Alberta Program Of Studies Math Illustrative Examples

RationaleChildren have a natural curiosity about their surroundings-a desire to explore and investigate, see inside things, find out how things work and find answers to their questions. Learning about science provides a framework for students to understand and interpret the world around them.An elementary science program engages students in a process of inquiry and problem solving in which they develop both knowledge and skills. The purpose of the program is to encourage and stimulate children's learning by nurturing their sense of wonderment, by developing skill and confidence in investigating their surroundings and by building a foundation of experience and understanding upon which later learning can be based.Elementary and secondary science programs help prepare students for life in a rapidly changing world-a world of expanding knowledge and technology in which new challenges and opportunities continually arise. Tomorrow's citizens will live in a changing environment in which increasingly complex questions and issues will need to be addressed. The decisions and actions of future citizens need to be based on an awareness and understanding of their world and on the ability to ask relevant questions, seek answers, define problems and find solutions.

PhilosophyThe science program of studies is built on the following principles.Children's curiosity provides a natural starting point for learning.Young children are natural inquirers and problem solvers. They have a keen interest in the materials around them and love naturally into activities that involve manipulation of materials, exploration and discovery. Science in the elementary school years should nurture and extend this curiosity, so that students continue to question, explore and investigate, with increasing levels of insight and skill.Children's learning builds on what they currently know and can do.Children's initial concepts of the world influence what they observe and how they interpret the events they experience. They enter school having learned a great deal about their world through play and exploration.

They show extensive practical knowledge about materials in their environment, as well as the ability to observe, question, test, construct and create. Science experiences in the elementary years are designed to build on the knowledge that students already have and to extend and sharpen their investigative skills.As children progress in learning, they add to their knowledge and modify their ideas and ways of viewing the world. Where, in the early years, children view their experiences as personal and immediate; in later years, they become aware of order and continuity in the world extending beyond their personal experience. As they grow in this awareness, they discover new patterns in things-patterns of structure, patterns in the order of events and patterns in the way that materials interact. The science program is designed to assist students in discovering and interpreting these patterns and to help them connect new ideas with their existing knowledge.Communication is essential for science learning.Language provides a means for students to develop and explore their ideas and to express what they have learned. By communicating their questions, observations, discoveries, predictions and conclusions, they can refine and consolidate their learning and identify new connections and avenues to explore. As children relate their experiences and ideas to one another, they naturally make new connections that are not fully realized until they are put into words.Language also plays a role in developing the skills of inquiry and problem solving.

The actions of identifying problems, asking questions and proposing ideas requires the use of a particular kind of language. The ability to define problems and ask clear questions is a keystone to growth in this area.Students learn best when they are challenged and actively involved.Students learn best when they become personally involved in their learning-not just when they mechanically follow a set of steps or read and hear about things learned and done by others.

Active inquiry and problem solving can be stimulated by providing an initial focus and challenge for learning, by engaging students in developing or adapting a plan of action and by involving students in evaluating results. By participating in activities and reflecting on the meaning of what they do, students develop the skills of learning how to learn and achieve depth in their understanding.Confidence and self-reliance are important outcomes of learning.Children develop confidence when their ideas and contributions are valued and when there is a supportive climate for learning. By providing opportunities for students to explore ideas and materials, engage in open-ended activities and evaluate their own progress, they can be encouraged to take initiative in learning. When questions and problems are referred back to students and their ideas and decisions are supported, they learn to become more self-reliant. Confidence is achieved as students recognize that the knowledge and skills they have gained enable a measure of independent action.The personal skills that students develop in school-the ability to make decisions, to plan and to evaluate their own progress-are skills that apply throughout life.

Program EmphasisChildren learn to inquire and solve problems in a variety of contexts. Each subject area within the elementary program provides a rich source of topics for developing questions, problems and issues, that provide starting points for inquiry and problem solving. By engaging in the search for answers, solutions and decisions, students have a purpose for learning and an opportunity to develop concepts and skills within a meaningful context.The learner expectations for the elementary science program are linked to two main areas of skill emphasis: science inquiry and problem solving through technology.

The skills developed in these two areas are related, but have a somewhat different focus. In science inquiry, the focus is on asking questions and finding answers based on evidence. The outcome of inquiry is knowledge. In problem solving through technology, the focus is on practical tasks - finding ways of making and doing things to meet a given need, using available materials. The outcome of problem solving is a product or process that a person can use. Science InquiryInquiry is the process of finding answers to questions.

The skills of science inquiry include asking questions, proposing ideas, observing, experimenting, and interpreting the evidence that is gathered. Observation and evidence are key elements.An inquiry may be initiated in a variety of ways.

It may be based on a question brought to the classroom by a teacher or student; or it may arise out of an activity, an interesting observation, an unexplained event or a pattern that appears worth pursuing. Engagement in inquiry is not a linear process; it can have a variety of starting points, and the steps followed may vary from one inquiry activity to another. When an unexpected observation is made or a procedure does not work, there is opportunity for new ideas to emerge and a new set of procedures to be followed.Problem Solving through Technology Problem solving refers to a variety of processes used to obtain a desired result. The skills of problem solving include identifying what is needed, proposing ways of solving the problem, trying out ideas and evaluating how things work.In problem solving, as in inquiry, the process is usually not a linear one.

Often, processes that will be needed to solve a problem are not foreseen in advance; and there may be repeated cycles of reflection, developing new ideas and trying new approaches, all within the larger pattern of the activity.Challenging problems require persistence. An idea may not work at first; but with careful observation, adjustment, reflection and refinement, a solution that is close to the original idea may be found. Student success in inquiry and problem solving is enhanced when students have the opportunity to explore materials in an unstructured way, before starting formal investigations. Progress frequently involves trial and error, in which initial ideas are discarded and new ideas and processes are developed. A supportive climate for trying new ideas can be critically important to the development of student confidence and competence in their investigative skills. Program StructureThe elementary science program has been designed as a series of five topics for each grade. Each topic may be developed as a separate unit of study or linked to other topics and other subject areas.The order of topics within a grade may be varied as part of the instructional plan.

Some topics lend themselves to development throughout the school year; for example, Seasonal Changes. Others may be developed as discrete units. Each grade includes one topic emphasizing problem solving through technology; and, except for Grade 1, there is a corresponding topic emphasizing science inquiry.

Creating ColourScience InquiryB. Seasonal ChangesScience InquiryC. Building ThingsProblem Solving through TechnologyD. SensesScience InquiryE. Needs of Animals and PlantsScience Inquiry2A. Exploring LiquidsScience InquiryB. Buoyancy and BoatsProblem Solving through TechnologyC.

MagnetismScience InquiryD. Hot and Cold TemperatureScience InquiryE. Small Crawling and Flying AnimalsScience Inquiry3A. Rocks and MineralsScience InquiryB.

Building with a Variety of MaterialsProblem Solving through TechnologyC. Testing Materials and DesignsScience InquiryD. Hearing and SoundScience InquiryE.

Animal Life CyclesScience Inquiry4A. Waste and Our WorldScience InquiryB. Wheels and LeversScience InquiryC. Building Devices and Vehicles that MoveProblem Solving through TechnologyD.

Light and ShadowsScience InquiryE. Plant Growth and ChangesScience Inquiry5A. Electricity and MagnetismScience InquiryB. Mechanisms Using ElectricityProblem Solving through TechnologyC. Classroom ChemistryScience InquiryD. Weather WatchScience InquiryE. Wetland EcosystemsScience Inquiry6A.

Air and AerodynamicsScience InquiryB. FlightProblem Solving through TechnologyC. Sky ScienceScience InquiryD.

Evidence and InvestigationScience InquiryE. Trees and ForestsScience InquiryFor each grade, a set of skill and attitude expectations is identified.

Skill expectations are arranged under three headings: Focus, Explore and Investigate, and Reflect and Interpret. This organization of skill expectations reflects a general pattern of skill use within science activities, but is not intended as a fixed instructional sequence. As students proceed through their explorations and investigations, there likely will be many points where they reflect on the progress of the activity and set a new focus. Specific Learner ExpectationsStudents will show growth in acquiring and applying the following traits:.

curiosity. confidence in personal ability to explore materials and learn by direct study. inventiveness.

perseverance: staying with an investigation over a sustained period of time. appreciation of the value of experience and careful observation. a willingness to work with others and to consider their ideas. a sense of responsibility for actions taken.

respect for living things and environments, and commitment for their care. Understandings - Topic A: Creating ColourStudents explore coloured materials, learning about different colours, how they are created, what happens when they are mixed and how they can be transferred from one material to another. Students learn to distinguish and describe colours and work with a variety of materials to create, modify and apply colours. In the process, students learn that different materials have particular properties and that the properties and interactions of materials have to be taken into account when they are used for a specific purpose. Understandings - Topic B: Seasonal ChangesStudents learn that changes in their environment occur in a regular pattern known as the seasons. They explore weather change, and how the ups and downs of weather affect their own lives. Looking beyond themselves and beyond the immediate weather, students are guided to discover that there are larger patterns of change that affect the life habits of many living things.

The interactions among different parts of the environment, and the recurrence of change as part of a cycle, are important science ideas that are introduced in this topic. Understandings - Topic C: Building ThingsStudents learn about materials by using them to construct a variety of objects, including model buildings, toys, boats and vehicles. Students select materials to use and gain experience as they cut and shape, fold, pile materials on top of one another, join parts, and try different techniques to achieve the result that they intend. In the process, they learn to look at objects that are similar to what they are trying to construct and, with guidance, begin to recognize the component parts that make up the whole. Understandings - Topic D: SensesStudents develop an awareness of their own senses and how they are used.

They learn that each of their senses provides information about particular aspects of our environment; and that, together, the senses enable us to know things and do things that we would not otherwise be able to do, or at least not as easily. Students learn about the function of their senses, how they are cared for, how they could be damaged and how one's own ability to sense things may differ from those of other people and other living things. Through this topic, students learn to sharpen the use of their senses and describe as accurately as possible the information that their senses provide. Specific Learner ExpectationsStudents will:. Identify each of the senses, and explain how we use our senses in interpreting the world. Identify ways that our senses contribute to our safety and quality of life. Apply particular senses to identify and describe objects or materials provided and to describe living things and environments.

Understandings - Topic E: Needs of Animals & PlantsStudents learn about living things and what they need to live and grow. By studying a variety of living things, students become familiar with similarities and differences and develop skills for describing and classifying what they see. As the topic progresses, attention is focused on how living things survive, what they need and how their needs are met.

Through the topic, students become aware that groups of living things have some common needs and that different animals and plants meet those needs in different ways. Students also learn about their own responsibility in caring for living things. Science Inquiry: Specific Learner ExpectationsStudents will:Focus. ask questions that lead to exploration and investigation.

identify one or more possible answers to questions asked by themselves and others. Ideas may take the form of predictions and hypothesesExplore and Investigate. manipulate materials and make observations that are relevant to questions asked. carry out simple procedures identified by others. identify materials used and how they were used. use, with guidance, print and other sources of information provided. Sources may include library, classroom, community and computer-based resourcesReflect and Interpret.

describe what was observed, using captioned pictures and oral language. describe and explain results; explanations may reflect an early stage of concept development. identify applications of what was learned. identify new questions that arise from the investigation. Problem Solving Through Technology: Specific Learner ExpectationsStudents will:Focus.

identify the purpose of the object to be constructed: What structure do we need to make? What does it need to do?Explore and Investigate.

attempt, with guidance, a variety of strategies to complete tasks. identify steps followed in constructing the object and in testing it to see if it works. engage in all parts of the task and allow others to make their contributions. identify materials used and how they were used.

use, with guidance, print and other sources of information provided. Sources may include library, classroom, community and computer-based resourcesReflect and Interpret. communicate results of construction activities, using oral language, captioned pictures and simple graphs (pictographs and bar graphs). describe the product and describe and explain the processes by which it was made. identify applications for the product that was made. Specific Learner ExpectationsStudents will show growth in acquiring and applying the following traits:. curiosity.

confidence in personal ability to explore materials and learn by direct study. inventiveness. perseverance: staying with an investigation over a sustained period of time. appreciation of the value of experience and careful observation. a willingness to work with others and to consider their ideas. a sense of responsibility for actions taken.

respect for living things and environments, and commitment for their care. Understandings - Topic A: Exploring LiquidsStudents learn about the nature of liquids and the interactions of liquids with other materials. They explore liquids by examining droplets, by watching liquids trickle down slopes, by investigating flow rates and by observing liquid interactions with a variety of materials. They learn that some materials are impervious to liquids, while others are absorbent, and that some liquids mix readily while others do not.

They observe that liquid water can be changed to ice or to steam, and back again, if heated and cooled, and that wet materials dry out when left open to the air. Through this topic, students learn that water is our most important liquid, that we use water in many ways, and that water is essential to life. Specific Learner ExpectationsStudents will:. Recognize and describe characteristics of liquids:. recognize and describe liquid flow.

describe the shape of drops. describe the surface of calm water.

Compare water with one or more other liquids, such as cooking oil, glycerine or water mixed with liquid detergent. Comparisons may be based on characteristics, such as colour, ease of flow, tendency of drops to form a ball shape (bead), interactions with other liquids and interactions with solid materials. Compare the amount of liquid absorbed by different materials; e.g., students should recognize that some forms of paper are very absorbent but other forms of paper are not.

Evaluate the suitability of different materials for containing liquids. Understandings - Topic B: Buoyancy & BoatsStudents explore what sinks and what floats, and what makes an effective watercraft. Through building and testing a variety of floating objects, students learn the importance of selecting appropriate materials and the importance of workmanship in shaping, positioning, fitting and waterproofing their constructions, so they will do the intended job. Along the way, students learn about balance and stability and about different methods that can be used in propelling a watercraft. The concept of density is informally developed in this topic. Specific Learner ExpectationsStudents will:. Describe, classify and order materials on the basis of their buoyancy.

Students who have achieved this expectation will distinguish between materials that sink in water and those that float. They will also be aware that some 'floaters' sit mostly above water, while others sit mostly below water. Understandings - Topic D: Hot & Cold TemperatureStudents learn that materials are sometimes changed by heating or cooling and that by observing such changes, they can infer how hot or cold an object is. They learn that thermometers provide a helpful way to measure and describe the hotness or coldness of things-a more reliable way than provided by their own senses. Students observe that temperatures can go up and down, including the temperature of their surroundings and the temperatures of particular objects within it. They also learn about methods that are used to control temperature in buildings and how insulation is used to keep things hot or cold.

Understandings - Topic E: Small Crawling & Flying AnimalsStudents learn about the structure and life habits of animals by studying small animals that live in their own community. By investigating outdoor spaces in and around the school and their homes, students discover a wide range of animals that find shelter and food within the local area. In studying these animals, they learn about where animals live, what they eat, what they are eaten by and features of the animals that suit them to their particular environment. Specific Learner ExpectationsStudents will:.

Recognize that there are many different kinds of small crawling and flying animals, and identify a range of examples that are found locally. Compare and contrast small animals that are found in the local environment. These animals should include at least three invertebrates-that is, animals such as insects, spiders, centipedes, slugs, worms. Recognize that small animals, like humans, have homes where they meet their basic needs of air, food, water, shelter and space; and describe any special characteristics that help the animal survive in its home. Identify each animal's role within the food chain.

SkillsThese skills apply to the five topics of study identified for Grade 3. The organization of these skills reflects a general pattern of science activity, not a fixed instructional sequence.

At Grade 3, students normally will show independence and the ability to work with others in exploratory activities but will normally require teacher guidance in developing a structured approach to investigating questions and problems. At this level, students should recognize the purpose of at least some of the steps followed in investigating questions and problems. Problem Solving Through Technology: Specific Learner ExpectationsStudents will:Focus.

identify the purpose of the object to be constructed: What is to be developed? What is it for?Explore and Investigate.

attempt a variety of strategies to complete tasks. identify steps followed in completing the task and explain the purpose of each step. identify materials and how they are used. engage in all parts of the task and support the efforts of others. identify, with guidance, sources of information and ideas and, with guidance, access information and ideas from those sources.

Sources may include library, classroom, community and computer-based resourcesReflect and Interpret. communicate results of construction activities, using written and oral language and pictures.

evaluate the product and identify possible improvements. identify new applications for the design or method of construction. Understandings - Topic A: Rocks & MineralsStudents learn about materials found on Earth's surface-rocks, minerals and soil. By closely examining sample rocks, students discover similarities and differences and explore these, using simple tests and tools. Students learn that each kind of rock has a set of characteristics and that these characteristics can be used in classifying and identifying rocks. In studies of soil, students discover that the component materials include rock fragments and remains of living things, and that different soils have different compositions.

Students learn that the characteristics of rock and soil are important to their use within the community. Specific Learner ExpectationsStudents will:.

Compare samples of various kinds of rock, and identify similarities and differences. Given a description of the properties of a particular rock or mineral, identify a sample rock or mineral that matches those properties.

Properties that students should be able to describe and interpret include:. colour.

lustre or 'shininess'; e.g., shiny, dull, glassy, metallic, earthy. texture; e.g., rough, smooth, uneven. hardness, based on scratch tests with available materials.

presence of carbonates. Understandings - Topic B: Building with a Variety of MaterialsStudents use a variety of tools and simple techniques to build things for specific purposes. Their tasks may require that a bridge be built between two desks, a model lookout tower be constructed, or a water container be made, all from available materials.

Through these projects, students learn the value of safety and good workmanship and that different materials and designs can be used to obtain the same result. They learn that working together on a common task is easier when ideas and materials are shared. Specific Learner ExpectationsStudents will:. Using a variety of materials and techniques, design, construct and test structures that are intended to:. support objects. span gaps.

serve as containers. serve as models of particular living things, objects or buildings. Select appropriate materials for use in construction tasks, and explain the choice of materials.

Understandings - Topic C: Testing Materials & DesignsStudents study the materials and designs used in construction tasks. They compare paper, clay, cardboard, styrofoam or other available materials to see which are the strongest-which ones resist bending, crushing or tearing-and which are most easily shaped and joined. They test different shapes and thicknesses to find out what makes a structure strong and stable and to find out how much material is needed. Throughout the topic, students learn that many things are considered when materials and designs are selected and that different tasks may require different materials and designs. Understandings - Topic D: Hearing & SoundStudents explore the nature of sound, its sources, its qualities and what it is. They learn that sound is vibration and that changes in vibration can affect the loudness, pitch and quality of sound. They learn about sound travel by studying what things carry sound, what things make it louder or softer, and what happens to sound when it reaches their ears.

The sensitivity of human ears and those of other animals is examined, as students learn about the safe use of this valuable sense. Understandings - Topic E: Animal Life CyclesStudents learn about the growth and development of animals and discover that different animals have different life cycles.

By observing the life cycle of one small animal from its earliest stage to adulthood, students acquire a reference point for the study of other animals and come to appreciate the beauty and fragility of life. Students learn that the egg, larva, pupa and adult stages that are characteristic of many insects represent a different life story from that of the egg, young, adult life cycle that is common to most vertebrate animals. In studying these animals, students learn about the changes in needs of the young as they grow and develop and about the changing relationship between these animals and their environment. Specific Learner ExpectationsStudents will:. Classify a variety of animals, based on observable characteristics; e.g., limbs, teeth, body covering, overall shape, backbone. Observe and describe the growth and development of at least one living animal, as the animal develops from early to more advanced stages.

The animal(s) should be from one or more of the following groups: mammals, birds, fish, reptiles, amphibians, insects. Suggested examples include: gerbils, guppies, mealworms, tadpoles, worms, butterflies/moths. Additional examples from other animal groups might also be included: brine shrimp, isopods, spiders. Predict the next stages in the growth and development of at least one animal from each of the following groups: mammals, birds, fish, reptiles, amphibians, insects; and identify similarities and differences in their developmental sequences. SkillsThese skills apply to the five topics of study identified for Grade 4. The organization of these skills reflects a general pattern of science activity, not a fixed instructional sequence. At Grade 4, students normally will show independence and the ability to work with others in exploratory activities and, with guidance, a beginning level of independence in investigating questions and problems.

At this level, students should be able to recognize the purpose of most steps followed in investigating questions and problems. Science Inquiry: Specific Learner ExpectationsStudents will:Focus.

ask questions that lead to exploration and investigation. identify one or more possible answers to questions by stating a prediction or a hypothesisExplore and Investigate. identify, with guidance, ways of finding answers to given questions. carry out, with guidance, procedures that comprise a fair test. identify materials and how they are used. work independently or with others to carry out the identified procedures. identify, with guidance, sources of information and ideas and access information and ideas from those sources.

Sources may include library, classroom, community and computer-based resourcesReflect and Interpret. communicate with group members, showing ability to contribute and receive ideas.

record observations and measurements accurately, using captioned pictures and charts, with guidance in the construction of charts. Computer resources may be used for record keeping and for display and interpretation of data. state an inference, based on observations. identify possible applications of what was learned.

identify new questions that arise from what was learned. Problem Solving Through Technology: Specific Learner ExpectationsStudents will:Focus.

identify the purpose of problem-solving and construction activities: What problem do we need to solve? What needs must be met?Explore and Investigate. identify steps followed in completing the task and in testing the product. identify materials and how they are used. attempt a variety of strategies and modify procedures, as needed (troubleshoot problems). engage in all parts of the task and support the efforts of others. identify, with guidance, sources of information and ideas and access information and ideas from those sources.

Sources may include library, classroom, community and computer-based resourcesReflect and Interpret. communicate with group members, showing ability to contribute and receive ideas.

evaluate a product, based on a given set of questions or criteria. The criteria/questions may be provided by the teacher or developed by the students.

Example criteria include:. effectiveness-Does it work?. reliability-Does it work every time?. durability-Does it stand up to repeated use?.

effort-Is it easy to construct? Is it easy to use?. safety-Are there any risks of hurting oneself in making it or using it?. use of materials-Can it be made cheaply with available materials?

Does it use recycled materials, and can the materials be used again?. identify possible improvements to the product. identify new applications for the design or method of construction. Understandings - Topic A: Waste & Our WorldStudents learn about wastes produced through natural processes and human technology. In studying natural systems, students learn that all plants, animals and other living things are made up of materials that are recycled through the environment again and again. In studying human consumption and wastes, students identify wastes produced within their community and learn the methods used for disposal. They learn that some waste materials are biodegradable, that some are reusable, and that others are toxic.

They learn that personal action in reducing, reusing and recycling materials can help decrease the waste we accumulate. Specific Learner ExpectationsStudents will:. Identify plant and animal wastes, and describe how they are recycled in nature.

For example, plant leaves serve as a source of food for soil insects, worms and other creatures. The wastes of these animals may then be further broken down by molds, fungi and bacteria.

Identify and classify wastes that result from human activity. Describe alternative methods of disposal, and identify possible advantages and disadvantages of each. Distinguish between wastes that are readily biodegradable and those that are not. Compare different kinds of packaging, and infer the relative advantages and disadvantages of that packaging. Understandings - Topic B: Wheels & LeversStudents learn about basic components of simple machines: how they are assembled, how they operate, how they are used. Students explore different techniques that can be used to transfer motion from one component to another, using simple connectors and various levers, gears, pulleys and band driven systems. As they work with these components, they learn the functions that each can perform, including sample applications and ways that they can be used in a larger system.

As part of their studies, they examine how these simple machines are used to change the speed or force of movement. Understandings - Topic C: Building Devices & Vehicles that MoveStudents apply simple techniques and tools in building devices and vehicles that move. In constructing these objects, students apply previous learnings about structures and explore new applications for wheels, rollers, gears, pulleys and a variety of levers and connectors. They learn that different forms of energy can be used to propel their model devices: in some cases, a direct push; in other cases, the stored energy from a compressed spring or falling weight. On completing their projects, students learn to evaluate their work, by describing the effectiveness of the device and the appropriateness of materials used.

Understandings - Topic D: Light & ShadowsStudents learn about light by studying the effects of light on things within their environment. They learn about light sources, about materials that light can pass through and about what happens when a material blocks or changes the path of light. By observing shadows and their motions relative to a light source, students discover that light and shadows fall along a predictable path. They discover that mirrors, prisms and a variety of other materials can affect that path by reflecting and refracting light and by splitting light into colours. Understandings - Topic E: Plant Growth & ChangesStudents learn about the structure and growth of plants by raising plants in the classroom and by observing plant growth within the community.

They learn to recognize and describe different forms of leaves, stems, roots and flowers and learn their functions in supporting the growth and reproduction of the plant. They learn various ways of starting new plants and the plants' requirements for growth. Through hands-on activities, students learn that different plants have different needs, and they gain skills and attitudes for their care. Specific Learner ExpectationsStudents will:. Describe the importance of plants to humans and their importance to the natural environment. SkillsThese skills apply to the five topics of study identified for Grade 5.

The organization of these skills reflects a general pattern of science activity, not a fixed instructional sequence. At Grade 5, students normally will show independence and the ability to work cooperatively in exploratory activities and, with some guidance, the ability to work independently or cooperatively in investigative activities. At this level, students should be able to describe the purpose of most steps followed in investigative activities.

Problem Solving Through Technology: Specific Learner ExpectationsStudents will:Focus. identify problems to be solved and the purpose(s) of the problem-solving activity: What problem(s) are we trying to solve?

What conditions must be met? What controls are required? How will we know that we have done what we set out to do?Explore and Investigate. identify one or more possible approaches to solving the problem and plan, with guidance, a set of steps to follow. select appropriate materials and identify how they will be used. attempt a variety of strategies and modify procedures, as needed (troubleshoot problems). work individually or cooperatively in planning and carrying out procedures.

identify sources of information and ideas and access information and ideas from those sources. Sources may include library, classroom, community and computer-based resourcesReflect and Interpret.

communicate with group members to share and evaluate ideas, and assess progress. evaluate the procedures used to solve the problem and identify possible improvements. evaluate a design or product, based on a given set of questions or criteria. The criteria/questions may be provided by the teacher or developed by the students. Example criteria include:. effectiveness-Does it work?. reliability-Does it work every time?.

durability-Does it stand up to repeated use?. effort-Is it easy to construct? Is it easy to use?. safety-Are there any risks of hurting oneself in making it or using it?.

use of materials-Can it be made cheaply with available materials? Does it use recycled materials, and can the materials be used again?. effect on environments. benefit to society.

identify new applications for the design or problem solution. Understandings - Topic A: Electricity & MagnetismStudents learn about electricity by building and testing circuits. Using batteries, bulbs and wires, students construct simple circuits and test the effects of various modifications. Through such tests, they discover that a circuit requires a closed pathway for electricity and that some materials conduct electricity and others do not. They learn that an electric current can affect a nearby magnet and that this property of electricity is used in making electromagnets and motors. Potential dangers are examined, as students learn about the safe use of electricity.

Understandings - Topic B: Mechanisms Using ElectricityStudents build electrical devices for a variety of purposes, using knowledge gained in the previous topic. Tasks that students are assigned may include such things as making a switch from scrap materials, making a device to control the speed of a motor, making a burglar alarm and lighting three bulbs from one source. Through work on these tasks, students learn the role of various components and control devices that are part of an electrical system. At the same time, they develop skills of problem solving and teamwork. Specific Learner ExpectationsStudents will:.

Identify example applications of electrical devices in the school and home environment, and classify the kinds of uses. Understandings - Topic C: Classroom ChemistryStudents learn about the properties and interactions of some safe to handle household liquids and solids. They test a variety of materials to see what happens when things are mixed together: what dissolves, what reacts and what remains unaffected. They discover that when a solid material dissolves, it can be recovered as a crystal by evaporating the liquid. They also learn that when two materials react to form a new material, the original materials cannot be recovered. As an example of a chemical reaction, students learn to produce carbon dioxide gas and show that this gas differs from ordinary air. Understandings - Topic D: Weather WatchStudents learn about weather phenomena and the methods used for weather study.

They learn to measure temperatures, wind speed and direction, the amounts of rain and snow, and the amount of cloud cover. In studying causes and patterns of air movements, students learn about the effects of uneven heating and cooling and discover the same patterns of air movement in indoor environments as are found outdoors.

They also learn about human actions that can affect weather and climate and study the design and testing of clothing used as protection against the weather. Understandings - Topic E: Wetland EcosystemsStudents learn about wetland ecosystems by studying life in a local pond, slough, marsh, fen or bog.

Through classroom studies, and studies in the field, students learn about organisms that live in, on and around wetlands and about adaptations that suit pond organisms to their environment. Through observation and research, students learn about the interactions among wetland organisms and about the role of each organism as part of a food web. The role of human action in affecting wetland habitats and populations is also studied. SkillsThese skills apply to the five topics of study identified for Grade 6. The organization of these skills reflects a general pattern of science activity, not a fixed instructional sequence.

At Grade 6, students normally will show independence and the ability to work cooperatively in exploratory and investigative activities. Limited guidance may be required in defining problems and selecting appropriate variables. At this level, students should be able to describe the purpose of each step followed in investigative activities. Problem Solving Through Technology: Specific Learner ExpectationsStudents will:Focus.

identify problems to be solved and the purpose(s) of problem-solving activities: What problem(s) are we trying to solve? What resources can we use? How will we know that we have done what we set out to do? What possible impacts do we need to consider?Explore and Investigate.

identify one or more possible approaches and plan a set of steps for solving the problem. select appropriate materials and identify how they will be used. attempt a variety of strategies and modify procedures, as needed (troubleshoot problems).

work individually or cooperatively in planning and carrying out procedures. identify sources of information and ideas and demonstrate skill in accessing them. Sources may include library, classroom, community and computer-based resourcesReflect and Interpret. communicate effectively with group members in sharing and evaluating ideas, and assessing progress.

evaluate procedures used and identify possible improvements. evaluate a design or product, based on a given set of questions or criteria. The criteria/questions may be provided by the teacher or developed by the students. Example criteria include:. effectiveness-Does it work?. reliability-Does it work every time?. durability-Does it stand up to repeated use?.

effort-Is it easy to construct? Is it easy to use?. safety-Are there any risks of hurting oneself in making it or using it?. use of materials-Can it be made cheaply with available materials? Does it use recycled materials, and can the materials be used again?. effect on environments.

benefit to society. identify positive and negative impacts that may arise and potential risks that need to be monitored: What good effects and what bad effects could this solution have? What would we need to look for to be sure that it is working as intended?.

identify new applications for the design or problem solution. Understandings - Topic B: FlightStudents apply their knowledge of aerodynamics to design, build and test a variety of flying devices. In constructing models, students develop a basic design, then build it, test it, and solve the problems that inevitably arise.

Through teamwork they learn that planning, communication, cooperation and flexibility are important to the overall result, even though parts of a task can be worked on individually. In the process, students learn about the parts of an aircraft, their role in controlled flight and the differences between aircraft and spacecraft. Understandings - Topic C: Sky ScienceStudents learn about objects in the day and night sky. Through direct observation and research, students learn about the motions and characteristics of stars, moons and planets. Using simple materials, such as balls and beads, students create models and diagrams which they use to explore the relative position and motion of objects in space. As a result of these studies, students move from a simple view of land and sky, to one that recognizes Earth as a sphere in motion within a larger universe. With new understanding, students revisit the topics of seasonal cycles, phases of the Moon and the apparent motion of stars.

Understandings - Topic D: Evidence & InvestigationStudents sharpen their skills in observing and interpreting what they see by investigating evidence of human and animal activity. They explore and analyze indoor and outdoor environments as they look for footprints, markings, evidence of disturbance and things that are left behind. Through these studies, students learn to pose questions, devise investigations, recognize patterns and discrepancies, and think logically about what they have observed. Understandings - Topic E: Trees & ForestsStudents learn about trees as individual plants and as part of a forest ecosystem.

By examining local species, they learn to recognize the characteristics of different trees and develop skill in describing and interpreting the structural features of trees. As part of their studies, students learn about a broad range of living things found on, under and around trees and study the complex interaction between trees and the larger environment.

In examining human use of forests, they become aware of a broad range of environmental issues and develop an awareness of the need for responsible use. Specific Learner ExpectationsStudents will:. Identify reasons why trees and forests are valued.

Dear Internet Archive Supporter,I ask only once a year: please help the Internet Archive today. Right now, we have a 2-to-1 Matching Gift Campaign, so you can triple your impact! Most can’t afford to give, but we hope you can.

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Dear Internet Archive Supporter,I ask only once a year: please help the Internet Archive today. Right now, we have a 2-to-1 Matching Gift Campaign, so you can triple your impact! The average donation is $45. If everyone reading this chips in just $5, we can end this fundraiser today. All we need is the price of a paperback book to sustain a non-profit website the whole world depends on.

Alberta Program Of Studies Math

We’re dedicated to reader privacy so we never track you. We never accept ads. But we still need to pay for servers and staff.

I know we could charge money, but then we couldn’t achieve our mission. To bring the best, most trustworthy information to every internet reader. The Great Library for all. The Internet Archive is a bargain, but we need your help.

If you find our site useful, please chip in. Thank you.— Brewster Kahle, Founder, Internet Archive. Dear Internet Archive Supporter,I ask only once a year: please help the Internet Archive today. Right now, we have a 2-to-1 Matching Gift Campaign, so you can triple your impact! The average donation is $45.

Alberta Program Of Studies Math Illustrative Examples For Kids

If everyone reading this chips in just $5, we can end this fundraiser today. All we need is the price of a paperback book to sustain a non-profit website the whole world depends on. We’re dedicated to reader privacy so we never track you. We never accept ads. But we still need to pay for servers and staff. I know we could charge money, but then we couldn’t achieve our mission. To bring the best, most trustworthy information to every internet reader.

The Great Library for all. The Internet Archive is a bargain, but we need your help. If you find our site useful, please chip in. Thank you.— Brewster Kahle, Founder, Internet Archive. Dear Internet Archive Supporter,I ask only once a year: please help the Internet Archive today. Right now, we have a 2-to-1 Matching Gift Campaign, so you can triple your impact! The average donation is $45.

Alberta Program Of Studies

If everyone chips in just $5, we can end this fundraiser today. All we need is the price of a paperback book to sustain a non-profit library the whole world depends on. We’re dedicated to reader privacy. We never accept ads. But we still need to pay for servers and staff. I know we could charge money, but then we couldn’t achieve our mission. To bring the best, most trustworthy information to every internet reader.

The Great Library for all. We need your help. If you find our site useful, please chip in.— Brewster Kahle, Founder, Internet Archive.