A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | |
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1 | Grade 1 | ||||||||||||||||||||||||
2 | Organizing Idea: Matter: Understandings of the physical world are deepened by investigating matter and energy. | ||||||||||||||||||||||||
3 | Guiding Question: How can properties of an object be altered? | ||||||||||||||||||||||||
4 | Learning Outcome: Students analyze properties of objects and investigate how they can be changed. | ||||||||||||||||||||||||
5 | Knowledge | ||||||||||||||||||||||||
6 | Measurable properties of objects include length, how much flat space an object covers (area), weight (mass) | ||||||||||||||||||||||||
7 | Weight is the heaviness of an object. | ||||||||||||||||||||||||
8 | Tools, such as balance scales and magnifying glasses, can be used to examine properties of objects and materials. | ||||||||||||||||||||||||
9 | Understanding | ||||||||||||||||||||||||
10 | Objects have measurable properties. | ||||||||||||||||||||||||
11 | Skills & Procedures | ||||||||||||||||||||||||
12 | Identify measurable properties of objects. | ||||||||||||||||||||||||
13 | Directly compare the length, area, and weight of various objects. | ||||||||||||||||||||||||
14 | Use various tools safely when examining the properties of objects. | ||||||||||||||||||||||||
15 | Knowledge | ||||||||||||||||||||||||
16 | Properties that can be changed include length, area, weight (mass), shape, texture. | ||||||||||||||||||||||||
17 | Actions that physically change properties of an object include bending, twisting, stretching, cutting, breaking. | ||||||||||||||||||||||||
18 | Not all objects respond the same way to bending, twisting, stretching, cutting, or breaking. | ||||||||||||||||||||||||
19 | Understanding | ||||||||||||||||||||||||
20 | Physical changes to objects do not change what the objects are made of. | ||||||||||||||||||||||||
21 | Skills & Procedures | ||||||||||||||||||||||||
22 | Predict how actions can physically change properties of various objects. | ||||||||||||||||||||||||
23 | Explore actions that physically change properties of various objects. | ||||||||||||||||||||||||
24 | Describe physical changes that result from various actions. | ||||||||||||||||||||||||
25 | Discuss why physical changes do not change what an object is made of. | ||||||||||||||||||||||||
26 | |||||||||||||||||||||||||
27 | Organizing Idea: Energy: Understandings of the physical world are deepened by investigating matter and energy. | ||||||||||||||||||||||||
28 | Guiding Question: How can movement of objects and animals be understood? | ||||||||||||||||||||||||
29 | Learning Outcome: Students investigate direction, pathway, and speed of moving objects and animals. | ||||||||||||||||||||||||
30 | Knowledge | ||||||||||||||||||||||||
31 | Directions of movement can be described as up, down, forward, backward, sideways, toward, away from. | ||||||||||||||||||||||||
32 | A movement pathway is the path an object or animal follows when it moves. | ||||||||||||||||||||||||
33 | Movement pathways can be described as straight, curved, spiral, side to side. | ||||||||||||||||||||||||
34 | Objects or animals move along pathways in a variety of ways, such as rolling, bouncing, sliding. | ||||||||||||||||||||||||
35 | Speed can be described as fast, slow, changing, not changing. | ||||||||||||||||||||||||
36 | Understanding | ||||||||||||||||||||||||
37 | Movement consists of direction, a pathway, and speed. | ||||||||||||||||||||||||
38 | Skills & Procedures | ||||||||||||||||||||||||
39 | Observe and describe the direction, pathway, and speed of objects or animals. | ||||||||||||||||||||||||
40 | Conduct an investigation to determine how objects move. | ||||||||||||||||||||||||
41 | Describe and record ways objects or animals move along different pathways. | ||||||||||||||||||||||||
42 | Knowledge | ||||||||||||||||||||||||
43 | The movement of objects can be influenced by the shape of the object, the materials the object is made from, the surface texture of the object, interactions with other objects. | ||||||||||||||||||||||||
44 | Wheels can make objects easier to move. | ||||||||||||||||||||||||
45 | Understanding | ||||||||||||||||||||||||
46 | The movement of objects can be influenced in a variety of ways. | ||||||||||||||||||||||||
47 | Skills & Procedures | ||||||||||||||||||||||||
48 | Demonstrate how the movement of objects can be influenced. | ||||||||||||||||||||||||
49 | |||||||||||||||||||||||||
50 | Organizing Idea: Earth Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions. | ||||||||||||||||||||||||
51 | Guiding Question: In what ways can environments change? | ||||||||||||||||||||||||
52 | Learning Outcome: Students analyze environments and investigate interactions and changes. | ||||||||||||||||||||||||
53 | Knowledge | ||||||||||||||||||||||||
54 | The four seasons in Alberta are summer, autumn or fall, winter, spring. | ||||||||||||||||||||||||
55 | Some places have fewer than four seasons, such as two seasons: rainy and dry, three seasons: cool or cold, rainy, and dry. | ||||||||||||||||||||||||
56 | Many seasonal changes appear in environments, such as snow covering the ground, snow melting, the surface of lakes and other bodies of water freezing, rivers flowing fast or slow. | ||||||||||||||||||||||||
57 | Seasonal changes appear in plants and animals, such as camouflage in animals leaves changing colour and falling flowers blooming crops and plants greening and growing | ||||||||||||||||||||||||
58 | Understanding | ||||||||||||||||||||||||
59 | Changes in environments include seasonal changes. | ||||||||||||||||||||||||
60 | Skills & Procedures | ||||||||||||||||||||||||
61 | Observe seasonal changes in local environments over time. | ||||||||||||||||||||||||
62 | Document signs of seasonal change over time. | ||||||||||||||||||||||||
63 | Share personal experiences related to seasons. | ||||||||||||||||||||||||
64 | Discuss how changes in the appearance of environments, plants, and animals are related to the seasons. | ||||||||||||||||||||||||
65 | Represent an environment in different seasons to show environmental changes. | ||||||||||||||||||||||||
66 | Knowledge | ||||||||||||||||||||||||
67 | Migration is the regular movement patterns of animals from one area to another, usually in response to seasonal changes. | ||||||||||||||||||||||||
68 | Many animals migrate, such as whales, geese, polar bears, butterflies, caribou. | ||||||||||||||||||||||||
69 | Hibernation allows animals to survive the winter with little or no food, usually by sleeping for long periods of time. | ||||||||||||||||||||||||
70 | Many animals hibernate in winter, such as black bears and grizzly bears, groundhogs, some types of squirrels. | ||||||||||||||||||||||||
71 | Environments can undergo sudden changes, such as storms, floods, fires, winds. | ||||||||||||||||||||||||
72 | Understanding | ||||||||||||||||||||||||
73 | Seasonal or sudden changes can affect the behavior of animals. | ||||||||||||||||||||||||
74 | Skills & Procedures | ||||||||||||||||||||||||
75 | Investigate animal behavior throughout the seasons, including migration and hibernation. | ||||||||||||||||||||||||
76 | Share personal experiences related to sudden changes in environments. | ||||||||||||||||||||||||
77 | Knowledge | ||||||||||||||||||||||||
78 | Information can be gathered from environments using the senses. | ||||||||||||||||||||||||
79 | Understanding | ||||||||||||||||||||||||
80 | Environments are observed and understood using the senses. | ||||||||||||||||||||||||
81 | Skills & Procedures | ||||||||||||||||||||||||
82 | Describe various environments, drawing from information gathered using the senses. | ||||||||||||||||||||||||
83 | Knowledge | ||||||||||||||||||||||||
84 | Seasonal changes may affect a variety of choices and activities, such as clothing choices, recreational activities, Indigenous ceremonies, hunting and gathering. | ||||||||||||||||||||||||
85 | Understanding | ||||||||||||||||||||||||
86 | Seasonal changes influence decisions about daily activities. | ||||||||||||||||||||||||
87 | Skills & Procedures | ||||||||||||||||||||||||
88 | Describe how seasonal changes affect decisions about daily activities. | ||||||||||||||||||||||||
89 | Knowledge | ||||||||||||||||||||||||
90 | The responsibility to care for environments is shared by all people and is fulfilled by showing respect for and protecting all aspects of nature. | ||||||||||||||||||||||||
91 | For First Nations, Métis, and Inuit, a sense of responsibility toward nature can be connected to place and traditional teachings for future generations, such as taking only what is needed. | ||||||||||||||||||||||||
92 | Understanding | ||||||||||||||||||||||||
93 | Caring for nature comes from a sense of responsibility. | ||||||||||||||||||||||||
94 | Skills & Procedures | ||||||||||||||||||||||||
95 | Discuss benefits of spending time in nature. | ||||||||||||||||||||||||
96 | Identify personal and group actions that demonstrate responsibility and care for nature. | ||||||||||||||||||||||||
97 | Discuss and reflect on First Nations, Métis, and Inuit traditional teachings that demonstrate a sense of responsibility to care for nature. | ||||||||||||||||||||||||
98 | |||||||||||||||||||||||||
99 | Organizing Idea: Living Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions. | ||||||||||||||||||||||||
100 | Guiding Question: How do plants and animals survive? |