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In Grade 1, learners expand their exploration of science by exploring the world around them— using their senses to observe nature, discover energy, and investigate seasonal change—as they build their science literacy. The knowledge areas of matter, energy, space science, life systems, and evolution provide a foundation for study. An active and practical approach to learning and doing science continues in Grade 1. This includes participating actively in scientific investigations, exploring tools and measurement, surveying science in everyday life, and looking into how science interacts with society and the environment. Learners develop agency and a sense of belonging in science and explore Indigenous ways of knowing, being, and doing, including through interacting with the local community and learning in nature. The Kindergarten to Grade 2 Nature of Science band includes the method and application of science.
Inquiry questions to help guide learning and planning for the year may include the following:
Please see documents in the curriculum implementation resources section for more information on how to use this curriculum.
The Guiding Principles for the Design of Learning Experiences and Assessment Practices provide guidance to all Manitoba educators as they design learning experiences and classroom assessments to strengthen, extend, and expand student learning.
Please note, this website continues to evolve, so please visit regularly to keep current with what’s new in the Learning Experiences and Assessment Practices section.
The Guiding Principles for the Evaluation and Communication of Student Learning build shared understandings of what is needed to ensure equity, reliability, validity, and transparency in judgment and communication of student learning.
Please note, this website continues to evolve, so please visit regularly to keep current with what’s new in the Evaluation and Communication of Student Learning section.
Science learning outcomes are organized into five strands. These strands and learning outcomes are intended to be woven together throughout all learning experiences while supporting the development of global competencies. All strands equally and cohesively build scientific literacy, skills, and attitudes, inclusive of Indigenous ways and knowledge. Teachers can tailor curriculum implementation to the learners’ specific interests and needs.
Legend
Include the following = compulsory content
Examples/e.g.,= suggestions for learning
Learning Outcome Key
[SCI] Subject
[K] Grade level
[A] Strand
[1] Learning Outcome
SCI.1.A.1
Demonstrate an understanding of different First Nations, Métis, and Inuit ways of knowing, being, and doing in relationship with the land and the natural world by exploring Indigenous methods of observing and interpreting the world, applying scientific principles, and creating technologies within local traditional and contemporary cultural 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
Science, Technology, Society, and Environment (STSE) Contexts
SCI.1.C.1
Demonstrate an awareness of the dynamic interplay between science, technology, society, and the environment (STSE), thereby being empowered to critically evaluate the impacts of scientific and technological advancements on individuals, communities, and ecosystems, and to make informed decisions for a sustainable future.
Examples: sustainability; recycling; material properties and suitable uses; materials used in Indigenous structures and tools; energy generation in Manitoba; energy conservation; human and animal adaptations to seasonal change; significance of celestial bodies (Earth, Sun, Moon, stars) in various cultures; human and wildlife relationships in local ecosystems; natural plant and animal life cycles; animal adaptations (e.g., camouflage, mimicry, survival adaptations); conservation and protection of land, water, and ecosystems; ethnobotany and signification of plant names in Indigenous languages; wildlife-human interactions and coexistence; healthy living
Scientific Measurement
SCI.1.C.2
Demonstrate an understanding of units, measuring tools, and the nature of measurement in science. (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.); weight (relative: heavier, lighter; non-standard: paper clips, coins, etc.), time (seconds, minutes, hours, days, weeks, months, years)
Skills: sort, compare, sequence based on a single attribute
Action and Practice
SCI.1.C.3
Demonstrate practical scientific skills through safely and actively participating in a variety of scientific practices such as inquiry-based learning experiences, experimentation, scientific observation, data analysis, measurement, debate and scientific argumentation, communicating scientific information, and designing and building.
Examples:
Scientific Instruments
SCI.1.C.4
Demonstrate an understanding of the purpose and functioning of various scientific instruments and materials (considering availability and appropriateness), as well as competence in using them safely.
Examples: magnifying glass, craft and recycled materials, classroom materials, materials from nature, tally chart, safety procedures
Careers, Hobbies, and Activities
SCI.1.C.5
Demonstrate an understanding of the connections between the scientific ideas studied and a range of careers, hobbies, and activities.
Examples: nutritionist, farmer, 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.
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.
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 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.
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
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.
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.
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
Curriculum implementation resources will include supplementary documents to support implementation. This section and the support documents will continue to be updated, so you are encouraged to visit the site regularly.
