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 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.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

  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: recycling; kitchen chemistry; seasonal changes and human and animal adaptations; significance of celestial bodies (Earth, Sun, Moon, stars) in various cultures; planting, growing, and harvesting seasons; traditional and contemporary use of plants by Indigenous Peoples; conservation and protection of land, water, and ecosystems; wildlife-human interactions and coexistence; technology in our lives; helpers in the community

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Scientific Measurement

• SCI.K.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.); mass (relative: heavier, lighter; non-standard: paper clips, coins, etc.); time spans (relative: longer, shorter)
  Skills: sort, compare, sequence based on a single attribute

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Action and Practice

• SCI.K.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:

  • 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

  Demonstrate an understanding of the purpose and function 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, safety procedures

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Careers, Hobbies, and Activities

• SCI.K.C.5

  Demonstrate an understanding of the connections between the scientific ideas studied and a range of careers, hobbies, and activities.

  Examples: geologist, 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.

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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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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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.