Overall Skills and Attitudes
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 1-0-1A |
Ask questions that lead to explorations
of living things, objects, and events in the immediate
environment. |
GLO: A1, C2, C5 |
| 1-0-1B |
Make predictions based on classroom
experiences. |
GLO: A1, C2 |
| 1-0-1C |
Recognize a practical problem in a given
context. |
GLO: C3 |
| 1-0-2A |
Access information using a variety of
sources.
Examples: picture and concept books, people,
excursions, camps, CD-ROMs |
GLO: C6 |
| 1-0-2B |
Recognize when information answers the
questions asked. |
GLO: C6, C8 |
| 1-0-3A |
Brainstorm, with the class, possible
solutions to a practical problem, and reach consensus
on a solution to implement. |
GLO: C3, C7 |
| 1-0-3B |
Create, with the class, a plan to solve
a problem or meet a need.
Include: identify simple steps to follow |
GLO: C3, C7 |
| 1-0-3C |
Develop, with the class, limited criteria
to evaluate an object or device based on its function. |
GLO: C3, C7 |
| 1-0-3D |
Identify materials to be used, and explain
their choices. |
GLO: C2, C3, C4 |
| 1-0-4A |
Follow simple directions while undertaking
explorations. |
GLO: C2 |
| 1-0-4B |
Construct an object or device to solve
a problem or meet a need. |
GLO: C3 |
| 1-0-4C |
Test, with guidance, an object or device
with respect to pre-determined criteria. |
GLO: C3, C5 |
| 1-0-4D |
Identify and make improvements to an
object or device with respect to pre-determined criteria. |
GLO: C3 |
| 1-0-4E |
Respond to the ideas and actions of
others in building their own understandings. |
GLO: C5, C7 |
| 1-0-4F |
Work in cooperative partnerships and
groups. |
GLO: C7 |
| 1-0-4G |
Verbalize questions and ideas during
classroom learning experiences. |
GLO: C6 |
| 1-0-4H |
Follow given safety procedures and rules. |
GLO: C1 |
| 1-0-4I |
Recognize safety symbols in their surroundings. |
GLO: C1 |
| 1-0-5A |
Observe using a combination of the senses. |
GLO: C2 |
| 1-0-5B |
Use, with guidance, appropriate materials
and tools to measure and construct.
Examples: use paper clips to measure the
width of a desk |
GLO: C2, C3, C5 |
| 1-0-5C |
Estimate and measure the passage of
time using non-standard units, and compare the duration
of activities. |
GLO: C2, C3, C5 |
| 1-0-5D |
Select an appropriate non-standard unit,
and estimate and measure length. |
GLO: C2, C3, C5 |
| 1-0-5E |
Record observations using drawings and
tally charts.
|
GLO: C2, C6 |
| 1-0-6A |
Construct, with guidance, concrete-object
graphs and pictographs using 1:1 correspondence. |
GLO: C2, C6 |
| 1-0-6B |
Compare data using quantitative terms,
and ask questions about the data gathered. |
GLO: A1, A2, C2, C5 |
| 1-0-6C |
Place materials and objects in a sequence
or in groups using a single, given attribute or a single,
self-determined attribute. |
GLO: C2, C3, C5 |
| 1-0-7A |
Propose an answer to the initial question
based on their observations. |
GLO: A1, A2, C2 |
| 1-0-7B |
Propose a solution to the initial problem. |
GLO: C3 |
| 1-0-7C |
Identify new problems that arise. |
GLO: C3 |
| 1-0-7D |
Connect new experiences and information
with prior knowledge. |
GLO: A2 |
| 1-0-7E |
Describe, in a variety of ways, what
was done and what was observed.
Examples: concrete materials, drawings,
oral language. |
GLO: C6 |
| 1-0-8A |
Recognize that learning can come from
careful observations and investigations. |
GLO: A1, A2, C2 |
| 1-0-8B |
Recognize that tools are developed in
response to human needs. |
GLO: A3 |
| 1-0-9A |
Willingly consider other people's views. |
GLO: C5, C7 |
| 1-0-9B |
Willingly observe, question, and explore. |
GLO: C5 |
| 1-0-9C |
Express enjoyment of science-related
classroom activities. |
GLO: C5 |
| 1-0-9D |
Take the time to measure with care. |
GLO: C5 |
Characteristics and Needs of Living Things
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 1-1-01 |
Use appropriate vocabulary related to
their investigations of characteristics and needs of
living things.
Include: characteristic, human, animal, plant,
living things, needs, as well as descriptive
words relating to life processes |
GLO: C6, D1 |
| 1-1-02 |
Identify major parts of the human body
and describe their functions.
Examples: arms and legs for movement |
GLO: D1, E2 |
| 1-1-03 |
Identify and describe common characteristics
of humans and other animals they have observed.
Examples: number of limbs, eyes, ears, skin |
GLO: D1, E1 |
| 1-1-04 |
Identify and appreciate variations that
make each human unique.
Examples: eye colour, hair colour, body
type |
GLO: C5, E1 |
| 1-1-05 |
Recognize that plants, as living things,
come in different forms.
Examples: grass, trees, shrubs |
GLO: D1, E1 |
| 1-1-06 |
Observe and identify similarities in
life processes between themselves and other living
things.
Examples: they eat, sleep, grow and breathe,
and so do other living things |
GLO: D1, E1 |
| 1-1-07 |
Recognize that plants, animals, and
humans, as living things, have particular needs.
Examples: plants need sunlight and water |
GLO: D1 |
| 1-1-08 |
Describe what is needed to care for
a pet, a farm animal, or an indoor plant.
Examples: provide fresh water for their
hamster daily, feed and bed calves
regularly |
GLO: B4, B5 |
| 1-1-09 |
Compare ways in which humans and other
animals meet their needs.
Examples: senses, locomotion, tools |
GLO: C2, D1, E1 |
| 1-1-10 |
Describe how humans and other living
things depend on their environment to meet their needs.
Examples: the environment provides humans
and other living things with food |
GLO: D2, E2 |
| 1-1-11 |
Design a representation of an environment
that meets the needs of a Manitoba animal.
Examples: a model, a diagram |
GLO: C3, D1 |
| 1-1-12 |
Identify hobbies and jobs that require
knowledge of the needs of living things.
Examples: gardeners, nurses, zookeepers |
GLO: B4, B5 |
| 1-1-13 |
Develop, implement, and evaluate personal
and group action plans that contribute to a healthy
environment for themselves and for other living things.
Examples: wash hands before eating, reduce
amount of waste produced by the class |
GLO: B3, B5, C4, C7 |
| 1-1-14 |
Show respect for living things in their
immediate environment.
Examples: handling the class gerbil with
care |
GLO: B5 |
| 1-1-15 |
Recognize that some information they
receive about living things is not scientific in nature.
Examples: movie animals talking, Jack's
beanstalk growing to the sky |
GLO: A1, C5, C8 |
The Senses
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 1-2-01 |
Use appropriate vocabulary related to
their investigations of the senses.
Include: senses, sight, smell, hearing, taste,
touch, eye, nose, ear, tongue, skin,
eyelash, eyebrow, eyelid, nostril, cartilage,
nose hair, as well as descriptive words
related to shape, colour, lustre, wetness,
temperature, taste, odour, size, texture,
pitch |
GLO: C6, D1, D3 |
| 1-2-02 |
Identify the five senses and describe
the main body parts with which they are associated.
Include: sight and eyes; smell and nose; hearing
and ears; taste and tongue; touch and
skin |
GLO: D1 |
| 1-2-03 |
Use their senses to sort and classify
objects.
Examples: sort according to texture, sound,
taste, or smell |
GLO: C2, D1, E1 |
| 1-2-04 |
Identify and describe parts of the eye
that help to protect it.
Include: eyelash, eyebrow, eyelid |
GLO: D1 |
| 1-2-05 |
Recognize that their fingertips are
especially sensitive to touch. |
GLO: D1 |
| 1-2-06 |
Identify the external part of the ear,
and explore to determine its function. |
GLO: D1 |
| 1-2-07 |
Use smell to identify familiar substances,
following safe procedures.
Examples: vinegar, cinnamon, lemon, shampoo |
GLO: C1, C2, D3 |
| 1-2-08 |
Identify parts of the nose and describe
their functions.
Include: nostril, cartilage, hairs |
GLO: D1 |
| 1-2-09 |
Identify parts of the body that are
involved directly and indirectly in tasting.
Include: the tongue is involved directly, the
nose is involved indirectly |
GLO: D1 |
| 1-2-10 |
Identify objects and procedures that
protect the body and preserve each of the senses in
explorations and in daily life.
Examples: sunglasses and safety goggles
for eyes, gloves and tongs for hands,
plugs for ears, washing hands regularly
to avoid getting a cold or pinkeye |
GLO: B3, C1 |
| 1-2-11 |
Explore to determine ways that the appearance,
texture, sound, smell, and taste of objects can be
altered.
Examples: sanding, cooking, painting, tuning
instruments, shaping clay |
GLO: D3, E3 |
| 1-2-12 |
Describe ways in which the senses can
both protect and mislead.
Examples: seeing enables us to avoid obstacles,
smell of smoke tells us something is
burning, smell is not reliable when
we have a cold, skin may not immediately
tell us when we are getting sunburned
or frostbitten |
GLO: B3, C1, D1 |
| 1-2-13 |
Recognize and appreciate that humans
have different capabilities for sensing the environment
and can use aids to assist them.
Examples: glasses and guide dogs are used
to assist people with visual impairment |
GLO: B1, C5, E1 |
| 1-2-14 |
Recognize and appreciate that humans
may have different interpretations of similar sensory
observations.
Examples: one student likes the taste broccoli,
another does not |
GLO: C5, E1 |
| 1-2-15 |
Give examples of how the senses are
important in various activities, hobbies, and jobs.
Examples: smell is important to a chef,
sight is important to a baseball player |
GLO: B4 |
Characteristics of Objects and Materials
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 1-3-01 |
Use appropriate vocabulary related to
their investigations of objects and materials.
Include: characteristic, wood, metal, plastic,
cloth, waterproof, absorbent, rigid,
pliable, join, recycle |
GLO: C6, D3 |
| 1-3-02 |
Explore and describe characteristics
of materials using their sensory observations.
Examples: steel is hard, shiny, and cold,
and makes a ringing noise when tapped |
GLO: C2, D3 |
| 1-3-03 |
Distinguish between an object and the
materials used to construct it.
Examples: chairs can be made of wood, metal,
plastic, cloth, leather, wicker, or
a combination of these materials |
GLO: D3, E2 |
| 1-3-04 |
Identify materials that make up familiar
objects.
Examples: a desk is made up of wood, metal,
and plastic |
GLO: D3, E2 |
| 1-3-05 |
Explore to identify characteristics
of common materials.
Examples: waterproof/absorbent, rigid/pliable |
GLO: D3 |
| 1-3-06 |
Give examples that show how the same
material can serve a similar function in different
objects.
Examples: in gloves and boots, rubber is
used to keep out water |
GLO: D3, E1 |
| 1-3-07 |
Test and evaluate the suitability of
materials for a particular function.
Examples: test mitts made of different materials
to evaluate their ability to keep hands
warm and dry |
GLO: C3, D3 |
| 1-3-08 |
Evaluate and describe the usefulness
of common objects for a specific task.
Examples: compare usefulness of a toothbrush,
hairbrush, toilet brush, or paintbrush
for cleaning a sink |
GLO: B1, C3, C4, D3 |
| 1-3-09 |
Describe ways that materials can be
joined.
Examples: gluing, stapling, taping, interlocking,
buttoning |
GLO: C3, D3 |
| 1-3-10 |
Use the design process to construct
a useful object by selecting, combining, joining, and
shaping materials.
Examples: pencil holder, crayon box, desk
organizer |
GLO: C3, D3 |
| 1-3-11 |
Demonstrate ways to reduce, reuse, and
recycle materials during classroom learning experiences. |
GLO: B5, D3 |
Daily and Seasonal Changes
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 1-4-01 |
Use appropriate vocabulary related to
changes over time.
|
GLO: C6, D4, D6 |
| 1-4-02 |
Recognize that the Sun is a source of
light and heat.
Include: Sun, light, heat, forms of energy,
day, day time, night time, afternoon,
days of the week, yesterday, today, tomorrow,
seasons, shadow, characteristic, behaviour,
living things, cycle |
GLO: D4, E4 |
| 1-4-03 |
Recognize that a day is divided into
day time and night time based on the presence or absence
of sunlight. |
GLO: D6 |
| 1-4-04 |
Sequence and record events and activities
that occur over the course of a day, a week, or a year. |
GLO: C2 |
| 1-4-05 |
Recognize that shadows are caused by
blocking light. |
GLO: D4, D6 |
| 1-4-06 |
Observe and describe how the Sun appears
to change position over the course of a day.
Examples: track the location of the Sun
using shadows |
GLO: C2, D6 |
| 1-4-07 |
Record, describe, and compare changes
in temperature at different times of the day. |
GLO: C2, D4, E3 |
| 1-4-08 |
Investigate and describe changes that
occur in characteristics and behaviours of living things
throughout a day.
Examples: some flowers open in the morning,
some animals are active at night |
GLO: D1, E3 |
| 1-4-09 |
Compare characteristics of the four
seasons.
Examples: length of day, type of precipitation,
temperature |
GLO: E1, E3 |
| 1-4-10 |
Describe how humans prepare for seasonal
changes.
Examples: put up snow fences, take out winter
clothes |
GLO: B1, C1 |
| 1-4-11 |
Identify people who help us prepare
for and deal with seasonal changes.
Examples: meteorologists, snow plough operators,
reporters |
GLO: B4 |
| 1-4-12 |
Identify features of buildings that
help keep humans sheltered and comfortable throughout
daily and seasonal cycles.
Examples: furnace, lights, air conditioners,
fans, windows, blinds, walls, roof |
GLO: B1 |
| 1-4-13 |
Sort clothing to suit each season, and
justify their decisions. |
GLO: B1, B3, C3, C4 |
| 1-4-14 |
Describe safety precautions related
to daily weather, the changing of the seasons, and
weather extremes.
Examples: wearing a raincoat if rain is
expected, staying indoors during a
blizzard, staying off thin ice in the
spring and fall |
GLO: B3, C1 |
| 1-4-15 |
Describe how humans are able to participate
in non-seasonal activities.
Examples: use indoor sport centres to swim
in the winter and skate in the summer |
GLO: B1, B3 |
| 1-4-16 |
Identify physical and behavioural changes
that occur seasonally among Manitoba plants and animals,
and discuss possible reasons for these changes.
Examples: thicker fur, migration, dormancy |
GLO: D1, E3 |
| 1-4-17 |
Use the design process to construct
a device or structure that helps a Manitoba animal
adjust to seasonal changes.
Examples: winter birdfeeder, dog house,
dog "booties" for winter |
GLO: B5, C3 |
