Science Kto7 Draft Learning Outcomes Province of British Columbia Ministry of Education Table of Contents Science K to 7 Overview • The Kto 12 Curriculum • Science K to 7 • Science 8 to 12 Implementation Support Kto 7 Integrated Resource Package (IRP) Topic Chart Learning Outcomes - Life Science Learning Outcomes - Earth and Space Science Learning Outcomes - Physical Science Learning Outcomes - Applications of Science Science K to 7 Overview The K to 12 Curriculum apply their scientific knowledge and acquire The Science K to 12 curriculum provides scientific skills through practical, activity-based students with opportunities to apply the basic learning experiences. concepts, principles, laws, and theories of science through scientific inquiry. Over the 13 years, students will gain the knowledge, skills, and attitudes required to become scientifically literate citizens through active participation in Within the Science K to 12 curriculum are the following four processes of science: Working Scientifically, Communicating Scientifically, Using Science, and Acting Responsibly. their science studies. The Science K to 12 Working Scientifically shows the students that curriculum will allow scientifically literate science is an effective way to ask questions and citizens to act responsibly in making informed solve problems in order to generate an under­ decisions about themselves, their homes, standing of our world. Working Scientifically workplaces, and the global community. involves planning and conducting investigations, Opportunities to acquire scientific literacy must which includes making observations, processing be equally available to male and female students. data, and evaluating findings. The Integrated Resource Package (IRP), available April 1995, will offer gender-sensitive Communicating Scientifically encourages instructional strategies that acknowledge students to draw conclusions, defend their differences in experiences and interests. The opinions, and discuss limitations in their work. science curriculum of British Columbia has been Using a variety of media students can grouped into four curriculum organizers. These communicate their scientific findings to peers, are: teachers, family, and community as an important • Life Science • Earth and Space Science • Physical Science • Applications of Science The first three areas make up the traditional disciplines of science while the fourth reinforces the skills, relevance, and uses of science. component of the science program. Using Science - For students to build an understanding of science and technological applications, they must be able to use science to make connections, explain, apply ideas, and solve problems. This occurs through using and developing technologies. Examining current issues in the context of science and technology Life Science provides opportunities for students provides relevance for students' learning. to analyze the diversity, continuity, interactions, and balance among living organisms and their Acting Responsibly - After exploring scientific environments. Earth and Space Science provides issues, it is important for students to understand opportunities for students to develop an their role in affecting change. This area supports understanding of the forces, processes, and students in taking responsible action when using dynamic qualities of earth and space. Physical the science information and skills they have Science provides students an opportunity to developed. By acting responsibly, students come investigate matter, energy, and their interactions. to appreciate science as an activity which is Applications of Science enables students to imbedded in a diverse society and culture. Science K to 7 Science 8 to 12 The Science K to 7 curriculum develops a The secondary science curriculum, available Fall foundation for developing scientifically literate 1995, will continue to develop students’ students through providing learning experiences understanding in the four curriculum organizers. in all four curriculum organizers. Students will By graduation students will have had the cover topics in each of the curriculum organizers opportunity to gain the scientific knowledge that build on students’ previous science necessary to enter the workplace as scientifically knowledge. The K to 7 curriculum develops in literate students. students a scientific understanding of their world, applies their scientific knowledge to practical, relevant scientific experiments, and encourages students to apply their knowledge and skills to current issues in our local and global community. Implementation Support implementation of the new curriculum in The Ministry of Education will support the implementation of the Science K to 7 curriculum September 1995. Summer institutes are being in the following ways: planned for July and August 1995 to permit school district personnel to continue • The Integrated Resource Package (IRP) for developing their implementation plans. Science K to 7 will be available in April 1995. The IRP will provide teachers with the • Full implementation is expected in 1996/97. learning outcomes prescribed for each grade level, suggested instructional and assessment strategies, details of recommended learning resources, and methods of evaluation. • In addition, the Ministry will continue to work with our education partners to support the implementation process in a variety of ways within available resources. • Throughout the spring, the Ministry will support regional forums and district school­ based workshops on the Science K to 7 curriculum. These workshops will help teachers and districts commence K to 7 Integrated Resource Package Topic Chart It is expected that students will: Kto I Grades 2 to 3 Grade 4 Grade 5 Grade 6 Grade 7 Applications of Science The learning outcomes in Applications of Science can be integrated into the topics below or used in separate units for each grade level; examples will be provided in an Appendix to the IRR Life Science Plant and animal characteristics Plants and animals in the environment Plant and animal life cycles Classifying past and present organisms Nutrition Body systems: hearing, speech Adaptations of organisms Magnetism Physical Science Properties of objects and matter Force, motion, and changes Energy in our lives Properties of matter B.C.'s living resources Classification of organisms Body systems: respiratory, circulatory, sensory Microscopic world Simple machines Materials in our world Forces Environmental chemistry Electricity Light and colour Chemical and physical changes Renewable and nonrenewable energy Atmosphere and weather Space exploration Astronomy Natural resources Solar system Body systems: digestive, skeletal, muscular Thermal energy Ecology Sound Earth and Space Science Earth's surface Sky Air Earth's composition Sun Water Earth's crust Life Science To enable students to analyze the diversity, continuity, interactions, and balance among living organisms and their environments. It is expected that students will: • describe the characteristics of a variety of plants • describe the diversity of plants within the home and school environment • • • • • • • collaborate with others in the care of a plant and animals describe the appearance and behaviour of a variety of animals identify the stages in the life cycle of a plant and of a pet or other animal determine the requirements of healthy plants and healthy animals demonstrate how plant and other organic material can be recycled back into the environment identify similarities and differences among animal species compare the life cycle of an animal hatched from an egg with one born from the mother • demonstrate a knowledge of how plants take in water, nutrients, and light • describe the structure and function of the organs involved in digestion and excretion • compare and contrast different types of plant life cycles • compare the digestive systems of humans to those of other animals • compare and contrast plant and animal life cycles • • describe structures that different plants and animals use to survive in different environments describe the structure and function of the skeletal and muscular systems • compare the skeletal and muscular systems of humans to those of other animals • outline the roles of nutrients, water, and oxygen in the life processes of organisms • describe the changing requirements of organisms as growth occurs • relate the effects of dietary habits and behaviour to an organism’s health • relate the structure and behaviour of local organisms to survival in local environments • discuss how changes in an organisms habitat can affect the survival of individual organisms or an entire species • give examples of how individual differences may give an advantage in surviving and reproducing • demonstrate a knowledge of what animals need to survive • describe how animals protect themselves • describe various ways that animals move • compare and contrast fossils with living organisms • describe the structure and function of the organs involved in hearing and speech • describe ways to protect their hearing and their voice from damage identify living resources in the local environment describe techniques used to extract and process B.C.’s living resources collect, analyze, and interpret data on environmental quality describe known and potential environmental impacts of using B.C.’s living resources devise a strategy for eliminating wastefulness and/ or the destruction of a living resource describe the structure and function of the organs in the respiratory and circulatory systems compare the respiratory and circulatory systems of humans to those of other animals describe the relationship between the respiratory and circulatory systems describe the structure and function of the organs in the sensory system compare the sensory systems of humans to those of animals • classify organisms according to their internal and external features • describe common classification systems for organisms • describe living things as being composed of cells • identify the characteristics of various single-celled organisms • compare and contrast the similarities and differences in plant and animal cells • describe the effects of micro­ organisms on other organisms • describe the human body’s defences against harmful micro-organisms • describe ways in which species interact with each other • describe all organisms in terms of their role as part of interconnected food webs • describe the major biogeoclimatic zones of B.C. • describe how various organisms have adapted to local ecosystems • determine the limiting factors for local ecosystems • outline the stages of recovery of a damaged ecosystem Earth and Space Science To develop in students an understanding of the universe and its parts, and the forces, processes, and dynamic life-supporting qualities of the Earth. It is expected that students will: • describe the characteristics of rocks, soil, and water • identify features of the day and night sky • categorize various uses of water • classify rocks and soil according to their physical characteristics • represent how the Earth’s rotation causes day and night • outline the importance of water for life • identify living and non-living components of soil distinguish the Earth from the other planets • • relate the physical properties of water to the water cycle • • describe the effects of water on rocks and soil construct a model to show that the Earth is composed of many layers • compare and contrast fresh water and salt water environments • describe the properties of air • • • identify characteristics of each season give examples of how the Earth’s surface changes constantly describe human impacts on the Earth’s water resources • infer the relationship between the position of an object, its shadow, and the sun • classify rocks as sedimentary, igneous, and metamorphic • describe the effects of weather on living things demonstrate a knowledge of the composition of soil • demonstrate an understanding of the factors involved in the formation of rocks (minerals, temperatures, forces) • • classify a variety of weather conditions • identify and measure the factors that influence weather • use cloud formations to predict weather conditions • describe the consequences of extreme weather conditions • describe changes in weather in terms of energy exchanges between the earth and the atmosphere • identify factors responsible for the production of wind and ocean currents • identify methods of extracting and processing natural resources • describe how natural resources are used in society • outline the environmental impacts of using natural resources • discuss the contributions of women to science • describe the history of flight • compare energy sources used in space exploration • list the contributions that space exploration has made to everyday life • describe Canada’s contributions to space exploration • • identify characteristics of known objects from outside the solar system • describe how the understanding of the universe has changed from early times to the present • illustrate the seasonal position of various constellations evaluate piloted, as opposed to unpiloted space exploration • identify changes that occur to the Earth’s surface due to earthquakes and volcanoes • describe the primary features of the solar system • • relate the conditions necessary to support life to those on the planets and moons of the solar system compare and contrast the geological features found on the ocean floors with those on the surface of the continents • relate the movement of the sun, moon, and Earth to seasons, tides, eclipses, and the phases of the moon Physical Science To provide in students an ability to investigate matter, energy, and the resulting interactions. It is expected that students will: • manipulate simple machines to determine their characteristics and uses • compare the uses of simple machines today with those in the past • operate simple machines to demonstrate the relationship between kinetic and potential energy • demonstrate an ability to produce static charges • distinguish between static and current electrical charges • construct and explain series and parallel electrical circuits • distinguish between changes in matter that cannot be readily reversed and those that can demonstrate a knowledge of the interaction between electric currents and magnets • classify materials according to the extent to which they conduct heat give examples of the uses of electricity in the past and present • investigate the transfer of thermal energy • use energy transfer such as heating and cooling to cause changes in the properties of materials • state the properties of a variety of common objects • classify materials as magnetic or non-magnetic • describe how objects can change over time • demonstrate the properties of magnetic attraction and repulsion • use a variety of objects to describe motion and changes in motion • identify common types of forces • differentiate between solids, liquids, and gases • practise appropriate safety procedures when investigating solids, liquids, and gases • demonstrate changes in properties of matter • identify observable changes that occur as a result of chemical and physical processes • distinguish variations from regular patterns • create a magnet • identify the sources of energy in a variety of devices found in the school and home • describe ways energy can be conserved at home and at school • describe the features of the three states of matter • relate changes in the states of matter to heat (thermal energy) transfer • • • demonstrate the ability to make sound using vibrations • describe different types of sounds in terms of pitch, quality, and intensity • compare how sound travels through different materials • describe the basic units of matter • identify common elements • classify changes to matter as either chemical or physical • identify factors affecting chemical and physical changes • demonstrate chemical and physical changes use the pH scale to classify a variety of substances • identify chemical reactions that are important in the environment • assess the impact of chemical pollution on a local environment • compare the environmental impacts of using natural versus synthetic materials describe different sources of energy that can be harnessed to produce electrical energy • outline the range of wavelengths in the electromagnetic spectrum evaluate energy options available for particular purposes in their community • describe how electrical energy can be transformed into other forms of energy • describe ways that scientific developments have influenced energy use through the ages distinguish between natural and synthetic materials • identify some unique properties of synthetic materials that are useful to society • describe the relationship between force, motion, and mass • • • • • distinguish between reflection and refraction • relate differences in colour to differences in wavelengths • describe how the eye uses light to create vision Applications of Science To enable students to apply their scientific knowledge and acquire scientific skills through practical, activity­ based learning experiences. It is expected that students will: • safely carry out instructions and procedures involving a small number of steps • suggest possible interpretations for a set of observations • • • • describe the similarities and differences between simple objects collaborate with others (both male and female) in scientific investigations identify international hazard symbols on common household products suggest questions for investigations • use simple magnifiers to observe things identify a problem and explain how it could be solved experimentally • suggest possible improvements to investigations predict the results of an experiment • perform an experiment following a procedure • use appropriate tools to assist in observation • choose appropriate units for reporting various magnitudes • conduct simple tests and describe observations • • • communicate scientific observations to peers, teachers, and family • describe the ways people in the community use science • • construct models to represent ideas or concepts construct simple definitions based on their experiment • present their interpretation of the results from an experiment • demonstrate an ability to recognize a valid interpretation of their results • use a variety of media to present information • participate in scientific experiences in a safe and supportive environment • describe behavioural changes which respond to changing environmental conditions • formulate questions to guide observation and investigations • use a variety of measuring instruments to gather accurate information • use or create tools, equipment, and procedures to solve scientific problems • identify patterns and groupings to draw conclusions from information • describe how parts of an object, organism, or system interact with one another • discuss common and unique factors in the processes of invention and scientific discovery • use a variety of science equipment safely • design a scientific experiment • • • identify relevant variables in an experiment design a scientific test and evaluate its fairness select an appropriate procedure for an investigation • accurately collect and record data as investigation purposes require • design an experiment involving two or more variables • • demonstrate the appropriate use of microscopes and telescopes select appropriate equipment and techniques to collect useful quantitative and qualitative information • investigate how models may be used to think about processes that cannot be observed directly • identify and test a prediction • classify and order based on a set of keys and criteria • correctly state a hypothesis • differentiate between relevant and irrelevant information • • use appropriate technologies to record, measure, save, and retrieve data use instruments to make a variety of direct measurements • verify the accuracy of measuring devices • draw reasonable conclusions to experiments keep honest, clear, and accurate scientific records • evaluate conclusions in relation to other evidence and sources • use graphs to summarize experimental data • identify gender-related factors that influence perceptions of science • identify factors that have made possible or limited the work of particular scientists • describe how technology and science are related • propose and compare options when making decisions or taking action • analyze costs and benefits of alternative scientific choices related to a community problem • take responsibility for the safe and accurate use of equipment and procedures • describe technologies that allow humans to extend their natural biological abilities • describe how technology has affected human health of males and females • identify ways science is used responsibly in their communities • • • • organize and interpret information in simple tables and graphs write clear, step-by-step instructions for conducting investigations, operating something, or following a procedure compare ways of solving problems and finding explanations • explain how hypotheses can be valuable, even if they turn out to be not true • demonstrate an appreciation of the importance of keeping honest, clear, and accurate scientific records • create a scientific experience that ensures a safe and supportive environment for all students, both male and female Province of British Columbia Ministry of Education Printed on recycled paper