Science

"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. " Science Curriculum

Year Long Plan

September to February focuses on Everyday Structures and Daily and Seasonal Changes. February to June focuses on Energy in Our Lives and Needs of Living Things.

Unit 4: Needs and Characteristics of Living Things

This unit focuses on the investigation of a variety of living things, including humans. Throughout the unit, students will demonstrate an understanding of the basic needs and characteristics of animals and plants (for example, the need for food, air, and water). They will also recognize that all living things have some similar needs and some unique needs. Additionally, students will recognize that humans have a special responsibility for maintaining a healthy environment so that they, and other living things, can continue to have their needs met by that environment.

Unit 3: Energy in our Lives

Although the sun is the principle source of energy for the earth, energy has many other forms, and it is an integral part of our daily lives. Through investigations, students will understand that everything that happens in our world is the result of the use of some form of energy. They will also develop an understanding of the importance of monitoring their energy use. Finally, students will explore, and realize that we, as humans, need to be responsible for the ways we use energy.

By the end of this unit, students will demonstrate an understanding of the ways in which energy is used in daily life. They will also describe different uses of energy at home, at school, and in the community, and suggest ways that energy can be conserved.

Ways you can help at home:

Review vocabulary: energy, movement, muscles, food energy, electricity, propane, gasoline, battery, natural gas, explore, investigate, design.
Read books about energy (e.g., The Berenstain Bears' Science Fair or Why Should I Save Energy by Jen Green)
Have your child draw pictures of different items in their homes that move. Beside each item, have students describe what moves and what makes the object move (e.g., solar panel, battery, electricity, gasoline, muscle).
Try this experiment at home:
- Place an ice cube in direct sunlight and place one ice cube in a dark corner. Which ice cube melts first? Why?
Talk to your child about safety with everyday devices (e.g., never touching or using the oven without adult supervision)
Discuss with your child how to conserve energy in your home (e.g., turning off lights or devices when not in use, not leaving the refrigerator door open, reducing the amount of heat or air conditioning used by dressing appropriately or ensuring walls and windows are properly insulated.)
Discuss how we use energy in different seasons and the types of energy we use.

Unit 2: Daily and Seasonal Changes (ongoing, but reported in Term 1)

We are learning that changes occur in daily and seasonal cycles and that these changes affect living things. We are focusing on easily observed changes that happen in cycles including day and night and the four seasons. We will also use examine this strand in other strands including Energy (the role of the sun in these changes) and in Living Things (the affect of the seasons on animals and plants).

You can help at home:

have your child make a picture diary showing the activities they have done over the course of a weekend
focus on living things to examine cycles (e.g., life cycle of a human, chicken, or butterfly)
read books that focus on animal and plant behaviour during the day and night and books about seasonal changes
read books or sing songs or rhymes about the days of the week and the months of the year
play "shadow tag" in the morning and again in the afternoon. The object of the game is to try and touch one another's shadows. Encourage your child to explain how the game changed at different times of day.
encourage your child to think of ways they can help animals survive during the seasons (e.g., fill bird baths with water, make a bird feeder, make a doghouse, keep a dish of water outdoors for dogs and cats.)

Unit 1: Materials, Objects and Everyday Structures

In this unit, students are invited to take part in developing a plan to help reduce waste in their classroom. Students will be observing, investigating, and building with a variety of recycled materials and objects. Students are learning that one, objects have observable characteristics (e.g., colour, odour, taste, mass, hardness, absorbant) and two, objects are made from materials (e.g., wood, plastic, metal, glass). As always, we will practice safety when conducting experiments (e.g., not tasting objects unless an adult gives permission).

How you can help at home:

Play games such as "I Spy" or "20 Questions" have your child use their senses (hear, sight, taste, touch, smell) to identify objects.
Discuss what material different objects at home are made of and why (e.g., why do we use wood for tables?)
Give your child plenty of opportunities to manipulate, observe, and describe objects. Make up riddles (e.g., my object is shiny and smooth, it is silver and it is sharp. What is my object?)
Play "What if" games (e.g., What if a ball was made of rock? What if your jacket was made of wood?)
With adult supervision, have your child use some carpentry tools (e.g., hammer, screwdriver, sandpaper, etc.) Focus on the function of each tool.
Have your child construct objects using recycled materials at home (e.g., a bed for a stuffed animal)
Discuss the difference between human made structures and natural structures (e.g., honeycomb, spiderweb)
Examine fasteners (e.g. buttons, zippers, velcro, laces)