Science And Technology - Ministry Of Education
REVISED2007The Ontario CurriculumGrades 1-8Science andTechnology
CONTENTSINTRODUCTION3The Goals of the Science and Technology Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3The Nature of Science and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Roles and Responsibilities in the Science and Technology Program . . . . . . . . . . . . . . . . . . . 7THE PROGRAM IN SCIENCE AND TECHNOLOGY10Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Strands in the Science and Technology Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Skill Continua for Scientific Inquiry andTechnological Problem Solving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Topics in Science and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ASSESSMENT AND EVALUATION OFSTUDENT ACHIEVEMENT1011121921Basic Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21The Achievement Chart for Science and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23SOME CONSIDERATIONS FOR PROGRAM PLANNINGIN SCIENCE AND TECHNOLOGY28Instructional Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Health and Safety in Science and Technology Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Cross-Curricular and Integrated Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Planning Science and Technology Programs for StudentsWith Special Education Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Program Considerations for English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Environmental Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Antidiscrimination Education in the Science and Technology Program . . . . . . . . . . . . . .Critical Thinking and Critical Literacy in Science and Technology . . . . . . . . . . . . . . . . . . . . .Literacy and Numeracy in the Science and Technology Program . . . . . . . . . . . . . . . . . . . . .The Role of Information and Communications Technologyin Science and Technology Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Role of the School Library in Science and Technology Programs . . . . . . . . . . . . . . . .Guidance in Science and Technology Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Une publication équivalente est disponible en françaissous le titre suivant : Le curriculum de l’Ontario, de la1re à la 8e année – Sciences et technologie, 2007.This publication is available on the Ministry of Education’swebsite, at http://www.edu.gov.on.ca.282930303335363838404142
THE CURRICULUM EXPECTATIONSGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6Grade 7Grade 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139GLOSSARY152
INTRODUCTIONThis 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 willbe based on the expectations outlined in this document.THE GOALS OF THE SCIENCE AND TECHNOLOGY PROGRAMA scientifically and technologically literate person is one who can read and understandcommon media reports about science and technology, critically evaluate the informationpresented, and confidently engage in discussions and decision-making activities thatinvolve 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. 1During the twentieth century, science and technology played an increasingly importantrole in the lives of all Canadians. Science and technology underpin much of what we takefor granted, including clean water, the places in which we live and work, and the ways inwhich we communicate with others. The impact of science and technology on our liveswill continue to grow. Consequently, scientific and technological literacy for all has becomethe overarching objective of science and technology education throughout the world.Achievement of both excellence and equity underlies the three major goals of the scienceand technology program at the elementary level. Accordingly, The Ontario Curriculum,Grades 1–8: Science and Technology, 2007 outlines the skills and knowledge that studentswill develop, as well as the attitudes that they need to develop in order to use theirknowledge and skills responsibly. The three goals are the following:1. to relate science and technology to society and the environment2. to develop the skills, strategies, and habits of mind required for scientific inquiry andtechnological problem solving3. to understand the basic concepts of science and technology
THE NATURE OF SCIENCE AND TECHNOLOGYThe primary goal of science is to understand the natural and human-designed worlds. Sciencerefers to certain processes used by humans for obtaining knowledge about nature, and to anorganized 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 contributedto the development of scientific knowledge and understanding. Scientists continuouslyassess 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 solvinghuman problems and helping to satisfy human needs and desires. Many of the products oftechnology help humans accomplish tasks that would otherwise be very difficult or impossible to carry out. Although technology provides many benefits, it also produces associatedcosts 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. 1–2Science is a way of knowing that seeks to describe and explain the natural and physicalworld. An important part of scientific and technological literacy is an understanding ofthe nature of science, which includes an understanding of the following:what scientists, engineers, and technologists do as individuals and as a communityhow scientific knowledge is generated and validated, and what benefits, costs, andrisks are involved in using this knowledgehow science interacts with technology, society, and the environmentTHE ONTARIO CURRICULUM, GRADES 1–8 Science and TechnologyOccasionally, theories and concepts undergo change but, for the most part, the basic ideasof science – ideas such as the cellular basis of life, the laws of energy, and the particle theory of matter – have proven to be stable.4Technology 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 otherdisciplines (including science) and the application of this knowledge to meet an identifiedneed 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 knowledgeand skills related to computers and their applications)how technology and science are interrelatedhow thinking about technology’s benefits, costs, and risks can contribute tousing it wiselyScience and technology are closely linked, especially through the skills of scientific inquiry,technological problem solving, and communication. The world as we know it today hasbeen affected in many important ways by science and technology. For example, sciencehas radically altered and expanded our understanding of Earth and space, of the workings
of the human mind and body, and of the ways in which living organisms interact; andtechnology has revolutionized the way we communicate and has made vast changes inour 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 withimportant 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 ConceptsFundamental concepts are key ideas that provide a framework for the acquisition of allscientific and technological knowledge. They also help students to integrate scientific andtechnological knowledge with knowledge in other subject areas, such as mathematics andsocial studies. The fundamental concepts that are addressed in the curricula for scienceand 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 changeand continuity.As students progress through the curriculum from Grades 1 to 12, they extend anddeepen their understanding of these fundamental concepts and learn to apply their understanding with increasing sophistication. These fundamental concepts are described inthe following chart.Fundamental ConceptsMatterMatter is anything that has mass and occupies space. Matter hasparticular structural and behavioural characteristics.EnergyEnergy comes in many forms, and can change forms. It is required tomake things happen (to do work). Work is done when a force causesmovement.Systems andInteractionsA system is a collection of living and/or non-living things and processesthat interact to perform some function. A system includes inputs, outputs, and relationships among system components. Natural and humansystems develop in response to, and are limited by, a variety of environmental factors.Structureand FunctionThis concept focuses on the interrelationship between the function oruse of a natural or human-made object and the form that the object takes.Sustainabilityand StewardshipSustainability 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 forthe natural environment in a responsible way and making the effort topass on to future generations no less than what we have access to ourselves. Values that are central to responsible stewardship are: usingnon-renewable resources with care; reusing and recycling what wecan; switching to renewable resources where possible.Changeand ContinuityChange is the process of becoming different over time, and canbe quantified.INTRODUCTIONContinuity represents consistency and connectedness within andamong systems over time. Interactions within and among systemsresult in change and variations in consistency.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 longafter they have forgotten many of the details of something that they have studied. In thisdocument, big ideas describe aspects of the fundamental concepts that are addressed ateach grade level. Developing a deeper understanding of the big ideas requires students tounderstand basic concepts, develop inquiry and problem-solving skills, and connect theseconcepts and skills to the world beyond the classroom. For example, in the UnderstandingLife 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 andtechnology program, and the overall and specific expectations are indicated in the chartthat follows.MatterEnergySystems andInteractionsStructure andFunctionSustainabilityand StewardshipChange andContinuityFundamental ConceptsTHE ONTARIO CURRICULUM, GRADES 1–8 Science and TechnologyBIG IDEAS6Goal 1To relate science andtechnology to societyand the environmentGoal 2To develop the skills, strategies,and habits of mind requiredfor scientific inquiry andtechnological problem solvingGoal 3To understand thebasic concepts ofscience and technologyOverall Expectation 1Overall Expectation 2Overall Expectation 3Specific ExpectationsRelating Science andTechnology to Societyand the EnvironmentSpecific ExpectationsDeveloping Investigationand CommunicationSkillsSpecific ExpectationsUnderstanding BasicConcepts
ROLES AND RESPONSIBILITIES IN THE SCIENCE AND TECHNOLOGY PROGRAMStudentsStudents have many responsibilities with regard to their learning, and these increase asthey advance through elementary and secondary school. Students who are willing to makethe effort required, and who are able to monitor their thinking and learning strategies andto apply themselves, will soon discover that there is a direct relationship between thiseffort and their achievement, and will therefore be more motivated to work. Studentswho develop mental attitudes and ways of behaving that contribute to success in lifewill 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 ofcooperation. Furthermore, students should actively pursue opportunities outside theclassroom to extend and enrich their understanding of science and technology. For example,it is recommended that they explore subject-related recreational reading materials, and beaware of scientific and technological events happening in their community and beyond.ParentsStudies show that students perform better in school when their parents1 are involved intheir education. Parents who are familiar with the curriculum expectations know what isbeing 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 workwith 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 councilactivities (including becoming a school council member), and encouraging their childrento complete their assignments at home.The science and technology curriculum has the potential to stimulate interest in lifelonglearning not only for students, but also for their parents and all those with an interest ineducation. In addition to supporting regular school activities, parents may wish to takean 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 ofthese developments on their immediate lives, the environment, and society. Parents canalso provide valuable support by encouraging their children to take part in activitiesthat develop responsible citizenship (such as participating in an environmental clean-upprogram in their neighbourhood) or that further their interest in science and technology(such as volunteering at local science centres and/or children’s museums).1. In this document, parent(s) is used to refer to parent(s) and guardian(s).INTRODUCTIONThroughout the elementary science and technology program, students will have opportunities to interact with living things and to work with a variety of tools, materials, andequipment. To help ensure students’ safety, parents can inform teachers of any allergiesthat their children may have. Parents can also encourage their children to go to schoolprepared to participate safely in technology activities. Simple precautions such as wearingclosed-toe shoes, tying back long hair, and removing loose jewellery (or taping it downin the case of Medic Alert bracelets) contribute to a safe environment when working withtechnological equipment.7
TeachersTeaching is key to student success. Teachers are responsible for developing appropriateinstructional strategies to help students achieve the curriculum expectations, as wellas appropriate methods for assessing and evaluating student learning. Teachers bringenthusiasm and varied teaching and assessment approaches to the classroom, addressingindividual students’ needs and ensuring sound learning opportunities for every student.Using a variety of instructional, assessment, and evaluation strategies, teachers providenumerous hands-on opportunities for students to develop and refine their inquiry skills,problem-solving skills, critical and creative thinking skills, and communication skills,while discovering fundamental concepts through investigation, exploration, observation,and experimentation. The activities offered should enable students to relate and applythese concepts to the social, environmental, and economic conditions and concerns ofthe world in which they live. Opportunities to relate knowledge and skills to thesewider contexts will motivate students to learn in a meaningful way and to becomelifelong learners.Teachers can help students understand that problem solving of any kind often requiresa considerable expenditure of time and energy and a good deal of perseverance. Teacherscan also encourage students to investigate, to reason, and to explore alternative solutions,and to take the risks n
Science often uses and requires tools and processes developed by technology, and conversely, technology often employs principles, laws, theories, and processes devel-oped 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 .
ME – Ministry of Economics MES – Ministry of Education and Science MEPRD – Ministry of Environmental Protection and Regional Development MF – Ministry of Finance MH – Ministry of Health MI – Ministry of the Interior MJ – Ministry of Justice MRDLG – Ministry of Regional Development and Local Government MT – Ministry of Transport
Ministries/Departments of the Government of India, namely, Department of Space, Ministry of Agriculture, Ministry of Chemicals and Fertilizers, Ministry of Coal, Ministry of Commerce and Industry, Ministry of Communications and Information Technology, Ministry of Drinking Water and Sanitation, Ministry of Earth
Ministry of Justice 35 Fiji Corrections Service 37 Ministry of Communications 40 Ministry of Civil Service 43 . Ministry of Health and Medical Services 60 Ministry of Housing and Community Development 64 Ministry of Women, Children and Poverty Alleviation 68 Ministry of Youth and Sports 73 Tertiary Scholarships and Loans Schemes 77 Ministry .
4 CONTENTS Introduction to the Outreach Ministry Guides Series 6 Introduction to the Men's Ministry Volunteer Handbook 8 Section 1 Men's Ministry Foundations Chapter 1 Why Men's Ministry 12 Chapter 2 Ways The Bible Speaks To Men's Ministry 17 Chapter 3 9 Foundations Of An Effective Men's Ministry 21 Section 2 The Anatomy Of An Effective Men's Ministry
Ministry of Civil Service 583.8 1,056.4 Fiji Police Force 59.0 25.0 Ministry of Education, Heritage and Arts 23,638.2 18,608.3 Ministry of Health and Medical Services 10,642.7 16,766.0 Ministry of Women, Children and Poverty Alleviation 2,906.3 6,581.5 Ministry of Youth and Sports 212.3 - Ministry of Agriculture 8,662.8 9,216.8
Government of India Ministry of New and Renewable Energy MNRE . 1,00,000 MW Till year 2022 20,000 MW 20,000 MW 40,000 MW 20,000 MW Solar Park Unemployed Graduate States/Private/ . Ministry MW Potential Ministry of Agriculture 12 Ministry of Chemicals and Fertilizers Ministry of Health and Family 401
Student Ministry 2 2 Children’s Ministry 2 Sunday, April 29 Education Ministry Music Ministry 3 3 Family Night Supper First Family News 3 4 Ministry This Week Facts and Figures 5 5 11:00 Worship Guide Sun. Evening Classes 6 7 Coming Events Adult Ministry 7 7 Volum
MOH Ministry of Health MOIT Ministry of Industry and Trade MOLISA Ministry of Labour, Invalids and Social Affairs MONRE Ministry of Natural Resources and Environment MOST Ministry of Science and Technology . A discussion paper on policies for sustainable human development viii . VIET NAM AND CLIMATE CHANGE:. Viet
