |
Identify
and diagram the four forces that act on living things
or devices that fly through the air.
Include: lift, gravity,
thrust, drag |
GLO:
C6, D4 |
| 6-2-11 |
Compare
a variety of propulsion methods that are used to
produce thrust in animals and flying devices.
Examples: rockets
for spacecraft, propellers, or jet engines
for aircrafts, wings for flying animals |
GLO:
B1, D1, D4, E4 |
| 6-2-12 |
Describe
how unbalanced forces are used to steer aircraft
and spacecraft. |
GLO:
A5, D4, D6 |
| 6-2-13 |
Explain
why the design of aircraft and spacecraft differ. |
GLO:
B1, C3, D4, D6 |
| 6-2-14 |
Identify
milestones in the history of air travel and describe
their impacts on daily life. |
GLO:
A4, B1, B2, D4 |
| 6-2-15 |
Use the
design process to construct a prototype that can
fly and meet specific performance criteria.
Examples: a glider
that can loop; a hot-air balloon that can
stay aloft for a given time |
GLO:
C3, D4 |
Electricity
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 6-3-01 |
Use appropriate
vocabulary related to their investigations of electricity.
Include: positive
charge, negative charge, current electricity,
static electricity, electrical circuit, insulator,
conductor, switch, series circuit, parallel
circuit, electromagnet, magnetic field, motor,
generator, transformation, electrical energy,
renewable, non-renewable, energy consumption |
GLO:
C6, D4, E4 |
| 6-3-02 |
Explain
the attraction and repulsion of electrostatically
charged materials.
Include: negatively
and positively charged materials attract
one another; materials of like charge repel
one another |
GLO:
D4 |
| 6-3-03 |
Explain
current electricity, and compare the characteristics
of current and static electricity, by using a model. |
GLO:
A2, D4 |
| 6-3-04 |
Identify
dangers associated with static and current electricity,
and demonstrate and describe appropriate safety precautions. |
GLO:
C1, D4 |
| 6-3-05 |
List
electrical devices used at home, at school, and in
the community, and identify the human needs that
they fulfill.
Examples: heat,
light, communication, movement |
GLO:
B1, B2, D4 |
| 6-3-06 |
Develop
a definition of an electrical circuit, based on classroom
explorations.
Include: an electrical
circuit is a continuous path for charges
and must contain a power source and a conductor |
GLO:
C2, D4 |
| 6-3-07 |
Experiment
to classify a variety of materials as insulators
or conductors. |
GLO:
C2, D3, D4, E1 |
| 6-3-08 |
Demonstrate
and describe the function of switches in electrical
circuits. |
GLO:
D4 |
| 6-3-09 |
Construct
and diagram simple series circuits and simple parallel
circuits. |
GLO:
C2, C6, D4, E1 |
| 6-3-10 |
Explore
to determine factors that affect bulb brightness
in simple series and parallel circuits.
Include: number of
bulbs, number of batteries, placement of
bulbs and batteries |
GLO:
C2, D4 |
| 6-3-11 |
Use the
design process to construct an electrical circuit
that performs a useful function.
Examples: doorbell,
alarm, motorized toy, game |
GLO:
C3, D4 |
| 6-3-12 |
Demonstrate,
using a simple electromagnet constructed in class,
that an electric current can create a magnetic field. |
GLO:
C2, D4 |
| 6-3-13 |
Explore
motors and generators to determine that electromagnets
transform electricity into motion and motion, into
electricity. |
GLO:
A5, D4, E2, E4 |
| 6-3-14 |
Identify
forms of energy that may result from the transformation
of electrical energy, and recognize that energy can
only be changed from one form into another, not created
or destroyed.
Include: light, heat,
sound, motion |
GLO:
D4, E4 |
| 6-3-15 |
Identify
the two major sources of electrical energy, and provide
examples of each.
Include: chemical
sources such as batteries; electromagnetic
sources such as turbine motion caused by
wind, falling water, and steam |
GLO:
B1, D4, E4 |
| 6-3-16 |
Identify
renewable and non-renewable sources of electrical
energy, and discuss advantages and disadvantages
of each.
Examples: renewable
sources such as hydroelectric, wind, geothermal,
solar; non-renewable sources such as fossil
fuels, nuclear fission |
GLO:
B5, E4 |
| 6-3-17 |
Evaluate
an electrical device using the design process.
Examples: light
bulbs, kitchen appliances |
GLO:
B5, C4 |
| 6-3-18 |
Describe
factors that affect the consumption of electrical
energy, and outline an action plan to reduce electrical
energy consumption at home, at school, or in the
community. |
GLO:
B5, C4, E4 |
| 6-3-19 |
Describe
ways in which electricity has had an impact on daily
life. |
GLO:
B1, B2, B5 |
The Solar System
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 6-4-01 |
Use appropriate
vocabulary related to their investigations of Earth
and space.
Include: astronauts,
communication and remote sensing satellites,
solar system, inner and outer planets, asteroid
belt, mass, weight, points of reference,
apparent movement, celestial objects, astrology,
astronomy, rotation, revolution, axis, moon
phases, eclipses |
GLO:
C6, D6 |
| 6-4-02 |
Identify
technological developments that enable astronauts
to meet their basic needs in space.
Examples: dehydrated
foods, backpacks with an oxygen supply,
hermetically sealed cabins with temperature
and air controls |
GLO:
B1, B2, D1, D6 |
| 6-4-03 |
Identify
Canadians who have contributed to space science or
space technology, and describe their achievements. |
GLO:
A4, A5, B1, B4 |
| 6-4-04 |
Investigate
past and present space research programs involving
astronauts, and explain the contributions to scientific
knowledge.
Examples: Appollo,
Mir, International Space Station |
GLO:
A1, A2, A5, D6 |
| 6-4-05 |
Describe
positive and negative impacts arising from space
research programs.
Examples: advantages
- increased knowledge about space and medicine,
the development of technologies such as
orange drink crystals and pocket calculators;
disadvantages - space pollution and the
high cost of research projects |
GLO:
A1, B1, B5, D6 |
| 6-4-06 |
Identify
technological devices placed in space that help humans
learn more about the Earth and communicate more efficiently.
Include: communication
and remote-sensing satellites |
GLO:
B1, B2, D6 |
| 6-4-07 |
Describe
how the conception of the Earth and its position
in space have been continuously questioned and how
our understanding has evolved over time.
Include: from a flat
Earth, to an Earth-centred system, to a Sun-centred
system |
GLO:
A1, A2, B2, C5 |
| 6-4-08 |
Recognize
that the Sun is the centre of the solar system and
it is the source of energy for life on Earth. |
GLO:
D6, E2, E4 |
| 6-4-09 |
Identify
the planets in the solar system and describe their
size relative to the Earth and their position relative
to the Sun. |
GLO:
D6, E1, E2 |
| 6-4-10 |
Classify
planets as inner or outer planets, based on their
position relative to the asteroid belt, and describe
characteristics of each type.
Include: inner planets
are small and rocky; outer planets (except
Pluto) are giant balls of gas |
GLO:
D6, E1 |
| 6-4-11 |
Recognize
that mass is the amount of matter in an object, that
weight is the force of gravity on the mass of an
object, and that the force of gravity varies from
planet to planet. |
GLO:
D3 |
| 6-4-12 |
Explain,
using models and simulations, how the Earth's rotation
causes the cycle of day and night, and how the Earth's
tilt of axis and revolution cause the yearly cycle
of seasons. |
GLO:
A2, D6, E2, E4 |
| 6-4-13 |
Use the
design process to construct a prototype that tells
the time of day or measures a time span. |
GLO:
C3, D6 |
| 6-4-14 |
Explain
how the relative positions of the Earth, moon, and
Sun are responsible for moon phases and eclipses. |
GLO:
D6, E2 |
| 6-4-15 |
Identify
points of reference in the night sky and recognize
that the apparent movement of celestial objects is
regular, predictable, and related to the Earth's
rotation and revolution.
Examples: planets,
constellations |
GLO:
D6, E2, E3 |
| 6-4-16 |
Identify
and describe how people from various cultures, past
and present, apply astonomy in daily life.
Examples: using
celestial bodies to navigate; knowing when
to plant crops |
GLO:
A4, A5, B1, B2 |
| 6-4-17 |
Differentiate
between astrology and astronomy, and explain why
astrology is considered unscientific. |
GLO:
A1, A2, C5, C8 |
