Download clarifying_progression_of_learning

Clarifying the Progression of
Learning
Elementary
Science
Grade 3
Grade 4
Grade 5
Grade 6
The Material
World
Physical Properties:
Students use
physical
characteristics to
classify objects by:
colour, size, shape,
texture
temperature, (sink,
float) etc.
Physical Properties
Continue to sort
various objects using
Physical Properties
(Introduce the
concept of density,
sink, float)
Understand a simple
definition of Matter:
Anything that has
mass and takes up
some space
Students can
identify the 3 states
of matter: solid ,
Physical Properties
Review the definition
of matter
Students can change
the states of matter
using heating and
cooling. (water)
Introduce the
difference between
physical changes
(Crushing, melting,
mixing, breaking,
tearing, etc.) and
chemical changes
(cooking an egg,
Physical Properties
Students are
introduced to the
concept of Atoms
and Molecules
Students can
recognize that
properties and mass
do not change in a
physical change
They can recognize
that properties
change in a chemical
change
Students can
liquid, gas
Forces
Students can
understand the
terms: pushing,
pulling, throwing,
squeezing, and
stretching
Waves
They recognize
sunlight as a source
of energy
Forces
Students can see
that different
forces can set an
object in motion,
change its direction
or stop it.
Students can see
that friction slows
down or stops an
object from moving
They can read a
thermometer
properly and
recognize different
temperature changes
Students can find
the mass of various
objects
Students are
introduced to the
concept of magnets
and the idea of
baking a cake,
burning a candle,
rusting)
Forces
Students continue
tests on friction and
forces and can be
given a simple
definition of
Friction: a force
that acts against
motion when two
surfaces rub against
each other
Force: A push or
pull that causes an
object to move,
stop, or change
direction
They continue
reading a
thermometer
properly and observe
temperature changes
Students can find
the mass and
capacity of various
identify the
difference between
a simple solution
(water and sugar)
and mixtures
Forces
Students learn the
concept of inertia
(Newton’s First Law
of Motion)
Students continue
tests on friction and
forces and review
the definition of
Friction and Force
Students can
compare mass,
volume and capacity
of different objects.
Students can
identify the
components of a
simple electrical
circuit: wire , power
source, bulb and
switch
attraction and
repulsion
The Living World
Students recognize
sunlight as a source
of energy (heat)
Animals
Animals
Northern Animals
Northern Animals
Students can classify
Students continue
living and non- living
classifying living and
things
non-living things
Simple classification
Introduce: Warm
of animals (fur,
blooded and Cold
feathers, scales)
blooded animals
Northern Animals
Hunter(predator)
Caribou, ptarmigan,
hunted (prey)
polar bear, walrus,
Carnivore, herbivore,
seal, whale, etc.
and omnivore
What animals need to Animal Adaptations
Camouflage :
live: food, water, air,
shelter
ptarmigan, polar bear
Hibernation : black
Simple food chain
bear
liquids
Students are
introduced to the
concept of Static
Electricity
Animals
Canadian Animals
Classifying animals:
difference between
vertebrates and nonvertebrates
Producers and
Consumers
Classify vertebrates:
mammals, reptiles,
amphibians, birds,
fish
Animal Adaptations
Hair: Musk Ox, Fat:
Polar Bear, Whale
Artificial bigness:
blowfish
Simple Life Cycles
(Butterfly)
Introduce: a simple
definition of cells.
Animals
Animals of the
World
Introduce Kingdoms
as another
classification
(Monera, Protist,
Animals, Plants, Fungi
Animal Adaptations
Mimicry ,Migration:
Life Cycle: frog
Animal Cell
Introduce some
parts of an animal
cell. (cell membrane,
nucleus, cytoplasm,
and organelles)
Plants
The students are
able to name the
parts of a plant
:flower, roots, stem,
and leaves
Where plants grow:
hills, near the water,
on or near rocks
Plants
Northern Plants
Review parts of a
plant
Introduce:
What plants need to
grow: (air, water,
light, soil, and space)
Simple Life Cycle of
a plant: seed,
sprout, seedling ,
plant
Human Body
Children learn the
names of the major
parts of the body:
head, hair, forehead,
eyebrow, eyes, nose,
ears, cheeks, mouth,
lips, tongue, gums,
teeth, chin
Neck, shoulders,
stomach, chest
arms: elbow, wrist,
hand, palm, thumb,
Human Body
Review parts of the
body from Grade 3
Introduce: heart,
blood, skin
Review the Five
senses
Taking care of your
body
Nutrition and Dental
Health
Plants
Plants of Canada
Review Parts of a
Flower: add pollen
pistil, stamen
Plants
Plants of the world
Continue parts of a
flowering plant
Define and discuss
photosynthesis
Continue life cycle of
Introduce plant
a plant: seed, sprout, reproduction: stigma,
seedling, plant
style, ovary)
Introduce a plant cell
(cell wall,
chloroplast) and
compare it to an
animal cell
Human Body
Human Body
Introduce the
Review the meaning
meaning of Body
of Body Systems
Systems
Review the skeletal,
Choose two or three respiratory, and
that might interest digestive systems
your students:
and introduce
Skeletal,
Muscular, and
Respiratory, and
Circulatory Systems
Digestive
Taking care of our
Taking care of our
bodies: Nutrition,
bodies
Exercise and Drugs
Smoking, exercise
fingers
legs: thigh, knee,
ankle, foot, toes,
bum (buttocks)
Five Senses: sight,
sound, touch, taste,
smell
Taking care of your
body:
food, sleep and
hygiene
Earth and Space
Solar System
Earth, Sun, Star and
Moon
Distinguishing
between day and
night
Shadows in relation
to the sun
Names of the 4
seasons: fall or
autumn, winter,
spring and summer
Solar System
Introduce the eight
planets: Mercury,
Venus, Earth, Mars,
Saturn, Jupiter ,
Uranus and Neptune
Introduce the
difference between a
star, moon and planet
Movements: Rotation
of the earth gives us
night and day
Orbit of the earth
Solar System
Continue the planets
and the difference
between a star, a
planet and a moon
Introduce them to
the reasons for the
seasons (position of
the sun, revolution of
the earth around the
sun, and the tilt of
the earth’s axis.
Students are
Solar System
Review the 8 planets
Give a definition of a
star, planet, and a
moon
Review the reasons
for the seasons
Review the water
cycle and
precipitation
Precipitation: names
for snow, rain
around the sun gives
us the seasons
Precipitation: review,
snow and rain, add
freezing rain and hail
introduced to the
Water Cycle :
evaporation and
condensation
Earth’s Exterior
Structure: mountains
and oceans, rivers,
lakes
Earth’s Exterior
Structure: review
mountains, oceans,
rivers, lakes and add
volcanoes
Earth’s Exterior
structure: introduce
continents and ice
caps;
Introduce the
different types of
Soil and Rocks.
Exterior Structure:
continents, ice caps
oceans, mountains
volcanoes
Introduce
renewable
resources (sunlight
and water, and wind;
non-renewable
ressources : fossiles
fuels (gazoline,
propane, oil, etc.)
Students can discuss
dams, wind turbines,
and solar panels as a
means of converting
natural resources
into electricity
The Technological
World
Techniques
Students can name
some simple
machines: wheel,
pulley
Students can use
basic vocabulary to
describe certain
material
The students should
pay attention to
finishing and
aesthetics
Lead the students on
how to think as a
scientist
Students should be
able to use a
magnifying glass,
ruler properly
Students continue
Simple machines: add
lever and inclined
plane
Students can build
some simple machines
and observe
Continue describing
certain materials
Continue looking to
finishing and
aesthetics
Introduction to the
Scientific Method
using the scientific
words and everyday
vocabulary
(hypothesis-guess)
They should be able
to use binoculars,
eyedropper, and a
graduated cylinder
properly
Students can
describe motion:
speed, direction
(races and deciding
which one is the
fastest and why)
Students can build a
bridge, tower, glider,
or electrical current
Continue looking to
finishing and
aesthetics
Continue the
Scientific Method
slowly removing the
everyday vocabulary
and using the
scientific one.
Introduction to the
use of a microscope
and a balance
properly
Students can
describe the effects
of a force on an
object, material or
structure. They can
build a, glider, or
electrical current
Continue looking to
finishing and
aesthetics.
They should be able
to recognize the
words that are
related to the
Scientific Method
Continue using a
microscope
They should be able
to use a chronometer
(stop watch)
properly.