DRAFT

Kindergarten to Grade 4 Science

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Essential Investigating biodiversity and change within living systems deepens our appreciation of all forms of life.
Understanding
Guiding What can be observed in nature? What makes living things unique from non- How are the diverse structures of living How do specialized structures help plants How are living things today similar to and
Questions living things? things similar and different? and animals function in their environment? different from those of the past?
Learning Children observe plants and animals in Students distinguish between living and Students analyze Students distinguish Students explain how specialized structures Students explore and analyze evidence of
Outcomes nature. non-living things. life cycles of plants and animals contribute to the survival of plants and change in plants and animals over many
different plants and based on observed animals. generations.
animals. characteristics and
explore methods of
classifying them.
Conceptual • plants and animals are a part of nature • the environment consists of both living and • life cycles of living • scientists use • specialized structures enable plants and • some plants and animals that lived in the
Knowledge • information can be collected through the non-living things things represent classification as a animals to function in their environment past are different from any that are living
senses and by learning from one another • plants and animals are living things patterns of growth way of grouping • some plants and animals within a particular today
• living things grow, produce waste, and and change things with similar environment have similar structures that • some living things from long ago have
have basic needs • different kinds of characteristics perform similar functions become extinct while others have changed
• living things interact with their plants and animals • there is variety in • specialized structures in plants enable a • fossils are evidence of living things that
environment have unique life plants, including variety of functions, including food once lived on Earth
• rocks, soils, and objects are non-living cycles grasses, shrubs, production, anchoring and support,
things attraction of pollinators, and seed dispersal
• some plants and and trees
• specialized structures in animals enable a
animals change in • there is variety in
variety of functions, including sensing,
structure at animals, including
eating, locomotion, protection, and
different points in mammals, birds,
camouflage
their life fish, reptiles, • different structures in various plants and
• the life cycles of amphibians, and animals can perform similar functions
different plants invertebrates • similar structures in different animals can
and animals can • there is variety in perform different functions
have some the structures of
similarities plants, including
roots, stems, and
leaves
• there is variety in
the structures of
animals, including
body covering,
appendages, teeth,
and body shape
Procedural • exploring nature with care • observing interactions of living things with • investigating the • observing living • recording detailed observations of plant • examining fossil evidence of past life by
Knowledge • listening to First Nations, Métis, or Inuit the environment life cycle of things safely and and animal structures using digital and direct observation or other sources of
stories about plants and animals • identifying ways that living things meet selected living with minimal non-digital technologies information
• sharing observations of plants and animals their basic needs things disruption to the • relating plant and animal structures to their • comparing a plant or an animal to its
• differentiating between living and non- • observing the environment functions ancient ancestor
living things sequence of • comparing • comparing specialized structures and • inferring possible explanations for
changes in the life characteristics of functions in plants and animals extinction
cycle of selected different living
living things things, including
• examining plant-to-plant,
structures of plants animal-to-animal,

DRAFT Kindergarten to Grade 4 Science – April 2018 Page | 1

 DRAFT Kindergarten to Grade 4 Science

and animals at and plant-to-animal

various stages of comparisons
development • choosing an
• recording and observed
sharing characteristic to
observations of classify a plant or
plants and animals an animal
at various stages of • explaining
their life cycle classification
• comparing life methods
cycles of different • exploring First
plants and animals Nations, Métis, or
Inuit methods of
classifying plants or
animals
Competencies • Managing Information • Critical Thinking • Managing • Managing • Critical Thinking • Critical Thinking
Information Information • Communication • Managing Information
• Critical Thinking • Critical Thinking
Literacy • LKU4a.1: Clarity • LKU3d.1: Comprehension Strategies • LKU3d.1: • LKUd.1: • LKU4a.1: Clarity • LKU3d.2: Comprehension Strategies
• LKU3d.1: Comprehension Strategies • LKU3b.1: Vocabulary Comprehension Comprehension • LKU3d.1: Comprehension Strategies
Strategies Strategies • LKU4d.1: Modes and Media
• LKU3b.1: • LKU3b.1: • LKU3b.1: Vocabulary
Vocabulary Vocabulary
• LKU3c.1: Text
Organization
Numeracy None identified • NKU1e.1: Organization of Data • NKU2a.1: Spatial • NKU1e.1: • NKU2a.1: Spatial Visualization • NKU2f.2: Time
Visualization Organizing Data • NKU3b.2: Interpretation and • NKU1d.2: Patterns and Relations
• NKU1d.1: Patterns Representation of Spatial Information • NKU3b.2: Interpretation and
and Relations Representation of Spatial Information
• NKU3b.1:
Interpretation and
Representation of
Spatial Information

DRAFT Kindergarten to Grade 4 Science – April 2018 Page | 2

 DRAFT Kindergarten to Grade 4 Science

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Essential
Investigating the changing Earth and its connections to the universe develops our understandings of Earth’s ability to support and sustain life.
Understanding
Guiding How can engaging in exploration help us How do observed changes in daily weather How does variety in Earth’s surface How do the sources and flow of water How is the diversity of Earth’s solid surface
Questions learn about the world around us? affect our lives? influence activities we do? demonstrate the diversity of Earth’s significant to our lives?
surface?
Learning Children develop exploration skills by asking Students describe daily weather and the Students examine features of the nearby Students compare water sources on Earth’s Students compare rocks and soils based on
Outcomes questions and observing the land and changing seasons and predict effects on land and relate them to activities in their surface and analyze how it flows. observed characteristics and describe ways
weather. activities. lives. that they can be used.
Conceptual • exploring the environment involves • weather, including temperature, wind, • a variety of landforms and bodies of water • water covers most of Earth’s surface, • Earth’s surface is made up of a variety of
Knowledge noticing, wondering, and observing precipitation, and cloud cover, can change make up the world making it a unique planet rocks and soils
• questions are asked to learn about the over the course of a day • observations of landforms and bodies of • most of the water on Earth is salt water • rocks have observable characteristics,
environment • observable seasons can be described in water help to describe them accurately that is not drinkable by many animals including colour, texture, lustre, presence
• digital and non-digital tools can help make terms of their characteristics • representations are used to illustrate • fresh water can be found in different of crystals, and relative hardness
observations • weather influences our activities features of the land places, including groundwater, glaciers, and • the composition of soils (rock particles and
• people interact with the land to engage in a precipitation organic matter) varies depending on their
variety of activities • features of the land influence the flow and location
collection of water • characteristics of rocks and soils inform
• water collects or flows in glaciers, streams, how they can be used
rivers, groundwater, local bodies of water, • First Nations, Métis, and Inuit traditional
and oceans knowledge informs ways that rocks and
soils can be used, including as significance
markers, tools, shelter construction, and
heat transfer
Procedural • exploring the environment with care • observing and recording daily weather • observing different landforms and bodies of • identifying local water sources • sorting rock samples based on
Knowledge • asking questions to find out about the using the senses and digital and non-digital water using direct observation and other • observing and describing features of a characteristics
environment tools sources of information water source using direct observation or • examining compositions of soils from
• describing and representing observations of • identifying characteristics of each of the • describing features of the land other sources of information different locations
the land and weather in the local seasons • creating representations of landforms and • recording observations using digital or non- • investigating soils in terms of effectiveness
environment • representing observations of the seasons bodies of water digital technologies in supporting life
• practising safe and appropriate use of • reflecting on decisions made relating to • relating features of the land to lived • modelling the flow of water on Earth’s • acquiring pertinent information about First
digital and simple tools, including changes in weather or seasons experiences surface Nations, Métis, and Inuit selection of rocks
magnifying glasses • relating First Nations, Métis, or Inuit stories • practising safe and appropriate use of • practising safe and appropriate use of and soils for specific purposes
to descriptions of weather and the seasons digital and simple tools digital and simple tools • practising safe and appropriate use of
• practising safe and appropriate use of digital and simple tools
digital and simple tools
Competencies • Managing Information • Communication • Managing Information • Managing Information • Managing Information
• Communication • Critical Thinking • Critical Thinking • Critical Thinking • Critical Thinking
Literacy • LKU2a.K: Develop Questions • LKU4a.1: Clarity • LKU4a.1: Clarity • LKU4a.1: Clarity • LKU4a.2: Clarity
• LKU4a.K: Clarity • LKU2d.1: Comprehension Strategies • LKU3a.1: Background Knowledge • LKU4d.1: Modes and Media • LKU2b.2: Access
• LKU4d.1: Modes and Media • LKU2c.2: Evaluate
• LKU3d.1: Comprehension Strategies

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 DRAFT Kindergarten to Grade 4 Science

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Numeracy • NKU1f.K: Collecting Data •
• NKU3b.K: Interpretation and •
Representation of Spatial Information •
• NKU4c.K: Methods or Tools •
NKU1d.1: Patterns and Relations • NKU3b.1: Interpretation and • NKU3b.1: Interpretation and • NKU1e.2: Organize Data
NKU1f.2: Collect Data Representation of Spatial Information Representation of Spatial Information • NKU1f.2: Collect Data
NKU4c1: Methods or Tools • NKU2b.2: Management of Space • LKU2b.1: Management of Space • NKU1g.2: Interpret Data
NKU3c.1: Communication • LKU2g.1: Location and Direction • LKU2g.1: Location and Direction • NKU4c2: Methods or Tools
• NKU4c1: Methods or Tools
• NKU3c.1: Communication

DRAFT Kindergarten to Grade 4 Science – April 2018 Page | 4

 DRAFT Kindergarten to Grade 4 Science

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Essential
Investigating the interactions of the physical world facilitates understandings that can be a basis for discovery and innovation.
Understanding
Guiding How can different objects in our everyday How can characteristics of materials help us How can we use forces to influence the How can we compare materials that exist in How do forces relate to structural stability?
Questions lives be described and organized? determine ways that they can be used? position and motion of an object? solid and liquid form?
Learning Children examine objects and sort them Students compare characteristics of Students relate how a force (push or pull) Students analyze and compare simple Students relate the stability of a structure to
Outcomes according to a shared characteristic. different kinds of materials and relate them can affect the motion of objects. observable properties of liquids and solids. forces acting on it.
to their potential uses.
Conceptual • characteristics of objects help us identify • materials have different purposes based on • forces can change the motion of objects • materials can exist as solids and/or liquids • structures are constructed to withstand
Knowledge them their characteristics • stronger forces have a greater effect on the • solids and liquids have different forces, including wind, load, and vibration
• characteristics of objects help us sort them • different kinds of materials, including motion of objects than weaker forces characteristics with respect to shape and • forces are acting on a structure even if it is
• sorted objects are easier to compare paper, wood, plastic, metal, and glass, can • a push or pull can move an object upward, flow not moving
be identified by their observed downward, backward, or forward • mass can be measured in grams (g) • structures can fail when forces are strong
characteristics • the position, direction, orientation, and • volume can be measured in millilitres (mL) enough
• characteristics of materials help to motion of objects can be described relative • scientists use tools to accurately measure • many factors influence structural stability,
determine how they can be used to the observer and to other objects mass and volume including structural forms, materials, and
• some methods for joining materials may be • the position of an object can be described • different materials of the same size or joining methods
better than others when building an object using the terms above, below, behind, in volume can have different masses • First Nations, Métis, and Inuit build
for a specific purpose front, beside, and between • different liquids can flow at different structures to withstand strong forces
• the orientation of an object can be speeds • some materials and construction activities
described using the terms upright and • the mass of a material is not affected by a present safety risks
upside down change in its shape
• the motion of an object can be described
using the terms turning, rotating, bouncing,
rolling, sliding, and dragging
Procedural • manipulating objects to collect sensory • describing characteristics of different kinds • demonstrating the position, direction, • measuring and recording properties, • finding information about structural
Knowledge information of materials orientation, and motion of objects including volume and mass, of different stability of a form through direct
• comparing characteristics of objects • differentiating between an object and the • exploring the results of different forces on liquids and solids using digital and non- observation and other sources of
• describing characteristics of objects materials from which it is made the motion of an object digital technologies information
• choosing a characteristic to sort objects • sorting materials according to a common • predicting how the application of a given • comparing the time that it takes for • testing the structural stability of forms
• justifying selection of characteristics used characteristic force can move an object different liquids to flow made of the same material
to sort objects • determining uses for various materials • describing the position, direction, • comparing the mass of different solids of • testing the structural stability of materials
• constructing an object using different orientation, and motion of objects relative the same size with the same form
materials to the observer and other objects • comparing the mass of different liquids of • testing the structural stability of joining
• choosing appropriate materials based on • describing the resulting motion of an the same volume methods
their characteristics object, using the terms faster and slower, • constructing using tools and materials
• exploring different methods for joining when forces of different strengths are safely
materials applied • relating forces to their effects on structures
• constructing using tools and materials • describing, using non-standard • refining design to improve a structure’s
safely measurements, the resulting distance ability to withstand forces
travelled by an object when forces of
different strengths are applied
Competencies • Critical Thinking • Critical Thinking • Managing Information • Critical Thinking • Critical Thinking
• Managing Information • Managing Information • Critical Thinking • Managing Information • Managing Information
Literacy • LKU3d.K: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3b.1: Vocabulary • LKU2b.1: Access • NKU2b.2: Access
• LKU4c.K: Intent • LKU3b.1: Vocabulary • LKU3d.1: Comprehension Strategies • LKU3b.1: Vocabulary
Numeracy • NKU1e.K: Organize Data • NKU1e.1: Organize Data • NKU2a.1: Spatial Visualization • NKU1e.1: Organize Data • NKU3b.2: Interpretation and

DRAFT Kindergarten to Grade 4 Science – April 2018 Page | 5

 DRAFT Kindergarten to Grade 4 Science

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

• NKU2a.K: Spatial Visualization • NKU4c.1: Methods or Tools • NKU2b.1: Management of Space •
• NKU3c.1: Communication • NKU3c.1: Communication •
• NKU1g.1: Interpret Data • NKU1h.1: Probability •
• NKU1g.1: Interpret Data •
• NKU4b.1: Estimation
NKU1f.2: Collect Data Representation of Spatial Information
NKU2c.1: Measurement • NKU4a.2: Strategies
NKUd.1: Units of Measurement • NKU4c.2: Methods or Tools
NKU4c.1: Methods or Tools • NA3a.2: Task Analysis

DRAFT Kindergarten to Grade 4 Science – April 2018 Page | 6

 DRAFT Kindergarten to Grade 4 Science

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Essential
Investigating the interactions of the physical world facilitates understandings that can be a basis for discovery and innovation.
Understanding
Guiding How can we determine the presence of How are living things and the environment
Questions energy in our everyday lives? connected by energy flow?
Learning Students identify some sources of energy Students relate interconnectedness in living
Outcomes and explore how energy can cause motion things to energy flow in food chains.
or change.
Conceptual • the Sun is a source of energy • all living things need energy to survive
Knowledge • energy is needed to make things move or • the sun’s energy is needed for plants to
change grow
• energy can be stored in various ways, • a food chain is a scientific model that
including in fuel, food, batteries, represents a pathway of energy among
compressed springs, and stretched elastics producers, consumers, and decomposers
• stored energy can be accessed to move or • a change in a component of a food chain
change things can affect the entire pathway
• various factors, including human activity,
can affect food chains
Procedural • exploring examples of stored energy • observing and identifying examples of the
Knowledge • relating movement and change to the interactions of living things in the
presence of energy environment that demonstrate energy flow
• relating stored energy to the ability to • modelling pathways of energy in food
cause movement or change chains
• causing an object to move using stored • justifying whether living things are
energy producers, consumers, or decomposers
• reflecting on personal energy use and based on how they acquire energy
identifying ways to reduce it • predicting the effects of a change within a
food chain
• describing interconnections among living
things identified by First Nations, Métis, and
Inuit traditional knowledge
Competencies • Critical Thinking • Critical Thinking
Literacy • LKU3d.1: Comprehension Strategies • LKU3d.2: Comprehension Strategies
Numeracy • NKU2b.1: Management of Space • LKU3b.2: Interpretation and Representation
of Spatial Information
• NKU4b.2: Estimation

DRAFT Kindergarten to Grade 4 Science – April 2018 Page | 7

 DRAFT Kindergarten to Grade 4 Science

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Essential
Examining the nature of science and scientific inquiry can help us appreciate the development of knowledge about the natural world.
Understanding
Guiding How can engaging in investigations help us How can engaging in investigations help us How can engaging in scientific investigations How can engaging in scientific inquiry
Questions explore and learn about the world around develop knowledge about the world around help us develop knowledge about the world enable us to produce evidence to support
us? us? around us? explanations of scientific phenomena?
Learning Students describe how observation and Students perform a guided investigation to Students collect and analyze data during a Students perform a controlled experiment
Outcomes asking questions are a part of science. answer questions about the environment. scientific investigation. to learn more about a scientific
phenomenon.
Conceptual • curiosity leads to questioning, observing, • an investigation has procedures that guide • a scientific investigation provides a • scientific inquiry involves a variety of
Knowledge and exploring how information is gathered systematic way to answer questions about methods, including controlled experiments
• science involves asking questions about the • observations provide the information the world around us and field studies
world around us needed to answer a question being • data, including detailed observations, • a controlled experiment tests the effect
• senses function to help gather information investigated accurate measurements, and careful that one variable has on another by keeping
from the environment • predictions can be made from observations collection of samples, are collected all other relevant variables constant
• asking questions helps people learn from and personal experience appropriately for scientific investigations • variables are measurements or factors that
one another • scientific processes involve recognizing • scientists use a variety of methods, tools, can change in a controlled experiment
• digital and non-digital tools enhance the patterns in observations of the world and technologies to observe, measure, and • predictions are based on inferences
ability to observe and collect information • communication of results is a part of a collect samples • scientific phenomena are observable events
scientific investigation • standard measurements enable comparison that occur in the world around us
• digital and non-digital tools can be used for of results • consistent results involve following a
making direct and indirect observations • analysis involves examining data to infer procedure carefully
meaning • evidence is data that supports an inference
• collecting information through observation • observations and lived experience are an
and lived experience is an important aspect important aspect of First Nations, Métis,
of First Nations, Métis, and Inuit and Inuit understandings of the world
understandings of the world around us around us
Procedural • identifying questions about the world • generating questions that could be • performing investigations safely • relating science activities to methods of
Knowledge around us investigated • collecting data using digital or non-digital scientific inquiry
• observing the world around us in a safe • predicting results of an investigation technologies • reflecting on personal interests and skills
manner • following a procedure safely • measuring using tools with standard units related to scientific inquiry
• practising safe and appropriate use of • recording observations accurately • recording observations in diagrams and • selecting a testable question
digital and non-digital tools • identifying patterns in recorded tables using digital or non-digital • formulating a prediction with an
• sharing observations observations technologies explanation
• following simple procedures safely • discussing investigation results • discussing results and simple inferences • performing an experiment safely
from an investigation • recording observations in tables, diagrams,
or other representations using digital or
non-digital technologies
• constructing simple graphs of collected data
• analyzing results and refining inferences
from an investigation
Competencies • Managing Information • Critical Thinking • Critical Thinking • Problem Solving
• Communication • Problem Solving • Problem Solving • Critical Thinking
Literacy • LKU4a.1: Clarity • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU4a.1: Clarity
• LKU2a.1: Develop Questions • LKU3b.2: Vocabulary
• LKU3a.2: Background Knowledge
• LKU3c.2: Text Organization

DRAFT Kindergarten to Grade 4 Science – April 2018 Page | 8

 DRAFT Kindergarten to Grade 4 Science

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

• LKU3d.2: Comprehension Strategies
• LKU4d.2: Modes and Media
Numeracy • NKU4c.1: Methods or Tools • NKU1F.1: Collect Data • NKU1f.1: Collect Data • NKU1e.2: Organizing Data
• NKU1g.1: Interpret Data • NKU2c.1: Measurement • NKU1f.2: Collecting Data
• NKU1e.1: Organize Data • NKU4c.1: Methods or Tools • NKU1g.2: Interpret Data
• NKU2d.1: Units of Measurement • NKU4c.2: Methods or Tools
• NA2a.2: Personal Insight

DRAFT Kindergarten to Grade 4 Science – April 2018 Page | 9

 DRAFT Kindergarten to Grade 4 Science

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Essential
Exploring dynamic interconnections in the world and universe strengthens our understandings of relationships.
Understanding
Guiding How are we connected to nature? How can our actions affect the How can understanding science help us How can connections among science, How can connections among science,
Questions environment? protect the environment? technology, and the environment contribute society, and the environment contribute to
STSE to our conservation efforts? our stewardship efforts?
Learning Children explore nature and describe Students explore personal connections to Students explore interconnections between Students examine ways that personal and Students investigate actions that support
Outcomes personal connections to it. nature and explain how personal actions science and the environment. community actions can support stewardship of the land.
can affect it. conservation.
Conceptual • people are connected to nature through the • people are connected to nature through the • science involves learning about how • water conservation promotes continued • stewardship of the land involves taking care
Knowledge air, food, and water air, food, and water personal actions can have an effect on the access to water of the quality of the land
• personal actions can have an effect on • personal actions affect nature in different environment • access to fresh water is limited on Earth • soil erosion reduces the soil available for
nature ways • observations can be made with minimal • water is used by living things for many plants
• nature can affect people in different ways disruption to the environment by leaving purposes, including hydration, habitat, • there are different ways to reduce soil
• exploration of the local environment things the way they were found hygiene, sanitation, transport, and industry erosion
supports learning about the world • First Nations, Métis, and Inuit traditional • there are various ways that water can be • soils can be contaminated in a number of
• information can be collected by using the knowledge considers all things on Earth as conserved ways
senses and learning from one another connected and having equal importance • technology can support water conservation • soil contamination reduces the quality of
efforts soils for plant growth
Procedural • exploring nature with care • exploring nature with care • observing the environment with minimal • discussing ways that water is used and • investigating ways to help prevent soil loss
Knowledge • describing how personal actions can affect • describing how personal actions can affect disruption conserved within our communities and maintain soil quality
nature nature • demonstrating actions that are intended to • discussing factors that affect access to safe • discussing possible consequences of soil
• relating First Nations, Métis, or Inuit stories • demonstrating personal actions that help reduce negative effects on the environment drinking water contamination
to personal connection to nature reduce the impact on nature • describing the ways that First Nations, • identifying key teachings on the importance • reflecting on First Nations, Métis, or Inuit
• describing and representing observations of • relating how people are connected to Métis, and Inuit respect and care for plants of water conservation found in First stories or teachings that reflect stewardship
nature, including plants and animals, in the nature using knowledge from First Nations, and animals as part of community Nations, Métis, or Inuit stories of the land
local environment Métis, or Inuit stories • describing the role of technology in water
conservation
• implementing a plan that is intended to
promote water conservation
Competencies • Personal Growth and Well-being • Personal Growth and Well-being • Personal Growth and Well-being • Cultural and Global Citizenship • Cultural and Global Citizenship
• Communication • Communication • Cultural and Global Citizenship • Critical Thinking • Critical Thinking
Literacy • LKU4a.1: Clarity • LKU4a.1: Clarity • LKU4a.1: Clarity • LKU4a.1: Clarity • LKU2b.2: Access
• LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.2: Comprehension Strategies
Numeracy • None identified • None identified • None identified • None identified • None identified

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