concept-progressions-k-6-implementation

	A	B	C	D	E	F	G	H	I
1	Concept Progressions K-6 Science Curriculum (March 2023) Kindergarten to Grade 6
2
3	Matter
4	Kindergarten	Grade 1	Grade 2	Grade 3	Grade 4	Grade 5	Grade 6
5	Guiding Question: How can properties of an object be distinguished from one another?	Guiding Question: How can properties of an object be altered?	Guiding Question: How can the suitability of materials be determined?	Guiding Question: How can materials change?	Guiding Question: How can materials be managed safely?	Guiding Question: How can states of matter and other physical properties be explained using the particle model of matter?	Guiding Question: How can the particles of matter be influenced by heating or cooling?
6	Learning Outcome: Children examine properties of objects.	Learning Outcome: Students analyze properties of natural and constructed objects and investigate how they can be changed.	Learning Outcome: Students investigate the properties of materials and relate them to a purpose.	Learning Outcome: Students investigate and analyze how materials have the potential to be changed.	Learning Outcome: Students investigate the management of waste and dangerous materials and describe environmental impacts.	Learning Outcome: Students investigate the particle model of matter in relation to the physical properties of solids, liquids, and gases.	Learning Outcome: Students investigate how particles of matter behave when heated or cooled and analyze effects on solids, liquids, and gases.
7	KEY CONCEPTS				KEY CONCEPTS
8	Object	Change: Physical (eg. bending, twisting)	Material: Combining	Change: melting, freezing, evaporation, condensation	Impact: Environmental	Attractive Force	Attractive Force
9	Properties: Observable	Weight	Measurement	Change: permanent, reversible	Production & Consumption	Behaviour of Particles: movement & arrangement	Behaviour of Particles: movement & arrangement
10	Senses	Object: Natural	Object	Cycle	Resposible Use & Disposal	Particle Model of Matter	Expansion & Contraction
11	Similarities	Object: Processed	Properties: Testable (eg. transparency, malleability)	Cycle: Water	Symbols: Hazard (explosive, flammable, corrosive, poisonous)	Properties: Physical (state mass, volume, density, compressibility	Heating & Cooling
12	Difference	Properties: Measurable (eg. area, length)	Material Purpose	Evaporation	Waste Material	State of Matter: solid, liquid, gas	Particle Model of Matter
13		Properties: Changeable (eg. shape, texture, area)	Material Suitability	Interaction	Waste Management Methods (landfills & combusting & composting & recycling)	SI units	Temperature Tools: thermometer
14		Senses	FNMI: Objects from Natural Material	Material: Natural & Processed			Phase Change
15		Tools	FNMI: What informs use of materials	Matter
16			FNMI: What informs use of materials	Properties
17				State of Matter: solid, liquid, gas
18				FNMI: Relating to land, plants, and animals as equals
19				FNMI: Interaction with natural materials for a specific purpose.
20	ENERGY (01)							ENERGY (02)
21	Kindergarten	Grade 1	Grade 2	Grade 3	Grade 4	Grade 5	Grade 6	Grade 5	Grade 6
22	Guiding Question: How can humans, animals, and objects move?	Guiding Question: How can movement of objects be understood?	Guiding Question: Where do light and sound come from, and how do they move?	Guiding Question: How can forces relate to changes in movement?	Guiding Question: How can forces affect objects from a distance?	Guiding Question 01: How are forces similar and different in water and air?	Guiding Question 01: In what ways can interactions lead to physical change?	Guiding Question 02: What are energy resources?	Guiding Question 02: How are energy resources used?
23	Learning Outcome: Children explore movement of objects, humans, and other animals.	Learning Outcome: Students investigate the direction, pathway, and speed of moving objects and animals.	Learning Outcome: Students investigate the behaviours of light and sound.	Learning Outcome: Students investigate and explain how forces affect the movement of objects.	Learning Outcome: Students investigate how forces can act on objects without contact.	Learning Outcome 01: Students investigate and compare how forces affect living things and objects in water and air.	Learning Outcome 01: Students analyze forces and relate them to interactions between objects.	Learning Outcome 02: Students investigate and analyze various energy resources.	Learning Outcome 02: Students evaluate the use of energy resources and explain factors that influence choice.
24	KEY CONCEPTS				KEY CONCEPTS
25	Change	Animal	Characteristics (Materials that Afftect Sound)	Change: Movement	Attraction	Buoyancy	Change	Energy	Advantage
26	Location	Direction	Light Behaviour	Effort	Distance	Effect on Flight (speeed, altitude, horizonal and vertical, straight and level)	Elasticity	Energy Needs	Daily Living
27	Movement	Factor	Pathway: Sound	Force: Applied (stretching, pulling squeezing pushing)	Force: Non-Contact (gravity, magnetic)	Flight	Force: Action	Energy Resource	Disadvantage
28	Movement: Ways	Influence	Pathway: Light	Force: Contact (applied, friction, elastic/spring)	Gravity	Flight Characteristics	Force: External (applied, friction, elastic/spring)	Resource: Renewable & Non-Renewable	Electricity
29	Position	Movement	Sound	Force: Direction	Interaction	Fluid	Force: Internal (tension, compression, shear, torsion)		Energy Use Management
30	Animals	Object	Light Source	Force: Strength	Magnetic Material	Force: Opposing (thrust, drag, weight, lift)	Force: Reaction		Engergy Choice Factors
31	Object	Pathway	Sound Behaviour	Interaction	Magnetism		Interaction		Processed Energy & Non-Processed Energy
32	Human & Animal	Speed	Vibration	Movement	Poles		Object
33			Sound Source	Property	Properties		Physical Change
34			Sound Characteristics	Simple Machines	Repulsion		Plasticisty
35				FNMI: Simple Machines	Strength		Property
36
37	EARTH SYSTEMS
38	Kindergarten	Grade 1	Grade 2	Grade 3	Grade 4	Grade 5	Grade 6
39	Guiding Question: How can environments be explored?	Guiding Question: In what ways can environments change?	Guiding Question: How can Earth’s components and relationship to the Sun be understood?	Guiding Question: What visible changes can be identified through examination of Earth’s surface?	Guiding Question: How does Earth sustain life?	Guiding Question: How can climate and its effects be understood?	Guiding Question: What factors affect climate?
40	Learning Outcome: Children examine and describe surrounding environments.	Learning Outcome: Students analyze environments and investigate interactions and changes..	Learning Outcome: Students investigate Earth & its landforms, & its bodies of water & and its relationship to the Sun.	Learning Outcome: Students analyze changes in Earth’s surface and explain how layers of the landscape hold stories of the past.	Learning Outcome: Students investigate the systems of Earth and reflect on how interconnections sustain life.	Learning Outcome: Students analyze climate and connect it to weather conditions and agricultural practices.	Learning Outcome: Students investigate climate, changes in climate, and the impact of climate change on Earth.
41	KEY CONCEPTS				KEY CONCEPTS
42	Animal	Change	Axis	Bodies of Water	Care	Weather	Cimate Change
43	Environment	Change: Seasonal	Bodies of Water (wetland, river, lake, glacier, ocean)	Cause	Action	Climate	Interaction
44	Exploration: Senses	Change: Seasonal: Environment	Components of Earth: land,water, air, plants, human, animals.	Change	Change	Climate Zones	Climate Change Causes
45	Human	Change: Seasonal: Human Activities	Day	Earth's Surface	Conservation	Patterns	Climate Change: Effects
46	Objects Natural	Change: Sudden	Earth's Surface	History	Environment	Climate Characteristics	Climate Factors (Location)
47	Objects: Human-Made	Chnage: Seasonal: Plants and Animals	Landforms	Human Activities	Interaction	Climate Factors	Personal Actions
48	Plant	Enironment: Responsibility: Care	Life	Intergenerational Knowledge	Interconnection	Weather: Tools: Measuring	Climate Change Obserbations
49	Shared Space	Environment	Revolution	Landscape	Life	Weather: Prediction	Extreme Weather
50	Wonder	Hibernation	Rotation	Landscape Layers	Lithosphere \| Hydroshpere \| Biosphere \| Atmosphere	Climate & Human Activity	Traditional Knowledge
51	FNMI: Ways of Living Connected to Land	Migration	Saltwater & Freshwater Bodies	Natural Events	Natural Resources	Climate & Animal Activity	FNMI: Impact of climate chanhe of way of living
52		Observation: Senses	Water Flow	Plant & Animal Activity	Responsibility	Climate and Agriculture
53		Seasons	Year	Soil	Spheres	Agriculture: Sustainable Practices
54		FNMI: Sesnse of respensibility and care with nature.		Time	Sunlight	Agriculture: Conservation Practices
55		FNMI: Products made from plands and animals.		Wind \| Water \| Ice	Systems	Agriculture: Sustainable Harvesting
56				FNMI: Knowledge of Earth's Surface	Water Resources	Intergenerational Observation
57					FNMI: Interconnectedness of Earth Systems FNMI: Laws of Nature and Sacredness of Water FNMI: Conservation	FNMI: Long-term climate observations FNMI: Observations and weather predictions
58	LIVING SYSTEMS
59	Kindergarten	Grade 1	Grade 2	Grade 3	Grade 4	Grade 5	Grade 6
60		Guiding Question: How do plants and animals survive?	Guiding Question: How do plants and animals grow?	Guiding Question: How do plants and animals interact?	Guiding Question: In what ways do the structures of organisms support their survival?	Guiding Question: How are organisms supported by biological processes and systems?	Guiding Question: In what ways are ecosystems complex?
61		Learning Outcome: Students investigate and examine needs of plants and animals.	Learning Outcome: Students investigate the growth and development of plants and animals and consider their relationship to humans.	Learning Outcome: Students analyze and describe how plants and animals interact with each other and with the environment.	Learning Outcome: Students analyze organisms and relate their external structures to functions.	Learning Outcome: Students investigate the internal systems of organisms and explain how they support biological processes.	Learning Outcome: Students investigate the characteristics and components of ecosystems.
62		KEY CONCEPTS			KEY CONCEPTS
63		Animals	Animal	Carnivore \| Herbivore \| Omnivore	External Structure	Biological Systems	Componenets: Abiotic & Biotic
64		Dependence	Behaviour: Human	Classification	Function	Organism: Complex	Diversity
65		Environment	Development	Environmenal Protection	Micro-Organism	Biological Processes	Ecoststem Types
66		Living Things	Development: Statge	FNMI Knowledge of Plants and Animals	Organism	Biological Systens: Animals: Internal	Ecosystem & Diversity
67		Needs	Effect: Positve, Negative	Food Chain	Sensory Structure	Digestive \| Respiratory \| Circulatory \| Musculoskeletal	Ecosystem: Characteristics
68		Plants	FNMI Relationship to Land	Interaction	Structure	Biological Systens: Animals: Transport Systems	Ecosystem: Components
69		Similarity	Life Cycle	Stimuli		Xylem	Ecosystem: Greenhoue Gas Storage
70		Difference	Offspring	Stimuli Response		Phloem	Ecosystem: Role: Plants
71		Humans	Pattern	Survival			FNMI: Sacred Plants
72		Diversity	Plant	FNMI: Respectful interaction with natural materials.			Interdependence - Relationships
73			Relationship	FNMI: Plant and animal behaviours and patterns			Interdependence: Plants and Animals
74			Relationship to Land				Organisms
75			Stages of Development				Photosynthesis
76							Photosynthesis: Chlorophyl
77
78	SPACE
79	Kindergarten	Grade 1	Grade 2	Grade 3	Grade 4	Grade 5	Grade 6
80					Guiding Question: How do objects in space impact daily life?	Guiding Question: How are astronomical phenomena observed and interpreted?	Guiding Question: In what ways can the solar system be explored?
81					Learning Outcome: Students investigate and describe astronomical phenomena in connection to daily life.	Learning Outcome: Students investigate and interpret astronomical phenomena.	Learning Outcome: Students represent and compare components of the solar system.
82					KEY CONCEPTS
83					Astronomical Phenomena	Astronomical Phenomena (moon pahses, seasons, aurora, length of day/night)	Solar System
84					Technology: Viewing	Phenomena	Celestial Body
85					Planets \| Stars (Sun) \| Moons \| Constellations	Astronomical Phenomena: Representations	Celestial Body: Characteristics
86					Constellation	FNMI: Astronomical phenomena and ways of living.	Model
87					Navigation		Exploration
88					Daily Life		Exploration Technology
89					Time		Satelite
90					Calendar		Orbit
91					Universe		Space Station
92					Objects in Space		FNMI: Explanation of natural phenomena
93
94	COMPUTER SCIENCE
95	Kindergarten	Grade 1	Grade 2	Grade 3	Grade 4	Grade 5	Grade 6
96	Guiding Question: How can instructions be used?	Guiding Question: How can instructions affect outcomes?	Guiding Question: How can creativity support design?	Guiding Question: How does creativity contribute to computational thinking?	Guiding Question: IHow can design meet needs?	Guiding Question: In what ways can design be used to help achieve desired outcomes or purposes?	Guiding Question: In what ways are abstraction, design, and coding related?
97	Learning Outcome: Children interpret instructions in various environments.	Learning Outcome: Students follow instructions and relate them to outcomes.	Learning Outcome: Students apply creativity when designing instructions to achieve a desired outcome.	Learning Outcome: Students investigate creativity and its relationship to computational thinking.	Learning Outcome: Students examine and apply design processes to meet needs.	Learning Outcome: Students apply design processes when creating artifacts that can be used by a human or machine to address a need.	Learning Outcome: Students examine abstraction in relation to design and coding, and describe impacts of technologies.
98	KEY CONCEPTS				KEY CONCEPTS
99	Instructions	Instructions: Form of	Collaboration	Computational Thinking	Design	Design	Abstraction
100	Instructions: Place	Order	Creativity	Connections	Design Process	Needs	Coding Structures: (sequence, conditional, loop)