Education and Early Childhood Learning

• SCI.1.A.1

  Demonstrate an understanding of different First Nations, Métis, and Inuit ways of knowing, being, and doing by exploring Indigenous methods of observing and interpreting the world, applying scientific principles, and creating technologies within local traditional and contemporary contexts (e.g., wholistic, reciprocal, interconnected, and sustainable ways; land-based learning; outdoor learning; intersections with Western science).

• SCI.1.B.1

  Develop a sense of agency, identity, and belonging in science by

  • cultivating natural curiosity about the world
  • acquiring scientific skills and fostering scientific attitudes
  • building a personal connection to nature
  • establishing links between science concepts and personal experience
  • recognizing that everyone can contribute to science

Science, Technology, Society, and Environment (STSE) Contexts

• SCI.1.C.1

  Take class, group or personal action on a local, provincial, Canadian or global STSE (Science, technology, society and the environment) issue.

  Examples:

  • Determine if objects have a single use and must be discarded after use or can be reused, composted, or recycled.
  • Examine ways of reducing electricity use in the classroom.
  • Observe the shadow cast by an object at different times of the day and create plans to reduce morning and afternoon Sun exposure.
  • Notice changes in plants, animals, and weather throughout the year and create plans to help organisms in various seasons.
  • Examine ways to reduce energy use related to heating and cooling in the home or classroom (e.g., clothing you wear).
  • Explore the sustainability of different sources of energy (e.g., wind, Sun, water).

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Scientific Measurement

• SCI.1.C.2

  Measure using the appropriate techniques, tools, and units. (Bold indicates items introduced for the first time at this grade level.) Include the following:
  Tools: senses, non-standard (e.g., hands, paper clips, coins), calendar, clock
  Attributes: length, mass, volume, time
  Units: length (relative: longer, shorter; non-standard: hands, paper clips, coins, etc.); mass (relative: heavier, lighter; non-standard: paper clips, coins, etc.), time (seconds, minutes, hours, days, weeks, months, years)
  Skills and understanding of scientific measurement: sort, compare, sequence based on a single attribute

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Action and Practice

• SCI.1.C.3

  Apply a range of scientific, technological or engineering practices (e.g., asking questions, identifying problems, observing, experimenting, measuring, classifying, collecting and analyzing data, engaging in scientific debate and argumentation, communicating results, designing and building) in a manner that demonstrates respect and ensures personal safety and the safety of others.

  Examples:

  • Participate in learning experiences that include an Indigenous community member (e.g., Elder, Knowledge Holder, Knowledge Keeper) to share knowledge, experience, or teachings related to the curriculum.
  • Observe natural and constructed objects and materials in the environment in a safe and respectful manner using one’s senses.
  • Make observations at different times of year to relate the amount of daylight to the time of year.
  • Make observations to construct an evidence-based account to show that young plants and animals are like, but not exactly like, their parents.
  • Recognize safety symbols in one’s surroundings.

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Scientific Instruments

• SCI.1.C.4

  Use various materials and scientific equipment appropriately, competently, and safely while carrying out various scientific practices.

  Examples: magnifying glass, craft and recycled materials, classroom materials, materials from nature, tally chart, safety procedures

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Careers, Hobbies, and Activities

• SCI.1.C.5

  Make connections between scientific ideas and a range of careers, hobbies and activities.

  Examples: nutritionist, farmer, geoscientist, environmental scientist, engineer, hydro worker, wildlife biologist, conservation officer, stargazing, gardening, traditional and seasonal picking of plants, weather watching, energy conservation, caring for pets, rock and fossil collecting, skiing, soccer, outdoor play

Method: Scientific explanations, theories, and models are those that best fit the evidence available at a particular time.

• SCI.1.D.1

  Demonstrate the understanding that everyone can ask questions about the world and try to explain what is happening.

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Application: The knowledge produced by science is used in engineering and technologies to create products and processes.

• SCI.1.D.2

  Demonstrate the understanding that technologies have been created by people to provide things that are needed or useful.

These outcomes are organized according to the big ideas of science. They are not grouped to form prescriptive clusters or units. Teachers are encouraged to regroup, reorganize and reorder the learning outcomes in this strand according to themes or units that meet the needs of their classes and their teaching.

Outcomes relating to the big ideas of matter: All matter in the universe is made up of very small particles.

• SCI.1.E.1

  Demonstrate the understanding that matter is all the “stuff” around us, which has mass, and takes up space.

• SCI.1.E.2

  Demonstrate the understanding that types of matter can be distinguished by their properties.

  Examples: liquid, solid, gas, soft, hard, smooth, rough, heavy, light

• SCI.1.E.3

  Demonstrate the understanding that the properties of materials make them fit for different purposes.

  Examples: rubber for rain boots, strength for walls, softness for clothes.

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Outcomes relating to the the big ideas of energy: The total amount of energy in the universe is always the same but can be transferred from one energy store to another during an event.

• SCI.1.E.4

  Demonstrate the understanding that energy is required to make events happen and to cause changes.

  Examples: batteries to run electronics, food for living organisms, fuel for vehicles, pushing and pulling objects to make them move

• SCI.1.E.5

  Demonstrate the understanding that there are many sources of energy.

  Examples: Sun, wind, water, electricity, fuel, food, geothermal

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Outcomes relating to the big ideas of space science: Our Solar System is a very small part of one of billions of galaxies in the universe.

• SCI.1.E.6

  Demonstrate the understanding that there are patterns, or cycles, in the position of the Sun seen at different times of the day, and in the shape of the Moon as time passes.

• SCI.1.E.7

  Demonstrate the understanding that daily and seasonal changes relate to the amount of solar energy reaching Earth

  Include the following: heat, light.

• SCI.1.E.8

  Demonstrate an understanding of how seasonal changes affect living organisms.

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Outcomes relating to the big ideas of life systems: Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms.

• SCI.1.E.9

  Demonstrate an understanding of characteristics of living organisms that make them different from non-living things.

  Examples: eat, sleep, grow, breathe, react to stimuli (senses), reproduce, move

• SCI.1.E.10

  Demonstrate the understanding that living things have basic needs (e.g., energy, water, space, temperature) found in their environment.

Outcomes relating to the big ideas of evolution: The diversity of organisms, living and extinct, is the result of evolution.

• SCI.1.E.11

  Demonstrate an understanding of the large diversity of organisms on Earth.

• SCI.1.E.12

  Demonstrate the understanding that many kinds of organisms that once lived are now extinct.

  Examples: fossils, dinosaurs, passenger pigeon, mammoth