Overall Skills and Attitudes
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 2-0-1A |
Ask questions
that lead to investigations of living things, objects,
and events in the immediate environment. |
GLO:
A1, C2, C5 |
| 2-0-1B |
Make
predictions based on observed patterns or on collected
data. |
GLO:
A1, C2 |
| 2-0-1C |
Identify
practical problems to solve in the immediate environment. |
GLO:
C3 |
| 2-0-2A |
Access
information using a variety of sources.
Examples:
elders,
simple chapter books, concept books, CD-ROMs,
Internet |
GLO:
C6 |
| 2-0-2B |
Match
information to research needs. |
GLO:
C6, C8 |
| 2-0-3A |
Brainstorm,
with the class, possible solutions to a practical
problem; and in small groups, reach consensus on
a solution to implement. |
GLO:
C3, C7 |
| 2-0-3B |
Create,
with the class, a plan to solve a problem or meet
a need.
Examples:
identify
simple steps to follow, prepare a drawing
of the object to be constructed. |
GLO:
C3, C7 |
| 2-0-3C |
Develop,
as a class, limited criteria to evaluate an object
or device based on its function and aesthetics. |
GLO:
C3, C7 |
| 2-0-3D |
Identify
tools and materials to be used, and explain their
choices. |
GLO:
C2, C3, C4 |
| 2-0-4A |
Follow
simple directions, and describe the purpose of steps
followed. |
GLO:
C2 |
| 2-0-4B |
Construct
an object or device to solve a problem or meet a
need. |
GLO:
C3 |
| 2-0-4C |
Test
an object or device with respect to pre-determined
criteria. |
GLO:
C3 |
| 2-0-4E |
Respond
to the ideas and actions of others in building their
own understandings. |
GLO:
C5, C7 |
| 2-0-4F |
Work
in a variety of cooperative partnerships and groups. |
GLO:
C7 |
| 2-0-4G |
Verbalize
questions, ideas, and intentions during classroom
activities. |
GLO:
C6 |
| 2-0-4H |
Follow
given safety procedures and rules. |
GLO:
C1 |
| 2-0-4I |
Recognize
international symbols and the Canadian Standards
Association signage, which provide information on
the safety of substances.
Include:
flammable,
explosive, corrosive, poisonous |
GLO:
C1 |
| 2-0-5A |
Make,
with guidance, observations that are relevant to
a specific question. |
GLO:
A1, A2, C2 |
| 2-0-5B |
Use,
with guidance, tools to observe, measure, and construct.
Examples:
ruler,
meter stick, pan balance, magnifying glass,
bathroom scale, thermometer. |
GLO:
C2, C3, C5 |
| 2-0-5C |
Estimate
and measure the passage of time related to minutes
and hours. |
GLO:
C2, C3, C5 |
| 2-0-5D |
Estimate
and measure length using standard units. |
GLO:
C2, C3, C5 |
| 2-0-5E |
Record
observations using written language, drawings, and,
with guidance, charts. |
GLO:
C2, C6 |
| 2-0-6A |
Construct
and label concrete-object graphs, pictographs, and
bar graphs using 1:1 correspondence. |
GLO:
C2, C6 |
| 2-0-6B |
Discuss
data and generate new questions from displayed data. |
GLO:
A1, A2, C2, C5 |
| 2-0-6C |
Place
materials and objects in a sequence or in groups
using one or two attributes, and describe the system
used. |
GLO:
C2, C3, C5 |
| 2-0-7A |
Propose
an answer to the initial question based on their
observations. |
GLO:
A1, A2, C2 |
| 2-0-7B |
Propose
a solution to the initial problem. |
GLO:
C3 |
| 2-0-7C |
Identify
new problems that arise. |
GLO:
C3 |
| 2-0-7D |
Connect
new experiences, ideas, and information with prior
knowledge and experiences. |
GLO:
A2 |
| 2-0-7E |
Describe,
in a variety of ways, what was done and what was
observed.
Examples:
concrete
materials, captioned drawings, oral language. |
GLO:
C6 |
| 2-0-8A |
Recognize
that learning can come from careful observations
and investigations. |
GLO:
A1, A2, C2 |
| 2-0-8B |
Recognize
that tools are developed in response to human needs. |
GLO:
A3, B2 |
| 2-0-9A |
Willingly
consider other people's views. |
GLO:
C5, C7 |
| 2-0-9B |
Express
enjoyment when sharing and discussing science-related
experiences from daily life. |
GLO:
C5 |
| 2-0-9C |
Take
the time to repeat a measurement or observation for
greater precision or detail. |
GLO:
C5 |
Growth and Changes in Animals
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 2-1-01 |
Use appropriate
vocabulary related to their investigations of growth
and changes in animals.
Include:
food groups,
Canada's Food Guide to Healthy Eating, offspring,
adult, behaviour, life cycle, stage, life
processes, as well as terms relating to life
cycles studied |
GLO:
B3, C6, D1 |
| 2-1-02 |
Identify
and describe constant and changing characteristics
of humans as they grow and develop.
Examples:
eye colour
remains constant, height changes |
GLO:
D1, E3 |
| 2-1-03 |
Recognize
that all humans do not grow and develop at the same
rate. |
GLO:
B3, D1, E1, E3 |
| 2-1-04 |
Recognize
that food is a form of energy and that healthy eating
is essential for growth and development. |
GLO:
B3, D1, D4, E4 |
| 2-1-05 |
Identify
the four food groups of Canada's Food Guide to Healthy
Eating and give examples of foods from each group. |
GLO:
B3, E1 |
| 2-1-06 |
Plan
a menu for one day based on the four food groups
outlined in Canada's Food Guide to Healthy Eating. |
GLO:
B3, C4, D1 |
| 2-1-07 |
Recognize
that foods humans eat come from plants and animals,
and classify foods accordingly. |
GLO:
B1, B3 |
| 2-1-08 |
Recognize
that all animals can have offspring, and that offspring
generally resemble their parents. |
GLO:
D1, E1 |
| 2-1-09 |
Compare
the appearance of young and mature animals of the
same type. |
GLO:
D1, E1, E3 |
| 2-1-10 |
Compare
the length of time from birth to adulthood for humans
and other animals. |
GLO:
D1, E1 |
| 2-1-11 |
Identify
and describe constant and changing characteristics
of an animal as it grows and develops. |
GLO:
D1, E3 |
| 2-1-12 |
Describe
and classify a wide range of animals according to
various characteristics and behaviours.
Examples:
skin
covering, where they live, food they eat,
day or night activity, how they move |
GLO:
C2, D1, E1 |
| 2-1-13 |
Describe
and compare ways in which different animals care
for their offspring.
Examples:
Canada
geese, bears, alligators, bees |
GLO:
D1, E1 |
| 2-1-14 |
Describe
changes in the appearance and activity of various
animals as they go through a complete life cycle.
Include:
an insect,
a bird, an amphibian |
GLO:
D1, E3 |
| 2-1-15 |
Compare
the life cycles of animals that have similar life
cycles and those that have different life cycles.
Examples:
bee and
butterfly, gerbil and butterfly |
GLO:
E1, E3 |
| 2-1-16 |
Observe
and describe an animal's life processes.
Include:
eating habits,
movement, rest patterns, breathing |
GLO:
E3 |
| 2-1-17 |
Identify
and describe ways in which humans help other animals.
Examples:
protecting
endangered animals, feeding birds |
GLO:
B1, B5 |
Properties of Solids, Liquids & Gases
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 2-2-01 |
Use appropriate
vocabulary related to their investigations of solids,
liquids, and gases.
Include:
solid, liquid,
substance, property, mass/weight, dissolve,
gas, changes of state, water vapour, freeze,
melt, condense, evaporate, boil, float, sink,
buoyancy |
GLO:
C6, D3, D4 |
| 2-2-02 |
Identify
substances, materials, and objects as solids or liquids. |
GLO:
D3 |
| 2-2-03 |
Investigate
and compare properties of familiar solids.
Include:
have mass/weight,
take up space, maintain their shape |
GLO:
C2, D3, E1 |
| 2-2-04 |
Investigate
and compare properties of familiar liquids.
Include:
have mass/weight,
take up space, have no definite shape |
GLO:
C2, D3 |
| 2-2-05 |
Identify
similarities and differences among properties of
familiar solids and liquids. |
GLO:
D3, E1 |
| 2-2-06 |
Distinguish
between solids that dissolve in water and those that
do not.
Examples:
sugar
dissolves in water, whereas sand does not |
GLO:
D3, E1 |
| 2-2-07 |
Explore
interactions of familiar liquids with different surfaces,
powdered solids, and other liquids, and describe
how these interactions determine their uses. |
GLO:
A5, B1, C1, C2 |
| 2-2-08 |
Identify
liquids used in the home, and describe how they are
used.
Examples:
milk
for drinking and cooking, detergent for
cleaning |
GLO:
B1 |
| 2-2-09 |
Compare
different materials with respect to their capacity
to absorb liquids, and describe how this capacity
determines their uses. |
GLO:
B1, C2, D3 |
| 2-2-10 |
Describe
useful materials that are made by combining solids
and liquids.
Examples:
a drink
made from crystals and water, a cake made
from cake mix and water, glue made from
flour and water |
GLO:
B1, D3 |
| 2-2-11 |
Explore
to determine that there is a substance around us
called air. |
GLO:
A2, C2, D3, D5 |
| 2-2-12 |
Recognize
that air is composed of several gases.
Examples:
carbon
dioxide, oxygen, nitrogen, water vapour |
GLO:
D3 |
| 2-2-13 |
Identify
properties of gases.
Include:
occupy the
space not taken up by solids and liquids,
have no definite shape |
GLO:
D3 |
| 2-2-14 |
Explore
to determine how water can be made to change from
one state to another and back again.
Include:
addition
or removal of heat |
GLO:
C2, D3, D4, E3 |
| 2-2-15 |
Recognize
that the states of solids and liquids remain constant
in some circumstances, but may change in other circumstances.
Examples:
liquids
may freeze when temperature drops, solids
may melt when heated, solids remain solid
when broken |
GLO:
D3, E3 |
| 2-2-16 |
Describe
ways humans dispose of solids and liquids to maintain
a clean and healthy environment.
Examples:
take
used car oil and old paints to collection
sites, recycle newspapers |
GLO:
B5 |
| 2-2-17 |
Predict
and test to determine whether a variety of materials
float or sink in water. |
GLO:
C2, D3 |
| 2-2-18 |
Demonstrate
ways to make sinking materials float and floating
materials sink. |
GLO:
B1, C3 |
| 2-2-19 |
Use the
design process to construct an object that is buoyant
and able to support a given mass/weight. |
GLO:
C3 |
Position and Motion
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 2-3-01 |
Use appropriate
vocabulary related to their investigations of position
and motion.
Include:
position,
stationary, above, between, near, far from,
next to, below, in front of, behind, to the
right/left, perspective, motion, push, pull,
friction, slope, inclined plane, wheel, axle,
rotate, clockwise, counterclockwise |
GLO:
C6, D4 |
| 2-3-02 |
Explore
and describe the position of a stationary object
with reference to themselves, to other objects, or
to a specific area.
Include:
above, between,
near, far from, next to, below, in front
of, behind, to the right/left |
GLO:
D4 |
| 2-3-03 |
Explore
and describe changes in the position of an object
in relation to its original position, themselves,
or another object. |
GLO:
D4 |
| 2-3-04 |
Explore
and describe the position of an object viewed from
a perspective different from one's own. |
GLO:
D4 |
| 2-3-05 |
Explore
and describe how changing the position of one's own
body affects perspective with reference to a stationary
object. |
GLO:
D4, E3 |
| 2-3-06 |
Describe
the motion of various objects and living things.
Examples:
spinning,
swinging, bouncing, sliding, rolling, jumping |
GLO:
D1, D4 |
| 2-3-07 |
Recognize
that the position and motion of an object can be
changed by a push or a pull and the size of the change
is related to the strength of the push or pull. |
GLO:
D4 |
| 2-3-08 |
Compare
and describe the effects of friction on the motion
of objects and humans when travelling across different
surfaces.
Examples:
wheels
of a toy on tile, sandpaper, or foam rubber;
shoes on carpet, tile, or ice |
GLO:
C2, D4 |
| 2-3-09 |
Explore
and describe the effects of changing the slope of
an inclined plane on the downward motion of an object
and the effort needed to push or pull an object upward. |
GLO:
C2, D4 |
| 2-3-10 |
Identify
how humans use inclined planes to make motion easier.
Examples:
staircase,
playground slide, wheelchair ramp, ramp
on a moving van |
GLO:
B1, D4 |
| 2-3-11 |
Explore
toys to determine how wheels and axles interact and
move. |
GLO:
C2, D4 |
| 2-3-12 |
Recognize
that the wheels of a vehicle rotate clockwise or
counterclockwise depending on the direction of motion
of the vehicle. |
GLO:
D4 |
| 2-3-13 |
Identify
how humans use the wheel and axle to make movement
easier.
Examples:
moving
dolly, wheel barrow, cart, wagon |
GLO:
B1, D4 |
| 2-3-14 |
Use the
design process to construct a vehicle with wheels
and axles that meets given criteria. |
GLO:
C3, D4 |
Air & Water in the Environment
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 2-4-01 |
Use appropriate
vocabulary related to their investigations of air
and water.
Include:
wind, air
current, temperature, changes of state, water
cycle, freeze, melt, condense, evaporate,
sources of drinking water, pollution |
GLO:
C6, D4, D5 |
| 2-4-02 |
Recognize
that air can move.
Include:
wind, air
current |
GLO:
D5 |
| 2-4-03 |
Observe
and identify evidence of moving air in indoor and
outdoor environments.
Examples:
leaves
blowing, drapes moving |
GLO:
B1, C2, D5 |
| 2-4-04 |
Identify
positive and negative effects of changes in air temperature
and movement in indoor and outdoor environments. |
GLO:
B1, E3 |
| 2-4-05 |
Use the
design process to construct and test a device that
shows evidence of air movement.
Examples:
windsock,
wind chime, pinwheel, sailboat, kite |
GLO:
C3 |
| 2-4-06 |
Observe
and identify examples of water in the environment.
Examples:
dew,
frost, snow, rain, lakes, puddles, clouds,
fog, perspiration |
GLO:
C2, D5 |
| 2-4-07 |
Describe
evidence of water changing state, and recognize that
these changes are part of the water cycle.
Examples:
puddles
evaporating after a rainstorm, snow melting |
GLO:
D4, D5, E2, E3 |
| 2-4-08 |
Investigate
to determine factors that cause things to dry quickly
or slowly.
Examples:
air temperature,
amount of moisture in the air, amount of
wind |
GLO:
C2, D5, E3 |
| 2-4-09 |
Identify
sources of drinking water, and explain how this water
is distributed in one's own and in other communities.
Examples:
wells,
springs, lakes, rivers are sources; pumps,
pipes, aqueducts and water trucks help
distribute water |
GLO:
B1, D5, E2 |
| 2-4-10 |
Describe
different uses of water by humans.
Examples:
drinking,
washing, cooking, canoeing, irrigating |
GLO:
B1 |
| 2-4-11 |
Explain
and appreciate the importance of clean air and water
for humans, plants, and animals. |
GLO:
B5, D2 |
| 2-4-12 |
Identify
substances that pollute air and water, and describe
ways of reducing such pollution.
Examples: car exhaust,
smoke, carbon monoxide, oil, house paints,
and sewage |
GLO:
B3, B5, D3, D5 |
| 2-4-13 |
Recognize
that clean water is an increasingly scarce resource
in many parts of the world, and describe consequences
of a shortage of clean water. |
GLO:
B1, B3, B5 |
| 2-4-14 |
Record
personal use of water, and identify ways in which
they can reduce water usage.
Examples:
rather
than leaving water running while brushing
teeth, turn off tap to reduce usage |
GLO:
B5, C2, C5 |
