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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.