Overall Skills and Attitudes
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 4-0-1A |
Ask questions
that lead to investigations of living things, objects,
and events in the local environment. |
GLO:
A1, C2, C5 |
| 4-0-1B |
Make
and justify predictions based on observed patterns,
collected data, or data provided from other sources. |
GLO:
A1, C2 |
| 4-0-1C |
Identify
practical problems to solve in the local environment. |
GLO:
C3 |
| 4-0-2A |
Access
information using a variety of sources.
Examples:
school
libraries, videos, traditional knowledge,
local hunters, CD-ROMs, Internet |
GLO:
C6 |
| 4-0-2B |
Review
information to determine its usefulness to inquiry
or to research needs. |
GLO:
C6, C8 |
| 4-0-3A |
Brainstorm,
in small groups, one or more methods of finding the
answer to a given question, and reach consensus on
which method to implement. |
GLO:
C2, C7 |
| 4-0-3B |
Identify,
in small groups, variables that have an impact on
an investigation. |
GLO:
A1, A2, C2, C7 |
| 4-0-3C |
Create,
in small groups, a plan to answer a given question. |
GLO:
C2 |
| 4-0-3D |
Brainstorm
possible solutions to a practical problem, and identify
and justify which solution to implement. |
GLO:
C3 |
| 4-0-3E |
Create
a written plan to solve a problem or meet a need.
Include:
identify
steps to follow, prepare a labelled diagram |
GLO:
C3 |
| 4-0-3F |
Develop
criteria to evaluate an object, device, or system
based on its function, aesthetics, and other considerations
such as materials, and cost. |
GLO:
C3 |
| 4-0-4A |
Carry
out a plan, and describe the purpose of the steps
followed. |
GLO:
C2 |
| 4-0-4B |
Construct
an object, device, or system to solve a problem or
meet a need. |
GLO:
C3 |
| 4-0-4C |
Test
an object, device, or system with respect to pre-determined
criteria. |
GLO:
C3, C5 |
| 4-0-4D |
Identify
and make improvements to an object, device, or system,
and explain the rationale for the changes. |
GLO:
C3 |
| 4-0-4E |
Identify
problems as they arise, and work with others to find
solutions. |
GLO:
C3, C7 |
| 4-0-4F |
Assume
roles, and share responsibilities as group members. |
GLO:
C7 |
| 4-0-4G |
Communicate
questions, ideas and intentions, and listen effectively
to others during classroom-learning experiences. |
GLO:
C6 |
| 4-0-4H |
Use tools
and apparatus in a manner that ensures personal safety
and the safety of others. |
GLO:
C1 |
| 4-0-5A |
Select
and use tools to observe, measure, and construct.
Examples:
tuning
fork, prism, binoculars, measuring tape |
GLO:
C2, C3, C5 |
| 4-0-5B |
Estimate
and measure mass/weight, length, volume, area, and
temperature using standard units. |
GLO:
C2, C3, C5 |
| 4-0-5C |
Record
observations in a variety of ways.
Examples:
point-form
notes, sentences, labelled diagrams, charts |
GLO:
C2, C6 |
| 4-0-6A |
Construct
bar graphs and pictographs using many to one correspondence,
and interpret these as well as graphs from other
sources. |
GLO:
C2, C6 |
| 4-0-6B |
Identify
and suggest explanations for patterns and discrepancies
in data. |
GLO:
A1, A2, C2, C5 |
| 4-0-6C |
Choose
and identify relevant attributes for use in a classification
system, and create a chart or diagram that shows
the method of classifying. |
GLO:
C2, C3, C5 |
| 4-0-6D |
Sort
and classify according to an established classification
system. |
GLO:
C2, C3 |
| 4-0-6E |
Evaluate,
with guidance, the methods used to answer a question
or solve a problem. |
GLO:
C2, C3 |
| 4-0-7A |
Draw
a conclusion based on evidence gathered through research
and observation. |
GLO:
A1, A2, C2 |
| 4-0-7B |
Identify
new questions that arise from what was learned. |
GLO:
A1, C2, C3 |
| 4-0-7C |
Identify
new problems that arise. |
GLO:
C3 |
| 4-0-7D |
Construct
meaning in different contexts by connecting new experiences
and information to prior experiences and knowledge. |
GLO:
A2, C6 |
| 4-0-7E |
Communicate
results and conclusions in a variety of ways.
Examples:
point-form
lists, sentences, graphs, labeled diagrams,
charts |
GLO:
C6 |
| 4-0-8A |
Recognize
that experimental results may vary slightly when
carried out by different persons, or at different
times or places; but that if the results of repeated
experiments are very different, something must be
wrong with the design of the experiment. |
GLO:
A1, A2, C2 |
| 4-0-8B |
Recognize
that scientists must support their explanations using
evidence and scientific knowledge. |
GLO:
A1, A2, C2 |
| 4-0-8C |
Recognize
that designing a solution to a simple problem may
have considerations, such as cost, materials, time,
and space. |
GLO:
B2, C3 |
| 4-0-9A |
Respect
alternative views of the world. |
GLO:
C5, C7 |
| 4-0-9B |
Demonstrate
confidence in their ability to do science. |
GLO:
C5 |
| 4-0-9C |
Report
and record what is observed, not what they think
they ought to observe, or what they believe the teacher
expects. |
GLO:
C5 |
Habitats and Communities
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 4-1-01 |
Use appropriate
vocabulary related to their investigations of habitats
and communities.
Include:
habitat,
physical adaptation, behavioural adaptation,
traditional knowledge, technological development,
population, community, food chain, food web,
organism, producer, consumer, herbivore,
omnivore, carnivore, predator, prey, scavenger,
endangerment, extinction, conservation |
GLO:
C6, D2 |
| 4-1-02 |
Recognize
that each plant and animal depends on a specific
habitat to meet its needs. |
GLO:
D2 |
| 4-1-03 |
Identify
the components of an animal habitat.
Include:
food, water,
living space, cover/shelter |
GLO:
D2, E2 |
| 4-1-04 |
Identify
physical and behavioural adaptations of animals and
plants, and infer how these adaptations help them
to survive in a specific habitat.
Examples:
ducks'
webbed feet and waterproof feathers help
them dive for food in the marsh |
GLO:
D1, D2 |
| 4-1-05 |
Investigate
alternate explanations of plant or animal adaptations
based on traditional knowledge from a variety of
cultures. |
GLO:
A1, A4, C8 |
| 4-1-06 |
Investigate
how technological developments often mirror physical
adaptations.
Examples:
fishnet
- spider web, diving fins - webbed feet |
GLO:
A5, E1 |
| 4-1-07 |
Investigate
and describe a variety of local and regional habitats
and their associated populations of plants and animals. |
GLO:
D2, E2 |
| 4-1-08 |
Predict
and test to determine an appropriate method for measuring
a plant population within a given habitat. |
GLO:
A2, C2, C3, C5 |
| 4-1-09 |
Recognize
that plant and animal populations interact within
a community. |
GLO:
D2 |
| 4-1-10 |
Recognize
that the food chain is a system in which some of
the energy from the Sun is transferred eventually
to animals. |
GLO:
D2, D4, E2 |
| 4-1-11 |
Construct
food chains and food webs, and classify organisms
according to their roles.
Include:
producer,
consumer, herbivore, omnivore, carnivore,
predator, prey, scavenger |
GLO:
D2, E2 |
| 4-1-12 |
Use the
design process to construct a model of a local or
regional habitat and its associated populations of
plants and animals. |
GLO:
C3, D4 |
| 4-1-13 |
Predict,
based on their investigations, how the removal of
a plant or animal population may affect the rest
of the community.
Examples:
if the
wolves were removed from a community, the
deer population may increase rapidly |
GLO:
D2, E2, E3 |
| 4-1-14 |
Investigate
natural and human-caused changes to habitats, and
identify resulting effects on plant and animal populations.
Include:
endangerment,
extinction |
GLO:
B1, B5, D2, E3 |
| 4-1-15 |
Describe
how their actions can help conserve plant and animal
populations and their habitats.
Examples:
clean
up a local stream to improve fish and bird
habitat |
GLO:
B5 |
| 4-1-16 |
Describe
how specific technological developments have enabled
humans to increase their knowledge about plant and
animal populations.
Examples:
radio
collar tracking, timelapse photography |
GLO:
A2, A3, A5 |
| 4-1-17 |
Recognize
and appreciate how traditional knowledge contributes
to our understanding of plant and animal populations
and interactions. |
GLO:
A1, A2, A4, C8 |
Light
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 4-2-01 |
Use appropriate
vocabulary related to their investigations of light.
Include:
energy, reflect,
absorb, transmit, artificial, light beam,
transparent, translucent, opaque, technological
development, science, brightness |
GLO:
A5, B1, C6, D4 |
| 4-2-02 |
Give
examples of various forms of energy.
Include:
light, heat,
food, sound |
GLO:
D4, E4 |
| 4-2-03 |
Recognize
that energy is an integral part of daily life. |
GLO:
B1, D4, E4 |
| 4-2-04 |
Demonstrate
that white light can be separated into colours. |
GLO:
C2, D4 |
| 4-2-05 |
Distinguish
between objects that produce their own light and
those that reflect light from another source.
Examples:
the Sun
emits its own light, the Moon reflects
light from the Sun |
GLO:
A1, A2, D4 |
| 4-2-06 |
Identify
a variety of natural and artificial light sources.
Examples:
Sun,
candle, light bulb, firefly, lightning,
aurora borealis, lasers |
GLO:
D4 |
| 4-2-07 |
Observe
and describe properties of light.
Include:
travels in
a straight path, bends as it passes from
one medium to another, can be reflected,
can be different colours |
GLO:
C2, D4 |
| 4-2-08 |
Explore
to determine effects different materials and objects
have on a light beam.
Examples:
prisms
and water bend light; some lenses intensify
light, whereas others disperse light |
GLO:
C2, D3, D4 |
| 4-2-09 |
Recognize
that most objects that produce light also give off
heat, and identify objects that produce light but
give off little or no heat. |
GLO:
D4 |
| 4-2-10 |
Classify
materials as transparent, translucent, or opaque. |
GLO:
D3, E1 |
| 4-2-11 |
Evaluate
the usefulness of a material for a particular task
based on its ability to transmit, reflect, or absorb
light.
Examples:
usefulness
of coloured glass to preserve food and
drink by protecting them from light |
GLO:
A5, B1, D3 |
| 4-2-12 |
Predict
the location, shape, and size of a shadow based on
the position of a light source relative to an object. |
GLO:
C2, D4 |
| 4-2-13 |
Identify
technological developments that extend our ability
to see, and recognize their impact on science.
Examples:
the telescope
allows astronomers to obtain new information |
GLO:
A5, B1 |
| 4-2-14 |
Use the
design process to construct a device that transmits
and reflects light.
Examples:
periscope,
kaleidoscope |
GLO:
B1, C3 |
| 4-2-15 |
Describe
practices that help ensure protection of eyes and
sight.
Examples:
direct
mirrors away from the eyes when reflecting
intense light sources |
GLO:
B3, C1 |
| 4-2-16 |
Identify
different uses of light at home, at school, and in
the community, and explain how the brightness and
colour of the light are appropriate for each use.
Examples:
vivid
neon lights for advertising, blue lights
for snow removal vehicles |
GLO:
B1, B3, C1 |
Sound
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 4-3-01 |
Use appropriate
vocabulary related to their investigations of sound.
Include:
energy, sound,
vibration, vocal cords, pitch, loudness,
sound waves, outer ear, middle ear, inner
ear, brain, transmit, absorb, reflect, detect |
GLO:
B1, C6, D4 |
| 4-3-02 |
Recognize
that sound is a form of energy. |
GLO:
D4, E4 |
| 4-3-03 |
Recognize
that energy makes things happen and can be found
all around us. |
GLO:
D4, E4 |
| 4-3-04 |
Identify
and classify various sounds using student-generated
criteria. |
GLO:
C2, D4 |
| 4-3-05 |
Recognize
that sounds are caused by vibrations.
Include:
the human
voice relies on the vibrations of vocal cords |
GLO:
D3, D4 |
| 4-3-06 |
Use the
design process to create a musical instrument. |
GLO:
C3, C5, D4, E2 |
| 4-3-07 |
Demonstrate
how the pitch and loudness of sounds can be modified.
Examples:
differences
in sound when plucking a loose rubber band
vs. a stretched rubber band |
GLO:
C2, D3, D4, E3 |
| 4-3-08 |
Observe
and describe properties of sound.
Include:
travels in
waves in all directions |
GLO:
C2, D4 |
| 4-3-09 |
Describe
how the human ear is designed to detect sound vibrations.
Include:
sound is
transmitted from the outer ear to the middle
ear and the inner ear, which relays messages
to the brain |
GLO:
D1, D4 |
| 4-3-10 |
Recognize
that there is a range of sounds that humans can and
cannot hear. |
GLO:
D1 |
| 4-3-11 |
Describe
practices that help ensure protection of the ears
and hearing.
Examples:
ear plugs in situations involving excessive
noise |
GLO:
B3, C1 |
| 4-3-12 |
Describe
harmful effects of high or sustained sound levels
and identify potential sound hazards at home or in
the community.
Examples: leaf
blowing machines, snowblower, stereo, drone
of machinery |
GLO:
B1, B3, C1 |
| 4-3-13 |
Investigate
to compare how vibrations travel differently through
solids, liquids, and gases. |
GLO:
C2, D3, E1 |
| 4-3-14 |
Explore
to determine the ability of materials to transmit
or absorb sound. |
GLO:
C2, D3, E1 |
| 4-3-15 |
Describe
how materials that absorb or reflect sound are used
in different situations.
Examples:
concrete
sound barriers are placed beside highways
to absorb sound |
GLO:
B1, C1, D3 |
| 4-3-16 |
Describe
devices that extend our ability to produce, transmit,
and detect sound.
Examples: amplifier,
hearing aids, megaphone, ear trumpet |
GLO:
B1 |
| 4-3-17 |
Investigate
to identify inventions related to sound, and describe
their impacts on society.
Examples: radio,
telephone, microphone |
GLO:
A4, B1, B2 |
| 4-3-18 |
Describe
the role of sound in different jobs and hobbies.
Examples: physicians
listen to a patient's heartbeat during
a check-up, birders identify birds by their
calls |
GLO:
B4 |
Rocks, Minerals and Erosion
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 4-4-01 |
Use appropriate
vocabulary related to their investigations of rocks,
minerals, and erosion.
Include:
rock, mineral,
characteristic, property, scratch test, streak
test, igneous, sedimentary, metamorphic,
fossil, organism, extinct, soil formation,
erosion, natural phenomena |
GLO:
C6, D5 |
| 4-4-02 |
Classify
rocks and minerals according to student-generated
criteria. |
GLO:
C2, D3, D5 |
| 4-4-03 |
Test
to determine characteristics of rocks and properties
of minerals, and classify accordingly.
Include:
scratch test
for hardness, streak test for colour |
GLO:
A1, C2, D3, D5 |
| 4-4-04 |
Differentiate
between minerals and rocks.
Include:
minerals
are composed of the same substance throughout,
rocks are composed of two or more minerals. |
GLO:
D5 |
| 4-4-05 |
Compare
rocks and minerals from the local environment with
each other and with those from other geological areas. |
GLO:
C2, D5, E1 |
| 4-4-06 |
Give
examples of products derived from rocks and minerals.
Examples: china,
chalk, jewellery, pumice stone, drywall,
talcum powder |
GLO:
B1 |
| 4-4-07 |
Describe
how characteristics of rocks and properties of minerals
determine their uses.
Examples: soft
soapstone is used for carving |
GLO:
B1, D3, D5 |
| 4-4-08 |
Recognize
that there are three types of rock, and describe
how each is formed.
Include:
igneous,
sedimentary, metamorphic |
GLO:
D5 |
| 4-4-09 |
Explain
how fossils are formed. |
GLO:
D1, D5, E3 |
| 4-4-10 |
Describe
how fossils help humans gain a better understanding
of Earth's history, including identifying organisms
that are now extinct. |
GLO:
A1, A2, D1, D5 |
| 4-4-11 |
Investigate
and describe ways in which rock contributes to soil
formation. |
GLO:
D5, E2, E3 |
| 4-4-12 |
Investigate
and describe ways in which soil erosion is controlled
or minimized in their community and in communities
around the world.
Examples:
windbreaks,
retaining walls, terracing, cover crops,
reforestation |
GLO:
A5, B1, B5 |
| 4-4-13 |
Use the
design process to determine an appropriate system
for controlling soil erosion in a given situation. |
GLO:
B1, B5, C3, E3 |
| 4-4-14 |
Describe
effects of wind, water, and ice on the landscape.
Examples: ice breaking
rocks into soil, wind shaping sand dunes,
waves polishing rocks on the shoreline |
GLO:
D5, E3 |
| 4-4-15 |
Identify
natural phenomena and human activities that cause
significant changes in the landscape.
Examples: floods,
avalanches, mud slides, hydroelectric dams,
clearing land for agriculture, clear-cut
forestry, forest fires |
GLO:
B5, D5, E3 |
