Alberta

Matter

• Students investigate properties of materials and relate them to a purpose.

  • Identify the materials used to make various objects.

    • Identify properties of an object (2-A.1)
    • Compare properties of objects (2-A.2)
    • Compare properties of materials (2-A.3)
    • Identify materials in objects (2-A.4)
    • Identify multiple materials in objects (2-A.5)

  • Combine materials to create an object for a specific purpose.

  • Test properties of various materials.

    • Which lets light go through? (2-D.2)

  • Measure various materials using non-standard measurements.

  • Sort various materials as being natural or processed.

    • Natural resources (2-M.4)

  • Identify natural and processed materials that could be used for a specific purpose.

    • Earth materials: water, rocks and soil (1-K.1)

  • Identify an object that can be made from different materials.

  • Identify natural materials used by local First Nations, Métis, or Inuit and relate the materials' uses to specific purposes.

  • Compare the properties of materials to determine what material is best suited for a specific purpose.

  • Explain the relationship between suitability of materials and purpose.

  • Select a material and use it to create an item for a specific purpose.

  • Discuss the choice of material based on availability and purpose.

Energy

• Students investigate the behaviours of light and sound.

  • Relate vibration to the production of sound.

  • Identify sources of sound.

  • Listen to sounds and describe their characteristics.

  • Safely explore the production and behaviour of sound.

  • Build a device to change the behaviour of sound.

  • Identify sources of light.

  • Conduct an investigation to determine how the path of light can be affected.

    • Investigate shadows (1-E.2)
    • Which lets light go through? (1-E.3)

  • Examine how natural objects affect the path of sunlight.

Earth Systems

• Students investigate Earth, its landforms, its bodies of water, and its relationship to the Sun.

  • Represent various components of Earth.

    • Identify living and nonliving things (2-I.1)
    • Identify plants and animals (2-I.2)
    • Identify mammals, birds, fish, reptiles and amphibians (2-I.3)
    • Identify animals with and without backbones (2-I.4)
    • Earth materials: water, rocks and soil (2-M.1)
    • Bodies of water (2-M.2)
    • Water on Earth (2-M.3)
    • Natural resources (2-M.4)

  • Discuss how the various components of Earth interact to support life.

  • Identify landforms that are found locally or in Alberta.

  • Compare various landforms on Earth's surface.

    • Identify Earth’s land features (2-M.5)
    • Classify changes to Earth's surface (2-N.1)
    • Find evidence of changes to Earth's surface (2-N.2)
    • Changes to Earth's surface: earthquakes (2-N.3)
    • Changes to Earth's surface: volcanic eruptions (2-N.4)
    • Changes to Earth's surface: erosion (2-N.5)

  • Identify and discuss UNESCO World Heritage Sites found in Alberta.

  • Investigate local and provincial bodies of water.

  • Diagram the flow of water from small creeks to an ocean.

  • Create a model to represent various types of landforms and bodies of water.

  • Identify bodies of water on Earth that contain fresh water.

    • Bodies of water (2-M.2)
    • Water on Earth (2-M.3)

  • Identify bodies of water on Earth that contain salt water.

    • Bodies of water (2-M.2)
    • Water on Earth (2-M.3)

  • Describe the relationship between time and Earth revolving around the Sun.

  • Represent ways that Earth's rotation connects to patterns of day and night.

Living Systems

• Students investigate the growth and development of plants and animals and consider their relationship to humans.

  • Discuss ways to respect plants and animals while interacting in various environments.

  • Explain positive and negative impacts of human behaviour on plants and animals.

  • Identify similarities between offspring and their parents.

    • Match animals to their parents (2-J.1)
    • Match plants to their parents (2-K.1)

  • Represent the life cycles of various plants and animals.

    • Read animal life cycle diagrams (2-J.2)
    • Construct animal life cycle diagrams (2-J.3)
    • Read and construct flowering plant life cycle diagrams (2-K.4)
    • How do flowering plants make new plants? (2-K.5)

  • Discuss and compare life cycles of various plants and animals.

    • Compare different animals' life cycles (2-J.4)

  • Discuss how humans might interact with land, plants, and animals if they see land, plants, and animals as equals.

  • Identify ways in which people show care for land, plants, and animals through cultural practices.

Computer Science

• Students apply creativity when designing instructions to achieve a desired outcome.

  • Identify ways creativity is used to design instructions.

  • Work individually or in groups to create instructions using precise words, pictures, or diagrams.

  • Create three-step to four-step instructions that achieve a desired outcome.

  • Predict the outcome of instructions that have three to four steps.

  • Refine instructions to more efficiently achieve a desired outcome.

  • Test instructions with three to four steps to verify that a desired outcome is achieved.

  • Debug any errors in a set of instructions to achieve a desired outcome.

  • Describe a situation in which repetition simplifies instructions.

  • Exchange ideas to design clear three- to four-step instructions, including repetition, to achieve a desired outcome.

Scientific Methods

• Students examine investigation and explain how it is influenced by purpose.

  • Explore various purposes for conducting an investigation.

  • Describe procedures of an investigation.

  • Develop questions for the purpose of an investigation.

  • Determine if observations relate to the purpose of the investigation.

  • Collaborate to combine recorded data into a single list or chart.

  • Compare observations and data with others.