Prince Edward Island

PS Physical Science - Materials, Objects and Our Senses

• PS-1 Describe a wide range of materials using their senses

  • identify each of the five senses and associate those senses with parts of humans or other animals

    • The five senses (1-G.8)

  • identify characteristics used to describe the range of observations related to each sense (such as: smooth, rough, bright, dull, sour, sweet, loud, quiet…)

    • Sort objects by texture (K-B.2)
    • Sort objects by material (K-B.4)
    • Classify objects by shape, colour, material and texture (K-B.5)
    • Classify objects by texture (1-A.1)
    • Classify objects by material (1-A.3)
    • Classify objects by shape, colour, material and texture (1-A.5)
    • Describe objects (1-A.6)
    • Long and short (1-B.1)
    • Light and heavy (1-B.2)
    • Hot and cold (1-B.3)

  • recognize how each of the senses helps us to identify, describe and safely use materials and recognize potential dangers in the environment

• PS-2 Evaluate the suitability of materials for a specific purpose

  • describe characteristics of materials using their sensory observations as well as technologies, such as hand lenses, cameras and microphones, which enhance the senses

    • Classify objects by texture (1-A.1)
    • Sort objects by texture (1-A.2)
    • Classify objects by material (1-A.3)
    • Sort objects by material (1-A.4)

  • predict the characteristics (e.g., hardness, insulating ability, water resistance, absorbency and flexibility) of common materials and carry out a procedure to test those predictions

  • distinguish between the materials used to construct an object and the object itself

    • Identify materials in objects (1)
    • Identify multiple materials in objects (1)

• PS-3 Create a model or toy from scrap material

  • use appropriate tools, such as safety glue and scissors, for manipulating materials when building objects

  • collaborate to propose answers to identified problems during the design process

  • compare and evaluate personally constructed objects with respect to their design and function

    • Design a race car track (1-O.1)
    • Design a sunshade (1-O.2)

  • demonstrate ways to reduce, reuse and recycle materials during classroom learning experiences

    • Reduce, reuse, recycle (1-L.1)

  • create a product that is functional and aesthetically pleasing to the user by safely selecting, combining and modifying materials

LS Life Science - Needs and Characteristics of Living Things

• LS-1 Distinguish between characteristics that make plants and animals unique

  • identify and use common terms for parts of humans, other animals and plants

    • How do animals use their body parts? (1-G.2)
    • The five senses (1-G.8)
    • Identify plant parts (1-H.2)

  • record observations and measurements about animals and plants, using written language, pictures and charts

    • Compare young living things to their parents (1-G.3)

  • classify animals and plants in groups according to one or more characteristic (such as: size, colour, where they live, …)

    • Match animals to their parents (1-G.4)
    • Match plants to their parents (1-H.4)
    • Identify types of plants (1-H.5)
    • Identify plants and animals (1-I.2)

• LS-2 Classify the characteristics and needs of living things

  • compare common characteristics of humans, other animals and plants

    • Compare plants and animals (1-I.3)

  • observe and identify similarities and differences in living and non-living things

    • Identify living and nonliving things (1-I.1)

  • describe ways that humans use their knowledge of living things in meeting their own needs and the needs of plants and animals

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

ESS Earth and Space Science - Daily and Seasonal Changes

• ESS-1 Analyze daily and seasonal changes in the environment

  • use appropriate vocabulary related to changes in the environment (e.g., dryer, colder, warmer, more than, less than)

    • Describe the weather (1-M.1)
    • Investigate sunlight and shade (1-M.2)
    • Types of precipitation (1-M.3)
    • Weather patterns (1-M.4)

  • use a variety of tools (e.g., rain container, thermometer and wind sock and techniques (e.g., chart, diagram and table)) to record changes in weather conditions that occur in daily and seasonal cycles

    • Weather patterns (1-M.4)

  • illustrate and record changes that occur in the environment throughout the seasons (e.g., flowers blooming, snow melting, leaves falling, puddles freezing)

  • compare changes in the environment over time (e.g., daily, weekly, monthly)

    • Weather patterns (1-M.4)

• ESS-2 Evaluate the characteristics of the four seasons

  • contribute to class discussion on changes in weather conditions (e.g., hot/cold, warm/cool, more windy/less windy, type of precipitation, …) that occur in daily and seasonal cycles

    • Describe the weather (1-M.1)

  • explain the relationship between weather and seasons (e.g., hot in the summer, snows in the winter, rains in the spring)

    • Types of precipitation (1-M.3)

  • predict the types of weather for a certain season, based on their observations of the patterns of weather during the year (e.g., length of day, type of precipitation, temperature)

  • sequence or group objects, materials and events according to one or more attributes related to daily and/or seasonal changes (e.g., group pictures by season, sequence activities according to time of day, group clothing items by season and sequence stages of garden growth)

    • The daytime sky (1-N.1)
    • The night sky (1-N.2)

  • explain safety procedures related to dressing appropriately for the weather and why they are needed (e.g., wearing hats and mitts in the winter, rain gear when it is raining)