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Programs for grade 4 to 8

The Ontario Science Centre has developed an exciting collection of school program designed to link to the new Science and Technology Curriculum. These highly motivating programs, presented live by the Science Education Staff, are intended to help students:

  • understand the basic concepts of science and technology
  • develop the skills, strategies, and habits of mind required for scientific inquiry & technological design
  • relate scientific and technological knowledge to each other and to the world outside the school

Action Earth! (4-8)

Program Description
Action Earth! (4-8)
GradeTopicExpectations
Strand: Understanding Life Systems
4 Habitats and Communities  1.1 analyse the positive and negative impacts of human interactions with natural habitats and communities, taking different perspectives into account, and evaluate ways of minimizing the negative impacts
1.2 identify reasons for the depletion or extinction of a plant or animal species
3.5 classify organisms, including humans, according to their role in a food chain
3.10 describe ways in which humans are dependent on natural habitats and communities
Strand: Understanding Earth and Space Systems
5 Conservation of Energy and Resources      1.1 analyse the long-term impacts on society and the environment of human uses of energy and natural resources, and suggest ways to reduce these impacts
1.2 evaluate the effects of various technologies on energy consumption, and propose ways in which individuals can improve energy conservation
2.4 use appropriate science and technology vocabulary, including energyheatlightsoundelectricalmechanical, and chemical, in oral … communication
3.2 identify renewable and non-renewable sources of energy
3.3 describe how energy is stored and transformed in a given device or system
3.4 explain that energy that is apparently “lost” from a system has been transformed into other energy forms
Strand: Understanding Life Systems
6 Biodiversity 1.2 assess the benefits that human societies derive from biodiversity and the problems that occur when biodiversity is diminished
3.2 demonstrate an understanding of biodiversity as the variety of life on earth, including variety within each species of plant and animal, among species of plants and animals in communities, and among communities and the physical landscapes that support them
3.5 describe interrelationships... between species, and between species and their environment, and explain how these interrelationships sustain biodiversity
7 Interactions in the Environment  1.1 assess the impact of selected technologies on the environment
1.2 analyse the costs and benefits of selected strategies for protecting the environment
3.3 describe the roles and interactions of producers, consumers, and decomposers within an ecosystem
3.5 describe how matter is cycled within the environment and explain how it promotes sustainability
3.8 describe ways in which human activities and technologies alter balances and interactions in the environment
Strand: Understanding Earth and Space Systems
8 Water Systems 1.1 evaluate personal water consumption, compare it with personal water consumption in other countries, and propose a plan of action to reduce personal water consumption to help address water sustainability issues
3.1 identify the various states of water on the earth’s surface, their distribution, relative amounts, and circulation, and the conditions under which they exist
3.3 explain how human and natural factors cause changes in the water table

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Body Works (4-8)

Program Description
Body Works (4-8)
GradeTopicExpectations
Strand: Understanding Life Systems
5 Human Organ Systems 1. analyse the impact of human activities and technological innovations on human health
1.1 assess the effects of social and environmental factors on human health, and propose ways in which individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial
1.2 evaluate the effects, both beneficial and harmful of various technologies on human body systems, taking different perspectives into account
2. investigate the structure and function of the major organs of various human body systems
2.2 use scientific inquiry/experimentation skills to investigate changes in body systems (heart rate, breathing, body temperature) as a result of physical activity
2.4 use appropriate terminology science and technology terminology vocabulary, including circulation, respiration, digestion, organs, and nutrients, in oral ...communication
3. demonstrate an understanding of the structure and function of human body systems and interactions within and between systems (demonstration happens with clickers)
3.1 identify major systems in the human body and describe their roles and interrelationships
3.2 describe the basic structure and function of major organs in the respiratory, circulatory and digestive systems
3.3 identify interrelationships between body systems
3.4 identify common diseases and the organs and/or body systems that they affect
8 Cells 1. assess the impact of cell biology on individuals, society, and the environment
1.1 assess the role of selected technologies in enhancing our understanding of cells and cellular processes
1.2 assess the potential that our understanding of cells and cell processes has for both beneficial and harmful effects on human health and the environment, taking different perspectives into account
3.6 describe the organization of cells into tissues, organs, and systems

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Second table for Body Works (4-8)
Cross Curriculum Connections: Health & Physical Education
GradeExpectations
Strand: Healthy Living
4 describe the short and long term effects of first-hand and second-hand smoke, and identify the advantages of being smoke-free
apply decision-making and assertiveness skills to make and maintain healthy choices related to tobacco use, and recognize factors that can influence decisions to smoke or to abstain from smoking
6 determine influences on the use and abuse of tobacco and other drugs

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Destination Space (4-8)

Program Description
Destination Space (4-8)
GradeTopicExpectations
Strand: Understanding Earth and Space Systems
6 Space 1.1 assess the contributions of Canadians to the exploration and scientific understanding of space
3.3 explain how humans meet their basic biological needs in space
3.4 identify the technological tools and devices needed for space exploration

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Energy Transformations (4-8)

Program Description
Energy Transformations (4-8)
GradeTopicExpectations
Strand: Understanding Earth and Space Systems
5 Conservation of Energy and Resources 3.1 identify a variety of forms of energy and give examples from everyday life of how that energy is used
3.2 identify renewable and non-renewable sources of energy
3.3 describe how energy is stored and transformed in a given device or system
3.4 recognize that energy cannot be created or destroyed but can only be changed from one form to another
Strand: Understanding Matter and Energy
6 Electricity and Electrical Devices      1.1 assess the short- and long-term environmental effects of the different ways in which electricity is generated in Canada, including the effect of each method on natural resources and living things in the environment
1.2 assess opportunities for reducing electricity consumption at home or at school that could affect the use of non-renewable resources in a positive way or reduce the impact of electricity generation on the environment
2.6 use appropriate science and technology vocabulary, including current, battery, circuit, transform, static, electrostatic, and energy, in oral communication
3.1 distinguish between current and static electricity
3.2 use the principles of static electricity to explain common electrostatic phenomena...
3.3 identify materials that are good conductors of electricity and good insulators
3.4 describe how various forms of energy can be transformed into electrical energy
3.5 identify ways in which electrical energy is transformed into other forms of energy
3.8 Describe ways in which the use of electricity by society; including the amount of electrical energy used, has changed over time

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Environmental Solutions (4-8)

Program Description
Environmental Solutions (4-8)
GradeTopicExpectations
Strand: Understanding Life Systems
6 Biodiversity 1.1 analyse a local issue related to biodiversity
1.2 assess the benefits that human societies derive from biodiversity and the problems that occur when biodiversity is diminished
2.2 investigate the organisms found in a specific habitat and classify them according to a classification system
2.3 use scientific inquiry/research skills to compare the characteristics of organisms within the plant or animal kingdoms
2.4 use appropriate science and technology vocabulary, including classification, biodiversity, natural community, interrelationships, vertebrate, invertebrate, stability, characteristics, and organism, in oral and written communication
3.1 identify and describe the distinguishing characteristics of different groups of plants and animals, and use these characteristics to further classify various kinds of plants and animals
7 Interactions in the Environment  1.2 analyze the costs and benefits of selected strategies for protecting the environment
2.3 use scientific inquiry/research skills to investigate occurrences that affect the balance within a local ecosystem
3.1 demonstrate an understanding of an ecosystem as a system of interactions between living organisms and their environment
3.2 identify biotic and abiotic elements in an ecosystem, and describe the interactions between them
3.7 explain why an ecosystem is limited in the number of living things that it can support
3.8 describe ways in which human activities and technologies alter balances and interactions in the environment
Strand: Understanding Matter and Energy
7 Pure Substances and Mixtures 1.1 assess positive and negative environmental impacts related to the disposal of pure substances and mixtures
3.10 explain why water is referred to as the universal solvent
Strand: Understanding Earth and Space Systems
8 Water Systems 1.3 assess the impact on local and global water systems of a scientific discovery or technological innovation
2.1 follow established safety procedures for the use of apparatus and chemicals
2.3 test water samples for a variety of chemical characteristics
2.4 use scientific inquiry / research skills to investigate local water issues 
2.5 use technological problem-solving skills to design, build, and test a water system device that performs a practical function or meets a need

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Fun with Chemistry (4-8)

Program Description
Fun with Chemistry (4-8)
GradeTopicExpectations
Strand: Understanding Matter and Energy   
5 Properties of and Changes in Matter 3. demonstrate an understanding of the properties of matter, changes of state, and physical and chemical change
2.3 use scientific inquiry/experimentation skills to investigate changes of state and changes in matter
2.4 use scientific inquiry/experimentation skills to determine how the physical properties of materials make them useful for particular tasks
2.5 use appropriate science and technology vocabulary, including mass, volume, properties, matter, physical/reversible changes, and chemical/irreversible changes, in oral ...communication
3.1 identify matter as everything that has mass and occupies space
3.2 identify properties of solids, liquids, and gases and state examples of each
3.3 explain changes of state in matter and give examples of each
3.4 describe physical changes in matter as changes that are reversible
3.5 describe chemical changes in matter as changes that are irreversible
3.6 explain how changes of state involve the release of heat or the absorption of heat
3.7 identify indicators of a chemical change
3.8 distinguish between a physical change and a chemical change
7 Pure Substances and Mixtures 1. evaluate the social and environmental impacts of the use and disposal of pure substances and mixtures
2. investigate the properties and applications of pure substances and mixtures
3. demonstrate an understanding of the properties of pure substances and mixtures, and describe these characteristics using the particle theory
3.1 distinguish between pure substances and mixtures
3.2 state the postulates of the particle theory of matter
3.3 use the particle theory to describe the difference between pure substances (which have identical particles) and mixtures (which have different particles)
3.6 identify the components of a solution

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Fun with Physics (4-8)

Program Description
Fun with Physics (4-8)
GradeTopicExpectations
Strand: Understanding Structures and Mechanisms
5 Forces Acting on Structures and Mechanisms 1.1 analyse the effects of forces from natural phenomena on the natural and built environment
2.2 measure and compare, quantitatively and/or qualitatively, the force required to move a load using different mechanical systems, and describe the relationship between the force required and the distance over which the force moves
2.5 use appropriate science and technology vocabulary, including tension, compression, torque, system, and load, in oral and written communication
3.1 identify internal forces acting on a structure, and describe their effects on the structure
3.2 identify external forces acting on a structure, and describe their effects on the structure, using diagrams
3.3 explain the advantages and disadvantages of different types of mechanical systems
3.4 describe forces resulting from natural phenomena that can have severe consequences for structures in the environment, and identify structural features that help overcome some of these forces
3.5 describe how protective sports equipment protects the body from the impact of forces
7 Form and Function 2.3 investigate the factors that determine the ability of a structure to support a load
3.1 classify structures as solid structures, frame structures, or shell structures
3.3 identify the magnitude, direction, point of application, and plane of application of the forces applied to a structure
3.4 distinguish between external forces and internal forces acting on a structure
3.6 identify and describe factors that can cause a structure to fail
8 Systems in Action 2.2 investigate the work done in a variety of everyday activities and record the findings quantitatively
2.6 use appropriate science and technology vocabulary, including mechanical advantage, input, output, friction, gravity, forces, and efficiency, in oral and written communication
3.4 compare, using examples, the scientific definition with the everyday use of the terms work, force, energy, and efficiency
3.5 understand and use the formula work = force × distance (W = F × d) to establish the relationship between work, force, and distance moved parallel to the force in simple systems
3.6 calculate the mechanical advantage (MA = force needed without a simple machine divided by force needed with a simple machine) of various mechanical systems

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Heat Inquiry (7-8)

Program Description
Heat Inquiry (7-8)
GradeTopicExpectations
Strand: Understanding Earth and Space Systems
7 Heat in the Environment 2.3 use technological problem-solving skills to identify ways to minimize heat loss
2.4 use scientific inquiry/experimentation skills to investigate heat transfer through conduction, convection, and radiation
2.5 use appropriate science and technology vocabulary, including heattemperatureconductionconvection, and radiation, in oral and written communication
3.4 explain how heat is transmitted through conduction, and describe natural processes that are affected by conduction
3.5 explain how heat is transmitted through convection, and describe natural processes that depend on convection
3.6 explain how heat is transmitted through radiation, and describe the effects of radiation from the sun on different kinds of surface

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Inventors Challenge: Flight (5-8)

Program Description
Inventors Challenge: Flight (5-8)
GradeTopicExpectations
Strand: Understanding Structures and Mechanisms
5 Forces Acting on Structures and Mechanisms  2.1 follow established safety procedures for working with tools and materials (e.g., wear protective eyewear when testing structures to the breaking point)
2.3 use scientific inquiry/research skills to investigate how structures are built to withstand forces
2.4 use technological problem-solving skills to design, build, and test a frame structure
3.2 identify external forces acting on a structure and describe their effects on the structure, using diagram
6 Flight 2.1 follow established safety procedures for using tools and materials and operating flying devices
2.3 investigate characteristics and adaptations that enable living things to fly
2.4 use technological problem-solving skills to design, build, and test a flying device
3.3 identify and describe the four forces of flight – lift, weight, drag, and thrust
3.4 describe, in qualitative terms, the relationships between the forces of lift, weight, thrust, and drag that are required for flight
3.5 describe ways in which flying devices or living things use unbalanced forces to control their flight
3.6 describe ways in which the four forces of flight can be altered
7 Form and Function 2.1 follow established safety procedures for using tools and handling materials
2.2 design, construct, and use physical models to investigate the effects of various forces on structures
2.3 investigate the factors that determine the ability of a structure to support a load
2.4 use technological problem-solving skills to determine the most efficient way for a structure to support a given load
3.2 describe ways in which the centre of gravity of a structure affects the structure’s stability
3.5 describe the role of symmetry in structures
3.6 identify and describe factors that can cause a structure 
3.7 identify the factors that determine the suitability of materials for use in manufacturing a product

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Light and Sound (4-8)

Program Description
Light and Sound (4-8)
GradeTopicExpectations
Strand: Understanding Matter and Energy
4 Light and Sound 1.2 assess the impacts on society and the environment of light and /or sound energy produced by different technologies…
2.2 investigate the basic properties of light
2.3 investigate the basic properties of sound
2.6 use appropriate science and technology vocabulary, including natural, artificial, beam of light, pitch, loudness, and vibration, in oral … communication
3.1 identify a variety of natural light sources and artificial light sources
3.2 distinguish between objects that emit their own light and those that reflect light from other sources
3.3 describe properties of light, including the following: light travels in a straight path; light can be absorbed, reflected, and refracted
3.4 describe properties of sound, including the following: sound travels; sound can be absorbed or reflected and can be modified
3.5 explain how vibrations cause sound
3.6 describe how different objects and materials interact with light and sound energy
3.7 distinguish between sources of light that give off both light and heat and those that give off light but little or no heat

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Pulleys and Gears (4)

Program Description
Pulleys and Gears (4)
GradeTopicExpectations
Strand: Understanding Structures and Mechanisms
4 Pulleys and Gears 2.1 follow established safety procedures for working with machinery
2.2 use scientific inquiry/experimentation skills to investigate changes in force, distance, speed, and direction in pulley and gear systems
2.4 use appropriate science and technology vocabulary, including pulley, gear, force, and speed, in oral ... communication
3.1 describe the purposes of pulley systems and gear systems
3.2 describe how rotary motion in one system or its components is transferred to another system or component in the same structure
3.3 describe how one type of motion can be transformed into another type of motion using pulleys or gears
3.5 distinguish between pulley systems and gear systems that increase force and those that increase speed
3.6 identify pulley systems and gear systems that are used in daily life, and explain the purpose and basic operation of each

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Rocks and Minerals (4-8)

Program Description
Rocks and Minerals (4-8)
GradeTopicExpectations
Strand: Understanding Earth and Space Systems
4 Rocks and Minerals 1.2 assess the social…costs and benefits of using objects in the built environment that are made from rocks and minerals
2.1 follow established safety procedures for outdoor activities and for working with tools, materials, and equipment
2.2 use a variety of tests to identify the physical properties of minerals
2.4 use scientific inquiry/research skills to investigate how rocks and minerals are used and disposed of in everyday life.
2.5 use appropriate science and technology vocabulary, including hardness, colour, lustre, and texture...
3.1 describe the difference between rocks and minerals, and explain how these differences make them suitable for human use
3.2 describe the properties that are used to identify minerals
3.3 describe how igneous, sedimentary, and metamorphic rocks are formed
3.4 describe the characteristics of the three classes of rocks, and explain how their characteristics are related to their origin

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Serious Science (7-8)

Program Description
Serious Science (7-8)
GradeTopicExpectations
Strand: Understanding Earth and Space Systems
7 Heat in the Environment 2.2 investigate the effects of heating and cooling on the volume of a solid, a liquid, and a gas
2.5 use appropriate science and technology vocabulary, including heat, temperature, conduction, convection, and radiation
3.5 explain how heat is transmitted through conduction, and describe natural processes that are affected by conduction
Strand: Understanding Structures and Mechanisms
8 Systems in Action 3.4 compare, using examples, the scientific definition with the everyday use of the terms work, force, energy, and efficiency
3.5 understand and use the formula work = force × distance (W = F × d) to establish the relationship between work, force, and distance moved parallel to the force in simple systems
Strand: Understanding Matter and Energy
8 Fluids 2.4 investigate applications of the principles of fluid mechanics
3.3 explain the difference between liquids and gases in terms of their compressibility and how their compressibility affects their usag
3.5 determine the buoyancy of an object, given its density, in a variety of fluids (e.g., less dense objects float, more dense objects sink)
3.6 explain in qualitative terms the relationship between pressure, volume, and temperature when a liquid or a gas is compressed or heated
3.7 explain how forces are transferred in all directions in fluids (Pascal’s law)

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Solar System Revealed (4-8)

Program Description
Solar System Revealed (4-8)
GradeTopicExpectations
Strand: Understanding Earth and Space Systems
6 Space 3.1 identify components of the solar system, including the sun, the earth, and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their physical characteristics in qualitative terms
3.2 identify the bodies in space that emit light and those that reflect light
3.4 identify the technological tools and devices needed for space exploration

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Space Mission: Voyage to Mars (5-8)

Program Description
Space Mission: Voyage to Mars (5-8)
GradeTopicExpectations
Strand: Understanding Matter and Energy
5 Properties of and Changes in Matter 2.2 measure temperature and mass, using appropriate instruments
2.5 use appropriate science and technology vocabulary, including mass, volume, …in oral and written communication
2.6 use a variety of forms to communicate with different audiences and for a variety of purposes
Strand: Understanding Earth and Space Systems
5 Conservation of Energy and Resources 1.1 analyse the long-term impacts on society and the environment of human uses of energy and natural resources, and suggest ways to reduce these impacts
1.2 evaluate the effects of various technologies on energy consumption and propose ways in which individuals can improve energy conservation
3.2 identify renewable and non-renewable sources of energy
6 Space 1.1 assess the contributions of Canadians...to the exploration and scientific understanding of space
1.2 evaluate the social and environmental costs and benefits of space exploration, taking different points of view into account
2.3 use scientific inquiry/research skills to investigate scientific and technological advances that allow humans to adapt to life in space
2.4 use appropriate science and technology vocabulary, including axis, tilt, rotation, revolution, planets, moons, comets, and asteroids, in oral and written communication
2.5 use a variety of forms to communicate with different audiences and for a variety of purposes
3.1 identify components of the solar system, including the sun, the earth, and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their physical characteristics in qualitative terms
3.2 identify the bodies in space that emit light and those that reflect light
3.3 explain how humans meet their basic biological needs in space
3.4 identify the technological tools and devices needed for space exploration
3.5 describe the effects of the relative positions and motions of the earth, moon, and sun
8 Water Systems 1.1 evaluate personal water consumption, compare it with personal water consumption…
2.3 test water samples for a variety of chemical characteristics
Second table for Space Mission: Voyage to Mars (5-8)
Cross Curriculum Connections: Language
GradeExpectations
Strand: Oral Communication 
5 1.1 identify a range of purposes for listening in a variety of situations, formal and informal, and set goals related to specific listening tasks
1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a range of situations, including work in groups
1.3 identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of oral texts
1.5 make inferences about oral texts using stated and implied ideas in the texts as evidence
1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them
2.1 identify a variety of purposes for speaking
2.2 demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large group discussions
2.3 communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form
6 1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including work in groups
1.3 identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of increasingly complex oral texts
1.5 interpret oral texts by using stated and implied ideas from the texts
1.6 extend understanding of oral texts by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them
1.7 analyse oral texts in order to evaluate how well they communicate ideas, opinions, themes, and information
2.1 identify a variety of purposes for speaking and explain how the purpose and intended audience influence the choice of form
2.2 demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large-group discussions
2.3 communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information
7 1.1 identify a range of purposes for listening in a variety of situations, formal and informal, and set goals appropriate for specific listening tasks
1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including work in groups
1.3 identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of increasingly complex or challenging oral texts
1.4 demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways
1.5 develop and explain interpretations of oral texts using stated and implied ideas from the texts to support their interpretation
1.6 extend understanding of oral texts, including increasingly complex texts, by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them
1.7 analyse oral texts in order to evaluate how effectively they communicate ideas, opinions, themes, or experiences, and suggest possible improvements
2.2 demonstrate an understanding of appropriate speaking behaviour in most situations, adapting contributions and responses to suit the purpose and audience
2.3 communicate orally in a clear, coherent manner, using a structure and style appropriate to both the topic and the intended audience
8 1.1 identify a range of purposes for listening in a variety of situations, formal and informal, and set goals appropriate to specific listening tasks
1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including work in
1.3 identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of increasingly complex and challenging oral texts groups
1.4 demonstrate an understanding of the information and ideas in increasingly complex and difficult oral texts in a variety of ways
1.5 develop and explain interpretations of oral texts using the language of the text and oral and visual cues to support their interpretations
1.6 extend understanding of oral texts, including increasingly complex or difficult texts, by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them
1.7 analyse a variety of complex or challenging oral texts in order to identify the strategies that have been used to inform, persuade, or entertain, and evaluate the effectiveness of those strategies
2.2 demonstrate an understanding of appropriate speaking behaviour in most situations, using a variety of speaking strategies and adapting them to suit the purpose and audience
2.3 communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, the subject matter, and the intended audience
2.6 identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning
2.7 use a variety of appropriate visual aids
3.1 identify what strategies they found most helpful before, during, and after listening and speaking and what steps they can take to improve their oral communication skills
Strand: Reading
5 1.1 read a variety of texts…graphic texts…and informational texts
1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes
1.4 demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details
1.7 analyse increasingly complex texts and explain how the different elements in them contribute to meaning
1.8 make judgements and draw conclusions about the ideas and information in texts and cite stated or implied evidence from the text to support their views
2.2 identify a variety of organizational patterns in a range of texts and explain how they help readers understand the texts
2.3 identify a variety of text features and explain how they help readers understand texts
3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues, including
6 1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes
1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts
1.4 demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details
1.5 develop interpretations about texts using stated and implied ideas to support their interpretations
1.6 extend understanding of texts by connecting, comparing, and contrasting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them
1.8 make judgements and draw conclusions about ideas in texts and cite stated or implied evidence from the text to support their views
2.1 analyse a variety of text forms and explain how their particular characteristics help communicate meaning…graphic texts…informational texts
2.3 identify a variety of text features and explain how they help readers understand texts
7 1.1 read a wide variety of increasingly complex or difficult texts
1.4 demonstrate understanding of increasingly complex texts by summarizing important ideas and citing a variety of details that support the main idea
1.5 develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations
1.7 analyse a variety of texts, both simple and complex, and explain how the different elements in them contribute to meaning and influence the reader’s reaction
1.8 evaluate the effectiveness of both simple and complex texts based on evidence from the texts
2.2 analyse increasingly complex texts to identify organizational patterns used in them and explain how the patterns help communicate meaning
2.3 identify a variety of text features and explain how they help communicate meaning
8 1.1 read a wide variety of increasingly complex or difficult texts
1.2 identify a variety of purposes for reading and choose increasingly complex or difficult reading materials appropriate for those purposes
1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex or difficult texts
1.4 demonstrate understanding of increasingly complex and difficult texts by summarizing important ideas and explaining how the details support the main ide
1.5 develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations
2.1 analyse a variety of text forms and explain how their particular characteristics help communicate meaning… graphic texts such as a map
2.3 identify a variety of text features and explain how they help communicate meaning
Strand: Writing
5 1.3 gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources
1.6 determine whether the ideas and information they have gathered are relevant, appropriate, and adequate for the purpose, and do more research if necessary
6 1.3 gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources
1.4 sort and classify ideas and information for their writing in a variety of w
1.5 identify and order main ideas and supporting details and group them into units that could be used to develop several linked paragraphs, using a variety of strategies
1.6 determine whether the ideas and information they have gathered are relevant, appropriate, and adequate for the purpose, and do more research if necessary
7 1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic resources
1.4 sort and classify ideas and information for their writing in a variety of ways that allow them to manipulate information and see different combinations and relationships in their data
1.6 determine whether the ideas and information they have gathered are relevant, appropriate, and sufficiently specific for the purpose, and do more research if necessary
2.1 write complex texts of different lengths using a wide range of forms
8 1.2 generate ideas about more challenging topics and identify those most appropriate to the purpose
1.4 sort and classify ideas and information for their writing in a variety of ways that allow them to manipulate information and see different combinations and relationships in their data
1.5 identify and order main ideas and supporting details and group them into units that could be used to develop a summary, a debate, or a report of several paragraphs, using a variety of strategies
1.6 determine whether the ideas and information they have gathered are relevant, appropriate, and sufficiently specific for the purpose, and do more planning and research if necessary
Strand: Media Literacy
5 3.4 produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques
6 3.4 produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques
8 3.4 produce a variety of media texts of some technical complexity for specific purposes and audiences, using appropriate forms, conventions, and techniques
Third table for Space Mission: Voyage to Mars (5-8)
Cross Curriculum Connections: Mathematics
GradeExpectations
Strand: Mathematical Process Expectations
5 develop, select, and apply problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding
develop and apply reasoning skills
demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem
select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems
make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts
create a variety of representations of mathematical ideas, make connections among them, and apply them to solve problems
communicate mathematical thinking orally, visually, and in writing, using everyday language, a basic mathematical vocabulary, and a variety of representations, and observing basic mathematical conventions
6 develop, select, and apply problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding
develop and apply reasoning skills to make and investigate conjectures and construct and defend arguments
demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem
select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems
make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts
7 develop, select, apply, and compare a variety of problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understandin
develop and apply reasoning skills to make mathematical conjectures, assess conjectures and justify conclusions, and plan and construct organized mathematical arguments
demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem
select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems
Strand: Number Sense and Numeration
5 round decimal numbers to the nearest tenth, in problems arising from real-life situations
solve problems involving the addition, subtraction, and multiplication of whole numbers, using a variety of mental strategies
6 solve problems involving the multiplication and division of whole numbers
multiply and divide decimal numbers to tenths by whole numbers, using concrete materials, estimation, algorithms, and calculators
7 solve multi-step problems arising from real-life contexts and involving whole numbers and decimals, using a variety of tools
evaluate expressions that involve whole numbers and decimals, including expressions that contain brackets, using order of operations
demonstrate an understanding of rate as a comparison, or ratio, of two measurements with different units
Strand: Measurement
5 measure and record temperatures to determine and represent temperature changes over time
select and justify the most appropriate standard unit
select and justify the most appropriate standard unit to measure mass
6 estimate, measure, and record length, area, mass, capacity, and volume, using the metric measurement system
select and justify the appropriate metric unit
7 solve problems that require conversion between metric units of measure
determine, through investigation using a variety of tools
8 develop, select, apply, and compare a variety of problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding
solve problems that require conversions involving metric units of area, volume, and capacity
demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem
make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts
create a variety of representations of mathematical ideas (e.g., numeric, geometric, algebraic, graphical, pictorial; onscreen dynamic representations), connect and compare them, and select and apply the appropriate representations to solve problems
Strand: Geometry and Spatial Sense
5 locate an object using the cardinal directions (i.e., north, south, east, west) and a coordinate system
locate an object using the cardinal directions (i.e., north, south, east, west) and a coordinate system
6 locate an object using the cardinal directions (i.e., north, south, east, west) and a coordinate system
Strand: Data Management and Probability
5 collect data by conducting a survey or an experiment to do with themselves, their environment, issues in their school or community, or content from another subject, and record observations or measurements
collect and organize discrete or continuous primary data and secondary data and display the data in charts, tables, and graphs that have appropriate titles, labels and scales that suit the range and distribution of the data
read, interpret, and draw conclusions from primary data and use it to describe the shape of the data set across its range of values, using charts, tables, and graphs
calculate the mean for a small set of data and use it to describe the shape of the data set across its range of values, using charts, tables, and graphs
6 collect data by conducting a survey or an experiment to do with themselves, their environment, issues in their school or community, or content from another subject, and record observations or measurements
collect and organize discrete or continuous primary data and secondary data and display the data in charts, tables, and graphs
read, interpret, and draw conclusions from primary data
demonstrate, through investigation, an understanding of how data from charts, tables, and graphs can be used to make inferences and convincing arguments
7 collect data by conducting a survey or an experiment to do with themselves, their environment issues in their school or community, or content from another subject and record observations or measurements
collect and organize categorical, discrete, or continuous primary data and secondary data and display the data in charts, tables, and graphs that have appropriate titles, labels and scales…
read, interpret, and draw conclusions from primary data
make inferences and convincing arguments that are based on the analysis of charts, tables, and graphs
8 collect data by conducting a survey or an experiment to do with themselves, their environment, issues in their school or community, or content from another subject, and record observations or measurements
collect and organize categorical, discrete, or continuous primary data and secondary data and display the data in charts, tables, and graphs

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