Programs for kindergarten to grade 3

• demonstrate understanding of and care for the natural world
• sort and classify groups of living and non-living things in their own way
• pose questions and make predictions and observations before and during investigations
• communicate results and findings from individual and group investigations
• investigate, in various ways, how different forces make things move
• demonstrate an awareness of local natural habitats through exploration and observation
• experiment with simple machines and common objects

1.	Describe natural occurrences , using their own observations and representations
7.	investigate in various ways, how different forces make things move

1.2	describe how the everyday lives of different people and other living things would be affected if electrical energy were no longer available
2.1	follow established safety procedures during science and technology investigations
2.2	investigate how the sun affects the air, land, and/or water, using a variety of methods…and resources
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, and, and water; is a source to grow food of light for the earth; and makes it possible
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

4.	pose questions and make predictions and observations before and during investigationsenhanced
6.	communicate results and findings from individual and group investigations
11.	demonstrate an awareness of the safe use of all materials and tools used in classenvironment

2.1	follow established safety procedures and humane practices during science and technology investigationsenhanced
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 Sample guiding questions: What is the difference between living things and non-living things? What are some of the things that humans need to live and grow? What do other living things need to live and grow? In what ways are all living things alike? What are some ways in which they are different?...
2.3	investigate and compare the physical characteristics of a variety of plants and animals, including humansenhanced
2.4	investigate the physical characteristics of plants and explain how they help the plant meet its basic needs...
3.1	identify environment as the area in which something or someone exists or livesenhanced
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 environmentenhanced
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

2.1	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...
3.2	describe an adaptation as a characteristic body part, shape, or behaviour that helps a plant or animal survive in its environment

2.2	observe and compare the parts of a variety of plants
2.4	investigate ways in which a variety of plants adapt and/or react to their environment, including changes in their environment...
3.1	describe the basic needs of plants, including air, water, light, warmth, and space
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

2.1	follow established safety procedures during science and technology investigations
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

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
2.4	investigate the process of composting, and explain some advantages and disadvantages of composting
2.5	use appropriate science and technology vocabulary, including clay, sand, loam, pebbles, earth materials, and soil, in oral and written communication
3.1	identify and describe the different types of soils
3.3	use appropriate science and technology vocabulary, including clay, sand, loam, pebbles, earth materials, and soil, in oral and written communication
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

5.	select and use materials to carry out their own explorations and communicate their intentions
10.	investigate various materials that have different properties by manipulating them and comparing them safely in individual and small group explorations, and describe their observations

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

2.2	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
3.4	identify conditions in which the states of liquids and solids remain constant and conditions that can cause their states to change
3.5	describe some ways in which solids and liquids can be combined to make useful substances

• describe some natural occurrences, using their own observations and representations
• pose questions and make predictions and observations before and during investigations
• communicate results and findings from individual and group investigations
• investigate and use familiar technological items
• investigate and discuss how familiar objects are designed to meet a human need

4.	pose questions and make predications and observations before and during investigations
7.	investigate, in various ways, how different forces make things move
12.	experiment with simple machines and common objects and describe their investigations
15.	investigate and discuss how familiar objects are designed to meet a human need

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 push, pull, beside, above, wheel, axle, and inclined plane, in oral and written communication
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

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
2.4	use technological problem-solving skills, and knowledge acquired from previous investigations, to design and build devices that use forces to create controlled movement Sample guiding questions: What is the purpose of your device? What force(s) are being used? How does your device move? How do the force(s) control the movement? How might your device be improved?
2.5	use appropriate science and technology vocabulary, including push, pull, load, distance, and speed, in oral and written communication
3.1	identify a force as a push or a pull that causes an object to move
3.2	identify different kinds of forces
3.3	describe how different forces applied to an object at rest can cause an object to start, stop, attract, repel, or change direction
3.4	explain how forces are exerted through direct contact or through interaction at a distance
3.4	identify ways in which forces are used in their daily lives

4.	pose questions and make predications and observations before and during investigations
5.	select and use materials to carry out their own explorations and communicate their intentions
14.	solve problems while designing and constructing things, using a range of tools, materials and techniques

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 experiment, explore, purpose, rigid, flexible, solid, and smooth, in oral and written communication

3.2	identify ways in which the position of an object can be changed

1.1	assess effects of strong and stable structures on society and the environment Sample guiding questions: What are some structures that we see or use every day that we depend on to be strong and stable? What features of structures such as old covered bridges… the Pyramids, and the Parthenon have enabled them to still be standing today? What can we learn about strength, stability, form, and function from studying these structures?
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	dentify 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

Geometry and Spatial Sense

• create structures using three-dimensional figures and model three-dimensional figures using concrete materials

Geometry and Spatial Sense

• use two-dimensional shapes to make a three-dimensional model using a variety of building materials

1.	describe some natural occurrences, using their own observations and representations
3.	describe…patterns and cycles in the natural world

2.2	investigate the changes in the amount of light from the sun that occur throughout the day and year
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 and the seasons

2.2	investigate the changes in the amount of light from the sun that occur throughout the day and year
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 and the seasons