Prince Edward Island

Life Science: Animal Growth and Changes

• Investigating the Needs and Life Cycle of an Organism

  • observe and describe changes in the appearance and activity of an organism as it goes through its life cycle (101-7)

    • Read animal life cycle diagrams (2-J.2)
    • Construct animal life cycle diagrams (2-J.3)

  • select and use materials to carry out their own explorations for observing the life cycle of an organism (200-4)

  • ask questions about an organism's needs and changes in growth patterns that lead to exploration and investigation (200-1)

    • Read animal life cycle diagrams (2-J.2)

  • record relevant observations of changes in the appearance and activity of an organism as it goes through its life cycle, using written language and/or charts (201-5)

    • Construct animal life cycle diagrams (2-J.3)

  • identify constant and changing traits in organisms as they grow and develop (102-6)

    • Observe traits (2-L.1)

  • respond to other students' ideas about an organism's needs and changes in growth patterns (203-5)

  • recognize the stages of development of the organism, using applicable terminology and language (203-2)

    • Read animal life cycle diagrams (2-J.2)
    • Construct animal life cycle diagrams (2-J.3)

  • propose suggestions for meeting the needs of the organism being investigated and draw conclusions about its growth patterns or stages based on observations (202-7)

  • communicate procedures and results of the investigation into the life cycle of an organism, using drawings, demonstrations and/or written and oral descriptions (203-3)

    • Construct animal life cycle diagrams (2-J.3)

  • identify new questions about the needs and growth patterns of other organisms (202-9)

• Comparing Life Cycles of Familiar Animals

  • identify and use a variety of sources of science information and ideas to find out about the life cycles of other organisms (201-7)

    • Construct animal life cycle diagrams (2-J.3)

  • compare the life cycles of familiar animals and group them according to the similarities and differences of their life cycles (100-15, 202-2)

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

  • describe features of natural and human-made environments that support the health and growth of some familiar animals (102-7)

    • Where do dromedary camels and polar bears live? (2)
    • Where do giraffes and beavers live? (2)
    • Where do whale sharks and tree frogs live? (2)

  • make predictions about the stages in a life cycle of an organism, based on an observed pattern of stages in a similar organism (200-3)

• Human Growth and Development

  • describe changes in humans as they grow and contrast human growth with that of other organisms (100-16)

  • identify the basic food groups and describe actions and decisions that support a healthy lifestyle (103-5)

Earth and Space Science: Air and Water in the Environment

• Air

  • demonstrate how air, as a substance that surrounds us, takes up space and is felt as wind when it moves (102-10)

  • communicate questions and ideas about air while conducting explorations (203-1)

  • use appropriate tools in constructing a device to measure the speed and direction wind (201-3)

  • observe changes in air conditions in indoor and outdoor environments and describe and interpret these changes (100-26)

    • Investigate sunlight and shade (2)

• Forms and Changes in Moisture

  • identify evidence of moisture in the environment, in materials and in living things (102-9)

  • use appropriate tools to measure amount of precipitation for a period of time (201-3)

  • describe changes in the location, amount and form of moisture, and investigate and identify conditions that can affect these changes (100-27, 200-4, 201- 5)

    • Heating, cooling and changes of state: melting and freezing (2-C.5)
    • Heating, cooling and changes of state: evaporating and condensing (2-C.6)

• Materials and Moisture

  • ask questions to investigate how various materials interact with moisture (200-1)

  • make predictions about which materials are more absorbent, or waterproof, or dry more quickly, and select and use materials and tools to test their predictions (200-3, 200-4, 201-3)

  • put tested materials in a sequence according to their ability to absorb water, be waterproof and/or dry (202-2, 202-7)

  • communicate the procedures and results of their tests of materials, using drawings, notes and/or oral descriptions (203-2, 203-3)

  • describe the effects of weather and ways to protect things under different weather conditions (103-7)

    • Severe weather: blizzards (2)
    • Severe weather: hurricanes (2)

• Protecting our Water Sources

  • identify examples of water in the environment and describe ways that water is obtained, distributed and used (102-11)

    • Bodies of water (2-M.2)

  • identify the importance of clean water for humans and suggest ways they could conserve water (103-8)

Physical Science: Liquids and Solids

• The Three States of Water

  • respond to the ideas and questions of classmates during investigations into the characteristics of water and how it changes from one state to another (203-5)

    • Change-of-state diagrams: solid and liquid (2-C.2)
    • Change-of-state diagrams: liquid and gas (2-C.3)
    • Change-of-state diagrams: solid, liquid and gas (2-C.4)

  • describe the characteristics of the three states of water (ice, water, water vapor) and predict changes from one state to another (103-6, 200-3)

    • Heating, cooling and changes of state: melting and freezing (2-C.5)
    • Heating, cooling and changes of state: evaporating and condensing (2-C.6)

• Properties and Interactions of Familiar Liquids and Solids

  • ask questions about the properties of familiar liquids and solids that lead to exploration and investigation (200-1)

    • Classify matter as solid or liquid (2-B.1)
    • Identify solids and liquids (2-B.2)

  • investigate and compare properties of familiar liquids and solids (100-17)

    • Identify properties of an object (2-A.1)
    • Compare properties of objects (2-A.2)
    • Identify solids and liquids (2-B.2)

  • investigate and describe the interactions of familiar liquids and solids (100-18)

  • make and record relevant observations during investigations of interactions of liquids and solids using written language, pictures and charts (201-5)

  • place objects in groups according to the type of liquid in which they will float or sink (202-2)

  • demonstrate an understanding of sinking and floating objects by identifying and solving a related practical problem (100-21, 200-2)

  • compare and evaluate solutions to the practical problem related to sinking and floating (202-8)

  • communicate procedures used to solve the practical problem related to sinking and floating using drawings, demonstrations and written and/or oral descriptions (203-3)

• Mixing Liquids and Solids to Make New and Useful Materials

  • select and use solids, liquids and appropriate tools to make useful materials (100-19, 200-4, 201-3)

  • communicate questions, ideas and intentions to classmates while mixing and combining liquids and solids to form new and useful materials (203-1)

  • investigate mixing materials to create a new material with characteristics that are different from the original components (100-20)

    • Changes caused by heating and cooling (2-C.1)

  • identify and use a variety of sources to get ideas for creating new materials (201-7)

  • describe and demonstrate ways we use our knowledge of solids and liquids to maintain a clean and healthy environment (102-8)

Physical Science: Relative Position and Motion

• Position

  • use materials to build objects that move in a specific manner (201-3)

  • describe the position of an object relative to other objects using language such as "to the left of," "on top," "beside" or "two giant steps behind," or to an identified space, and place an object in an identified position (100-23, 203-2)

  • describe the position of objects from different perspectives (100-24)

  • identify questions that arise about how different students view the same object from different perspectives and cooperate with these students to make up accurate descriptions (202-9, 203-5)

• Motion

  • investigate and describe different patterns of movement (100-25a)

    • The ways things move (2-G.4)

  • describe the motion of an object in terms of a change in position and orientation relative to other objects (100-22, 203-2)

    • Identify pushes and pulls (2-G.1)

  • follow a simple procedure where instructions are given to move a person or object in a certain way or in a specified direction (201-1)

  • ask questions about the factors that affect the motion of an object and identify factors to investigate (200-1, 200-2)

    • Identify pushes and pulls (2-G.1)
    • How do mass and force affect motion? (2-G.2)

  • make predictions about how various factors will affect the motion of an object (200-3)

    • How do mass and force affect motion? (2-G.2)

  • use terms like "faster" or "slower," and tools such as rulers, string and stopwatches to test these predictions (201-3)

    • Compare the speeds of moving objects (2-G.3)

  • draw simple conclusions about the factors that affect movement based on their investigations (100-25b, 202-7)

    • Design a race car track (2)

  • compare and evaluate the abilities of their constructed object to move (202-8)