Science Program of Studies (K-6) Resource

Created By Amanda Shoults

Curriculum Overview:
The purpose of the program is to encourage and stimulate
childrens learning by nurturing their sense of wonderment, by
developing skill and confidence in investigating their surroundings and
building a foundation of experience and understanding upon which later
learning can be based.
The K-6 science curriculum places a big focus on embracing
students natural curiosity and using it as the base for challenging,
active, hands on learning. Students are encouraged to become
confident in their abilities to inquire and explore, which in turn
promotes self-reliance. Students must learn to effectively
communicate their questions, observations, predictions and
conclusions in order to demonstrate what they have learned. These
skills create the foundation for future inquiry and problem solving in all
aspects of life.
The Program of Studies in all grades puts an emphasis on two
main skill areas of science inquiry and problem solving through
technology. Science inquiry units focus on asking questions, and
finding the answers through observation and evidence with the main
goal being to gain knowledge. In problem solving through technology
units the focus is on completing certain tasks to fulfill a need, with the
main goal being to create a product or process that the students can
use throughout their lives. Each grade level has 5 units, 4 of which
have a science inquiry emphasis and 1 that has focuses on problem
solving through technology. Each grade has three sections of GLOs and
SLOs: skills, attitudes and understandings.
Skills
At all grade levels the GLOs under science inquiry talks about
investigation. In grades 1-4, students are to investigate the nature of
things and demonstrate an understanding of procedures, observations
and predictions. In grades 5 and 6, students begin the design their own
investigations that provide a fair test of the question being investigated.
Students begin by describing objects being observed, then work to
become comfortable with making predictions and recording
observations. Once they have mastered these things, in 5th and 6th
grade they will recognize the importance of accuracy in observations,
and recognize suitable methods to record, compile and evaluate
observations and measurements.
Another skill GLO for each grade falls under problem solving
through technology. In grade 1 and 2, this GLO is to construct an
object that achieves a given purpose. In grade 3 and 4 it is to
investigate a practical problem and develop a possible solution.

Finally in grade 5 and 6 the GLO is to design and carry out and
investigation of a practical problem AND develop a solution.
The skill SLOs at each grade level are divided up into 3 sections:
focus, explore and investigate, and reflect and interpret. These are not
meant to be separate entities, but instead to blend together. Students
may begin to investigate, reflect and realize something needs to be
changed, and then create a new focus.
Attitudes
The attitude GLO is the same at each grade level. It is that
students will demonstrate positive attitudes for the study of
science and for the application of science in responsible ways.
While the SLOs under this GLO differ slightly at each grade level, all
grades have some of the same traits in common. Students should
exhibit and apply:
1. Curiosity
2. Confidence
3. Inventiveness
4. Perseverance
5. Respect
6. Appreciation
7. Responsibility
Understandings
Grad
e
1

Topic

Emphasis

A. Creating Colour
B. Seasonal Changes
C. Building Things
D. Senses
E. Needs of Animals and
Plants
A. Exploring Liquids
B. Buoyancy and Boats
C. Magnetism
D. Hot and Cold Temperature
E. Small Crawling and Flying
Animals
A. Rocks and Minerals
B. Building With a Variety of
Materials
C. Testing Materials and
Designs
D. Hearing and Sound

Science Inquiry
Science Inquiry
Problem Solving Through
Technology
Science Inquiry
Science Inquiry
Science Inquiry
Problem Solving Through
Technology
Science Inquiry
Science Inquiry
Science Inquiry
Science Inquiry
Problem Solving Through
Technology
Science Inquiry
Science Inquiry

E. Animal Life Cycles

A. Waste and Our World
B. Wheels and Levers
C. Building Devices and
Vehicles That Move
D. Light and Shadows
E. Plant Growth and Changes

Science Inquiry
Science Inquiry
Science Inquiry
Problem Solving Through
Technology

Science Inquiry
Science Inquiry
A. Electricity and Magnetism
Science Inquiry
B. Mechanism Using
Problem Solving Through
Electricity
Technology
C. Classroom Chemistry
Science Inquiry
D. Weather Watch
Science Inquiry
E. Wetland Ecosystems
Science Inquiry
A. Air and Aerodynamics
Science Inquiry
B. Flight
Problem Solving Through
C. Sky Science
Technology
D. Evidence and Investigation Science Inquiry
E. Trees and Forests
Science Inquiry
Science Inquiry

Specific Classroom Example: Grade 2

Unit: Hot and Cold Temperatures
GLO 2-9: Recognize the effects of heating and cooling, and
identify methods for heating and cooling
SLO 6: Identify ways in which the temperature in homes
and buildings can be adjusted; e.g. by turning a thermostat
up or down, by opening or closing windows, by using a
space heater in a cold room.
I would first start with a class discussion about the students
own homes, in order for them to relate the activity to their
personal lives. I would ask if anyones house is ever too
hot? What about too cold? What do you do to fix these
problems?
I would then hand out a worksheet that requires them to fill
in a chart of ways that they would adjust the temperature of
the house and state whether it would make it hotter or
colder.
Possible answers include adjusting the thermostat, opening
or closing the blinds and windows, turning on a fan, using a
space heater, and turning the lights off or on.
After the students have completed their list, I would get
them to answer a few questions about it. For example,

what do you think the best way to adjust the temperature of

your house is and why?

Hot and Cold Temperatures

How would you adjust the

temperature of your house?

Would this make the house hotter

or colder?

Questions:
1. What do you think the best way to adjust the temperature of your
home is? Why?

Grade 1
Grade 2
Grade 3

Grade 4
Grade 5
Grade 6
Creating Colour
Seasonal Changes
Building Things
Senses
Needs of Animals and
Plants

Exploring Liquids
Buoyancy and Boats
Magnetism
Hot and Cold Temperature
Small Crawling and Flying
Animals

Rocks and Minerals

Building With a Variety of
Materials
Testing Materials and
Designs

Hearing and Sound

Animal Life Cycles
Waste and Our World
Wheels and Levers
Building Devices and
Vehicles That Move
Light and Shadows
Plant Growth and Changes
Electricity and Magnetism
Mechanism Using
Electricity
Classroom Chemistry
Weather Watch
Wetland Ecosystems