Education and Early Childhood Learning

• SCI.K.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.K.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.K.C.1

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

  Examples:

  • Protect a small habitat.
  • Propose ways to reduce snack waste.
  • Care for a plant, classroom garden or animal.
  • Observe the movement of the Sun and adapt routines (shade, clothing).
  • Sort objects based on their properties and suggest ways to reuse.

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Scientific Measurement

• SCI.K.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 spans (relative: longer, shorter)
  Skills and understanding of scientific measurement: sort, compare, sequence based on a single attribute

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Action and Practice

• SCI.K.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.
  • Identify observable characteristics of materials (e.g., colour, texture, odour) and objects (e.g., shape, size, mass).
  • Observe and record, with assistance, length and direction of shadows as the Sun moves.
  • Record, with assistance, observable characteristics of plants and animals found at school, at home, or in the community, using terminology and language that others understand (e.g., colour, odour, teeth, number of limbs, method of movement, method of breathing, eye colour, height, and hair colour; number of leaves, shape of leaves, type of leaves, texture of leaves).
  • Select and safely use appropriate tools such as a hand lens (i.e., magnifying glass) to observe plants and animals in the local environment.

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Scientific Instruments

• SCI.K.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, safety procedures

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Careers, Hobbies, and Activities

• SCI.K.C.5

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

  Examples: geoscientist, farmer, firefighter, astronomer, biologist, teacher, doctor, gemologist, rock collecting, prospecting, gardening, seasonal picking of plants, stargazing, birdwatching, Indigenous storytelling related to seasons and life, storytelling, crafting, seasonal sports

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

• SCI.K.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.K.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.K.E.1

  Demonstrate the understanding that all “stuff” is made of matter.
  Include the following: air, water, soil, objects, materials.

• SCI.K.E.2

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

  Examples: colour, soft, hard, smooth, rough, heavy, light

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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.K.E.3

  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.

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Outcomes relating to the the big ideas of life science: Organisms are organized on a cellular basis and have a finite life span.

• SCI.K.E.4

  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.K.E.5

  Demonstrate the understanding that there are a wide variety of organisms on Earth.