Alberta

Matter

• Students analyze properties of objects and investigate how they can be changed.

  • Identify measurable properties of objects.

  • Directly compare the length, area, and weight of various objects.

    • Long and short (1-B.1)
    • Light and heavy (1-B.2)

  • Use various tools safely when examining the properties of objects.

  • Predict how actions can physically change properties of various objects.

  • Explore actions that physically change properties of various objects.

    • Changes caused by heating and cooling (1-D.1)

  • Describe physical changes that result from various actions.

    • Changes caused by heating and cooling (1-D.1)

  • Discuss why physical changes do not change what an object is made of.

Energy

• Students investigate direction, pathway, and speed of moving objects and animals.

  • Observe and describe the direction, pathway, and speed of objects or animals.

    • Push and pull (1-F.1)
    • The ways things move (1-F.3)

  • Conduct an investigation to determine how objects move.

    • Investigate pushes and pulls (1-F.2)
    • Design a race car track (1-O.1)

  • Describe and record ways objects or animals move along different pathways.

    • Investigate pushes and pulls (1-F.2)
    • Design a race car track (1-O.1)

  • Demonstrate how the movement of objects can be influenced.

Earth Systems

• Students analyze environments and investigate interactions and changes.

  • Observe seasonal changes in local environments over time.

    • Describe the weather (1-M.1)
    • Types of precipitation (1-M.3)
    • Severe weather: blizzards (1-M.5)
    • Severe weather: tornadoes (1-M.6)

  • Document signs of seasonal change over time.

    • Weather patterns (1-M.4)

  • Share personal experiences related to seasons.

  • Discuss how changes in the appearance of environments, plants, and animals are related to the seasons.

  • Represent an environment in different seasons to show environmental changes.

  • Investigate animal behaviour throughout the seasons, including migration and hibernation.

    • How do gray squirrels change the forest to meet their needs? (1-J.2)

  • Share personal experiences related to sudden changes in environments.

  • Describe various environments, drawing from information gathered using the senses.

  • Describe how seasonal changes affect decisions about daily activities.

    • Weather patterns (1-M.4)

  • Discuss benefits of spending time in nature.

  • Identify personal and group actions that demonstrate responsibility and care for nature.

    • Reduce, reuse, recycle (1-L.1)

  • Discuss and reflect on First Nations, Métis, and Inuit traditional teachings that demonstrate a sense of responsibility to care for nature.

Living Systems

• Students investigate and examine needs of plants and animals.

  • Share examples of plants and animals native to Alberta and Canada.

  • Observe and describe similarities and differences between plants and animals.

    • What do animals need to survive? (1-G.1)
    • How do animals use their body parts? (1-G.2)
    • Match animals to their parents (1-G.4)
    • What do plants need to survive? (1-H.1)
    • Identify plant parts (1-H.2)
    • Identify what plant parts do (1-H.3)
    • Match plants to their parents (1-H.4)
    • Identify types of plants (1-H.5)

  • Represent plants and animals in various environments.

  • Determine how a local environment meets the basic needs of plants and animals.

    • Where do dromedary camels and polar bears live? (1-G.5)
    • Where do giraffes and beavers live? (1-G.6)
    • Where do whale sharks and tree frogs live? (1-G.7)
    • Where do water lilies and saguaros live? (1-H.6)
    • Where do bearberries and powdery strap air plants live? (1-H.7)
    • Where do turtle grass and giant sequoias live? (1-H.8)
    • How do living things change their environments to meet their needs? (1-J.1)
    • How do gray squirrels change the forest to meet their needs? (1-J.2)

  • Discuss the movement of local animals from place to place to meet their needs.

  • Describe personal experiences related to how humans take care of plants and animals.

  • Discuss how humans depend on plants and animals to meet their basic needs.

  • Identify products made by various cultures, including local First Nations, Métis, or Inuit, that use plant and animal parts.

Computer Science

• Students follow instructions and relate them to outcomes.

  • Follow instructions with two or three steps given in different forms.

  • Determine if instructions with two or three steps given in different orders still produce the desired outcome.

  • Sequence two or three instruction steps to achieve a desired outcome.

  • Exchange ideas for creating three-step instructions that achieve a desired outcome.

  • Follow instructions during investigations.

Scientific Methods

• Students engage in and describe investigation.

  • Ask a question sparked by curiosity.

  • Predict the answer to a question.

    • Investigate pushes and pulls (1-F.2)
    • Design a race car track (1-O.1)

  • Describe steps of an investigation.

  • Demonstrate safety and respect during investigations.

  • Make observations using various senses.

    • The five senses (1-G.8)

  • Record observations as data.

    • Weather patterns (1-M.4)

  • Reflect on recorded data to make conclusions.