Grade 1 Curriculum Tracking Template (Page 14 of 31) in pdf

Grade 1 Ontario Curriculum Tracking Template - Grade 1 Sci & Tech

3.4 describe the function/purpose of the observable characteristics (e.g., texture, height, shape, colour) of various objects and structures,

using information gathered through their senses (e.g., sandpaper is rough to help take the rough edges off wood; a traffic light is tall so it

can be easily seen; a stop sign is the same shape and colour in many countries around the world to make it easily recognizable)

3.5 identify the materials that make up objects and structures (e.g., wood, plastic, steel, paper, polystyrene foam, cloth)

3.6 distinguish between objects (including structures) and materials found in nature (e.g., tree: sap) and those made by humans (e.g., toy:

plastic)

3.7 describe the properties of materials that enable the objects and structures made from them to perform their intended function

3.8 list different kinds of fasteners (e.g., tape, glue, button, zipper), and describe the uses of each

3.9 identify the sources in nature of some common materials that are used in making structures (e.g., paper and rubber come from trees;

plastic comes from petroleum; steel comes from metals and minerals in the ground)

GRADE 1 | UNDERSTANDING MATTER AND ENERGY

ENERGY IN OUR LIVES

OVERALL EXPECTATIONS

By the end of Grade 1, students will:

1. assess uses of energy at home, at school, and in the community, and suggest ways to use less energy;

2. investigate how different types of energy are used in daily life;

3. demonstrate an understanding that energy is something that is needed to make things happen, and that the sun is the principal source of

energy for the earth.

SPECIFIC EXPECTATIONS

1. Relating Science and Technology to Society and the Environment

By the end of Grade 1, students will:

1.1 describe their own and their family's uses of energy (e.g., to operate lights, video games, cars, computers); identify ways in which these

uses are efficient or wasteful, taking different points of view into consideration (e.g., the point of view of a parent, a sibling, a member of

their extended family); suggest ways to reduce personal energy consumption; and explain why it is important for people to make these

choices

1.2 describe how the everyday lives of different people and other living things would be affected if electrical energy were no longer available

(e.g., families, farmers, businesses and stores, a company that offers alternative energy sources such as solar-powered devices, the plants in

a hydroponic greenhouse, the tropical animals in a Canadian zoo)

2. Developing Investigation and Communication Skills

By the end of Grade 1, students will:

2.1 follow established safety procedures during science and technology investigations (e.g., keep work spaces neat and tidy by putting all

tools, materials, and equipment back where they belong)

2.2 investigate how the sun affects the air, land, and/or water, using a variety of methods (e.g., standing outside on a sunny and a cloudy

day and noting the differences; putting a dish of water in the sun and the shade and observing what happens) and resources (e.g., books,

videos/DVDs, CD-ROMs, the Internet)

2.3 design and construct a device that uses energy to perform a task (e.g., a kite that flies using the wind; a musical instrument that uses

human energy to make sounds)

2.4 investigate and compare seasonal differences in the ways we use energy and the types of energy we use (e.g., we keep warm in winter

by wearing a sweater and using furnaces and woodstoves; we stay cool in summer by sitting in the shade or going to places that are air

conditioned; we adjust the amount of light we need by opening or closing the curtains and turning lights on or off)

2.5 use scientific inquiry/experimentation skills (see page 12), and knowledge acquired from previous investigations, to explore the effects

of light and heat from the sun (e.g., by growing plants in the presence and absence of sunlight; by feeling the temperature of dark papers

that have been in the sun and in the shade; by covering a portion of a piece of coloured paper and exposing the paper to the sun)

2.6 investigate how the sun's energy allows humans to meet their basic needs, including the need for food (e.g., trace the flow of energy

from the sun, which provides energy to plants, which make food for animals to eat, and then from plants and animals, which provide food

for humans to eat)

2.7 use appropriate science and technology vocabulary, including explore, investigate, design, energy, and survival, in oral and written

communication

2.8 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes

(e.g., use labelled diagrams to show what happened when plants were grown in varying light conditions)

3. Understanding Basic Concepts

By the end of Grade 1, students will:

Grade 1 Curriculum Tracking Template Page 14

Related Articles

Related forms

Related Categories