K-8 Overviews with Canadian Expectations

Transcription

1 K-8 Overviews with Canadian s This document compares and aligns Canadian provincial science expectations with the US s Next Generation () performance expectations and And It Was Good sample lessons and s. Not all lessons will have a provincial equivalent. Thank you to Albert Kok for putting this resource together. If you have questions, please contact Albert at akok@csionline.org. Grade Performance K Forces and Interactions: Pushes and Pulls K-PS2-1: Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. Grade 1: : Force and Motion It is expected that students will demonstrate how force can be applied to move an object; compare the effect of friction on the movement of an object over a variety of surfaces; demonstrate and describe the effects of magnets on different materials. Unit: Movement By the end of Grade 2 students will of movement and ways in which simple machines help to move objects. Community- Builder How Can Pushes and Pulls Be Used to Build Community? K Forces and Interactions: Pushes and Pulls K-PS2-2: Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Grade 1: : Force and Motion It is expected that students will demonstrate how force can be applied to move an object; compare the effect of friction on the movement of an object; over a variety of surfaces; demonstrate and describe the effects of magnets on different materials. Unit: Movement By the end of Grade 2 students will of movement and ways in which simple machines help to move objects. What Order Does God Place into Pushes and Pulls? K Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment K-LS1-1: Use observations to describe patterns of what plants and animals (including humans) need to survive. Grade 1Topic E: Needs of Plants and Animals 1 11 Describe some common living things, and identify needs of those living things. Grade 1: : Needs of Living Things It is expected that students will classify living and non-living things; describe the basic needs of local plants and animals (e.g., food, water, light); describe how the basic needs of plants and animals are met in their environment. Unit: Needs and Characteristics of Living Things By the end of Grade 1, students will of the basic needs and characteristics of plants and animals, including humans. God- Worshiper 1

2 Performance K Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment K-ESS2-2: Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. Grade 1 Topic E: Needs of Plants and Animals 1 11 Describe some common living things, and identify needs of those living things. Grade 1: : Needs of Living Things It is expected that students will classify living and non-living things; describe the basic needs of local plants and animals (e.g., food, water, light); describe how the basic needs of plants and animals are met in their environment. Unit: Needs and Characteristics of Living Things By the end of Grade 1, students will investigate needs and characteristics of plants and animals, including humans. Earth-Keeper In What Ways Have Animals and People Been Earthkeepers as They Build Their Homes? K Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment K-ESS3-1: Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. Grade 1 Topic E: Needs of Plants and Animals 1 11 Describe some common living things, and identify needs of those living things. Grade 1: : Needs of Living Things It is expected that students will classify living and non-living things; describe the basic needs of local plants and animals (e.g., food, water, light); describe how the basic needs of plants and animals are met in their environment. Unit: Needs and Characteristics of Living Things By the end of Grade 1, students will investigate needs and characteristics of plants and animals, including humans. Creation- Enjoyer How Does Understanding How God Created Each Animal to Be Suited to Its Environment Help Us Enjoy Creation? K Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment K-ESS3-3: Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. Grade 1 Topic E: Needs of Plants and Animals 1 11 Describe some common living things, and identify needs of those living things. Grade 1: : Needs of Living Things It is expected that students will classify living and non-living things; describe the basic needs of local plants and animals (e.g., food, water, light); describe how the basic needs of plants and animals are met in their environment. Unit: Needs and Characteristics of Living Things By the end of Grade 1, students will assess the role of humans in maintaining a healthy environment. Earth-Keeper K Weather and Climate K-PS3-1: Make observations to determine the effect of sunlight on Earth s surface. K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. Grade 1 Topic B: Seasonal Changes 1 6 Describe seasonal changes, and interpret the effects of seasonal changes on living things. Grade 1: Earth and Space : Daily and Seasonal Changes It is expected that students will describe changes that occur in daily and seasonal cycles and their effects on living things. Unit: Daily and Seasonal Changes By the end of Grade 1, students will assess the impact of daily and seasonal changes on living things, including humans; investigate daily and seasonal changes. What Is God's Order for Warming the Earth? K Weather and Climate K-ESS2-1: Use and share observations of local weather conditions to describe patterns over time. Grade 1 Topic B: Seasonal Changes 1 6 Describe seasonal changes, and interpret the effects of seasonal changes on living things. Grade 1: Earth and Space : Daily and Seasonal Changes It is expected that students will describe changes that occur in daily and seasonal cycles and their effects on living things. Unit: Daily and Seasonal Changes By the end of Grade 1, students will investigate daily and seasonal changes. Creation- Enjoyer 2

3 Performance K Weather and Climate K-ESS3-2: Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. Unit: Daily and Seasonal Changes By the end of Grade 1, students will assess the impact of daily and seasonal changes on living things, including humans; investigate daily and seasonal changes; of what daily and seasonal changes are and of how these changes affect living things. Servant- Worker How Can We Serve Others Affected by Severe Weather? 1 Waves: Light and Sound 1-PS4-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Grade 3 Topic D: Hearing and Sound 3 9 Describe the nature of sound, and demonstrate methods for producing and controlling sound. Grade 4: : Sound and Light It is expected that students will identify sources of light and sound; explain properties of light (e.g., travels in a straight path, can be reflected); explain properties of sound (e.g., travels in waves, travels in all directions). Unit: Light and Sound By the end of Grade 4, students will investigate the characteristics and properties of light and sound; of light and sound as forms of energy that have specific characteristics and properties. Beauty- Creator How Does God's Gift of Sound Create Beauty? 1 Waves: Light and Sound 1-PS4-2: Make observations to construct an evidence-based account that objects can be seen when illuminated. Grade 3 Topic D: Hearing and Sound 3 9 Describe the nature of sound, and demonstrate methods for producing and controlling sound. Grade 4: : Sound and Light It is expected that students will identify sources of light and sound; explain properties of light (e.g., travels in a straight path, can be reflected); explain properties of sound (e.g., travels in waves, travels in all directions). Unit: Light and Sound By the end of Grade 4, students will investigate the characteristics and properties of light and sound; of light and sound as forms of energy that have specific characteristics and properties. 1 Waves: Light and Sound 1-PS4-3: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Grade 3 Topic D: Hearing and Sound 3 9 Describe the nature of sound, and demonstrate methods for producing and controlling sound. Grade 4: : Sound and Light It is expected that students will identify sources of light and sound; explain properties of light (e.g., travels in a straight path, can be reflected); explain properties of sound (e.g., travels in waves, travels in all directions). Unit: Light and Sound By the end of Grade 4, students will investigate the characteristics and properties of light and sound; of light and sound as forms of energy that have specific characteristics and properties. What Is God's Order for Light? 3

4 Performance 1 Waves: Light and Sound 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Unit: Light and Sound By the end of Grade 4, students will assess the impact on society and the environment of technological innovations related to light and sound; investigate the characteristics and properties of light and sound; of light and sound as forms of energy that have specific characteristics and properties. Community- Builder 1 Structure, Function, and Information Processing 1-LS1-1: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. Grade 2: : Animal Growth and Changes It is expected that students will classify familiar animals according to similarities and differences in appearance, behaviour, and life cycles; describe some changes that affect animals (e.g., hibernation, migration, decline in population); describe how animals are important in the lives of Aboriginal peoples in BC; describe ways in which animals are important to other living things and the environment. Unit: Growth and Changes in Animals By the end of Grade 2, students will investigate similarities and differences in the characteristics of various animals. Servant- Worker How Can We Use God's Design in Nature to Serve Others? 1 Structure, Function, and Information Processing 1-LS1-2: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Grade 3 Topic E: Animal Cycles 3 10 Describe the appearances and life cycles of some common animals, and identify their adaptations to different environments. Unit: Growth and Changes in Animals By the end of Grade 2, students will demonstrate an understanding that animals grow and change and have distinct characteristics. Community- Builder 1 Structure, Function, and Information Processing 1-LS3-1: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Image- Reflector How Do God's Children Reflect His Image? 4

5 Performance 1 Space Systems: Patterns and Cycles 1-ESS1-1: Use observations of the sun, moon, and stars to describe patterns that can be predicted. Grade 3: Earth and Space : Stars and Planets It describe characteristics and movements of objects in our solar system; compare familiar constellations in seasonal skies; demonstrate awareness of the special significance of celestial objects for Aboriginal peoples. Unit: Daily and Seasonal Changes By the end of Grade 1, students will investigate daily and seasonal changes. God- Worshiper How Do the Heavens Declare the Glory of God? 1 Space Systems: Patterns and Cycles 1-ESS1-2: Make observations at different times of year to relate the amount of daylight to the time of year. Grade 1 Topic B: Seasonal Changes 1 6 Describe seasonal changes, and interpret the effects of seasonal changes on living things. Grade 3: Earth and Space : Stars and Planets It describe characteristics and movements of objects in our solar system; compare familiar constellations in seasonal skies; demonstrate awareness of the special significance of celestial objects for Aboriginal peoples. Unit: Daily and Seasonal Changes By the end of Grade 1, students will assess the impact of daily and seasonal changes on living things, including humans; investigate daily and seasonal changes; of what daily and seasonal changes are and of how these changes affect living things. What Kind of Order Does God Put into the Daylight He Provides? 2 Structure and Properties of Matter 2-PS1-1: Students who can plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. 2-PS1-2: Students who can analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. Grade 3 Topic C: Testing Materials and Designs 3 8 Evaluate the suitability of different materials and designs for their use in a building task. Grade 2: : Properties of Matter It is expected that students will identify the properties of solids, liquids, and gases; investigate changes to the properties of matter when it is heated or cooled; investigate the interactions of liquids and solids. Unit: Materials, Objects and Everyday Structures By the end of Grade 1, students will that objects and structures have observable characteristics and are made from materials with specific properties that determine how they are used. Creation- Enjoyer How Do the Different Types of Material God Places in His World Allow Us to Enjoy Great Variety? 2 Structure and Properties of Matter 2-PS1-3: Students who can make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. Grade 3 Topic C: Testing Materials and Designs 3 8 Evaluate the suitability of different materials and designs for their use in a building task. Unit: Materials, Objects and Everyday Structures By the end of Grade 1, students will investigate structures that are built for a specific purpose to see how their design and materials suit the purpose. God- Worshiper How Does God s Creativity Inspire Awe and Worship? 5

6 Performance 2 Structure and Properties of Matter 2-PS1-4: Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. Grade 2 Topic D: Hot and Cold Temperature 2 9 Recognize the effects of heating and cooling, and identify methods for heating and cooling. Grade 2: : Properties of Matter It is expected that students will identify the properties of solids, liquids, and gases; investigate changes to the properties of matter when it is heated or cooled; investigate the interactions of liquids and solids. Creation- Enjoyer 2 Interdependent Relationships in Ecosystems 2-LS2-1: Students who can plan and conduct an investigation to determine if plants need sunlight and water to grow. Grade 4 Topic E: Plant Growth and Changes 4 10 Demonstrate knowledge and skills for the study, interpretation, propagation and enhancement of plant growth. Grade 3: : Plant Growth and Change It is expected that students will compare familiar plants according to similarities and differences in appearance and life cycles; describe ways in which plants are important to other living things and the environment; describe how plants are harvested and used throughout the seasons. Unit: Needs and Characteristics of Living Things By the end of Grade 1, students will investigate needs and characteristics of plants and animals, including humans. Beauty- Creator How Can Plants Be Used to Create Beauty? 2 Interdependent Relationships in Ecosystems 2-LS2-2: Students who can develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. Grade 4 Topic E: Plant Growth and Changes 4 10 Demonstrate knowledge and skills for the study, interpretation, propagation and enhancement of plant growth. Grade 3: : Plant Growth and Change It is expected that students will compare familiar plants according to similarities and differences in appearance and life cycles; describe ways in which plants are important to other living things and the environment; describe how plants are harvested and used throughout the seasons. Unit: Needs and Characteristics of Living Things By the end of Grade 1, students will of the basic needs and characteristics of plants and animals, including humans. Creation- Enjoyer How Does God s Design for Seed Dispersal Lead Us to Enjoy Creation? 6 2 Interdependent Relationships in Ecosystems 2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats. Grade 3 Topic E Animal Cycles 3 10 Describe the appearances and life cycles of some common animals, and identify their adaptations to different environments. Grade 4: : Habitats and Communities It is expected that students will compare the structures and behaviours of local animals and plants in different habitats and communities; analyse simple food chains; demonstrate awareness of the Aboriginal concept of respect for the environment; determine how personal choices and actions have environmental consequences. Unit: Habitats and Communities By the end of Grade 4, students will investigate the interdependence of plants and animals within specific habitats and communities; of habitats and communities and the relationships among the plants and animals that live in them. God- Worshiper

7 Performance 2 Earth s Systems: Processes That Shape the Earth 2-ESS1-1: Students who can use information from several sources to provide evidence that Earth events can occur quickly or slowly. What Is God s Order for Shaping the Earth s Surface? 2 Earth s Systems: Processes That Shape the Earth 2-ESS2-1: Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. Earth-Keeper 2 Earth s Systems: Processes That Shape the Earth 2-ESS2-2: Students who can develop a model to represent the shapes and kinds of land and bodies of water in an area. 2-ESS2-3: Students who can obtain information to identify where water is found on Earth and that it can be solid or liquid. Earth-Keeper How Can We Teach Others to Be Good Stewards of God s Gift of Water? K-2 K 2 Engineering Design K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. Grade 3 Topic C: Testing Materials and Designs 3 8 Evaluate the suitability of different materials and designs for their use in a building task. Processes of Beauty- Creator 7 K-2 K 2 Engineering Design K-2-ETS1-3: Students who can analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. 2-ESS2-1: Students who can compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. Grade 3 Topic B: Building with a Variety of Materials 3 6 Use, safely, a variety of tools, techniques and materials in construction activities. 3 7 Construct structures, using a variety of materials and designs, and compare the effectiveness of the various materials and designs for their intended purposes. Processes of Image- Reflector How Can We Reflect God s Image by Using His Gift of Engineering to Help Others and Protect the Earth?

8 Performance 3 Forces and Interactions 3 PS2 1: Students who can plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on an object s motion. Grade 4 Topic B: Wheels and Levers 4 6 Demonstrate a practical understanding of wheels, gears and levers by constructing devices in which energy is transferred to produce motion. Topic C: Building Devices and Vehicles That Move 4 7 Construct a mechanical device for a designated purpose, using materials and design suggestions. Note: One or more components of the task will be open-ended and require students to determine the specific procedure to be followed. 4 8 Explore and evaluate variations to the design of a mechanical device, demonstrating that control is an important element in the design and construction of that device. Grade 5: : Forces and Simple Machines It demonstrate how various forces can affect the movement of objects; demonstrate mechanical advantage of simple machines, including lever, wedge, pulley, ramp, screw, and wheel; design a compound machine; describe applications of simple and compound machines used in daily life in BC communities. Unit: Forces Causing Movement By the end of Grade 3, students will assess the impact of various forces on society and the environment; investigate devices that use forces to create controlled movement; demonstrate an understanding of how forces cause movement and changes in movement. Community- Builder How Can Balanced and Unbalanced Forces Be Used to Build Community? 8 3 Forces and Interactions 3-PS2-2: Make observations and/or measurements of an object s motion to provide evidence that a pattern can be used to predict future motion. Grade 4 Topic B: Wheels and Levers 4 6 Demonstrate a practical understanding of wheels, gears and levers by constructing devices in which energy is transferred to produce motion. Topic C: Building Devices and Vehicles That Move 4 7 Construct a mechanical device for a designated purpose, using materials and design suggestions. Note: One or more components of the task will be open-ended and require students to determine the specific procedure to be followed. 4 8 Explore and evaluate variations to the design of a mechanical device, demonstrating that control is an important element in the design and construction of that device. Grade 5: : Forces and Simple Machines It demonstrate how various forces can affect the movement of objects; demonstrate mechanical advantage of simple machines, including lever, wedge, pulley, ramp, screw, and wheel; design a compound machine; describe applications of simple and compound machines used in daily life in BC communities. Unit: Forces Causing Movement By the end of Grade 3, students will assess the impact of various forces on society and the environment; investigate devices that use forces to create controlled movement; demonstrate an understanding of how forces cause movement and changes in movement.

9 Performance 3 Forces and Interactions 3-PS2-3: Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. Grade 4 Topic B: Wheels and Levers 4 6 Demonstrate a practical understanding of wheels, gears and levers by constructing devices in which energy is transferred to produce motion. Topic C: Building Devices and Vehicles That Move 4 7 Construct a mechanical device for a designated purpose, using materials and design suggestions. Note: One or more components of the task will be open-ended and require students to determine the specific procedure to be followed. 4 8 Explore and evaluate variations to the design of a mechanical device, demonstrating that control is an important element in the design and construction of that device. Unit: Forces Causing Movement By the end of Grade 3, students will investigate devices that use forces to create controlled movement; demonstrate an understanding of how forces cause movement and changes in movement. Justice- Seeker 3 Forces and Interactions 3 PS2 4: Students who can define a simple design problem that can be solved by applying scientific ideas about magnets. Grade 2 Topic C: Magnetism 2 8 Describe the interaction of magnets with other magnets and with common materials. Justice- Seeker How Can We Use Things We Discover to Serve ly Impaired Individuals? 3 Interdependent Relationships in Ecosystems 3 LS2 1: Students who can construct an argument that some animals form groups that help members survive. Grade 5 Topic E: Wetland Ecosystem 5 10 Describe the living and nonliving components of a wetland ecosystem and the interactions within and among them. Grade 4: : Habitats and Communities It is expected that students will compare the structures and behaviours of local animals and plants in different habitats and communities; analyse simple food chains; demonstrate awareness of the Aboriginal concept of respect for the environment; determine how personal choices and actions have environmental consequences. Unit: Habitats and Communities By the end of Grade 4, students will: analyse the effects of human activities on habitats and communities; investigate the interdependence of plants and animals within specific habitats and communities; demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them. Community- Builder How Does God s Book of Creation Show Us a Good Way to Build Community? 9

10 Performance 3 Interdependent Relationships in Ecosystems 3 LS4 1: Students who can analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. Grade 5 Topic E: Wetland Ecosystem 5 10 Describe the living and nonliving components of a wetland ecosystem and the interactions within and among them. Creation- Enjoyer How Do Fossils Encourage Us to Enjoy God s Creation? 3 Interdependent Relationships in Ecosystems 3-LS4-3: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. Grade 5 Topic E: Wetland Ecosystem 5 10 Describe the living and nonliving components of a wetland ecosystem and the interactions within and among them. Unit: Habitats and Communities By the end of Grade 4, students will investigate the interdependence of plants and animals within specific habitats and communities; of habitats and communities and the relationships among the plants and animals that live in them. 3 Interdependent Relationships in Ecosystems 3-LS4-4: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. Grade 5 Topic E: Wetland Ecosystem 5 10 Describe the living and nonliving components of a wetland ecosystem and the interactions within and among them. Grade 4: : Habitats and Communities It is expected that students will compare the structures and behaviours of local animals and plants in different habitats and communities; analyse simple food chains; demonstrate awareness of the Aboriginal concept of respect for the environment; determine how personal choices and actions have environmental consequences. Earth-Keeper 10 3 Inheritance and Variation of Traits: Cycles and Traits 3 LS1 1: Students who can develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. Grade 3 Topic E: Animal Cycles 3 10 Describe the appearances and life cycles of some common animals, and identify their adaptations to different environments. Grade 2: : Animal Growth and Changes It is expected that students will classify familiar animals according to similarities and differences in appearance, behaviour, and life cycles; describe some changes that affect animals (e.g., hibernation, migration, decline in population); describe how animals are important in the lives of Aboriginal peoples in BC; describe ways in which animals are important to other living things and the environment. Image- Reflector How Do We Reflect God in Different Stages of Our Lives?

11 Performance 3 Inheritance and Variation of Traits: Cycles and Traits 3-LS3-1: Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. Grade 4 Topic E: Plant Growth and Changes 4 10 Demonstrate knowledge and skills for the study, interpretation, propagation and enhancement of plant growth. 3 Inheritance and Variation of Traits: Cycles and Traits 3-LS3-2: Use evidence to support the explanation that traits can be influenced by the environment. Idolatry Discerner 3 Inheritance and Variation of Traits: Cycles and Traits 3 LS4 2: Students who can use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Creation- Enjoyer How Does Variation Help Us Enjoy Creation? 3 Weather and Climate 3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. Grade 5 Topic D: Weather Watch 5 8 Observe, describe and interpret weather phenomena; relate weather to the heating and cooling of Earth s surface. Grade 4: Earth and Space : Weather It is expected that students will measure weather in terms of temperature, precipitation, cloud cover, wind speed and direction; analyse impacts of weather on living and non-living things. Creation- Enjoyer 3 Weather and Climate 3 ESS2 2: Students who can obtain and combine information to describe climates in different regions of the world. Grade 5 Topic D: Weather Watch 5 8 Observe, describe and interpret weather phenomena; relate weather to the heating and cooling of Earth s surface. Grade 4: Earth and Space : Weather It is expected that students will measure weather in terms of temperature, precipitation, cloud cover, wind speed and direction; analyse impacts of weather on living and non-living things. Justice- Seeker How Do We Take Care of Our Neighbors in Different Climates? 11 3 Weather and Climate 3 ESS3 1: Students who can make a claim about the merit of a design solution that reduces the impacts of a weather related hazard. Grade 5 Topic D: Weather Watch 5 8 Observe, describe and interpret weather phenomena; relate weather to the heating and cooling of Earth s surface. Grade 4: Earth and Space : Weather It is expected that students will measure weather in terms of temperature, precipitation, cloud cover, wind speed and direction; analyse impacts of weather on living and non-living things. Servant- Worker How Could We Help Our Neighbors Reduce the Impact of Disasters?

12 Performance 4 Energy 4 PS3 1: Students who use evidence to construct an explanation relating the speed of an object to the energy of that object. 4 PS3 3: Students who ask questions and predict outcomes about the changes in energy that occur when objects collide. Grade 4 Topic B: Wheels and Levers 4 6 Demonstrate a practical understanding of wheels, gears and levers by constructing devices in which energy is transferred to produce motion. Topic C: Building Devices and Vehicles That Move 4 7 Construct a mechanical device for a designated purpose, using materials and design suggestions. Note: One or more components of the task will be open-ended and require students to determine the specific procedure to be followed. 4 8 Explore and evaluate variations to the design of a mechanical device, demonstrating that control is an important element in the design and construction of that device. Grade 5: : Forces and Simple Machines It demonstrate how various forces can affect the movement of objects; demonstrate mechanical advantage of simple machines, including lever, wedge, pulley, ramp, screw, and wheel; design a compound machine; describe applications of simple and compound machines used in daily life in BC communities. Beauty- Creator How Can Use of Energy Help Us Create Beauty? 4 Energy 4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. Grade 4 Topic B: Wheels and Levers 4 6 Demonstrate a practical understanding of wheels, gears and levers by constructing devices in which energy is transferred to produce motion. Grade 6: : Electricity It is expected that students will evaluate various methods for producing small electrical charges; test a variety of electrical pathways using direct current circuits; demonstrate that electricity can be transformed into light, heat, sound, motion, and magnetic effects; differentiate between renewable and non-renewable methods of producing electrical energy. Unit: Conservation of Energy and Resources By the end of Grade 5, students will investigate energy transformation and conservation; demonstrate an understanding of the various forms and sources of energy and the ways in which energy can be transformed and conserved. Creation- Enjoyer 12

13 13 Grade Performance 4 Energy 4 PS3 4: Students who can apply scientific ideas to design, test, and refine a device that converts energy from one form to another. 4 Energy 4-ESS3-1: Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. 4 Waves: Waves and Information 4 PS4 1: Students who can develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. Grade 4 Topic B: Wheels and Levers 4 6 Demonstrate a practical understanding of wheels, gears and levers by constructing devices in which energy is transferred to produce motion. Topic C: Building Devices and Vehicles That Move 4 7 Construct a mechanical device for a designated purpose, using materials and design suggestions. Note: One or more components of the task will be open-ended and require students to determine the specific procedure to be followed. 4 8 Explore and evaluate variations to the design of a mechanical device, demonstrating that control is an important element in the design and construction of that device. Grade 6: : Electricity It is expected that students will evaluate various methods for producing small electrical charges test a variety of electrical pathways using direct current circuits; demonstrate that electricity can be transformed into light, heat, sound, motion, and magnetic effects; differentiate between renewable and non-renewable methods of producing electrical energy. Grade 5: Earth and Space : Renewable and Non-Renewable Resources It is expected that students will analyse how BC s living and non-living resources are used; identify methods of extracting or harvesting and processing BC s resources; analyse how the Aboriginal concept of interconnectedness of the environment is reflected in responsibility for and caretaking of resources; describe potential environmental impacts of using BC s living and non-living resources. Unit: Conservation of Energy and Resources By the end of Grade 5, students will investigate energy transformation and conservation; demonstrate an understanding of the various forms and sources of energy and the ways in which energy can be transformed and conserved. Unit: Conservation of Energy and Resources By the end of Grade 5, students will analyse the immediate and long-term effects of energy and resource use on society and the environment, and evaluate options for conserving energy and resources. Earth-Keeper Earth-Keeper How Is Our Use of Energy Connected to Earthkeeping? How Does God Use the Regular Pattern Found in Waves in All Areas of Creation?

14 Performance 4 Waves: Waves and Information 4 PS4 3: Students who can generate and compare multiple solutions that use patterns to transfer information. Grade 4 Topic D: Light and Sound 4 9 Identify sources of light, describe the interaction of light with different materials, and infer the pathway of a light beam. Community- Builder How Can We Use Patterns in Order to Communicate with One Another? 4 Structure, Function, and Information Processing 4 PS4 2: Students who can develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. Grade 4 Topic D: Light and Sound 4 9 Identify sources of light, describe the interaction of light with different materials, and infer the pathway of a light beam. Grade 4: : Sound and Light It is expected that students will identify sources of light and sound; explain properties of light (e.g., travels in a straight path, can be reflected); explain properties of sound (e.g., travels in waves, travels in all directions). Creation- Enjoyer How Did God Create Our Eyes So We Can See Beauty in Creation? 4 Structure, Function, and Information Processing 4 LS1 1: Students who can construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. Grade 3 Topic E: Animal Cycles 3 10 Describe the appearances and life cycles of some common animals, and identify their adaptations to different environments. Image- Reflector How Can We as Image Reflectors Use Our Creativity and Curiosity to Notice That Organisms Have Similar Structures? 4 Structure, Function, and Information Processing 4-LS1-2: Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. Grade 3 Topic E: Animal Cycles 3 10 Describe the appearances and life cycles of some common animals, and identify their adaptations to different environments. Unit: Human Organ Systems By the end of Grade 5, students will investigate the structure and function of the major organs of various human body systems. God- Worshiper 4 Earth s Systems: Processes That Shape the Earth 4-ESS1-1: Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. Grade 7: Earth and Space : Earth s Crust It is expected that students will compare the characteristics of the Earth s core, mantle, and crust, and describe the formation of rocks; analyse the dynamics of tectonic plate movement and landmass formation; explain how the Earth s surface changes over time. Idolatry- Discerner 14

15 Performance 4 Earth s Systems: Processes That Shape the Earth 4-ESS2-1: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. Grade 7: Earth and Space : Earth s Crust It is expected that students will compare the characteristics of the Earth s core, mantle, and crust, and describe the formation of rocks; analyse the dynamics of tectonic plate movement and landmass formation; explain how the Earth s surface changes over time. Earth-Keeper 4 Earth s Systems: Processes That Shape the Earth 4 ESS2 2: Students who can analyze and interpret data from maps to describe patterns of Earth s features. Grade 7: Earth and Space : Earth s Crust It is expected that students will compare the characteristics of the Earth s core, mantle, and crust, and describe the formation of rocks; analyse the dynamics of tectonic plate movement and landmass formation; explain how the Earth s surface changes over time. Unit: Forces Acting on Structures and Mechanisms By the end of Grade 5, students will analyse social and environmental impacts of forces acting on structures and mechanisms. Beauty- Creator How Can We Create Beauty with Maps? 4 Earth s Systems: Processes That Shape the Earth 4 ESS3 2: Students who can generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. Grade 6: Earth and Space : Exploration of Extreme Environments It is expected that students will explain obstacles unique to exploration of a specific extreme environment; assess technologies used for extreme environments; describe contributions of Canadians to exploration technologies. Unit: Forces Acting on Structures and Mechanisms By the end of Grade 5, students will analyse social and environmental impacts of forces acting on structures and mechanisms. Justice- Seeker How Can We Serve Others by Designing Structures That Help Reduce the Impacts of Natural Disasters on Humans? 5 Structure and Properties of Matter 5-PS1-1: Develop a model to describe that matter is made of particles too small to be seen. Grade 5 Topic C: Classroom Chemistry 5 7 Describe the properties and interactions of various household liquids and solids, and interpret their interactions. Grade 7: : Chemistry It is expected that students will conduct investigations into properties of matter; classify substances as elements, compounds, and mixtures; measure substances and solutions according to ph, solubility, and concentration. Unit: Properties of and Changes in Matter By the end of Grade 5, students will of the properties of matter, changes of state, and physical and chemical change. God- Worshiper 15

16 Performance 5 Structure and Properties of Matter 5-PS1-2: Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. Grade 5 Topic C: Classroom Chemistry 5 7 Describe the properties and interactions of various household liquids and solids, and interpret their interactions. Grade 7: : Chemistry It is expected that students will conduct investigations into properties of matter; classify substances as elements, compounds, and mixtures; measure substances and solutions according to ph, solubility, and concentration. Unit: Properties of and Changes in Matter By the end of Grade 5, students will conduct investigations that explore the properties of matter and changes in matter; of the properties of matter, changes of state, and physical and chemical change. 5 Structure and Properties of Matter 5 PS1 4: Students who can conduct an investigation to determine whether the mixing of two or more substances results in new substances. Grade 5 Topic C: Classroom Chemistry 5 7 Describe the properties and interactions of various household liquids and solids, and interpret their interactions. Grade 7: : Chemistry It is expected that students will conduct investigations into properties of matter; classify substances as elements, compounds, and mixtures; measure substances and solutions according to ph, solubility, and concentration. Unit: Properties of and Changes in Matter By the end of Grade 5, students will conduct investigations that explore the properties of matter and changes in matter; of the properties of matter, changes of state, and physical and chemical change. How Can We Use the Order in Creation to Make Creation? 5 Structure and Properties of Matter 5 PS1 3: Students who can make observations and measurements to identify materials based on their properties. Grade 5 Topic C: Classroom Chemistry 5 7 Describe the properties and interactions of various household liquids and solids, and interpret their interactions. Grade 7: : Chemistry It is expected that students will conduct investigations into properties of matter; classify substances as elements, compounds, and mixtures; measure substances and solutions according to ph, solubility, and concentration. Unit: Properties of and Changes in Matter By the end of Grade 5, students will conduct investigations that explore the properties of matter and changes in matter; of the properties of matter, changes of state, and physical and chemical change. How Can We Use the Order in Creation to Solve Mysteries? 5 Matter and Energy in Organisms and Ecosystems 5-PS3-1: Use models to describe that energy in animals food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. Unit: Biodiversity By the end of Grade 6, students will investigate the characteristics of living things, and classify diverse organisms according to specific characteristics. Beauty- Creator What Beauty Can We Find in the Balance of Nature? 16

17 Performance 5 Matter and Energy in Organisms and Ecosystems 5 LS1 1: Students who can support an argument that plants get the materials they need for growth chiefly from air and water. Grade 4 Topic E: Plant Growth and Changes 4 10 Demonstrate knowledge and skills for the study, interpretation, propagation and enhancement of plant growth. Grade 6: : Ecosystems It is expected that students will analyse the roles of organisms as part of interconnected food webs, populations, communities, and ecosystems; assess survival needs and interactions between organisms and the environment; assess the requirements for sustaining healthy local ecosystems; evaluate human impacts on local ecosystems. Unit: Growth and Changes in Plants By the end of Grade 3, students will investigate similarities and differences in the characteristics of various plants, and ways in which the characteristics of plants relate to the environment in which they grow; demonstrate an understanding that plants grow and change and have distinct characteristics. Justice- Seeker How Can Plants Be Used to Seek Justice? 5 Matter and Energy in Organisms and Ecosystems 5-LS2-1: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. Grade 5 Topic E: Wetland Ecosystem 5 10 Describe the living and nonliving components of a wetland ecosystem and the interactions within and among them. Grade 6: : Ecosystems It is expected that students will analyse the roles of organisms as part of interconnected food webs, populations, communities, and ecosystems; assess survival needs and interactions between organisms and the environment; assess the requirements for sustaining healthy local ecosystems; evaluate human impacts on local ecosystems. Unit: Interactions within the Environment By the end of Grade 7, students will assess the impacts of human activities and technologies on the environment, and evaluate ways of controlling these impacts; investigate interactions within the environment, and identify factors that affect the balance between different components of an ecosystem; of interactions between and among biotic and abiotic elements in the environment. Beauty- Creator 5 Earth s Systems 5-ESS2-1: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. Grade 6: : Ecosystems It is expected that students will analyse the roles of organisms as part of interconnected food webs, populations, communities, and ecosystems; assess survival needs and interactions between organisms and the environment; assess the requirements for sustaining healthy local ecosystems; evaluate human impacts on local ecosystems. Unit: Interactions within the Environment By the end of Grade 7, students will assess the impacts of human activities and technologies on the environment, and evaluate ways of controlling these impacts; investigate interactions within the environment, and identify factors that affect the balance between different components of an ecosystem; of interactions between and among biotic and abiotic elements in the environment. God- Worshiper 17

18 Performance 5 Earth s Systems 5 ESS2 2: Students who can describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. Grade 8: Earth and Space : Water Systems on Earth It is expected that students will explain the significance of salinity and temperature in the world s oceans; describe how water and ice shape the landscape; describe factors that affect productivity and species distribution in aquatic environments. Unit: Water Systems By the end of Grade 8, students will of the characteristics of the earth s water systems and the influence of water systems on a specific region. Justice- Seeker How Can Water Help Us Be Justice-Seekers? 5 Earth s Systems 5 ESS3 1: Students who can obtain and combine information about ways individual communities use science ideas to protect the Earth s resources and environment. Grade 4: Habitats and Communities It is expected that students will compare the structures and behaviours of local animals and plants in different habitats and communities; analyse simple food chains; demonstrate awareness of the Aboriginal concept of respect for the environment; determine how personal choices and actions have environmental consequences. Unit: Biodiversity By the end of Grade 6, students will assess human impacts on biodiversity, and identify ways of preserving biodiversity; of biodiversity, its contributions to the stability of natural systems, and its benefits to humans. Earth-Keeper How Can We Protect the Water Resources God Has Given Us? 5 Space Systems: Stars and the Solar System 5 PS2 1: Students who can support an argument that the gravitational force exerted by Earth on objects is directed down. Grade 6 Topic C: Sky 6 7 Observe, describe and interpret the movement of objects in the sky; identify pattern and order in these movements. Grade 3: Earth and Space : Stars and Planets It describe characteristics and movements of objects in our solar system; compare familiar constellations in seasonal skies; demonstrate awareness of the special significance of celestial objects for Aboriginal peoples. Unit: Space By the end of Grade 6, students will investigate characteristics of the systems of which the earth is a part and the relationship between the earth, the sun, and the moon; demonstrate an understanding of components of the systems of which the earth is a part, and explain the phenomena that result from the movement of different bodies in space. Creation- Enjoyer How Can We Delight in Down? 18

19 Performance 5 Space Systems: Stars and the Solar System 5 ESS1 1: Students who can support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. Grade 6, Topic C: Sky 6 7 Observe, describe and interpret the movement of objects in the sky; identify pattern and order in these movements. Grade 3: Earth and Space : Stars and Planets It describe characteristics and movements of objects in our solar system; compare familiar constellations in seasonal skies; demonstrate awareness of the special significance of celestial objects for Aboriginal peoples. Unit: Space By the end of Grade 6, students will investigate characteristics of the systems of which the earth is a part and the relationship between the earth, the sun, and the moon; demonstrate an understanding of components of the systems of which the earth is a part, and explain the phenomena that result from the movement of different bodies in space. God- Worshiper How Do the Stars in the Universe Inspire Us to Worship? 5 Space Systems: Stars and the Solar System 5-ESS1-2: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. Grade 6 Topic C: Sky 6 7 Observe, describe and interpret the movement of objects in the sky; identify pattern and order in these movements. Grade 3: Earth and Space : Stars and Planets It describe characteristics and movements of objects in our solar system; compare familiar constellations in seasonal skies; demonstrate awareness of the special significance of celestial objects for Aboriginal peoples. Unit: Space By the end of Grade 6, students will investigate characteristics of the systems of which the earth is a part and the relationship between the earth, the sun, and the moon; demonstrate an understanding of components of the systems of which the earth is a part, and explain the phenomena that result from the movement of different bodies in space Engineering Design 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. Inquiry and Problem Solving through Technology Processes of Community- Builder How Can and Engineering Be Used to Build Community? 19