School Trips

 


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:



Action Earth! (4-8)

Program Description

CURRICULUM CONNECTIONS

Grade Topic Expectations
Strand: Understanding Life Systems
4Habitats 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
    1.2identify reasons for the depletion or extinction of a plant or animal species
    3.5classify 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 Life Systems
6Biodiversity
    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 interrelationhips sustain biodiversity
Strand: Understanding Life Systems
7Interactions 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
5Conservation 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 energy, heat, light, sound, electrical, mechanical, 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
    3.5 explain that energy that is apparently “lost” from a system has been transformed into other energy forms
Strand: Understanding Earth and Space Systems
7Heat in the Environment
    1.2 assess the environmental and economic impacts of using conventional and alternative forms of energy
    2.5 use appropriate science and technology vocabulary, including heat, temperature, conduction, convection, and radiation, in oral and written communication
    3.6 explain how heat is transmitted through radiation, and describe the effects of radiation from the sun on different kinds of surfaces
    3.7 describe the role of radiation in heating and cooling the earth, and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere
    3.8 identify common sources of greenhouse gases and describe ways of reducing emissions of these gases
Strand: Understanding Earth and Space Systems
8Water 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
Back to top

Body Works (4-8)

Program Description

CURRICULUM CONNECTIONS

Grade Topic Expectations
Strand: Understanding Life Systems
5Human 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
Strand: Understanding Life Systems
8Cells
    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
Cross Curriculum Connections: Health & Physical Education
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
Back to top

Destination Space (4-8)

Program Description

CURRICULUM CONNECTIONS

Grade Topic Expectations
Strand: Understanding Earth and Space Systems
6Space
    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
    3.4identify the technological tools and devices needed for space exploration
Back to top

Diversity of the Microworld (6-8)

Program Description

CURRICULUM CONNECTIONS

Grade Topic Expectations
Strand: Understanding Life Systems
8Cells
    2.1 follow established safety procedures for handling apparatus and materials and use microscopes correctly and safely
    2.2use a microscope correctly and safely to find and observe components of plant and animal cells and make accurate drawings of their observations
    2.3prepare dry- and wet-mount slides of a variety of objects for use with a microscope
    2.5use appropriate science and technology vocabulary, including organelle, diffusion, osmosis, cell theory, selective permeability, membrane, stage, and eyepieces, in oral and written communication
    2.6use a variety of forms to communicate with different audiences and for a variety of purposes
    3.1demonstrate an understanding of the postulates of the cell theory
    3.2identify structures and organelles in cells, including the nucleus, cell membrane, cell wall, chloroplasts, vacuole, mitochondria, and cytoplasm, and explain the basic functions of each
    3.3 compare the structure ... of plant and animal cells
    3.5 identify unicellular organisms
Back to top

Energy Transformations (4-8)

Program Description

CURRICULUM CONNECTIONS

Grade Topic Expectations
Strand: Understanding Matter and Energy
6Electricity 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
    2.3 use scientific inquiry/experimentation skills to investigate the characteristics of static electricity
    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
Strand: Understanding Earth and Space Systems
5Conservation 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
Back to top

Environmental Solutions (6-8)

Program Description

CURRICULUM CONNECTIONS

Grade Topic Expectations
Strand: Understanding Life Systems
6Biodiversity
    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
    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
    3.4 describe ways in which biodiversity within and among communities is important for maintaining the resilience of these communities
    3.7 explain how invasive species reduce biodiversity in local environments
Strand: Understanding Life Systems
7Interactions in the Environment
    1.2 analyze the costs and benefits of selected strategies for protecting the environment

    Sample issues:...(d) Controlling the water flow in natural systems has a domino effect on the environmental integrity of the water system.

    2.3 use scientific inquiry/research skills to investigate occurrences that affect the balance within a local ecosystem.

    Sample guiding questions:…What is the impact of invasive species such as zebra mussels…on Ontario lakes, and what can be done to lessen the impact?

    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
7Pure Substances and Mixtures
    1.1assess positive and negative environmental impacts related to the disposal of pure substances and mixtures
    2.3investigate processes used for separating different mixtures

    Sample problem: Use filtration …to separate a mixture of water…and sand. Use filtration to separate marbles of different sizes.
    3.10explain why water is referred to as the universal solvent
Strand: Understanding Earth and Space Systems
8Water Systems
    1.1 evaluate personal water consumption, compare it with personal water consumption in other countries...
    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
Back to top

Fun with Chemistry (4-8)

Program Description

CURRICULUM CONNECTIONS

Grade Topic Expectations
Strand: Understanding Matter and Energy
4Light and Sound
    3.7distinguish between sources of light that give off both light and heat and those that give off light but little or no heat
Strand: Understanding Matter and Energy
5Properties 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
    3.2identify properties of solids, liquids and gases and state examples of each
    3.3explain changes of state in matter and give examples of each
    3.4describe 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
Strand: Understanding Matter and Energy
7Pure 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
Back to top

Fun with Physics (4-8)

Program Description

CURRICULUM CONNECTIONS

Grade Topic Expectations
Strand: Understanding Structures and Mechanisms
5Forces 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
Strand: Understanding Structures and Mechanisms
7Form 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
Strand: Understanding Structures and Mechanisms
8Systems 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 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
Back to top

Heat Inquiry (7)

Program Description

CURRICULUM CONNECTIONS

Grade Topic Expectations
Strand: Understanding Earth and Space Systems
7Heat 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 heat, temperature, conduction, convection, 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 surfaces
Back to top

Inventors' Challenge: Flight (5-8)

Program Description

CURRICULUM CONNECTIONS

Grade Topic Expectations
Strand: Understanding Structures and Mechanisms
5Forces 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)
    2.2 measure and compare, […] qualitatively, the force required to move a load
    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
    2.5 use appropriate science and technology vocabulary, including tension, compression, torque, system, and load, in oral and written communication
    3.2 identify external forces acting on a structure and describe their effects on the structure, using diagrams
Strand: Understanding Structures and Mechanisms
6Flight
    2.1 follow established safety procedures for using tools and materials and operating flying devices
    2.2 measure and compare, […] qualitatively, the force required to move a load
    2.3 investigate characteristics and adaptations that enable living things to fly (e.g., a bat’s wings are made up of long, thin bones covered with a very light membrane that forms an airfoil surface; insects can twist and turn their wings, which helps them to hover in the air or even fly backwards; some seeds, such as the keys of a maple tree or dandelion seeds, have parachutes or wings like a glider that allow them to be carried by the wind)
    2.4 use technological problem-solving skills to design, build, and test a flying device
    2.5 use appropriate science and technology vocabulary, including aerodynamics, compress, flight, glide, propel, drag, thrust, and lift, in oral and written communication
    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
Strand: Understanding Structures and Mechanisms
7Form 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
    3.3 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
    3.5 describe the role of symmetry in structures
    3.6 identify and describe factors that can cause a structure to fail
    3.7 identify the factors that determine the suitability of materials for use in manufacturing a product
Back to top

Let's Take Flight (4-8)

Program Description

CURRICULUM CONNECTIONS

Grade Topic Expectations
Strand: Understanding Structures and Mechanisms
6Flight
    2.2 use scientific inquiry/experimentation skills to investigate the properties of air
    2.3 investigate characteristics and adaptations that enable living things to fly
    2.5 use appropriate science and technology vocabulary, including aerodynamics, compress, flight, glide, propel, drag, thrust, and lift, in oral and written communication
    3.1 identify the properties of air that make flight possible
    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
Back to top

Light and Sound (4-8)

Program Description

CURRICULUM CONNECTIONS

Grade Topic Expectations
Strand: Understanding Matter and Energy
4Light and Sound
    2.2 investigate the basic properties of light
    2.3 investigate the basic properties of sound
    2.6use 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
Back to top

Liquid Nitrogen Extravaganza (4-8)

Program Description

CURRICULUM CONNECTIONS

Grade Topic Expectations
Strand: Understanding Structures and Mechanisms
6Flight
    3.1 identify the properties of air that make flight possible (e.g., air takes up space, has mass, expands, can exert a force when compressed)
    3.2 identify common applications of the properties of air, such as its compressibility and insulating qualities (e.g., home insulation, tires, sleeping bags, layered clothing)
Strand: Understanding Matter and Energy
5Properties of and Changes in Matter
    2.2 measure temperature and mass, using appropriate instrument
    2.5use appropriate science and technology vocabulary, including mass, volume, properties, matter, physical/reversible changes, and chemical/irreversible changes, in oral communication
    3.2 identify properties of solids, liquids, and gases
    3.3 explain changes of state in matter, and give examples of each
    3.4describe physical changes in matter, as changes that are reversible
    3.6 explain how changes of state involve the release of heat or the absorption of heat
Strand: Understanding Matter and Energy
7Pure Substances and Mixtures
    3.1 distinguish between pure substances and mixtures
    3.2 state the postulates of the particle theory of matter
    3.5 describe the processes used to separate mixtures or solutions into their components, and identify some industrial applications of these processes
Strand: Understanding Matter and Energy
8Fluids
    2.3 investigate and compare the density of a variety of liquids
    3.1 demonstrate an understanding of viscosity and compare the viscosity of various liquids
    3.2 describe the relationship between mass, volume, and density as a property of matter
    3.3 explain the difference between solids, liquids, and gases in terms of density, using the particle theory of matter
Strand: Understanding Earth and Space Systems
7Heat in the Environment
    1.1 assess the social and environmental benefits of technologies that reduce heat loss or transfer

    2.2 investigate the effects of heating and cooling on the volume of a solid, a liquid, and a gas
    3.1 use the particle theory to compare how heat affects the motion of particles in a solid, a liquid, and a gas
    3.3 use the particle theory to explain the effects of heat on volume in solids, liquids and gases
    3.4 explain how heat is transmitted through conduction, and describe natural processes that are affected by conduction
Back to top

Mars Explored (4-8)

Program Description

CURRICULUM CONNECTIONS

Grade Topic Expectations
Strand: Understanding Earth and Space Systems
6Space
    1.1 assess the contributions of Canadians to the exploration and scientific understanding of space
    2.3 use scientific inquiry/research skills to investigate scientific and technological advances that allow humans to adapt to life in 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
    3.3explain how humans meet their basic biological needs in space
    3.4 identify the technological tools and devices needed for space exploration
Back to top

Oceans: Biodiversity at Sea (4-8)

Program Description

CURRICULUM CONNECTIONS

Grade Topic Expectations
Strand: Understanding Life Systems
4Habitats and Communities
    1.1 analyse the positive and negative impacts of human interactions with natural habitats and communities,...and evaluate ways of minimizing the negative impact
    1.2 identify reasons for the depletion or extinction of a plant or animal species, evaluate the impacts on the rest of the natural community, and propose possible actions for preventing such extinctions or depletions from happening
    2.5 use appropriate science and technology vocabulary, including habitat, population, community, adaptation, and food chain...
    3.2 demonstrate an understanding of food chains as systems in which energy from the sun is transferred to producers (plants) and then to consumers (animals)
    3.3 identify factors that affect the ability of plants and animals to survive in a specific habitat
    3.5 classify organisms, including humans, according to their role in a food chain
    3.6 identify animals that are carnivores, herbivores, or omnivores
    3.7 describe structural adaptations that allow plants and animals to survive in specific habitats
    3.10 describe ways in which humans are dependent on natural habitats and communities
Strand: Understanding Life Systems
6Biodiversity
    1.2 assess the benefits that human societies derive from biodiversityand the problems that occur when biodiversity is diminished
    2.4 use appropriate science and technology vocabulary, including classification, biodiversity, natural community, interrelationships, vertebrate, invertebrate, stability, characteristics, and organism...
    3.1identify 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
    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
    3.5describe interrelationships within species, between species, and between species and their environment, and explain how these interrelationships sustain biodiversity
    3.6 identify everyday products that come from a diversity of organisms
Strand: Understanding Life Systems
7Interactions in the Environment
    2.4 use appropriate science and technology vocabulary, including sustainability, biotic, ecosystem, community, population, and producer...
    3.4describe the transfer of energy in a food chain and explain the effects of the elimination of any part of the chain
    3.3 describe the roles and interactions of producers, consumers, and decomposers within an ecosystem
    3.8 describe ways in which human activities and technologies alter balances and interactions in the environment
Back to top

Pulleys and Gears (4)

Program Description

CURRICULUM CONNECTIONS

Grade Topic Expectations
Strand: Understanding Structures and Mechanisms
4Pulleys 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
    3.5distinguish between pulley systems and gear systems that increase force and those that increase speed
    3.6identify pulley systems and gear systems that are used in daily life, and explain the purpose and basic operation of each
Back to top

Rocks and Minerals (4-8)

Program Description

CURRICULUM CONNECTIONS

Grade Topic Expectations
Strand: Understanding Earth and Space Systems
4Rocks 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
Back to top

Serious Science (7-8)

Program Description

CURRICULUM CONNECTIONS

Grade Topic Expectations
Strand: Understanding Structures and Mechanisms
8Systems 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
8Fluids
    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 usage
    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)
Strand: Understanding Earth and Space Systems
7Heat 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
Back to top

Solar System Revealed (4-8)

Program Description

CURRICULUM CONNECTIONS

Grade Topic Expectations
Strand: Understanding Earth and Space Systems
6Space
    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
Back to top

Space Mission: Return to the Moon (5-8)

Program Description

CURRICULUM CONNECTIONS

Grade Topic Expectations
Strand: Understanding Matter and Energy
5Properties 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,…
    2.6. use a variety of forms to communicate with different audiences and for a variety of purposes
Strand: Understanding Earth and Space Systems
5Conservation 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
Strand: Understanding Earth and Space Systems
6Space
    1.1 assess the contributions of Canadians
    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
Strand: Understanding Earth and Space Systems
8Water Systems
    1.1 evaluate personal water consumption, compare it with personal water consumption…
    2.3 test water samples for a variety of chemical characteristics
Cross Curriculum Connections: Language
Strand: Oral Communication
5
1.1identify a range of purposes for listening in a variety of situations, formal and informal, and set goals related to specific listening tasks
1.2demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a range of situations, including work in groups
1.3identify 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
1.5make inferences about oral texts using stated and implied ideas in the texts as evidence
1.6extend 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
2.1identify a variety of purposes for speaking
2.2demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large group discussions
2.3communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form
6
1.2demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including work in groups
1.3identify 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
1.5interpret oral texts by using stated and implied ideas from the texts
1.6extend 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
1.7analyse oral texts in order to evaluate how well they communicate ideas, opinions, themes, and information
2.1identify a variety of purposes for speaking and explain how the purpose and intended audience influence the choice of form
2.2demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large-group discussions
2.3communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information
7
1.1identify a range of purposes for listening in a variety of situations, formal and informal, and set goals appropriate for specific listening tasks
1.2demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including work in groups
1.3identify 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
1.4demonstrate 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
1.7analyse oral texts in order to evaluate how effectively they communicate ideas, opinions, themes, or experiences, and suggest possible improvements
2.2demonstrate an understanding of appropriate speaking behaviour in most situations, adapting contributions and responses to suit the purpose and audience
2.3communicate orally in a clear, coherent manner, using a structure and style appropriate to both the topic and the intended audience
8
1.1identify a range of purposes for listening in a variety of situations, formal and informal, and set goals appropriate to specific listening tasks
1.2demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including work in groups
1.3identify 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
1.4demonstrate an understanding of the information and ideas in increasingly complex and difficult oral texts in a variety of ways
1.5develop and explain interpretations of oral texts using the language of the text and oral and visual cues to support their interpretations
1.6extend 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
1.7analyse 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
2.2demonstrate an understanding of appropriate speaking behaviour in most situations, using a variety of speaking strategies and adapting them to suit the purpose and audience
2.3communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, the subject matter, and the intended audience
2.6identify 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
2.7use a variety of appropriate visual aids
3.1identify 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
1.1read a variety of texts…graphic texts…and informational texts
1.2identify a variety of purposes for reading and choose reading materials appropriate for those purposes
1.4demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details
1.7analyse increasingly complex texts and explain how the different elements in them contribute to meaning
1.8make judgements and draw conclusions about the ideas and information in texts and cite stated or implied evidence from the text to support their views
2.2identify a variety of organizational patterns in a range of texts and explain how they help readers understand the texts
2.3identify a variety of text features and explain how they help readers understand texts
3.2predict the meaning of and rapidly solve unfamiliar words using different types of cues...
6
1.2identify a variety of purposes for reading and choose reading materials appropriate for those purposes
1.3identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts
1.4demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details
1.5develop interpretations about texts using stated and implied ideas to support their interpretations
1.6extend 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
1.8make judgements and draw conclusions about ideas in texts and cite stated or implied evidence from the text to support their views
2.1analyse a variety of text forms and explain how their particular characteristics help communicate meaning…graphic texts…informational texts
2.3identify a variety of text features and explain how they help readers understand texts
7
1.1read a wide variety of increasingly complex or difficult texts
1.4demonstrate understanding of increasingly complex texts by summarizing important ideas and citing a variety of details that support the main idea
1.5develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations
1.7analyse 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
1.8evaluate the effectiveness of both simple and complex texts based on evidence from the texts
2.2analyse increasingly complex texts to identify organizational patterns used in them and explain how the patterns help communicate meaning
2.3identify a variety of text features and explain how they help communicate meaning
8
1.1read a wide variety of increasingly complex or difficult texts
1.2identify a variety of purposes for reading and choose increasingly complex or difficult reading materials appropriate for those purposes
1.3identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex or difficult texts
1.4demonstrate understanding of increasingly complex and difficult texts by summarizing important ideas and explaining how the details support the main idea
1.5develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations
2.1analyse a variety of text forms and explain how their particular characteristics help communicate meaning… graphic texts such as a map
2.3identify a variety of text features and explain how they help communicate meaning
Strand: Writing
5
1.3gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources
1.6determine whether the ideas and information they have gathered are relevant, appropriate, and adequate for the purpose, and do more research if necessary
6
1.3gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources
1.4sort and classify ideas and information for their writing in a variety of ways
1.5identify 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
1.6determine whether the ideas and information they have gathered are relevant, appropriate, and adequate for the purpose, and do more research if necessary
7
1.3gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic resources
1.4sort 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
1.6determine whether the ideas and information they have gathered are relevant, appropriate, and sufficiently specific for the purpose, and do more research if necessary
2.1write complex texts of different lengths using a wide range of forms
8
1.2generate ideas about more challenging topics and identify those most appropriate to the purpose
1.4sort 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
1.5identify 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
1.6determine 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
3.4produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques
6
3.4produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques
8
3.4produce a variety of media texts of some technical complexity for specific purposes and audiences, using appropriate forms, conventions, and techniques
Cross Curriculum Connections: Mathematics
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 understanding
  		• 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
  		• compare grid systems commonly used on maps
    6
  		• explain how a coordinate system represents location, and plot points in the first quadrant of a Cartesian coordinate plane
    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
    Back to top

    Space Mission: Voyage to Mars (5-8)

    Program Description

    CURRICULUM CONNECTIONS

    Grade Topic Expectations
    Strand: Understanding Matter and Energy
    5Properties 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,…
      2.6 use a variety of forms to communicate with different audiences and for a variety of purposes
    Strand: Understanding Earth and Space Systems
    5Conservation 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
    Strand: Understanding Earth and Space Systems
    6Space
      1.1 assess the contributions of Canadians
      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
    Strand: Understanding Earth and Space Systems
    8Water Systems
      1.1 evaluate personal water consumption, compare it with personal water consumption…
      2.3 test water samples for a variety of chemical characteristics
    Cross Curriculum Connections: Language
    Strand: Oral Communication
    5
    1.1identify a range of purposes for listening in a variety of situations, formal and informal, and set goals related to specific listening tasks
    1.2demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a range of situations, including work in groups
    1.3identify 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
    1.5make inferences about oral texts using stated and implied ideas in the texts as evidence
    1.6extend 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
    2.1identify a variety of purposes for speaking
    2.2demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large group discussions
    2.3communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form
    6
    1.2demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including work in groups
    1.3identify 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
    1.5interpret oral texts by using stated and implied ideas from the texts
    1.6extend 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
    1.7analyse oral texts in order to evaluate how well they communicate ideas, opinions, themes, and information
    2.1identify a variety of purposes for speaking and explain how the purpose and intended audience influence the choice of form
    2.2demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large-group discussions
    2.3communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information
    7
    1.1identify a range of purposes for listening in a variety of situations, formal and informal, and set goals appropriate for specific listening tasks
    1.2demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including work in groups
    1.3identify 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
    1.4demonstrate 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
    1.7analyse oral texts in order to evaluate how effectively they communicate ideas, opinions, themes, or experiences, and suggest possible improvements
    2.2demonstrate an understanding of appropriate speaking behaviour in most situations, adapting contributions and responses to suit the purpose and audience
    2.3communicate orally in a clear, coherent manner, using a structure and style appropriate to both the topic and the intended audience
    8
    1.1identify a range of purposes for listening in a variety of situations, formal and informal, and set goals appropriate to specific listening tasks
    1.2demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including work in
    1.3identify 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
    1.4demonstrate an understanding of the information and ideas in increasingly complex and difficult oral texts in a variety of ways
    1.5develop and explain interpretations of oral texts using the language of the text and oral and visual cues to support their interpretations
    1.6extend 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
    1.7analyse 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
    2.2demonstrate an understanding of appropriate speaking behaviour in most situations, using a variety of speaking strategies and adapting them to suit the purpose and audience
    2.3communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, the subject matter, and the intended audience
    2.6identify 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
    2.7use a variety of appropriate visual aids
    3.1identify 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
    1.1read a variety of texts…graphic texts…and informational texts
    1.2identify a variety of purposes for reading and choose reading materials appropriate for those purposes
    1.4demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details
    1.7analyse increasingly complex texts and explain how the different elements in them contribute to meaning
    1.8make judgements and draw conclusions about the ideas and information in texts and cite stated or implied evidence from the text to support their views
    2.2identify a variety of organizational patterns in a range of texts and explain how they help readers understand the texts
    2.3identify a variety of text features and explain how they help readers understand texts
    3.2predict the meaning of and rapidly solve unfamiliar words using different types of cues, including
    6
    1.2identify a variety of purposes for reading and choose reading materials appropriate for those purposes
    1.3identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts
    1.4demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details
    1.5develop interpretations about texts using stated and implied ideas to support their interpretations
    1.6extend 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
    1.8make judgements and draw conclusions about ideas in texts and cite stated or implied evidence from the text to support their views
    2.1analyse a variety of text forms and explain how their particular characteristics help communicate meaning…graphic texts…informational texts
    2.3identify a variety of text features and explain how they help readers understand texts
    7
    1.1read a wide variety of increasingly complex or difficult texts
    1.4demonstrate understanding of increasingly complex texts by summarizing important ideas and citing a variety of details that support the main idea
    1.5develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations
    1.7analyse 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
    1.8evaluate the effectiveness of both simple and complex texts based on evidence from the texts
    2.2analyse increasingly complex texts to identify organizational patterns used in them and explain how the patterns help communicate meaning
    2.3identify a variety of text features and explain how they help communicate meaning
    8
    1.1read a wide variety of increasingly complex or difficult texts
    1.2identify a variety of purposes for reading and choose increasingly complex or difficult reading materials appropriate for those purposes
    1.3identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex or difficult texts
    1.4demonstrate understanding of increasingly complex and difficult texts by summarizing important ideas and explaining how the details support the main idea
    1.5develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations
    2.1analyse a variety of text forms and explain how their particular characteristics help communicate meaning… graphic texts such as a map
    2.3identify a variety of text features and explain how they help communicate meaning
    Strand: Writing
    5
    1.3gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources
    1.6determine whether the ideas and information they have gathered are relevant, appropriate, and adequate for the purpose, and do more research if necessary
    6
    1.3gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources
    1.4sort and classify ideas and information for their writing in a variety of ways
    1.5identify 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
    1.6determine whether the ideas and information they have gathered are relevant, appropriate, and adequate for the purpose, and do more research if necessary
    7
    1.3gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic resources
    1.4sort 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
    1.6determine whether the ideas and information they have gathered are relevant, appropriate, and sufficiently specific for the purpose, and do more research if necessary
    2.1write complex texts of different lengths using a wide range of forms
    8
    1.2generate ideas about more challenging topics and identify those most appropriate to the purpose
    1.4sort 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
    1.5identify 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
    1.6determine 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
    3.4produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques
    6
    3.4produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques
    8
    3.4produce a variety of media texts of some technical complexity for specific purposes and audiences, using appropriate forms, conventions, and techniques
    Cross Curriculum Connections: Mathematics
    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 understanding
  		• 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
  		• compare grid systems commonly used on maps
    6
  		• explain how a coordinate system represents location, and plot points in the first quadrant of a Cartesian coordinate plane
    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
    Back to top

    Super Mondays (4-8)

    Program Description

    CURRICULUM CONNECTIONS

    Grade Topic Expectations
    Back to top

    Systems Inquiry (8)

    Program Description

    CURRICULUM CONNECTIONS

    Grade Topic Expectations
    Strand: Understanding Structures and Mechanisms
    8Systems in Action
      2.1 follow established safety procedures for working with apparatus, tools, materials, and electrical systems
      2.4 use technological problem-solving skills to investigate a system that performs a function or meets a need
      2.6 use appropriate science and technology vocabulary, including mechanical advantage, input, output, friction, gravity, forces, and efficiency, in oral and written communication
      2.7 use a variety of forms to communicate with different audiences and for a variety of purposes
      3.2 identify the purpose, inputs, and outputs of various systems
    Back to top

    What are the Odds? (7-8)

    Program Description

    CURRICULUM CONNECTIONS

    Grade Topic Expectations
    Curriculum Connections: Mathematics
    Strand: Number Sense and Numeration
    7
    • Demonstrate an understanding of proportional relationships using percent, ratio and rate
    Strand: Data Management and Probability
    7
    • Collect and organize categorical, continuous or discrete primary data and secondary data and display the data using charts and graphs
    • Make and evaluate convincing arguments, based on the analysis of data
    • Compare experimental probabilities with the theoretical probability of an outcome involving two independent events
    Strand: Number Sense and Numeration
    8
    • Solve problems by using proportional reasoning in a variety of meaningful contexts
    Strand: Data Management and Probability
    8
    • Collect and organize categorical, continuous or discrete primary data and secondary data and display the data using charts and graphs
    • Apply a variety of data management tools and strategies to make convincing arguments about data
    • Use probability models to make predictions about real-life events
    Back to top