Grade 1 - Science (1996)

Bring focus to investigative activities, based on their own questions and those of others

Describe materials and objects that have been observed and manipulated, and identify what was done and found out.

 Construct, with guidance, an object that achieves a given purpose, using materials that are provided.

Demonstrate positive attitudes for the study of science and for the application of science in responsible ways.

Identify and evaluate methods for creating colour and for applying colours to different materials.

Describe seasonal changes, and interpret the effects of seasonal changes on living things.

 Construct objects and models of objects, using a variety of different materials.

Identify the purpose of different components in a personally constructed object or model, and identify corresponding components in a related object or model.

Use the senses to make general and specific observations, and communicate observations orally and by producing captioned pictures.

Describe the role of the human senses and the senses of other living things, in enabling perception and action.

Describe some common living things, and identify needs of those living things.

Focus

Explore and Investigate

Reflect and Interpret

Focus

Explore and Investigate

Reflect and Interpret

curiosity

confidence in personal ability to explore materials and learn by direct study

inventiveness

perseverance: staying with an investigation over a sustained period of time

appreciation of the value of experience and careful observation 

a willingness to work with others and to consider their ideas

a sense of responsibility for actions taken

respect for living things and environments, and commitment for their care.

Describe the regular and predictable cycle of seasonal changes:

Identify and describe examples of plant and animal changes that occur on a seasonal basis:

Identify human preparations for seasonal change and identify activities that are done on a seasonal basis.

Record observable seasonal changes over a period of time.

Select appropriate materials, such as papers, plastics, woods; and design and build objects, based on the following kinds of construction tasks:

Identify component parts of personally constructed objects, and describe the purpose of each part.

 Compare two objects that have been constructed for the same purpose, identify parts in one object that correspond to parts in another, and identify similarities and differences between these parts.

 Recognize that products are often developed for specific purposes, and identify the overall purpose for each model and artifact constructed.

Identify each of the senses, and explain how we use our senses in interpreting the world.

Identify ways that our senses contribute to our safety and quality of life.

Apply particular senses to identify and describe objects or materials provided and to describe living things and environments. Students meeting this expectation will be able to describe characteristics, such as colour,

Recognize the limitations of our senses, and identify situations where our senses can mislead us; e.g., feeling hot or cold, optical illusions, tasting with a plugged nose.

Recognize that other living things have senses, and identify ways that various animals use their senses; e.g., sensing danger, finding food, recognizing their own young, recognizing a potential mate.

Describe ways that people adapt to limited sensory abilities or to the loss of a particular sense; e.g., colour blindness, inability to see objects at close range.

Describe ways to take care of our sensory organs, in particular, our eyes and ears.

Observe, describe and compare living things.

Contrast living and nonliving things.

Identify ways in which living things are valued; e.g., as part of a community of living things; as sources of food, clothing or shelter

 Classify some common local plants and animals into groups on the basis of visible characteristics; e.g., adaptations for survival, such as claws, beaks, prickles.

Identify examples of plants and animals that are normally under human care (domesticated) and those that are normally independent of human care (wild). 

Identify the requirements of animals to maintain life; i.e., air, food, water, shelter, space; and recognize that we must provide these for animals in our care.

 Identify the requirements of plants to maintain life; i.e., air, light, suitable temperature, water, growing medium, space; and recognize that we must provide these for plants in our care.

Identify ways that land plants depend on soil.

Recognize that some plants and animals must adapt to extreme conditions to meet their basic needs; e.g., arctic and desert plants and animals.

Give examples of ways in which animals depend on plants and ways in which plants depend on animals; e.g., particular plants may serve as a source of food and shelter, animals may help spread pollen and seeds.

ask questions that lead to exploration and investigation

predict what they think will happen or what they might find

manipulate materials and make observations that are relevant to questions asked

identify materials used

recognize and describe steps followed, based on independent activity, on directed activity and on observing the activity of others

describe what was observed, using pictures and oral language

identify questions being investigated and identify what was learned about each question

identify new questions that arise from what was learned.

identify the problem or task: What structure do we need to make?

attempt, with guidance, one or more strategies to complete the task

engage in all parts of the task

identify materials used

recognize and describe steps followed, based on independent activity, on directed activity and on observing the activity of others

describe the product of the activity, using pictures and oral language

identify processes by which the product was made

identify how the product might be used.

changes in sunlight

changes in weather.

changes in form and appearance

changes in location of living things

changes in activity; e.g., students should recognize that many living things go into a dormant period during winter and survive under a blanket of snow as a seed, egg or hibernating animal

production of young on a seasonal basis.

construct model buildings; e.g., homes (human, animal, from other cultures), garages, schools

construct model objects; e.g., furniture, equipment, boats, vehicles

construct toys; e.g., pop-ups, figures

create wind- and water-related artifacts; e.g., dams, water wheels, boats.