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Curriculum Connections

Programs for kindergarten to grade 3

The Ontario Science Centre has developed an exciting collection of school programs 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

Adventures in Science (JK-SK)

Program Description
Adventures in Science (JK-SK)
GradeTopicExpectations
Strand: Science and Technology
K Exploration and Experimentation    2. sort and classify groups of living and non-living things in their own way
4. pose questions and make predictions and observations before and during investigations
6. communicate results and findings from individual and group investigations
7. investigate, in various ways, how different forces make things move
8. demonstrate an awareness of local natural habitats through exploration and observation
12. experiment with simple machines and common objects

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Energy (1-3)

Program Description
Energy (1-3)
GradeTopicExpectations
Strand: Understanding Matter and Energy
1 Energy in Our Lives 2.1 follow established safety procedures during science and technology investigations
2.7 use appropriate science and technology vocabulary, including explore, investigate, design, energy, and survival, in oral...communication
3.1 demonstrate an understanding that energy is what makes the things they do or see happen
3.2 demonstrate an understanding that the sun, as the earth’s principal source of energy, warms the air, land, and water; is a source of light for the earth; and makes it possible to grow food
3.3 identify food as a source of energy for themselves and other living things
3.4 identify everyday uses of various sources of energy
3.5 demonstrate an understanding that humans get the energy resources they need from the world around them…and that the supply of many of these resources is limited so care needs to be taken in how we use them

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Fun with Geometry (1-3)

Program Description
Fun with Geometry (1-3)
Curriculum Connections: Mathematics
GradeExpectations
Strand: Geometry and Spatial Sense
1 identify and describe common two-dimensional shapes (e.g., circles, triangles, rectangles, squares) and sort and classify them by their attributes (e.g., colour; size; texture; number of sides), using concrete materials and pictorial representations (e.g.,“I put all the triangles in one group. Some are long and skinny, and some are short and fat, but they all have three sides.”)
trace and identify the two-dimensional faces of three-dimensional figures, using concrete models (e.g.,“I can see squares on the cube.”)
identify and describe common three-dimensional figures (e.g., cubes, cones, cylinders, spheres, rectangular prisms) and sort and classify them by their attributes (e.g., colour; size; texture; number and shape of faces), using concrete materials and pictorial representations (e.g.,“I put the cones and the cylinders in the same group because they all have circles on them.”)
locate shapes in the environment that have symmetry, and describe the symmetry
compose patterns, pictures, and designs, using common two-dimensional shapes (Sample problem: Create a picture of a flower using pattern blocks.)
identify and describe shapes within other shapes (e.g., shapes within a geometric design)
build three-dimensional structures using concrete materials, and describe the two dimensional shapes the structures contain
describe the relative locations of objects or people using positional language (e.g., over, under, above, below, in front of, behind, inside,outside, beside, between, along)
create symmetrical designs and pictures, using concrete materials (e.g., pattern blocks, connecting cubes, paper for folding), and describe the relative locations of the parts
2 distinguish between the attributes of an object that are geometric properties (e.g., number of sides, number of faces) and the attributes that are not geometric properties (e.g., colour, size, texture), using a variety of tools (e.g., attribute blocks, geometric solids, connecting cubes)
identify and describe various polygons (i.e., triangles, quadrilaterals, pentagons, hexagons, heptagons, octagons) and sort and classify them by their geometric properties (i.e., number of sides or number of vertices), using concrete materials and pictorial representations (e.g.,“I put all the figures with five or more vertices in one group, and all the figures with fewer than five vertices in another group.”)
identify and describe various three-dimensional figures (i.e., cubes, prisms, pyramids) and sort and classify them by their geometric properties (i.e., number and shape of faces), using concrete materials (e.g.,“I separated the figures that have square faces from the ones that don’t.”)
create models and skeletons of prisms and pyramids, using concrete materials (e.g., cardboard; straws and modelling clay), and describe their geometric properties (i.e., number and shape of faces, number of edges)
locate the line of symmetry in a two-dimensional shape (e.g., by paper folding; by using a Mira)
compose and describe pictures, designs, and patterns by combining two-dimensional shapes (e.g.,“I made a picture of a flower from one hexagon and six equilateral triangles.”)
compose and decompose two-dimensional shapes (Sample problem: Use Power Polygons to show if you can compose a rectangle from two triangles of different sizes.)
build a structure using three-dimensional figures, and describe the two-dimensional shapes and three-dimensional figures in the structure (e.g.,“I used a box that looks like a triangular prism to build the roof of my house.”)
create and describe symmetrical designs using a variety of tools (e.g., pattern blocks, tangrams, paper and pencil)
3 use a reference tool (e.g., paper corner, pattern block, carpenter’s square) to identify right angles and to describe angles as greater than, equal to, or less than a right angle (Sample problem: Which pattern blocks have angles bigger than a right angle?) 
identify and compare various polygons (i.e., triangles, quadrilaterals, pentagons, hexagons, heptagons, octagons) and sort them by their geometric properties (i.e., number of sides; side lengths; number of interior angles; number of right angles)
compare various angles, using concrete materials and pictorial representations, and describe angles as bigger than, smaller than, or about the same as other angles (e.g., “Two of the angles on the red pattern block are bigger than all the angles on the green pattern block.”)
compare and sort prisms and pyramids by geometric properties (i.e., number and shape of faces, number of edges, number of vertices), using concrete materials
construct rectangular prisms (e.g., using given paper nets; using Polydrons), and describe geometric properties (i.e., number and shape of faces, number of edges, number of vertices) of the prisms
solve problems requiring the greatest or least number of two-dimensional shapes (e.g., pattern blocks) needed to compose a larger shape in a variety of ways (e.g., to cover an outline puzzle) (Sample problem: Compose a hexagon using different numbers of smaller shapes.)
explain the relationships between different types of quadrilaterals (e.g., a square is a rectangle because a square has four sides and four right angles; a rhombus is a parallelogram because opposite sides of a rhombus are parallel)
identify and describe the two-dimensional shapes that can be found in a three-dimensional figure (Sample problem: Build a structure from blocks, toothpicks, or other concrete materials, and describe it using geometric terms, so that your partner will be able to build your structure without seeing it.)
describe and name prisms and pyramids by the shape of their base (e.g., rectangular prism, square-based pyramid)
identify congruent two-dimensional shapes by manipulating and matching concrete materials (e.g., by translating, reflecting, or rotating pattern blocks)
identify flips, slides, and turns, through investigation using concrete materials and physical motion, and name flips, slides, and turns as reflections, translations, and rotations (e.g., a slide to the right is a translation; a turn is a rotation)
complete and describe designs and pictures of images that have a vertical, horizontal, or diagonal line of symmetry (Sample problem: Draw the missing portion of the given butterfly on grid paper.)

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Living Things and the Environment (1-3)

Program Description
Living Things and the Environment (1-3)
GradeTopicExpectations
Strand: Understanding Life Systems
1 Needs and Characteristics of Living Things 2.1 follow established safety procedures and humane practices during science and technology investigations
2.2 investigate and compare the basic needs of humans and other living things, including the need for air, water, food, warmth, and space, using a variety of methods and resources
2.3 investigate and compare the physical characteristics of a variety of plants and animals, including humans
2.4 investigate the physical characteristics of plants and explain how they help the plant meet its basic needs...
2.6 use appropriate science and technology vocabulary, including investigation, explore, needs, space, and food, in oral…communication
3.1 identify environment as the area in which something or someone exists or lives
3.2 identify the physical characteristics of a variety of plants and animals
3.4 describe the characteristics of a healthy environment, including clean air and water and nutritious food, and explain why it is important for all living things to have a healthy environment
3.6 identify what living things provide for other living things
3.7 describe how the things plants and animals use to meet their needs are changed by their use and are returned to the environment in different forms
2 Growth and Changes in Animals    2.1 follow established safety procedures and humane practices specific to the care and handling of live animals, where appropriate, during science and technology investigations
2.2 observe and compare the physical characteristics and the behavioural characteristics of a variety of animals, including insects...
2.5 investigate the ways in which a variety of animals adapt to their environment and/or to changes in their environment...
2.7 use appropriate science and technology vocabulary, including life cycle, ... adaptation, body coverings, and classify, in oral ... communication
3.1 identify and describe major physical characteristics of different types of animals
3.2 describe an adaptation as a characteristic body part, shape, or behaviour that helps a plant or animal survive in its environment
Strand: Understanding Earth and Space Systems
2 Air and Water in the Environment  2.1 follow established safety procedures during science and technology investigations
3.2 identify water as a clear, colourless, odourless, tasteless liquid that exists in three states and that is necessary for the life of most animals and plants
3.3 describe ways in which living things, including humans, depend on air and water
3.4 identify sources of water in the natural and built environment
Strand: Understanding Life Systems
3 Growth and Changes in Plants       2.2 follow established safety procedures during science and technology investigations
2.4 identify water as a clear, colourless, odourless, tasteless liquid that exists in three states and that is necessary for the life of most animals and plants
2.6 describe ways in which living things, including humans, depend on air and water
3.1 identify sources of water in the natural and built environment
3.2 identity the major parts of plants, including root, stem, ... leaf, seed, and fruit, and describe how each contributes to the plant's survival within the plant's environment
3.4 describe how most plants get energy to live directly from the sun and how plants help other living things to get energy from the sun
3.6 describe ways in which plants and animals depend on each other
Strand: Understanding Earth and Space Systems
3 Soils in the Environment    2.2 investigate the components of soil, the condition of soil…using a variety of soil samples from different local environments, and explain how the different amounts of these components in a soil sample determine how the soil can be used
2.3 use…knowledge and skills acquired from previous investigations, to determine which type(s) of soil will sustain life
2.5 use appropriate science and technology vocabulary, including claysandloampebblesearth materials, and soil, in oral ... communication
3.1 identify and describe the different types of soils
3.3 describe the interdependence between the living and non-living things that make up soil
3.4 describe ways in which the components of various soils enable the soil to provide shelter/ homes and/or nutrients for different kinds of living things

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Matter and Materials (1-3)

Program Description
Matter and Materials (1-3)
GradeTopicExpectations
Strand: Understanding Structures and Mechanisms
1 Material, Objects and Everyday Structures 3.1 describe objects as things that are made of one or more materials
3.4 describe the function/purpose of the observable characteristics of various objects and structures, using information gathered through their senses
3.5 identify the materials that make up objects and structures
3.6 distinguish between objects and materials found in nature and those made by humans
3.7 describe the properties of materials that enable the objects and structures made from them to perform their intended function
3.9 identify the sources in nature of some common materials that are used in making structures
Strand: Understanding Matter and Energy
1 Energy in Our Lives 1.2 assess objects in their environment that are constructed for similar purposes in terms of type of materials they are made from, the source of these materials, and what happens to these objects when they are worn out or no longer needed
2.3 investigate, through experimentation, the properties of various materials
2 Properties of Liquids and Solids 2.2 investigate the properties of liquids and solids
2.3 investigate, through experimentation, interactions that occur as a result of mixing and/or dissolving liquids and solids, liquids and liquids and solids and solids
2.4 use scientific inquiry/experimentation skills to investigate liquids and solids in terms of their capacity for buoyancy and/or absorption
3.1 identify objects in the natural and built environment as solids
3.2 describe the properties of solids and liquids
3.3 identify conditions in which the states of liquids and solids remain constant and conditions that can cause their states to change
3.4 describe some ways in which solids and liquids can be combined to make useful substances

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Science Investigators (JK-SK)

Program Description
Science Investigators (JK-SK)
GradeTopicExpectations
Strand: Science and Technology
K Exploration and Experimentation 1. describe some natural occurrences, using their own observations and representations
4. pose questions and make predictions and observations before and during investigations
6. communicate results and findings from individual and group investigations
10. investigate various materials that have different properties
11. demonstrate an awareness of the safe use of all materials and tools used in class
13. investigate and use familiar technological items
15. investigate and discuss how familiar objects are designed to meet a human need

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Simple Machines and Forces (1-3)

Program Description
Simple Machines (1-3)
GradeTopicExpectations
Strand: Understanding Structures and Mechanisms
2 Movement 2.2 investigate and describe different kinds of movement
2.3 investigate the structure and function of simple machines
2.5 use appropriate science and technology vocabulary, including pushpullbesideabovewheelaxle, and inclined plane, in oral ... communication
3.1 describe different ways in which objects move
3.2 identify ways in which the position of an object can be changed
3.3 identify the six basic types of simple machines – lever; inclined plane; pulley; wheel and axle, including gear; screw; and wedge – and give examples of ways in which each is used in daily life to make tasks easier
3.4 describe how each type of simple machine allows humans to move objects with less force than otherwise would be needed
3.5 identify simple machines used in devices that move people
Strand: Understanding Matter and Energy
3 Forces Causing Movement 2.2 investigate forces that cause an object to start moving, stop moving, or change direction
2.3 conduct investigations to determine the effects of increasing or decreasing the amount of force applied to an object
2.5 use appropriate science and technology vocabulary, including push, pull, load, distance, and speed, in oral and written communication

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Structures (1-3)

Program Description
Structures (1-3)
GradeTopicExpectations
Strand: Understanding Structures and Mechanisms
1 Materials, Objects and Everyday Structures 1.2 assess objects in their environment that are constructed for similar purposes in terms of type of materials they are made from, the source of these materials, and what happens to these objects when they are worn out or no longer needed
2.4 use technological problem-solving skills and knowledge acquired from previous investigations, to design, build, and test a structure for a specific purpose
2.5 use appropriate science and technology vocabulary, including experimentexplorepurposerigidflexiblesolid, and smooth, in oral ... communication
2 Movement 3.2 identify ways in which the position of an object can be changed
3 Strong and Stable Structures 1.1 assess effects of strong and stable structures on society and the environment
3.1 define a structure as a supporting framework, with a definite size, shape, and purpose, that holds a load
3.2 identify structures in the natural environment and in the built environment
3.3 identify the strength of a structure as its ability to support a load
3.4 identify the stability of a structure as its ability to maintain balance and stay fixed in one spot
3.5 identify properties of materials that need to be considered when building structures
3.6 describe ways in which the strength of different materials can be altered

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The Night Sky (1-3)

Program Description
The Night Sky (1-3)
GradeTopicExpectations
Strand: Understanding Earth and Space Systems
1 Daily and Seasonal Changes 2.2 investigate the changes in the amount of light from the sun that occur throughout the day...
3.1 identify the sun as Earth’s principal source of heat and light
3.2 define a cycle as a circular sequence of events
3.3 describe changes in the amount of heat and light from the sun that occur throughout the day...

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