Overall Skills and Attitudes
| Specific Learning Outcomes |
General Learning Outcome Codes |
| K-0-1A |
Ask questions
that demonstrate a curiousity about living things,
objects, and events in the immediate environment. |
GLO:
A1, C2, C5 |
| K-0-1B |
Make
predictions as to what might happen during explorations. |
GLO:
A1, C2 |
| K-0-1C |
Recognize
a practical problem in a given context. |
GLO:
C3 |
| K-0-2A |
Seek
information from others.
Examples: people
at school, at home, in the community |
GLO:
C6 |
| K-0-2B |
Compare
gathered ideas and information to personal knowledge. |
GLO:
C6, C8 |
| K-0-3A |
Brainstorm,
with the class, possible solutions to a practical
problem, and reach consensus on a solution to implement. |
GLO:
C3, C7 |
| K-0-3B |
Develop,
as a class, limited criteria to evaluate an object
based on its function. |
GLO:
C3, C7 |
| K-0-3C |
Select
materials to be used. |
GLO:
C2, C3 |
| K-0-4A |
Manipulate
materials purposefully. |
GLO:
C1, C2 |
| K-0-4B |
Construct
an object to solve a problem or meet a need. |
GLO:
C3 |
| K-0-4C |
Identify,
with guidance, improvements to an object with respect
to pre-determined criteria. |
GLO:
C3 |
| K-0-4D |
Respond
to the ideas and actions of others. |
GLO:
C5, C7 |
| K-0-4E |
Participate
in cooperative group learning experiences. |
GLO:
C7 |
| K-0-4F |
Verbalize
questions during classroom learning experiences. |
GLO:
C6 |
| K-0-4G |
Follow
given safety procedures and rules. |
GLO:
C1 |
| K-0-5A |
Observe
using one or a combination of senses. |
GLO:
C2 |
| K-0-5B |
Describe
the duration of events.
Examples: long
time, short time |
GLO:
C2, C3 |
| K-0-5C |
Record
observations using drawings. |
GLO:
C6 |
| K-0-6A |
Construct,
with guidance, concrete-object graphs using 1:1 correspondence. |
GLO:
C2, C6 |
| K-0-6B |
Compare
data using appropriate terms.
Examples: more,
less, same |
GLO:
A1, A2, C2, C5 |
| K-0-6C |
Place
materials and objects in a sequence or in groups
using a single, self-determined attribute. |
GLO:
C2, C3, C5 |
| K-0-7A |
Recognize
connections between new experiences and prior knowledge. |
GLO:
A2 |
| K-0-7B |
Describe,
in a variety of ways, what was done and what was
observed.
Examples: concrete
materials, drawings, oral language. |
GLO:
C6 |
| K-0-8A |
Recognize
that learning can come from careful observations
and investigations. |
GLO:
A1, A2, C2 |
| K-0-9A |
Be open
minded while exploring. |
GLO:
C5 |
| K-0-9B |
Willingly
observe, question, and explore. |
GLO:
C5 |
| K-0-9C |
Express
enjoyment of science-related classroom experiences. |
GLO:
C5 |
Trees
| Specific Learning Outcomes |
General Learning Outcome Codes |
| K-1-01 |
Use appropriate
vocabulary related to their investigations of trees.
Include:
tree, trunk,
crown, branch, leaf, needle, bark, root,
seed, winter, spring, fall, summer |
GLO:
C5, D1, D5 |
| K-1-02 |
Identify
ways in which humans and other animals use trees.
Examples: humans
eat apples and walnuts; birds make their
home in trees; deer eat leaves, bark, and
tender twigs |
GLO:
B1 |
| K-1-03 |
Identify
and describe basic parts of a tree.
Include:
trunk, crown,
branch, leaf, bark, root, seed |
GLO:
D1, E2 |
| K-1-04 |
Explore,
sort, and classify leaves, using their own classification
system.
Examples: size,
colour, pattern, length, shape |
GLO:
C2, D1, E1 |
| K-1-05 |
Name
and describe each of the four seasons. |
GLO:
D6 |
| K-1-06 |
Recognize
that some trees lose their leaves in the fall, while
others do not. |
GLO:
D1 |
| K-1-07 |
Describe
seasonal changes in the life of a tree.
Examples: leaves
of some trees change colour and drop off
in the fall |
GLO:
D1 |
| K-1-08 |
Investigate
to determine that many trees produce seeds which
are dispersed and may grow into new trees. |
GLO:
C2, D1 |
Colours
| Specific Learning Outcomes |
General Learning Outcome Codes |
| K-2-01 |
Use appropriate
vocabulary related to their investigations of colours.
Include: red, yellow,
blue, orange, brown, black, white, purple,
green, gray, pink, mix, light, dark, match,
primary colour |
GLO:
C6, D3 |
| K-2-02 |
Sort
and classify objects by colour. |
GLO:
C2, D3 |
| K-2-03 |
Compare
and contrast colours using appropriate terms.
Examples: lighter
than, darker than, brighter than |
GLO:
C2, D3 |
| K-2-04 |
Order
a group of objects based on a given colour criterion.
Examples: order
objects of the same colour range from lightest
to darkest |
GLO:
C2, D3 |
| K-2-05 |
Predict
and describe changes in colour that result from the
mixing of primary colours and from mixing a primary
colour with white or black. |
GLO:
C2, D3 |
| K-2-06 |
Create
a colour to match a given sample by mixing the appropriate
amounts of two primary colours. |
GLO:
C3, D3 |
| K-2-07 |
Explore
to identify and describe colours found in their environment.
Examples: rocks,
flowers, shells, blocks, crayons |
GLO:
C2, D3 |
Paper
| Specific Learning Outcomes |
General Learning Outcome Codes |
| K-3-01 |
Use appropriate
vocabulary related to their investigations of paper.
Include: characteristic,
thick, thin, hard, soft, smooth, rough, absorbent,
pliable |
GLO:
C6, D3 |
| K-3-02 |
Identify
kinds of paper that can be found in the classroom.
Examples: drawing
paper, paper towels, paper plates, books,
newspaper, cardboard, tissue paper |
GLO:
B1 |
| K-3-03 |
Recognize
that paper is most often made from trees. |
GLO:
D3 |
| K-3-04 |
Observe
and compare characteristics of different kinds of
paper.
Examples: compare
colour, thickness, stiffness, texture |
GLO:
C2, D3 |
| K-3-05 |
Compare
characteristics of different kinds of paper that
make them easy or difficult to cut, tear, or fold.
Examples:cardboard
is thicker than newsprint and harder to
fold |
GLO:
D3, E1 |
| K-3-06 |
Explore
to determine an appropriate kind of paper for a particular
task.
Examples: paper
towels are useful for soaking up spills |
GLO:
B1, C3 |
| K-3-07 |
Use the
design process to construct a paper product for a
particular use.
Examples: paper
cup, envelope, paper mat, box |
GLO:
C3 |
