Science and Technology - Ministry of Education ...

[Pages:164]2007

REVISED

The Ontario Curriculum Grades 1-8

Science and Technology

CONTENTS

INTRODUCTION

3

The Goals of the Science and Technology Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

The Nature of Science and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Roles and Responsibilities in the Science and Technology Program . . . . . . . . . . . . . . . . . . . 7

THE PROGRAM IN SCIENCE AND TECHNOLOGY

10

Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Strands in the Science and Technology Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

The Skill Continua for Scientific Inquiry and Technological Problem Solving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Topics in Science and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

ASSESSMENT AND EVALUATION OF

STUDENT ACHIEVEMENT

21

Basic Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

The Achievement Chart for Science and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

SOME CONSIDERATIONS FOR PROGRAM PLANNING

IN SCIENCE AND TECHNOLOGY

28

Instructional Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Health and Safety in Science and Technology Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Cross-Curricular and Integrated Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Planning Science and Technology Programs for Students With Special Education Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Program Considerations for English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Environmental Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Antidiscrimination Education in the Science and Technology Program . . . . . . . . . . . . . . 36

Critical Thinking and Critical Literacy in Science and Technology . . . . . . . . . . . . . . . . . . . . . 38

Literacy and Numeracy in the Science and Technology Program . . . . . . . . . . . . . . . . . . . . . 38

The Role of Information and Communications Technology in Science and Technology Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

The Role of the School Library in Science and Technology Programs . . . . . . . . . . . . . . . . 41

Guidance in Science and Technology Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Une publication ?quivalente est disponible en fran?ais sous le titre suivant : Le curriculum de l'Ontario, de la 1re ? la 8e ann?e ? Sciences et technologie, 2007.

This publication is available on the Ministry of Education's website, at .

THE CURRICULUM EXPECTATIONS

Grade 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Grade 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Grade 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Grade 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Grade 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Grade 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Grade 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Grade 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

GLOSSARY

152

INTRODUCTION

This document replaces The Ontario Curriculum, Grades 1?8: Science and Technology, 1998. Beginning in September 2008, all science and technology programs for Grades 1 to 8 will be based on the expectations outlined in this document.

THE GOALS OF THE SCIENCE AND TECHNOLOGY PROGRAM

A scientifically and technologically literate person is one who can read and understand common media reports about science and technology, critically evaluate the information presented, and confidently engage in discussions and decision-making activities that involve science and technology.

Science Co-ordinators' and Consultants' Association of Ontario (SCCAO) and Science Teachers' Association of Ontario (STAO/APSO), "Position Paper: The Nature of Science" (2006), p. 1

During the twentieth century, science and technology played an increasingly important role in the lives of all Canadians. Science and technology underpin much of what we take for granted, including clean water, the places in which we live and work, and the ways in which we communicate with others. The impact of science and technology on our lives will continue to grow. Consequently, scientific and technological literacy for all has become the overarching objective of science and technology education throughout the world.

Achievement of both excellence and equity underlies the three major goals of the science and technology program at the elementary level. Accordingly, The Ontario Curriculum, Grades 1?8: Science and Technology, 2007 outlines the skills and knowledge that students will develop, as well as the attitudes that they need to develop in order to use their knowledge and skills responsibly. The three goals are the following:

1. to relate science and technology to society and the environment 2. to develop the skills, strategies, and habits of mind required for scientific inquiry and

technological problem solving

3. to understand the basic concepts of science and technology

THE NATURE OF SCIENCE AND TECHNOLOGY

The primary goal of science is to understand the natural and human-designed worlds. Science refers to certain processes used by humans for obtaining knowledge about nature, and to an organized body of knowledge about nature obtained by these processes. Science is a dynamic and creative activity with a long and interesting history. Many societies have contributed to the development of scientific knowledge and understanding....Scientists continuously assess and judge the soundness of scientific knowledge claims by testing laws and theories, and modifying them in light of compelling new evidence or a re-conceptualization of existing evidence. Technology involves the development and use of materials, tools, and processes for solving human problems and helping to satisfy human needs and desires. Many of the products of technology help humans accomplish tasks that would otherwise be very difficult or impossible to carry out. Although technology provides many benefits, it also produces associated costs and risks. Science often uses and requires tools and processes developed by technology, and conversely, technology often employs principles, laws, theories, and processes developed by science.

SCCAO and STAO/APSO, "Position Paper: The Nature of Science" (2006), pp. 1?2

Science is a way of knowing that seeks to describe and explain the natural and physical world. An important part of scientific and technological literacy is an understanding of the nature of science, which includes an understanding of the following:

what scientists, engineers, and technologists do as individuals and as a community how scientific knowledge is generated and validated, and what benefits, costs, and risks are involved in using this knowledge

how science interacts with technology, society, and the environment

Occasionally, theories and concepts undergo change but, for the most part, the basic ideas of science ? ideas such as the cellular basis of life, the laws of energy, and the particle theory of matter ? have proven to be stable.

Technology is also a way of knowing, and is also a process of exploration and experimentation. Technology is both a form of knowledge that uses concepts and skills from other disciplines (including science) and the application of this knowledge to meet an identified need or to solve a specific problem using materials, energy, and tools (including computers). Technological methods consist of inventing or modifying devices, structures, systems, and/or processes.

An understanding of the nature of technology includes knowing the following: what technology is, in its broadest terms (much more than the knowledge and skills related to computers and their applications) how technology and science are interrelated how thinking about technology's benefits, costs, and risks can contribute to using it wisely

Science and technology are closely linked, especially through the skills of scientific inquiry, technological problem solving, and communication. The world as we know it today has been affected in many important ways by science and technology. For example, science has radically altered and expanded our understanding of Earth and space, of the workings

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THE ONTARIO CURRICULUM, GRADES 1?8 | Science and Technology

of the human mind and body, and of the ways in which living organisms interact; and technology has revolutionized the way we communicate and has made vast changes in our lives through the discovery of new drugs and materials. It is important, therefore, that students see science and technology in this wider context ? as endeavours with important consequences for people and other living things ? and that they learn to connect their knowledge of science and technology to the world beyond the school.

Fundamental Concepts

Fundamental concepts are key ideas that provide a framework for the acquisition of all scientific and technological knowledge. They also help students to integrate scientific and technological knowledge with knowledge in other subject areas, such as mathematics and social studies. The fundamental concepts that are addressed in the curricula for science and technology in Grades 1 to 8 and for science in Grades 9 to 12 are matter, energy, systems and interactions, structure and function, sustainability and stewardship, and change and continuity.

As students progress through the curriculum from Grades 1 to 12, they extend and deepen their understanding of these fundamental concepts and learn to apply their understanding with increasing sophistication. These fundamental concepts are described in the following chart.

Fundamental Concepts

Matter

Matter is anything that has mass and occupies space. Matter has particular structural and behavioural characteristics.

Energy

Energy comes in many forms, and can change forms. It is required to make things happen (to do work). Work is done when a force causes movement.

Systems and Interactions

A system is a collection of living and/or non-living things and processes that interact to perform some function. A system includes inputs, outputs, and relationships among system components. Natural and human systems develop in response to, and are limited by, a variety of environmental factors.

Structure and Function

This concept focuses on the interrelationship between the function or use of a natural or human-made object and the form that the object takes.

Sustainability and Stewardship

Sustainability is the concept of meeting the needs of the present without compromising the ability of future generations to meet their needs.

Stewardship involves understanding that we need to use and care for the natural environment in a responsible way and making the effort to pass on to future generations no less than what we have access to ourselves. Values that are central to responsible stewardship are: using non-renewable resources with care; reusing and recycling what we can; switching to renewable resources where possible.

Change and Continuity

Change is the process of becoming different over time, and can be quantified.

Continuity represents consistency and connectedness within and among systems over time. Interactions within and among systems result in change and variations in consistency.

INTRODUCTION

5

"Big Ideas"

Big ideas"go beyond discrete facts or skills to focus on larger concepts, principles, or processes."

Grant Wiggins and Jay McTighe, Understanding by Design (1998), p. 10

"Big ideas" are the broad, important understandings that students should retain long after they have forgotten many of the details of something that they have studied. In this document, big ideas describe aspects of the fundamental concepts that are addressed at each grade level. Developing a deeper understanding of the big ideas requires students to understand basic concepts, develop inquiry and problem-solving skills, and connect these concepts and skills to the world beyond the classroom. For example, in the Understanding Life Systems strand in Grade 3, one fundamental concept addressed is systems and interactions, and two big ideas related to this concept are the following:

Plants are the primary source of food for humans.

Humans need to protect plants and their habitats.

The relationships between the fundamental concepts, big ideas, goals of the science and technology program, and the overall and specific expectations are indicated in the chart that follows.

Matter

Energy

Systems and Interactions

Structure and Function

Sustainability and Stewardship

Change and Continuity

Fundamental Concepts

BIG IDEAS

Goal 1 To relate science and technology to society and the environment

Overall Expectation 1

Goal 2 To develop the skills, strategies,

and habits of mind required for scientific inquiry and

technological problem solving

Overall Expectation 2

Goal 3 To understand the basic concepts of science and technology

Overall Expectation 3

Specific Expectations Relating Science and Technology to Society and the Environment

Specific Expectations Developing Investigation

and Communication Skills

Specific Expectations Understanding Basic

Concepts

THE ONTARIO CURRICULUM, GRADES 1?8 | Science and Technology

6

ROLES AND RESPONSIBILITIES IN THE SCIENCE AND TECHNOLOGY PROGRAM

Students

Students have many responsibilities with regard to their learning, and these increase as they advance through elementary and secondary school. Students who are willing to make the effort required, and who are able to monitor their thinking and learning strategies and to apply themselves, will soon discover that there is a direct relationship between this effort and their achievement, and will therefore be more motivated to work. Students who develop mental attitudes and ways of behaving that contribute to success in life will benefit as learners.

Successful mastery of concepts, scientific investigation skills, and technological problemsolving skills requires a sincere commitment to work and the development of skills of cooperation. Furthermore, students should actively pursue opportunities outside the classroom to extend and enrich their understanding of science and technology. For example, it is recommended that they explore subject-related recreational reading materials, and be aware of scientific and technological events happening in their community and beyond.

Parents

Studies show that students perform better in school when their parents1 are involved in their education. Parents who are familiar with the curriculum expectations know what is being taught in each grade and what their child is expected to learn. With such information, parents can better understand how their child is progressing in school and can work with teachers to improve their child's learning.

Effective ways in which parents can support their children's learning include the following: attending parent-teacher interviews, participating in parent workshops and school council activities (including becoming a school council member), and encouraging their children to complete their assignments at home.

The science and technology curriculum has the potential to stimulate interest in lifelong learning not only for students, but also for their parents and all those with an interest in education. In addition to supporting regular school activities, parents may wish to take an active interest in current events and issues in the fields of science and technology, and to provide their children with opportunities to question and reflect on the impact of these developments on their immediate lives, the environment, and society. Parents can also provide valuable support by encouraging their children to take part in activities that develop responsible citizenship (such as participating in an environmental clean-up program in their neighbourhood) or that further their interest in science and technology (such as volunteering at local science centres and/or children's museums).

Throughout the elementary science and technology program, students will have opportunities to interact with living things and to work with a variety of tools, materials, and equipment. To help ensure students' safety, parents can inform teachers of any allergies that their children may have. Parents can also encourage their children to go to school prepared to participate safely in technology activities. Simple precautions such as wearing closed-toe shoes, tying back long hair, and removing loose jewellery (or taping it down in the case of Medic Alert bracelets) contribute to a safe environment when working with technological equipment.

INTRODUCTION

1. In this document, parent(s) is used to refer to parent(s) and guardian(s).

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