Grade 1 Curriculum Tracking Template (Page 15 of 31) in pdf

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

3.1 demonstrate an understanding that energy is what makes the things they do or see happen

3.2 demonstrate an understanding that the sun, as the earth's principal source of energy, warms the air, land, and water; is a source of light

for the earth; and makes it possible to grow food

3.3 identify food as a source of energy for themselves and other living things

3.4 identify everyday uses of various sources of energy (e.g., food to help animals, including humans, survive and move; natural gas to heat

homes and schools; petroleum to power cars and buses; electricity to power lights; batteries to power toys)

3.5 demonstrate an understanding that humans get the energy resources they need from the world around them (e.g., the wood, oil, and

gas to heat our homes and cook our food) and that the supply of many of these resources is limited so care needs to be taken in how we use

them

GRADE 1 | UNDERSTANDING EARTH AND SPACE SYSTEMS

DAILY AND SEASONAL CHANGES

OVERALL EXPECTATIONS

By the end of Grade 1, students will:

1. assess the impact of daily and seasonal changes on living things, including humans;

2. investigate daily and seasonal changes;

3. demonstrate an understanding of what daily and seasonal changes are and of how these changes affect living things.

SPECIFIC EXPECTATIONS

1. Relating Science and Technology to Society and the Environment

By the end of Grade 1, students will:

1.1 assess the impact of daily and seasonal changes on human outdoor activities (e.g., farming, gardening, swimming, skating, soccer) and

identify innovations that allow for some of these activities to take place indoors out of season (e.g., greenhouses allow farming and

gardening to happen in cold weather; arenas can make ice in all seasons for skating and hockey; community centres can provide warm

places in all seasons for swimming)

1.2 assess ways in which daily and seasonal changes have an impact on society and the environment (e.g., In winter, some people suffer

from seasonal disorders because there is less light from the sun than in summer. When the weather gets cold, people turn on heat in their

homes; when the weather gets hotter they turn on fans, air conditioners, and pool heaters and pumps, all of which means that more energy

is being used. At night in winter, when people get home from work and school, they all turn on appliances at around the same time [peak

hours], which puts a strain on the power supplies. In summer, people increase their use of water to wash their cars and water their lawns

and gardens; unless there is plenty of rain, this usage of water puts a strain on water supplies. In winter, it is harder for birds that do not

migrate and animals that do not hibernate to find food and water. Some plants die when summer is over; others undergo changes, such as

losing their leaves and going dormant until spring. The Anishinaabe people tell their stories only in the winter when there is snow on the

ground.)

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., never look directly at the sun; wear a hat and

sunscreen when working outdoors)

2.2 investigate the changes in the amount of light from the sun that occur throughout the day and year (e.g., compare the amount of light

observed at bedtime during summer vacation with the amount observed at bedtime during winter vacation)

2.3 investigate the changes in the amount of heat from the sun that occur throughout the day and in the various seasons (e.g., use their

prior experience of the sun's warmth, and measure, record, and compare outdoor temperatures at different times of day and in different

months of the year)

2.4 use scientific inquiry/research skills (see page 15), including generating questions and knowledge acquired from previous investigations,

to identify daily and/or seasonal changes and their effects (e.g., the sun shines during the day, and the moon and stars are visible at night;

leaves change colour in the fall; there are fewer birds in winter; dogs' fur gets thicker in winter; trees and flowers bloom in spring)

2.5 use appropriate science and technology vocabulary, including investigate, temperature, hibernate, dormant, energy, and survival, in oral

and written communication

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

(e.g., contribute to a class book about their observations of seasonal changes; keep a weekly pictorial journal in which they record and

describe the weather through the seasons)

3. Understanding Basic Concepts

By the end of Grade 1, students will:

3.1 identify the sun as Earth's principal source of heat and light

3.2 define a cycle as a circular sequence of events

Grade 1 Curriculum Tracking Template Page 15

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