THE ONTARIO CURRICULUM

GRADES 1–8

Science and Technology

2022
This file is an extract and may not reflect or represent the full Ontario Curriculum.

Printed on 2023-09-01
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This curriculum policy replaces The Ontario Curriculum, Grades 1–8: Science and Technology, 2007.
Beginning in September 2022, all science and technology programs for Grades 1 to 8 will be based on
the expectations outlined in this curriculum policy.

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Contents
Curriculum context .......................................................................................................................................6
Preface ......................................................................................................................................................6
Vision and Goals .......................................................................................................................................6
The Importance of STEM Education .........................................................................................................9
Curiosity and Wonder in Science and Technology ..................................................................................10
The Program in Science and Technology ................................................................................................11
Fundamental Concepts and “Big Ideas” in Science and Technology ......................................................13
The Strands and Topics in the Science and Technology Curriculum .......................................................15
Scientific and Engineering Design Processes ..........................................................................................19
Program Planning and Cross-Curricular and Integrated Learning in Science and Technology ...............31
Assessment and Evaluation of Student Achievement ............................................................................37
Science and Technology, Grade 1 ...............................................................................................................45
Expectations by strand............................................................................................................................45
A. STEM Skills and Connections ..............................................................................................................45
B. Life Systems ........................................................................................................................................46
C. Matter and Energy ..............................................................................................................................48
D. Structures and Mechanisms ...............................................................................................................49
E. Earth and Space Systems ....................................................................................................................50
Information for parents ..........................................................................................................................51
Science and Technology, Grade 2 ...............................................................................................................52
Expectations by strand............................................................................................................................52
A. STEM Skills and Connections ..............................................................................................................52
B. Life Systems ........................................................................................................................................53
C. Matter and Energy ..............................................................................................................................55
D. Structures and Mechanisms ...............................................................................................................56
E. Earth and Space Systems ....................................................................................................................57
Information for parents ..........................................................................................................................58
Science and Technology, Grade 3 ...............................................................................................................58
Expectations by strand............................................................................................................................58
A. STEM Skills and Connections ..............................................................................................................58
B. Life Systems ........................................................................................................................................60
C. Matter and Energy ..............................................................................................................................61

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 D. Structures and Mechanisms ...............................................................................................................63
E. Earth and Space Systems ....................................................................................................................64
Information for parents ..........................................................................................................................65
Science and Technology, Grade 4 ...............................................................................................................65
Expectations by strand............................................................................................................................65
A. STEM Skills and Connections ..............................................................................................................65
B. Life Systems ........................................................................................................................................67
C. Matter and Energy ..............................................................................................................................68
D. Structures and Mechanisms ...............................................................................................................70
E. Earth and Space Systems ....................................................................................................................71
Information for parents ..........................................................................................................................72
Science and Technology, Grade 5 ...............................................................................................................72
Expectations by strand............................................................................................................................72
A. STEM Skills and Connections ..............................................................................................................72
B. Life Systems ........................................................................................................................................74
C. Matter and Energy ..............................................................................................................................75
D. Structures and Mechanisms ...............................................................................................................76
E. Earth and Space Systems ....................................................................................................................78
Information for parents ..........................................................................................................................79
Science and Technology, Grade 6 ...............................................................................................................79
Expectations by strand............................................................................................................................79
A. STEM Skills and Connections ..............................................................................................................79
B. Life Systems ........................................................................................................................................81
C. Matter and Energy ..............................................................................................................................82
D. Structures and Mechanisms ...............................................................................................................84
E. Earth and Space Systems ....................................................................................................................85
Information for parents ..........................................................................................................................86
Science and Technology, Grade 7 ...............................................................................................................86
Expectations by strand............................................................................................................................86
A. STEM Skills and Connections ..............................................................................................................86
B. Life Systems ........................................................................................................................................88
C. Matter and Energy ..............................................................................................................................89
D. Structures and Mechanisms ...............................................................................................................91

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 E. Earth and Space Systems ....................................................................................................................92
Information for parents ..........................................................................................................................93
Science and Technology, Grade 8 ...............................................................................................................94
Expectations by strand............................................................................................................................94
A. STEM Skills and Connections ..............................................................................................................94
B. Life Systems ........................................................................................................................................95
C. Matter and Energy ..............................................................................................................................97
D. Structures and Mechanisms ...............................................................................................................98
E. Earth and Space Systems ....................................................................................................................99
Information for parents ........................................................................................................................101

Une publication équivalente est disponible en français sous le titre suivant : Le curriculum de l’Ontario
de la 1re à la 8e année – Sciences et technologie (2022)

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Curriculum context
Preface
The Ontario Curriculum, Grades 1–8: Science and Technology, 2022 focuses on fundamental science and
technology concepts and on science, technology, engineering, and mathematics (STEM) skills. It
supports students in making connections between skills and concepts, and the practical applications of
science and technology in their lives, and in learning about life systems, matter and energy, structures
and mechanisms, and Earth and space systems. This curriculum is designed to help students prepare for
deeper levels of science and technology learning in secondary school and beyond.

In addition to the considerations outlined in this curriculum context, all of the general “Program
Planning” sections on this site apply to this curriculum. Educators should review and implement these
general sections, as well as the components that appear below.

Vision and Goals

The vision of the elementary science and technology curriculum is for students to acquire and develop
the skills and knowledge they need to thrive in today’s rapidly changing world. As discoveries and
innovations in STEM increasingly impact our lives, science and technology continues to adapt and
evolve. A central component of this curriculum is safe, practical, hands-on, experiential learning that will
support students in becoming successful and discerning individuals who are scientifically and
technologically literate.

Throughout the elementary science and technology program, students apply scientific and engineering
design processes to develop their sense of wonder about the world, to explore their curiosity about
what they observe, and to investigate problems relating to science, technology, society, and the
environment. From Grades 1 to 8, students are encouraged to consider what practical steps they
themselves can take to help solve some of these problems.

This curriculum provides numerous opportunities for students to develop essential STEM skills and to
extend and deepen their understanding of the fundamental concepts of science and technology.
Throughout the grades and strands, they learn to apply their understanding with increasing
sophistication. In addition, students will develop the ability to make connections that honour the
complex, cross-curricular, and sometimes ambiguous nature of modern scientific and technological
problems. Students are encouraged to see the connections between these areas, and the connections to
other subject areas, as they bring to the classroom experiences from their own lives.

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Environmental education1 concepts and skills appear throughout the curriculum, providing students
with opportunities to investigate the world around them and to build the skills and knowledge that
serve as the foundation for deep understanding about complex and interconnected issues such as
ecosystem balance, biodiversity, sustainability, and climate change. Learning in all strands is enriched
when students think critically about environmental issues when relating science and technology to
society, or when developing innovative solutions through a scientific or engineering design process.

As students progress through the grades, they gain an appreciation for the broad range of STEM fields
and skilled trades sectors. They also come to realize that, while they are all impacted in various ways by
discoveries and innovations in these areas, they can one day become contributing members of these
fields and sectors and shape the direction of future scientific and technological innovation, to help
support a better future for all.

While embodying optimism and hope for the future, this curriculum provides opportunities to
investigate exciting innovations, discoveries, and concepts in science and technology. The curriculum
also provides opportunities for students to consider the intended and unintended consequences of
scientific and technological progress as they relate science and technology to our changing world, and as
they investigate important issues such as climate change and issues related to the impacts of coding and
emerging technologies, which can include bias, accessibility, and ethical concerns.

Ensuring that all students see themselves as confident, effective science and technology learners and
practitioners is at the forefront of the program. Students analyse scientific and technological discoveries
and innovations made by people with diverse experiences, and integrate their own scientific and
technological skills and knowledge to enhance their learning in the classroom. Students explore
Indigenous knowledges, which can broaden their understanding of and appreciation for Indigenous
cultures and practices, and also provide them with valuable ways in which to investigate how diverse
perspectives enrich science and technology practices.

Finally, and most importantly, the science and technology curriculum helps students develop important
scientific literacy and technological skills that will enable them to thrive in their future professional and
personal lives, and to become discerning, knowledgeable, and active problem solvers in their
communities.

1“Environmental education is education about the environment, for the environment, and in the
environment that promotes an understanding of, rich and active experience in, and an appreciation for
the dynamic interactions of:
• the Earth’s physical and biological systems;
• the dependency of our social and economic systems on these natural systems;
• the scientific and human dimensions of environmental issues;
• the positive and negative consequences, both intended and unintended, of the interactions between
human-created and natural systems.”
– Ontario Ministry of Education, Shaping Our Schools, Shaping Our Future: Report of the Working Group
on Environmental Education (June 2007), p. 6

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In summary, the Ontario science and technology curriculum aims to provide all students with the skills
and knowledge required to:

• apply research, experimentation, and engineering design skills to help find solutions to complex
problems in their own lives and in the lives of those in their communities;
• understand the cross-curricular and cross-disciplinary nature of problem solving within the
STEM fields;
• appreciate the wonder and awe of the world and be optimistic and realistic about the power
and limitations of science and technology to solve environmental and social problems;
• consider carefully the intended and unintended consequences of scientific and technological
progress;
• develop scientific literacy and technological skills that will allow them to be discerning citizens
and find answers to scientific and technological questions;
• see themselves as future contributing members of STEM fields or skilled trades sectors;
• see themselves as confident, effective science and technology learners, with rich social and
cultural backgrounds that can help them to contribute to scientific discovery and technological
innovation;
• discover effective, equitable, inclusive, and sustainable solutions to scientific and technological
problems that impact their lives and the lives of those in their communities;
• recognize the importance of Indigenous knowledges and ways of knowing, and how diverse
perspectives benefit current challenges within STEM fields.

The three main goals of the curriculum are for students:

1. to develop the skills and make the connections needed for scientific and technological
investigation
2. to relate science and technology to our changing world, including society, the economy, and the
environment
3. to explore and understand science and technology concepts

1. to develop the skills and make the connections needed for scientific and technological
investigation
2. to relate science and technology to our changing world, including society, the economy, and the
environment
3. to explore and understand science and technology concepts

The Importance of STEM Education

STEM education is the cross-curricular study of science, technology, engineering, and mathematics, and
the application of those subjects in real-world contexts. As students engage in STEM education, they

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develop the transferable skills that they need to meet the demands of today’s global economy and
society, and to become scientifically and technologically literate citizens.

STEM education helps students develop an understanding and appreciation of each of the core subjects
of science, technology, and mathematics. At the same time, it supports a more holistic understanding
and application of skills and knowledge related to engineering design and innovation. STEM learning
integrates and applies concepts, processes, and ways of thinking associated with these subjects to
enable students to design economical, ethical, innovative, and sustainable solutions to technical and
complex real-world problems.

Skills developed through STEM education include computational thinking, coding, innovation, and
scientific and engineering design. These skills are in high demand in today’s globally connected world, as
advancements in science and technology continue to impact all areas of our lives, and they form a
critical component of the science and technology curriculum. Students use an engineering design
process and associated skills to design, build, and test devices, models, structures, and systems, and
they write and execute code in investigations and when modelling concepts.

Approaches to STEM education may vary across Ontario schools. STEM-related subjects may be taught
separately, but cross-curricular connections should form a part of student learning. Strand A of the
science and technology curriculum focuses on the STEM skills and connections that frame learning in the
other four strands: Life Systems, Matter and Energy, Structures and Mechanisms, and Earth and Space
Systems. Strand A also provides opportunities for critical cross-curricular learning as students consider
the connections between science and technology and other subject areas.

Classroom activities focused on solving real-world problems and on understanding practical applications
of concepts can combine components from two or more STEM-related subjects and can include contexts
related to the student’s home and community or to various occupations, including the skilled trades.
The integration of a number of STEM-related subjects can reinforce students' understanding of each
subject and of the interrelationships among them.

Curriculum expectations related to exploring Indigenous knowledges and ways of knowing can create
opportunities for inclusive and impactful integrative studies. Diverse perspectives engage students in a
variety of creative and critical thinking processes that are essential for developing innovative, ethical,
and effective solutions to societal and environmental problems.

The themes and components of STEM education are woven throughout the science and technology
curriculum to ensure that Ontario educators and students become innovators and leaders for ethical
and sustainable change in society and the workforce, and to create opportunities in our diverse
communities to foster integrative thinking and problem solving. The curriculum also supports the
development of scientific and technological literacy in students, enabling them to better appreciate,
understand, and navigate the world in which they live.

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Curiosity and Wonder in Science and Technology
Curiosity and wonder are at the core of science and technology disciplines and should be at the core of a
student-centred science and technology education. Students come to school with a natural curiosity
about the way in which the world works, and as they learn about natural phenomena, science and
technology concepts and theories, and scientific and technological discoveries and innovations made by
diverse individuals, they can be amazed and inspired. The Ontario science and technology curriculum
strives to nurture and support curiosity and wonder in order for all students to enjoy science and
technology, to be engaged and achieve success within the program, and to see themselves as confident
learners and as scientifically and technologically literate individuals. The curriculum also strives to
inspire students with a spirit of inventing, designing, making, and entrepreneurship as they use their
knowledge from the classroom to develop innovative, made-in-Canada solutions to global issues.

Within the science and technology classroom, students’ curiosity may be expressed explicitly, with direct
questions, such as “How does that work?”, or expressed subtly as they consider the results of an
experiment or the results of testing an engineered design. They may bring questions into the classroom
about scientific and technological phenomena they have observed in their own lives, or initial classroom
investigations may lead them to extend their thinking and further compare and analyse concepts.
Processes such as scientific research, scientific experimentation, and engineering design provide a
framework within which to situate and nurture this curiosity. Students can revise and refine their initial
questions, and then proceed through a formal process to seek answers or develop solutions.

Wonder is exhibited as students are surprised at the results of their research, experimentation, or
engineered design, or as they admire the natural processes that make up our world. Through
opportunities to engage in a wide variety of investigations related to the small (chloroplasts, vacuoles,
mitochondria, and cytoplasm) and the large (the Sun, Earth and other planets, and the solar system), the
stable (struts, ties, and structures) and the dynamic (pulleys, wheels, axles, and flying machines), the
Ontario curriculum provides opportunities for students to appreciate and wonder about scientific
concepts and processes, as well as current and emerging technologies and innovations.

The excitement and promise of discoveries and innovations is balanced with an awareness of the
limitations, and potentially harmful impacts, of science and technology. Students should develop an
understanding of the types of problems that can be solved by science and technology, as well as of the
critical role that human creativity, empathy, and ethics have in innovations and solutions that support
accessibility, inclusivity, and equity for all.

In addition to being at the core of science and technology disciplines, curiosity and wonder should be
integral components of helping students develop the skills and make the connections needed for
scientific and technological investigation, develop the ability to relate science and technology to our
changing world, explore and understand concepts, and develop as scientifically and technologically
literate individuals.

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The Program in Science and Technology
Curriculum Expectations

The Ontario Curriculum, Grades 1–8: Science and Technology, 2022 identifies the expectations for each
grade and describes the skills and knowledge that students are expected to acquire, demonstrate, and
apply in their class work and investigations, and in various other activities on which their achievement is
assessed and evaluated.

Mandatory learning is described in the overall and specific expectations of the curriculum.

Two sets of expectations – overall expectations and specific expectations – are listed for each strand, or
broad area of the curriculum, in science and technology for Grades 1 to 8. The strands include Strand A:
STEM Skills and Connections and four other strands, lettered B, C, D, and E. Taken together, the overall
and specific expectations represent the mandated curriculum.

The overall expectations describe in general terms the skills and knowledge that students are expected
to demonstrate by the end of each grade. The specific expectations describe the expected skills and
knowledge in greater detail. The specific expectations are organized under numbered subheadings, each
of which indicates the strand and the overall expectation to which the group of specific expectations
corresponds (e.g., “B2” indicates that the group relates to overall expectation 2 in strand B). This
organization is not meant to imply that the expectations in any one group are achieved independently of
the expectations in the other groups, nor is it intended to imply that learning the expectations happens
in a linear, sequential way. The numbered headings are used merely as an organizational structure to
help teachers focus on particular aspects of knowledge, concepts, and skills as they develop various
lessons and learning activities for students.

In the science and technology curriculum, the overall expectations outline the fundamental knowledge,
concepts, and skills that are required for engaging in appropriate scientific and technological situations
in and out of the classroom at any grade or stage of development. The curriculum focuses on
connecting, developing, reinforcing, and refining the knowledge, concepts, and skills that students
acquire as they work towards meeting the overall expectations in the elementary school program. This
approach reflects and accommodates the progressive nature of development of knowledge, concepts,
and skills in science and technology learning.

The specific expectations reflect this progression in skill and knowledge development through changes
in the wordings of the expectations and through the introduction of new expectations, where
appropriate. The progression is captured by the increasing complexity of the teacher supports (see
below) associated with most expectations and by the diversity of contexts in which the learning is
applied, along with the variety of opportunities presented for applying it. Note that all the skills
specified in the early grades continue to be developed and refined as students move through the grades,
whether or not each of those skills continues to be explicitly required in an expectation.

Teacher Supports

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Specific expectations are accompanied by examples and/or instructional tips.2 The examples are meant
to clarify the requirement specified in the expectation, illustrating the kind of skill or knowledge, the
specific area of learning, the depth of learning, and/or the level of complexity that the expectation
entails. The instructional tips suggest instructional strategies and authentic contexts for the effective
modelling, practice, and application of science and technology concepts. The examples and instructional
tips are optional supports that teachers can draw on to support teaching and learning, in addition to
developing their own supports that reflect a similar level of complexity. Whatever the specific ways in
which the requirements outlined in the expectations are implemented in the classroom, they must be
inclusive and, wherever possible, reflect the diversity of the student population and the population of
the province.

Fundamental Concepts and “Big Ideas” in Science and

Technology
This curriculum provides numerous opportunities for students to develop essential STEM skills and make
important connections that will allow them to deepen their understanding of the fundamental concepts
and big ideas of science and technology. The fundamental concepts in science and technology 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 curriculum for
science and technology in Grades 1 to 8 are matter, energy, systems and interactions, automation,
structure and function, sustainability and stewardship, and change and continuity. These fundamental
concepts are described in the following chart.

2The teacher supports will be made available at a later date, after the issuing of the curriculum
expectations and the curriculum context.

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 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. Energy is required to
make things happen (to do work). Work is done when a force causes
movement.
Systems and A system is a collection of living and/or non-living things and processes
Interactions 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.
Automation Automation involves implementing technologies to make systems run on
their own, without further human intervention. Automation can facilitate
and accelerate functions that are otherwise difficult, repetitive, or
dangerous for human beings to perform. Coding and emerging
technologies play an increasingly important role in controlling automated
systems.
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 Sustainability is the concept of meeting the needs of the present without
Stewardship 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 as follows: using
non-renewable resources with care; reusing and recycling what we can;
and 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.

In this curriculum, “big ideas”3 describe the aspects of the fundamental concepts that are addressed at
each grade level. Developing an understanding of the big ideas requires students to consider and apply
STEM skills as they engage in investigative processes and make connections between related science

3The big ideas will be included in the grade-by-grade overviews, to be made available at a later date,
after the issuing of the curriculum expectations and the curriculum context.

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and technology concepts, between science and technology and other disciplines, and between science
and technology and everyday life.

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

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The Strands and Topics in the Science and Technology
Curriculum
The expectations in the science and technology curriculum are organized into five distinct but related
strands. Strand A is an overarching strand that focuses on the foundational STEM skills and connections
that will enable students to investigate concepts and integrate knowledge from each of the other
strands and to make practical connections between science and technology and other subject areas. In
Strands B through E, students integrate Strand A expectations as they develop their understanding of
strand-specific concepts, investigate phenomena, and make meaningful connections to the real world.

In all grades, learning related to the expectations in Strand A occurs in the context of learning related to
the other four strands.

The five strands are as follows:

• A. STEM Skills and Connections

• B. Life Systems
• C. Matter and Energy
• D. Structures and Mechanisms
• E. Earth and Space Systems

The chart below illustrates the relationship between Strand A and the other four strands.

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Strand A – STEM Skills and Connections
Strand A focuses on the STEM skills that will enable students to explore and investigate concepts.
Students apply these skills as they integrate knowledge from the other four strands and as they make
connections between these skills and knowledge and real-world issues in science and technology as well
as other subject areas.

In this strand, students use scientific research, scientific experimentation, and engineering design
processes to carry out formal investigations, design solutions to problems, and communicate their
findings. Students also learn how to follow established health and safety procedures.

Students gain an understanding of the technology they use every day and use coding in investigations
and to model science and technology concepts. In addition to using coding, students assess the impact
of coding and of emerging technologies on everyday life and in STEM-related fields.

Students can learn about Indigenous sciences and technologies, and make connections to First Nations,
Métis, and Inuit knowledge systems and perspectives, helping them assess the impacts of discoveries
and innovations on First Nations, Métis, and Inuit communities. They can also investigate the scientific
and technological knowledge systems and perspectives of various cultures, analyse the contributions of
people with diverse experiences, and describe practical applications of science and technology.

Strand B – Life Systems

In this strand, students investigate the needs, characteristics, and interconnectedness of living things in
the natural environment. Students examine various animals and plants and their importance to society
and the environment. Students make connections to food literacy as they investigate different plants
and animals used for food and the importance of food literacy in supporting decisions related to physical
and mental health. They explore how living things adapt to the dynamic nature of the environment and
to human activity, and they expand their understanding of the concept of structure and function as they
study human organ systems and the cell as the basic unit of life. Students’ understanding of the concept
of systems and interactions is broadened during their investigation of habitats and communities,
biodiversity, and interactions within local ecosystems. Throughout, students deepen their understanding
of the fundamental concept of sustainability and stewardship. In all grades, students assess the impact
of human activity and technology on society and the environment.

Strand C – Matter and Energy

In this strand, students develop their understanding of matter as they explore the properties and
physical and chemical changes of matter. Students are introduced to the particulate nature of matter as
they investigate pure substances and mixtures. They deepen their understanding of fluids and learn
about fluid mechanics by investigating hydraulic and pneumatic devices and systems. Additionally,
students develop an understanding of energy as they study its various forms – including electrical
energy, light, and sound – and their uses in everyday life. In this strand, students make connections to
food literacy as they learn about the importance of the Sun as the principal source of energy on Earth

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and develop an understanding of food as a source of energy for living things. Students also investigate
the relationship between forces and energy by designing and building devices for specific purposes.
Throughout the grades, students examine the environmental and social impacts associated with the use
of various materials and electrical energy.

Strand D – Structures and Mechanisms

In this strand, students develop their understanding of structures as they investigate the factors that
contribute to a structure’s stability and strength. Through designing structures for specific purposes,
they learn about the relationship between the design and function of structures and the forces that act
on them. Students also develop their understanding of machines, building from the concept of simple
machines to more complex machines and their mechanisms. They apply their understanding of forces
and properties of air by designing and testing devices such as flying machines. Students also learn about
systems and their components and investigate how to improve the efficiency of systems and automated
processes. In this strand, students make connections to food literacy as they investigate systems related
to food processing. Throughout the grades, students assess the impacts on society and the environment
of machines and their mechanisms, and of structures and the materials used to make them.

Strand E – Earth and Space Systems

In this strand, students investigate the cyclical nature of days and seasons and the importance of the
Sun, air, and water to life on Earth. Students also explore the importance of soils, and develop an
understanding of rocks, minerals, geological processes, and natural resources. In this strand, students
make connections to food literacy as they investigate how different soils are suited to growing different
types of food, including crops. Students are introduced to space exploration, the law of conservation of
energy, and concepts associated with heat transfer in the environment. Students explore various
aspects of water systems and their importance both locally and globally. Throughout, students deepen
their understanding of change and continuity through the lens of stewardship and sustainability of
Earth’s resources. In all grades, students assess the impact of human activity and technology on society
and the environment.

Topics in Science and Technology

The chart below provides an outline of the topics in Grade 1 to 8 science and technology.

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Scientific and Engineering Design Processes
In addition to developing knowledge related to specific concepts, the study of science and technology
offers students varied opportunities to learn skills that are relevant to their everyday world. Strand A is
focused on such skills, and refers to the following three processes:

• scientific research process

• scientific experimentation process
• engineering design process

The skills associated with these processes include:

• initiating and planning (e.g., asking questions, clarifying problems, planning procedures)
• performing and recording (e.g., following procedures, accessing information, recording
observations and findings)
• analysing and interpreting (e.g., organizing data, reflecting on the effectiveness of actions
performed, drawing conclusions)
• communicating (e.g., using appropriate vocabulary, communicating findings in a variety of ways)

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Scientific Processes
There are a variety of processes that are followed when investigating questions in a scientific manner. In
scientific investigations, students engage in activities that allow them to develop knowledge and
understanding of scientific ideas in much the same way that scientists do. Like scientists, students must
develop skills in the two major processes of scientific investigations: research and experimentation.
These two processes play an important role in the Grade 1 to 8 science and technology curriculum.
Teachers should ensure that students engage often in these processes and consider ethical protocols
when doing so, as they develop skills and knowledge in the other four strands of the curriculum.

When planning scientific investigations, teachers should also consider the impact that emerging
technologies are having on scientific processes, and how scientific processes have led to innovations and
new technologies. For example, ongoing advances in technology are changing how data is obtained,
processed, stored, and visualized, as well as how scientific knowledge is shared; while scientific
discoveries related to materials and their use are being applied to the development of new
technologies. In this context, teachers can make important connections between technology and
science, showing how they are interrelated. They can encourage students to use technologies to support
their scientific investigations, and students can consider how their research and experimentation
findings relate to potential new technologies.

Scientific Research Process

Scientific research includes both primary research, which is done through first-hand, direct observation
of objects, living things, phenomena, and systems; and secondary research, which is done by reviewing
the work and the findings of others. Research is a starting point for investigations, and it can also play a
role during or after an experiment to support or build upon findings and observations.

Research does not always follow a linear path. New information or findings may lead students to refine
their research question(s) or change the course of the intended research. This should not be a source of
concern, as there are times when research proceeds in this manner, with new findings impacting the
researcher and the research process itself.

The most appropriate entry points into a scientific research process, and the most appropriate
components of the process to be focused on, may depend on student readiness. Prior experience and
knowledge, as well as access to resources, the context of the learning, and the amount of time available,
may also be factors. For these reasons, educators may need to provide multiple entry points to engage
all students in the learning.

Considering the vast and ever-increasing number of sources of information available today, students
need to be aware of how to find and identify appropriate information during research. Critical-thinking
skills are essential to assess the information gathered, in part by considering the biases, interests, and
motivation of the authors, as well as the trustworthiness of the source or publisher. Students should
also carefully consider how scientific knowledge is shared, whether in formal, peer-reviewed contexts or
through less formal channels such as social media.

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The following diagram summarizes the scientific research process and shows how its components relate
to the skills of initiating and planning; performing and recording; analysing and interpreting; and
communicating.

The components of a research process are described in more detail below. Students may not engage in
all of these components in all grades, and the process will not always be linear. These components are
meant as a general guide to the process.

Initiating and Planning

Define the research question

• develop several specific and concise research questions

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 • select an appropriate research question for investigation
• identify prior knowledge and experiences related to the research question
• identify key words
• develop a work plan
• consider resources available

Identify and select resources

• identify various resources to consult

• consult the selected resources, using various research tools and/or by visiting a library, museum,
or other facility
• consider bias in the resources
• select relevant and appropriate resources

Performing and Recording

Identify and record information

• classify resources by subtopics

• identify important data from the selected resources
• identify important information, and record it in the form of notes, graphics, or illustrations or
using audio and video formats
• keep track of references for all resources

Analysing and Interpreting

Analyse information and summarize findings

• look for missing or conflicting ideas

• rank the information according to its relevance
• eliminate unnecessary data
• consider bias in the data or on the part of the researcher
• check whether the data answers the research question
• answer the research question and write a summary

Communicating

Communicate results

• choose a form or medium for communication that is appropriate for the intended audience

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 • choose the information to share, and develop a draft presentation or publication, using
appropriate vocabulary
• consider cultural, ethical, and other implications related to the communication of the work
• review the draft, considering the audience’s perspective, and edit as required
• present or publish the work

Scientific Experimentation Process

Experimentation involves performing various steps to test and validate or reject a hypothesis, as well as
manipulating different variables in order to observe the results. It involves experiential, hands-on
learning that engages and empowers students as they develop their investigation skills.

A process of experimentation is often iterative and may involve conducting fair tests to determine the
effects of changing one factor in an experimental set-up. In a fair test, the student identifies variables
that may affect the results of the experiment; selects one variable to be altered (tested) while keeping
other variables constant; measures all trials in the same way; and repeats tests to determine the validity
of the results. As part of their experimentation, students are encouraged to consider the concept of fair
tests, and whether or not complete objectivity and the absence of bias is possible in science
investigations.

As with the scientific research process described above, the most appropriate entry points into a
scientific experimentation process, and the most appropriate components of the process to be focused
on, may depend on student readiness. Prior experience and knowledge, as well as access to tools and
equipment, the context of the learning, and the amount of time available, may also be factors.
Educators may therefore need to provide multiple entry points to engage all students in the learning. In
any given classroom, students may demonstrate a wide range of strengths and needs. It is important
that experiments are attuned to this diversity and include an integrated process that responds to the
unique strengths and needs of each student.

It is important to have students conduct experiments in all strands, so that students can gain experience
doing different types of experiments in different contexts. This also ensures that students are provided
with hands-on, experiential, and exciting ways to uncover a broad range of science concepts. The
experiments can be small or large, guided by the teacher or student-led. They can be designed to
consolidate existing skills and knowledge or to introduce new skills and develop new knowledge.

Students should be encouraged to follow established experimental and health and safety procedures.
They should also be guided to eventually develop their own experimental procedures, keeping health
and safety in mind.

The following diagram summarizes the scientific experimentation process and shows how its
components relate to the skills of initiating and planning; performing and recording; analysing and
interpreting; and communicating.

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Components of this experimentation process are described in more detail below. Students may not
engage in all of these components in all grades, and the process will not always be linear. These
components are meant as a general guide to the process.

Initiating and Planning

Define a problem and its context

• identify and review resources related to an area of investigation

• consider questions related to the area of investigation
• define a specific problem, and identify what is to be investigated
• formulate a hypothesis or consider expected results

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Design the experiment

• clearly define the steps of the experiment

• identify the materials, equipment, and health and safety precautions needed
• consider the variables that will remain constant and those that will be changed
• identify the data to be collected

Performing and Recording

Conduct the experiment

• carry out the experiment, paying close attention to the designed steps
• follow all procedures and processes related to health and safety and environmental
sustainability

Record data

• consider the potential type of data to be obtained

• consider how to best record, organize, and represent the data
• record clear and precise data

Analysing and Interpreting

Analyse and summarize the data

• perform any required calculations

• represent the data, using appropriate forms
• explain the result obtained based on the data
• review the identified resources, considering the results from the experiment
• develop a clear and concise conclusion based on a summary of the data
• consider sources of error and how to minimize these sources of error in future experiments

Communicating

Communicate results

• choose a form or medium for communication that is appropriate for the intended audience
• choose the information to share, and develop a draft presentation or publication, using
appropriate vocabulary

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 • review the draft, considering the audience’s perspective, and edit as required
• present or publish the work

Engineering Design Process

An engineering design process (EDP) provides a framework for students and teachers as they plan and
build solutions to problems or develop ways to address needs that connect to the curriculum and the
world around them. An EDP recognizes that twenty-first-century science and technology problems can
be complex and sometimes ambiguous, and provides appropriate, purposeful stages to navigate these
challenges.

Like the two scientific processes described above, an EDP is an iterative process that may involve
students revisiting a prior stage as they acquire new information about the problem being investigated,
or as they acquire a better understanding of the person or people for whom they are designing a
solution. Students may even restart, or repeat, the entire process when one approach proves
unsuccessful. This should be seen as an important and necessary part of learning and design in science
and technology.

Since students will be seeking solutions to problems that will impact others, ethical considerations as
well as the perspectives and needs of a variety of individuals and communities should be considered
throughout the process. Students can conduct interviews with end-users, or they can research
individuals or communities that may be affected by potential solutions. Their approach should be
empathetic, and students should consider various perspectives, as well as factors such as usability and
environmental sustainability, throughout the process.

The EDP described below involves students initiating and planning solutions, performing tests and
recording data, analysing and interpreting results, and communicating those results using appropriate
vocabulary and forms for a variety of purposes. The end product of the EDP might not be a tangible
object; it might instead be a computer simulation or a model, or even a new scientific or technological
process or system.

As with scientific processes, there is no single EDP, but rather a range of engineering practices that are
followed when designing solutions or developing projects. Students and teachers may find the need to
emphasize specific aspects of the EDP provided, or to make substitutions with components of processes
that they may find elsewhere. Students and teachers may even find other EDPs that they may want to
work with, and a comparison of various processes may prove beneficial for students and teachers.

Appropriate entry points into the EDP and the specific components of the process that are focused on
may depend on student readiness. Prior experience and knowledge, as well as access to resources, the
context of the learning, and the amount of time available, may also be factors; therefore, educators may
need to provide multiple entry points to engage all students in the learning.

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The EDP provided here allows students to engage with important scientific and technological concepts
and skills within curriculum expectations as they develop the transferable skills and cross-curricular
concepts that embody STEM education.

The following diagram summarizes the EDP and shows how its components relate to the skills of
initiating and planning; performing and recording; analysing and interpreting; and communicating.

Components of this EDP are described in more detail below. Students may not engage in all of these
components in all grades, and the process will not always be linear. These components are meant as a
general guide to the process.

Initiating and Planning

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Research and understand a problem

• identify and review resources related to a problem

• identify the users affected by the problem
• conduct interviews with those affected by the problem
• listen closely to those affected by the problem and use empathy to understand their
experiences, perspectives, and concerns
• review related problems and solutions to these problems
• identify issues related to sustainability and to health and safety

Ideate and generate potential solutions

• brainstorm several ideas and potential solutions

• review potential solutions, considering related research, problems, and solutions
• develop specific success criteria and constraints, and evaluate potential solutions based on
these criteria and constraints
• consider the end-users and those impacted by potential solutions, taking into consideration
their experiences, perspectives, and concerns
• consider applying related and existing solutions (or some aspects of them) to the identified
problem
• consider developing new solutions that are different from existing solutions
• refine or combine potential solutions

Performing and Recording

Select an option and develop a prototype

• select the most appropriate solution, based on established criteria

• plan the design of the solution, considering the required stages as well as available materials,
equipment, and time
• consider the economic, environmental, ethical, and health and safety concerns related to the
potential design
• consider the key components of the design, and ensure that they can be effectively produced
• construct a prototype of the design

Test the prototype

• develop tests to evaluate the solution

• conduct tests in a variety of contexts, including in controlled and in real-world environments and
with various potential users

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 • record observations and data
• obtain feedback on the prototype from others, including teachers, classmates, friends, family
members, and/or community members

Analysing and Interpreting

Evaluate and revise the prototype

• analyse results from testing to determine what changes should be made to the prototype to
enhance the end-user experience
• considering the results of testing, review initial resources, existing knowledge, and other
brainstormed ideas to improve upon the design
• consider additional components, materials, equipment, or time needed
• refine the prototype to develop a finished product

Communicating

Communicate the solution

• choose a form or medium for communication that is appropriate for the intended audience
• identify the important information and components of the solution or project to share, and
develop a draft or plan for the presentation or demonstration, using appropriate vocabulary
• consider issues that might arise during the presentation or demonstration, and minimize their
risk
• review drafts and plans, considering the audience’s perspective, and make changes as required
• present or finalize the design or solution

Program Planning and Cross-Curricular and

Integrated Learning in Science and Technology
Educators consider many factors when planning a science and technology program that cultivates the
best possible environment in which all students can maximize their learning. This section highlights
important areas of focus that educators should consider, including areas of cross-curricular and
integrated learning, as they plan effective and inclusive science and technology programs.

In addition, all of the general “Program Planning” sections on this site apply to this curriculum.

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Health and Safety in Science and Technology Education
In Ontario, various laws, including the Education Act, the Occupational Health and Safety Act (OHSA),
Ryan’s Law, and Sabrina’s Law, collectively ensure that school boards provide a safe and productive
learning and work environment for both students and employees. Under the Education Act, teachers are
required to ensure that all reasonable safety procedures are carried out in the programs and activities
for which they are responsible. Teachers should always model safe practices; communicate safety
requirements to students in accordance with school board policies, Ministry of Education policies, and
any applicable laws; and encourage students to assume responsibility for their own safety and the safety
of others.

Concern for safety must be an integral part of instructional planning and implementation. Teachers are
encouraged to review:

• their responsibilities under the Education Act;

• their rights and responsibilities under the Occupational Health and Safety Act;
• their school board’s health and safety policy for employees;
• their school board’s policies and procedures relating to student health and safety (e.g., those
related to concussions, medical conditions such as asthma, outdoor education excursions);
• relevant provincial subject association guidelines and standards for student health and safety;
• any additional mandatory requirements, particularly for higher-risk activities (e.g., field trips,
workplaces), including requirements for approvals (e.g., from the supervisory officer),
permissions (e.g., from parents),4 and/or qualifications.

Wherever possible, potential risks should be identified and procedures developed to prevent or
minimize, and respond to, incidents and injuries. School boards provide and maintain safe equipment,
facilities, materials, and tools as well as qualified instruction. In safe learning environments, teachers
will:

• be aware of up-to-date safety information;

• plan activities with safety as a primary consideration;
• inform students and parents of risks involved in activities;
• observe students to ensure that they are following safe practices, including the wearing of
personal protective equipment;
• have a plan in case of emergency;
• show foresight;
• act quickly.

4 The word parent(s) is used on this website to refer to parent(s) and guardian(s). It may also be taken to
include caregivers or close family members who are responsible for raising the child.

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To carry out their responsibilities with regard to safety, it is important not only that teachers have
concern for their own safety and that of students, but also that they have:

• the knowledge necessary to safely use the materials, tools, and procedures involved in science
and technology;
• knowledge concerning the care of living things – plants and animals – that are brought into the
classroom;
• the skills needed to perform tasks efficiently and safely.

Note: Teachers supervising students using power equipment such as drills, sanders, and saws need to
have specialized training in handling such tools.

Students should be made aware that health and safety is everyone’s responsibility – at home; at school;
in the community, including in the natural environment; and while visiting, and participating
in experiential learning in, workplace settings. Teachers should ensure that students have the
knowledge and skills needed for safe participation in all learning activities. Students must be able to
demonstrate knowledge of the equipment, facilities, materials, and tools being used and the procedures
necessary for their safe use.

Students demonstrate that they have the knowledge, skills, and habits of mind required for safe
participation in science and technology activities when they:

• maintain a well-organized and uncluttered work space;

• follow established safety procedures;
• identify possible safety concerns;
• suggest and implement appropriate safety procedures;
• carefully follow the instructions and example of the teacher;
• consistently show care and concern for their safety and that of others.

An important part of scientific research, scientific experimentation, and engineering design processes is
that students select appropriate equipment, materials, and tools for their investigations and designs.
Schools and boards should collaborate to ensure that students have access to the necessary facilities,
equipment, materials, and tools to support their learning and maintain a safe learning environment.

Learning outside the classroom, such as on field trips or during field studies, can provide a meaningful
and authentic dimension to students’ learning experiences. Teachers must plan these activities carefully
in accordance with their school board’s relevant policies and procedures and in collaboration with other
school board staff (e.g., the principal, outdoor education lead, supervisory officer) to ensure students’
health and safety.

The information provided in this section is not exhaustive. Teachers are expected to follow all school
board health and safety policies and procedures.

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Coding and the Impact of Coding and Emerging Technologies

Coding Concepts and Skills

Strand A, STEM Skills and Connections, includes expectations related to the application of coding
concepts and skills that are to be integrated across the other four strands. This allows students to
explore a wide variety of science and technology concepts and contexts through coding, while also
learning valuable skills related to the automation and control of systems.

In Grades 1 to 3, students learn foundational concepts and practices that will allow them to successfully
approach coding activities in science and technology, as well as in mathematics and other subjects.
These concepts and practices include the creation of clear and precise algorithms; decomposing
problems into smaller steps; and testing, debugging, and refining programs.

In Grades 4 to 6, students explore different ways of generating output, storing and processing data, and
obtaining input. The physical computing context, which can include components such as motors,
sensors, and microcontrollers, can provide a valuable context for this learning, or students can explore
these concepts and associated skills by developing programs without external, physical components.

In Grade 7, students learn about effective ways to use coding to plan, design, and implement projects.
Such learning ensures that students are equipped with skills to effectively complete more complex
programs. In Grade 8, students combine the skills developed in the previous grades, as they design and
implement a larger, automated system in action.

In Grade 1 to 8 science and technology, coding is to be integrated across the strands as a means of
providing the following:

• a hands-on, experiential way to learn about science and technology concepts. For example,
students can create models or simulations and then alter their components to see how the
changes affect the system. This approach gives students a better understanding of both the
system itself and the scientific and technological concepts involved;
• a hands-on, experiential way to do science. For example, students can obtain data from sensors
and use coding concepts and skills to analyse experimental data, draw conclusions, and solve
scientific problems;
• a hands-on, experiential way to develop solutions to technological problems. For example,
students can design, build, and program robots, conveyor belts, or interactive art projects with
music, motors, and LEDs to help them visualize elements of a possible solution and gain an
appreciation of the power of automation. Students have opportunities to feel empowered as
they build physical, working solutions;
• a hands-on, experiential way to demonstrate their learning. For example, students can program
automated digital stories, dioramas, presentation components, or interactive museum displays
to showcase their skills and knowledge and to teach others about science and technology
concepts in an engaging and interactive way;

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 • a hands-on, experiential way to learn about the digital world around them. For example,
students can learn about algorithms and automation and can develop an introductory
understanding of how social media, autonomous cars, artificial intelligence, and other digital
technologies are programmed. Digital technologies are demystified as students develop an
understanding of the foundational instructions that program our digital world;
• an opportunity to share and take pride in their work. For example, after students have
programmed a computer, they can share their project with their classmates, peers, family,
and/or community members. This gives them an opportunity to connect with others in a science
and technology context;
• an opportunity for agency in their science and technology learning. For example, the coding
context provides students with multiple entry points and multiple directions to take, allowing
them to be creative and innovative as they design and build scientific and technological
solutions, and as they imagine what might be possible in the future;
• an opportunity for students to realize that they can shape the future in a positive way. For
example, while students are accustomed to using digital technologies, they learn through coding
that they also have the opportunity to develop these technologies and create change.

Teachers may find it valuable to connect coding expectations with an engineering design process (EDP),
as the development of a coding project often requires a guiding design framework for which an EDP is
very well suited. Students can define and research the specific science and/or technology problem that
they want to solve through coding and then generate ideas and select the best plan or program design.
Coding environments allow for rapid ideating, prototyping, testing, and evaluating as students refine
and debug their projects, and as they connect these projects to entrepreneurial ventures or to solving
problems in their communities. The finalizing and sharing stage of an EDP provides an exciting and
enriching classroom and school experience where students can showcase their coding projects to
classmates, peers, and/or the school community. Finally, students or teachers should find creative ways
of archiving projects, through digital storage of code, photographs, or videos. Many students may want
to keep these archived projects in a science and technology portfolio.

It is important to note that the coding expectations in Grade 1 to 8 science and technology complement
the coding expectations in Grade 1 to 8 mathematics, without repeating the same learning. Students
and teachers will find that the skills and knowledge developed in one curriculum area will be supported
in the other. By complementing each other, these two sets of expectations provide students with an in-
depth exploration of coding concepts and skills within science and technology as well as mathematics,
which speaks to coding’s cross-curricular nature and its application in a wide variety of STEM fields.

The Impact of Coding and of Emerging Technologies

Strand A includes learning related to the impact of coding and of emerging technologies on everyday life
and in STEM-related fields, including skilled trades. This is an engaging topic that can capture the
imagination of students as they consider exciting innovations in science and technology across all
strands of the curriculum, and as they imagine a hopeful future. This topic also provides students with
an opportunity to critically assess technologies and to consider issues surrounding accessibility,
appropriate use, bias, ethical design, and environmental sustainability.

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Teachers and students may want to investigate emerging technologies, such as artificial intelligence and
automation, that impact a wide range of areas and disciplines. They may also want to explore emerging
technologies in specific areas, such as agriculture, horticulture, health care, or biology, in the Life
Systems strand, or in electrical and communication systems, transportation, and chemistry, in the
Matter and Energy strand. The Structures and Mechanisms strand provides opportunities to investigate
emerging technologies in construction, manufacturing, design, or physics, while the Earth and Space
Systems strand provides exciting opportunities for investigations into sustainable energy use, green
industries, and Earth and space science.

Students will assess the impact of coding and of emerging technologies on their own lives and the lives
of others, in fields of study within science and technology, and on related careers. In doing so, students
can establish a critical lens when investigating important environmental and societal issues related to
science and technology, and can be optimistic and excited about the future. This learning also provides
an opportunity for students to see themselves working with and further developing these emerging
technologies in the future.

Skilled Trades
A number of concepts and skills in the science and technology curriculum relate directly to the skilled
trades. A skilled trade is a career path that requires hands-on work and specialty knowledge. Skilled
trades workers apply science and technology concepts as they build and maintain infrastructure like our
homes, schools, hospitals, roads, water treatment plants, power stations, farms, and parks. They keep
industries running and perform many services that we rely on every day, such as hairstyling, food
preparation, and social services. There is a wide variety of skilled trades in Ontario, falling under the
sectors of construction, industrial, motive power, and service.

Throughout the science and technology curriculum, students will identify and describe the impact of
coding and of emerging technologies and will describe practical applications of science and technology
concepts in their home and community. These expectations provide opportunities for students to learn
about technology and innovation related to the skilled trades. In addition, a number of science and
technology concepts within Life Systems, Matter and Energy, Structures and Mechanisms, and Earth and
Space Systems relate directly to the creative and critical-thinking, problem-solving, and hands-on work
essential to the skilled trades. Educators are encouraged to help students make these important
connections, as they provide students with authentic, meaningful, and hands-on experiences and
activities that connect directly to their lives and communities. Educators are also encouraged to provide
students with valuable experiential learning opportunities that connect students with role models with
diverse lived experiences. Classroom presentations given by guest speakers from under-represented
populations, such as women engaged in the skilled trades, may provide an excellent opportunity to do
so.

The secondary technological education curriculum includes broad-based areas of learning that relate to
many skilled trades, and it is important that students become aware of and exposed to the skilled trades

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and apprenticeship as a potential pathway. Elementary science and technology sets the groundwork for
this secondary curriculum.

Climate Change
Climate change is an important topic addressed in age-appropriate learning throughout the strands of
the science and technology curriculum. While climate change concepts and discussions address
important environmental concerns, it is important to also foster hope and optimism in teaching and
learning about climate change and other environmental issues. Students will develop the skills and
knowledge needed to understand the causes and potential innovative solutions and mitigation
strategies related to climate change and other environmental issues, and how they can make the most
environmentally responsible decisions possible, given the choices they have.

Food Literacy
In the science and technology curriculum, skills and knowledge related to food literacy are wide-ranging,
from students developing an understanding of where food comes from, including the importance of
locally sourced food and how it is grown and prepared, to students investigating the importance of
biodiversity in agriculture.

Specific expectations related to food literacy are found in the Life Systems, Matter and Energy,
Structures and Mechanisms, and Earth and Space Systems strands. In these strands, students describe
various plants used for food; explain how food literacy can support decisions related to physical and
mental health; describe the purpose, inputs, and outputs of systems related to food processing; identify
food as a source of energy for living things; and describe how different soils are suited to growing
different types of food, including crops.

Food literacy involves considering not only where food comes from, but also the interrelationships
between food and the environment, the economy, our society, and diverse cultures. Food literacy has
connections to climate change, biodiversity, and relationships with the land and ecosystems, including
varying perspectives on foods and plants within First Nations, Métis, and Inuit contexts, and provides
educators and students with valuable opportunities in which to situate and connect their learning.
Experiential, hands-on approaches to food literacy skills and knowledge can help students to connect
their learning to Ontario’s diverse agricultural sector, as well as their own lives and communities.

Assessment and Evaluation of Student Achievement

Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, Covering
Grades 1 to 12, 2010 sets out the Ministry of Education’s assessment, evaluation, and reporting policy.

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The policy aims to maintain high standards, improve student learning, and benefit all students, parents,5
and teachers in elementary and secondary schools across the province. Successful implementation of
this policy depends on the professional judgement6 of teachers at all levels as well as their high
expectations of all students, and on their ability to work together and to build trust and confidence
among parents and students.

Major aspects of assessment, evaluation, and reporting policy are summarized in the main “Assessment
and Evaluation” section. The key tool for assessment and evaluation in science and technology – the
achievement chart – is provided below.

The Achievement Chart for Science and Technology

The achievement chart identifies four categories of knowledge and skills and four levels of achievement
in science and technology. (For important background, see “Content Standards and Performance
Standards” in the main Assessment and Evaluation section.)

5 The word parent(s) is used on this website to refer to parent(s) and guardian(s). It may also be taken to
include caregivers or close family members who are responsible for raising the child.
6 “Professional judgement”, as defined in Growing Success (p. 152), is “judgement that is informed by
professional knowledge of curriculum expectations, context, evidence of learning, methods of
instruction and assessment, and the criteria and standards that indicate success in student learning. In
professional practice, judgement involves a purposeful and systematic thinking process that evolves in
terms of accuracy and insight with ongoing reflection and self-correction”.

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 Knowledge and Understanding – Subject-specific content acquired in each grade (knowledge), and
the comprehension of its meaning and significance (understanding)
Categories Level 1 Level 2 Level 3 Level 4
The student:
Knowledge of content (e.g., demonstrates demonstrates demonstrates demonstrates
facts, terminology, definitions) limited some considerable thorough
knowledge of knowledge of knowledge of knowledge of
content content content content
Understanding of content (e.g., demonstrates demonstrates demonstrates demonstrates
concepts, ideas, theories, limited some considerable thorough
principles, procedures, processes) understanding understanding understanding understanding
of content of content of content of content
Thinking and Investigation – The use of critical and creative thinking skills and inquiry and problem-
solving skills and/or processes
Categories Level 1 Level 2 Level 3 Level 4
The student:
Use of initiating and planning uses initiating uses initiating uses initiating uses initiating
skills and strategies (e.g., and planning and planning and planning and planning
formulating questions, identifying skills and skills and skills and skills and
the problem, developing strategies strategies strategies strategies
hypotheses, scheduling, selecting with limited with some with with a high
strategies and resources, effectiveness effectiveness considerable degree of
developing plans) effectiveness effectiveness
Use of processing skills and uses uses uses uses
strategies (e.g., performing and processing processing processing processing
recording; gathering evidence skills and skills and skills and skills and
and data; examining different strategies strategies strategies strategies
points of view; selecting tools, with limited with some with with a high
equipment, materials, and effectiveness effectiveness considerable degree of
technology; observing; effectiveness effectiveness
manipulating materials; proving)
Use of critical/creative thinking uses critical/ uses critical/ uses critical/ uses critical/
processes, skills, and strategies creative creative creative creative
(e.g., analysing, interpreting, thinking thinking thinking thinking
problem solving, evaluating, processes, processes, processes, processes,
forming and justifying skills, and skills, and skills, and skills, and
conclusions on the basis of strategies strategies strategies strategies
evidence, developing solutions, with limited with some with with a high
considering diverse perspectives) effectiveness effectiveness considerable degree of
effectiveness effectiveness

Communication – The conveying of meaning through various forms

Categories Level 1 Level 2 Level 3 Level 4
The student:

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 Expression and organization of expresses and expresses and
expresses and expresses and
ideas and information in oral, organizes organizes
organizes organizes
visual, and/or written forms ideas and ideas and
ideas and ideas and
(e.g., diagrams, models, articles, information information
information information
project journals, reports) with limited with some
with with a high
effectiveness effectiveness
considerable degree of
effectiveness effectiveness
Communication for different communicates communicates communicates communicates
audiences (e.g., peers, adults, for different for different for different for different
community members) and audiences and audiences and audiences and audiences and
purposes (e.g., to inform, to purposes with purposes with purposes with purposes with
persuade) in oral, visual, and/or limited some considerable a high degree
written forms effectiveness effectiveness effectiveness of
effectiveness
Use of conventions, vocabulary, uses uses uses uses
and terminology of the discipline conventions, conventions, conventions, conventions,
in oral, visual, and/or written vocabulary, vocabulary, vocabulary, vocabulary,
forms (e.g., symbols, formulae, and and and and
International System of Units) terminology terminology terminology terminology
of the of the of the of the
discipline with discipline with discipline with discipline with
limited some considerable a high degree
effectiveness effectiveness effectiveness of
effectiveness
Application – The use of knowledge and skills to make connections within and between various
contexts

Categories Level 1 Level 2 Level 3 Level 4

The student:
Application of knowledge and applies applies applies applies
skills (e.g., concepts and knowledge knowledge knowledge knowledge
processes; procedures related to and skills in and skills in and skills in and skills in
the safe use of tools, equipment, familiar familiar familiar familiar
materials, and technology; contexts with contexts with contexts with contexts with
investigation skills) in familiar limited some considerable a high degree
contexts effectiveness effectiveness effectiveness of
effectiveness
Transfer of knowledge and skills transfers transfers transfers transfers
(e.g., concepts and processes, knowledge knowledge knowledge knowledge
safe use of equipment and and skills to and skills to and skills to and skills to
technology, investigation skills) new contexts new contexts new contexts new contexts
to new contexts with limited with with with a high
effectiveness some considerable degree of
effectiveness effectiveness effectiveness

EXTRACT 37 Printed on 2023-09-01

 Making connections within and makes makes makes makes
between various contexts (e.g., connections connections connections connections
connections between sciences; within and within and within and within and
connections to everyday and real- between between between between
life situations; connections various various various various
among concepts within science contexts with contexts with contexts with contexts with
and technology; connections limited some considerable a high degree
involving use of prior knowledge effectiveness effectiveness effectiveness of
and experience; connections effectiveness
among science and technology
and other disciplines, including
other STEM [science, technology,
engineering, and mathematics]
subjects)
Proposing courses of practical proposes proposes proposes proposes
action to deal with problems courses of courses of courses of highly
relating to our changing world practical practical practical effective
action of action of action of courses of
limited some considerable practical
effectiveness effectiveness effectiveness action

Criteria and Descriptors for Science and Technology

To guide teachers in their assessment and evaluation of student learning, the achievement chart
provides “criteria” and “descriptors” within each of the four categories of knowledge and skills.

A set of criteria is identified for each category in the achievement chart. The criteria are subsets of the
knowledge and skills that define the category. The criteria identify the aspects of student performance
that are assessed and/or evaluated, and they serve as a guide to what teachers look for. In the science
and technology curriculum, the criteria for each category are as follows:

Knowledge and Understanding

• knowledge of content (e.g., facts, terminology, definitions)

• understanding of content (e.g., concepts, ideas, theories, principles, procedures, processes)

Thinking and Investigation

• use of initiating and planning skills and strategies (e.g., formulating questions, identifying
problems, developing hypotheses, scheduling, selecting strategies and resources, developing
plans)

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 • use of processing skills and strategies (e.g., performing and recording; gathering evidence and
data; examining different points of view; selecting tools, equipment, materials, and technology;
observing; manipulating materials; proving)
• use of critical/creative thinking processes, skills, and strategies (e.g., analysing, interpreting,
problem solving, evaluating, forming and justifying conclusions on the basis of evidence,
developing solutions, considering diverse perspectives)

Communication

• expression and organization of ideas and information in oral, visual, and/or written forms (e.g.,
diagrams, models, articles, project journals, reports)
• communication for different audiences (e.g., peers, adults, community members) and purposes
(e.g., to inform, to persuade) in oral, visual, and/or written forms
• use of conventions, vocabulary, and terminology of the discipline in oral, visual, and written
forms (e.g., symbols, formulae, International System of Units)

Application

• application of knowledge and skills (e.g., concepts and processes; procedures related to the safe
use of tools, equipment, materials, and technology; investigation skills) in familiar contexts
• transfer of knowledge and skills (e.g., concepts and processes, safe use of equipment and
technology, investigation skills) to new contexts
• making connections within and between various contexts (e.g., connections between sciences;
connections to everyday and real-life situations; connections among concepts within science
and technology; connections involving use of prior knowledge and experience; connections
among science and technology and other disciplines, including other STEM [science, technology,
engineering, and mathematics] subjects)
• proposing courses of practical action to deal with problems relating to our changing world

“Descriptors” indicate the characteristics of the student’s performance, with respect to a particular
criterion, on which assessment or evaluation is focused. Effectiveness is the descriptor used for each
criterion in the Thinking and Investigation, Communication, and Application categories. What
constitutes effectiveness in any given performance task will vary with the particular criterion being
considered. Assessment of effectiveness may therefore focus on a quality such as appropriateness,
clarity, accuracy, precision, logic, relevance, significance, fluency, flexibility, depth, or breadth, as
appropriate for the particular criterion.

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Science and Technology, Grade 1
Expectations by strand
A. STEM Skills and Connections
This strand focuses on science, technology, engineering, and mathematics (STEM)
skills, coding and emerging technologies, practical applications of science and
technology, and contributions that people with diverse lived experiences have
made to science and technology. In all grades of the science and technology
program, the learning related to this strand takes place in the context of learning
related to the Life Systems, Matter and Energy, Structures and Mechanisms, and
Earth and Space Systems strands, and it should be assessed and evaluated within
these contexts.

Overall expectations
Throughout Grade 1, in connection with the learning in the Life Systems, Matter and Energy, Structures
and Mechanisms, and Earth and Space Systems strands, students will:

A1. STEM Investigation and Communication Skills

use a scientific research process, a scientific experimentation process, and an engineering design
process to conduct investigations, following appropriate health and safety procedures

Specific expectations
Throughout Grade 1, in connection with the learning in the other strands, students will:
A1.1 use a scientific research process and associated skills to conduct investigations
A1.2 use a scientific experimentation process and associated skills to conduct investigations
A1.3 use an engineering design process and associated skills to design, build, and test devices, models,
structures, and/or systems
A1.4 follow established health and safety procedures during science and technology investigations,
including wearing appropriate protective equipment and clothing and safely using tools, instruments,
and materials
A1.5 communicate their findings, using science and technology vocabulary and formats that are
appropriate for specific audiences and purposes

EXTRACT 40 Printed on 2023-09-01

A2. Coding and Emerging Technologies
use coding in investigations and to model concepts, and assess the impact of coding and of emerging
technologies on everyday life

Specific expectations
Throughout Grade 1, in connection with the learning in the other strands, students will:
A2.1 write and execute code in investigations and when modelling concepts, with a focus on creating
clear and precise instructions for simple algorithms
A2.2 identify and describe impacts of coding and of emerging technologies on everyday life

A3. Applications, Connections, and Contributions

demonstrate an understanding of the practical applications of science and technology, and of
contributions to science and technology from people with diverse lived experiences

Specific expectations
Throughout Grade 1, in connection with the learning in the other strands, students will:
A3.1 describe practical applications of science and technology concepts in their home and community,
and how these applications address real-world problems
A3.2 investigate how science and technology can be used with other subject areas to address real-world
problems
A3.3 analyse contributions to science and technology from various communities

B. Life Systems
Needs and Characteristics of Living Things
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

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Overall expectations
By the end of Grade 1, students will:

B1. Relating Science and Technology to Our Changing World

assess the importance of a healthy environment for living and non-living things, and the responsibilities
of humans in contributing to a healthy environment

Specific expectations
By the end of Grade 1, students will:

Needs and Characteristics of Living Things

B1.1 describe changes or problems that could result from the loss of living and non-living things that are
part of everyday life, while taking different perspectives into consideration
B1.2 identify actions that can be taken to contribute to a healthy environment

B2. Exploring and Understanding Concepts

demonstrate an understanding of the basic needs and characteristics of living things, including humans

Specific expectations
By the end of Grade 1, students will:

Needs and Characteristics of Living Things

B2.1 demonstrate an understanding of the natural environment as a place where living and non-living
things are interconnected
B2.2 identify the basic needs of living things, including the need for air, water, food, heat, shelter, and
space
B2.3 identify the physical characteristics of various plants and animals, including humans, and explain
how these characteristics help the plants and animals meet their basic needs
B2.4 identify the location and the function of various parts of the human body, including sensory organs
B2.5 describe the characteristics of a healthy environment, including clean air and water and nutritious
food, and how a healthy environment enables living things to meet their needs
B2.6 describe ways in which living things provide for the needs of other living things

EXTRACT 42 Printed on 2023-09-01

C. Matter and Energy
Energy in Our Lives
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

Overall expectations
By the end of Grade 1, students will:

C1. Relating Science and Technology to Our Changing World

assess uses of energy at home, at school, and in the community, and suggest ways to use energy
responsibly

Specific expectations
By the end of Grade 1, students will:

Energy in Our Lives

C1.1 describe everyday uses of energy at school and at home, and suggest ways to use energy
responsibly
C1.2 describe how the lives of people and other living things would be affected if electrical energy were
no longer available

C2. Exploring and Understanding Concepts

demonstrate an understanding of how energy affects their lives, and that the Sun is the principal source
of energy for Earth

Specific expectations
By the end of Grade 1, students will:

Energy in Our Lives

C2.1 demonstrate an understanding that energy is the ability to move or change something
C2.2 demonstrate an understanding that the Sun is Earth’s principal source of energy, including how it
warms the air, land, and water; is a source of light for Earth; and makes it possible for plants to grow
C2.3 identify food as a source of energy for living things
C2.4 identify everyday uses of various sources of energy

EXTRACT 43 Printed on 2023-09-01

C2.5 demonstrate an understanding that humans get the energy resources they need from the world
around them, and that the supply of many of these resources is limited
C2.6 describe seasonal differences in how we use energy and in the forms of energy we use

D. Structures and Mechanisms

Everyday Materials, Objects, and Structures
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

Overall expectations
By the end of Grade 1, students will:

D1. Relating Science and Technology to Our Changing World

assess the impact on people and the environment of everyday objects, including structures, and the
materials they are made of

Specific expectations
By the end of Grade 1, students will:

Everyday Materials, Objects, and Structures

D1.1 identify the kinds of waste materials produced by humans, and plan and carry out a course of
action for minimizing waste in the classroom or at home, explaining why each action is important
D1.2 assess everyday objects, including structures, that have similar purposes, in terms of the materials
they are made from, the source of these materials, and what happens to these objects when they are
worn out or no longer needed

D2. Exploring and Understanding Concepts

demonstrate an understanding that objects, including structures, have observable characteristics and
are made from materials with specific properties that determine how they are used

Specific expectations
By the end of Grade 1, students will:

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Everyday Materials, Objects, and Structures
D2.1 describe objects as things that are made of one or more materials
D2.2 identify structures that are objects designed to support a load, including those acting as supporting
frameworks for objects
D2.3 identify materials that are used to make various everyday objects, including structures
D2.4 describe observable characteristics of various everyday objects, including structures, using
qualitative information gathered through their senses
D2.5 describe purposes of everyday objects, including structures
D2.6 identify properties of materials that enable the objects made from them to perform their intended
function
D2.7 identify different kinds of fasteners and describe uses for each
D2.8 identify sources in nature of some common materials that are used to make various objects,
including structures

E. Earth and Space Systems

Daily and Seasonal Changes
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

Overall expectations
By the end of Grade 1, students will:

E1. Relating Science and Technology to Our Changing World

assess the impact of daily and seasonal changes on living things, including humans

Specific expectations
By the end of Grade 1, students will:

Daily and Seasonal Changes

E1.1 assess the impact of daily and seasonal changes on human outdoor activities, and identify
innovations that enable people to engage in various activities year-round

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E1.2 assess ways in which daily and seasonal changes have an impact on society, the environment, and
living things in the natural environment

E2. Exploring and Understanding Concepts

demonstrate an understanding of daily and seasonal changes and of how living things respond to those
changes

Specific expectations
By the end of Grade 1, students will:

Daily and Seasonal Changes

E2.1 demonstrate an understanding of Earth’s relationship to the Sun and that this relationship results in
daily and seasonal changes on Earth
E2.2 demonstrate an understanding that a cycle is a series of repeating events, and that cycles can be
observed in daily and seasonal changes
E2.3 describe the changes in the amount of light and heat from the Sun that occur throughout the day
and in the four seasons
E2.4 describe and compare the four seasons in terms of the weather, including precipitation and
temperature, in their local area
E2.5 describe changes in the appearance or behaviour of living things that are adaptations to seasonal
changes
E2.6 describe how humans prepare for, and respond to, daily and seasonal changes

Information for parents

A parent’s guide to Science and Technology, Grades 1–8 (2022)For informational purposes only, not part
of official issued curriculum.
For informational purposes only, not part of official issued curriculum.

EXTRACT 46 Printed on 2023-09-01

Science and Technology, Grade 2
Expectations by strand
A. STEM Skills and Connections
This strand focuses on science, technology, engineering, and mathematics (STEM)
skills, coding and emerging technologies, practical applications of science and
technology, and contributions that people with diverse lived experiences have
made to science and technology. In all grades of the science and technology
program, the learning related to this strand takes place in the context of learning
related to the Life Systems, Matter and Energy, Structures and Mechanisms, and
Earth and Space Systems strands, and it should be assessed and evaluated within
these contexts.

Overall expectations
Throughout Grade 2, in connection with the learning in the Life Systems, Matter and Energy, Structures
and Mechanisms, and Earth and Space Systems strands, students will:

A1. STEM Investigation and Communication Skills

use a scientific research process, a scientific experimentation process, and an engineering design
process to conduct investigations, following appropriate health and safety procedures

Specific expectations
Throughout Grade 2, in connection with the learning in the other strands, students will:
A1.1 use a scientific research process and associated skills to conduct investigations
A1.2 use a scientific experimentation process and associated skills to conduct investigations
A1.3 use an engineering design process and associated skills to design, build, and test devices, models,
structures, and/or systems
A1.4 follow established health and safety procedures during science and technology investigations,
including wearing appropriate protective equipment and clothing and safely using tools, instruments,
and materials
A1.5 communicate their findings, using science and technology vocabulary and formats that are
appropriate for specific audiences and purposes

EXTRACT 47 Printed on 2023-09-01

A2. Coding and Emerging Technologies
use coding in investigations and to model concepts, and assess the impact of coding and of emerging
technologies on everyday life

Specific expectations
Throughout Grade 2, in connection with the learning in the other strands, students will:
A2.1 write and execute code in investigations and when modelling concepts, with a focus on
decomposing problems into smaller steps
A2.2 identify and describe impacts of coding and of emerging technologies on everyday life

A3. Applications, Connections, and Contributions

demonstrate an understanding of the practical applications of science and technology, and of
contributions to science and technology from people with diverse lived experiences

Specific expectations
Throughout Grade 2, in connection with the learning in the other strands, students will:
A3.1 describe practical applications of science and technology concepts in their home and community,
and how these applications address real-world problems
A3.2 investigate how science and technology can be used with other subject areas to address real-world
problems
A3.3 analyse contributions to science and technology from various communities

B. Life Systems
Growth and Changes in Animals
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

EXTRACT 48 Printed on 2023-09-01

Overall expectations
By the end of Grade 2, students will:

B1. Relating Science and Technology to Our Changing World

assess ways in which animals have an impact on society and the environment, and ways in which human
activities have an impact on animals and the places where they live

Specific expectations
By the end of Grade 2, students will:

Growth and Changes in Animals

B1.1 examine impacts that animals can have on society and the environment, and describe some ways in
which any negative impacts can be minimized
B1.2 assess impacts of various human activities on animals and the places where they live, and describe
practices that can minimize negative impacts

B2. Exploring and Understanding Concepts

demonstrate an understanding that animals grow and change and have distinct characteristics

Specific expectations
By the end of Grade 2, students will:

Growth and Changes in Animals

B2.1 compare physical characteristics of various animals, including characteristics that are constant and
those that change
B2.2 describe the locomotion of various animals
B2.3 describe the life cycle of a variety of animals, including insects, amphibians, birds, and mammals
B2.4 compare changes in the appearance and behaviour of various animals as they go through a
complete life cycle
B2.5 describe adaptations, including physical and/or behavioural characteristics, that allow various
animals to survive in their natural environment

C. Matter and Energy

Properties of Liquids and Solids
EXTRACT 49 Printed on 2023-09-01
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

Overall expectations
By the end of Grade 2, students will:

C1. Relating Science and Technology to Our Changing World

assess ways in which liquids and solids and their uses can have an impact on society and the
environment

Specific expectations
By the end of Grade 2, students will:

Properties of Liquids and Solids

C1.1 assess practices related to the use, storage, and disposal of liquids and solids in the home in terms
of the effects on personal health and safety and on the environment, and suggest ways to improve these
practices
C1.2 assess the impacts of changes of state of liquids and solids on humans and on environments

C2. Exploring and Understanding Concepts

demonstrate an understanding of the properties and physical changes of liquids and solids

Specific expectations
By the end of Grade 2, students will:

Properties of Liquids and Solids

C2.1 identify various types of matter in natural and built environments as liquids or solids
C2.2 describe the properties of liquids and solids
C2.3 describe properties of liquid water and solid water, and identify the conditions that cause changes
from one state to the other
C2.4 identify conditions in which the states of liquids and solids remain constant and conditions that can
cause their states to change
C2.5 describe some ways in which liquids and solids can be combined to make useful mixtures
C2.6 classify solid objects and materials in terms of their buoyancy and in terms of their ability to absorb
or repel water

EXTRACT 50 Printed on 2023-09-01

C2.7 explain the meaning of international symbols that give us information on the safety of substances

D. Structures and Mechanisms

Simple Machines and Movement
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

Overall expectations
By the end of Grade 2, students will:

D1. Relating Science and Technology to Our Changing World

assess the impact of simple machines on society and on the environment

Specific expectations
By the end of Grade 2, students will:

Simple Machines and Movement

D1.1 assess the impact of simple machines on the daily lives of people in various communities
D1.2 assess the impact on the environment of technologies that use simple machines to facilitate
movement

D2. Exploring and Understanding Concepts

demonstrate an understanding of movement and ways in which simple machines help to move objects

Specific expectations
By the end of Grade 2, students will:

Simple Machines and Movement

D2.1 describe different ways an object can move
D2.2 identify ways in which the position of an object can be changed
D2.3 identify the six basic types of simple machines: lever, inclined plane, wedge, pulley, wheel and axle,
and screw

EXTRACT 51 Printed on 2023-09-01

D2.4 describe ways in which each type of simple machine is used in daily life to make tasks easier
D2.5 compare, qualitatively or quantitatively, the force required to move an object using various simple
machines to the force required to move the object without using a simple machine

E. Earth and Space Systems

Air and Water in the Environment
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

Overall expectations
By the end of Grade 2, students will:

E1. Relating Science and Technology to Our Changing World

assess ways in which the actions of humans have an impact on the quality of air and water, and create
plans to protect these resources

Specific expectations
By the end of Grade 2, students will:

Air and Water in the Environment

E1.1 assess the impact of human activities on air and water, taking various perspectives into
consideration, including those of First Nations, Métis, and Inuit, and plan a course of action to protect
the quality of the air and/or water in the local community
E1.2 assess their personal and household uses of water, and create a plan to use water responsibly
E1.3 examine the availability of fresh water and drinking water around the world, and describe the
impact on communities

E2. Exploring and Understanding Concepts

demonstrate an understanding of the properties of air and water, including water in various states, and
of ways in which living things depend on air and water for their survival

Specific expectations
By the end of Grade 2, students will:

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Air and Water in the Environment
E2.1 demonstrate an understanding of the key properties of air and water
E2.2 identify sources of water in the natural and built environments
E2.3 describe the stages of the water cycle, including evaporation, condensation, precipitation, and
collection
E2.4 identify the three states of water in the environment, and describe how temperature changes
affect the state of water within the water cycle
E2.5 describe ways in which living things, including humans, depend on air and water

Information for parents

A parent’s guide to Science and Technology, Grades 1–8 (2022)For informational purposes only, not part
of official issued curriculum.
For informational purposes only, not part of official issued curriculum.

Science and Technology, Grade 3

Expectations by strand
A. STEM Skills and Connections
This strand focuses on science, technology, engineering, and mathematics (STEM)
skills, coding and emerging technologies, practical applications of science and
technology, and contributions that people with diverse lived experiences have
made to science and technology. In all grades of the science and technology
program, the learning related to this strand takes place in the context of learning
related to the Life Systems, Matter and Energy, Structures and Mechanisms, and
Earth and Space Systems strands, and it should be assessed and evaluated within
these contexts.

EXTRACT 53 Printed on 2023-09-01

Overall expectations
Throughout Grade 3, in connection with the learning in the Life Systems, Matter and Energy, Structures
and Mechanisms, and Earth and Space Systems strands, students will:

A1. STEM Investigation and Communication Skills

use a scientific research process, a scientific experimentation process, and an engineering design
process to conduct investigations, following appropriate health and safety procedures

Specific expectations
Throughout Grade 3, in connection with the learning in the other strands, students will:
A1.1 use a scientific research process and associated skills to conduct investigations
A1.2 use a scientific experimentation process and associated skills to conduct investigations
A1.3 use an engineering design process and associated skills to design, build, and test devices, models,
structures, and/or systems
A1.4 follow established health and safety procedures during science and technology investigations,
including wearing appropriate protective equipment and clothing and safely using tools, instruments,
and materials
A1.5 communicate their findings, using science and technology vocabulary and formats that are
appropriate for specific audiences and purposes

A2. Coding and Emerging Technologies

use coding in investigations and to model concepts, and assess the impact of coding and of emerging
technologies on everyday life

Specific expectations
Throughout Grade 3, in connection with the learning in the other strands, students will:
A2.1 write and execute code in investigations and when modelling concepts, with a focus on testing,
debugging, and refining programs
A2.2 identify and describe impacts of coding and of emerging technologies on everyday life

A3. Applications, Connections, and Contributions

demonstrate an understanding of the practical applications of science and technology, and of
contributions to science and technology from people with diverse lived experiences

EXTRACT 54 Printed on 2023-09-01

Specific expectations
Throughout Grade 3, in connection with the learning in the other strands, students will:
A3.1 describe practical applications of science and technology concepts in their home and community,
and how these applications address real-world problems
A3.2 investigate how science and technology can be used with other subject areas to address real-world
problems
A3.3 analyse contributions to science and technology from various communities

B. Life Systems
Growth and Changes in Plants
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

Overall expectations
By the end of Grade 3, students will:

B1. Relating Science and Technology to Our Changing World

assess ways in which plants are beneficial to society and the environment, and ways in which human
activity has an impact on plants and plant habitats

Specific expectations
By the end of Grade 3, students will:

Growth and Changes in Plants

B1.1 assess ways in which plants are important to humans and other living things, taking different
perspectives into consideration, and identify ways in which humans can protect native plant species and
their habitats
B1.2 assess ways in which human activities have an impact on plants and plant habitats, and identify
personal actions that they could take to minimize harmful effects and enhance positive ones
B1.3 assess the benefits and limitations of locally grown food

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B2. Exploring and Understanding Concepts
demonstrate an understanding of characteristics and uses of plants and of plants’ responses to the
natural environment

Specific expectations
By the end of Grade 3, students will:

Growth and Changes in Plants

B2.1 describe the basic needs of plants, including the need for air, water, light, heat, nutrients, and
space, and identify environmental conditions that may threaten plant survival
B2.2 identify different parts of plants, including the root, stem, flower, stamen, pistil, leaf, seed, cone,
and fruit, and describe how each part contributes to plants’ survival within their environment
B2.3 describe changes that different plants undergo in their life cycles
B2.4 describe ways in which a variety of plants adapt and/or react to their environment and to changes
in their environment
B2.5 demonstrate an understanding that most plants get energy directly from the Sun through the
process of photosynthesis, which involves the absorption of carbon dioxide and the release of oxygen
B2.6 describe ways in which people, including Indigenous peoples, from various cultures around the
world use plants for food, shelter, medicine, and clothing
B2.7 describe various plants used for food, including those grown by First Nations, Métis, and Inuit, and
identify local settings where these plants are grown or found
B2.8 describe ways in which plants and animals, including humans, depend on each other

C. Matter and Energy

Forces and Motion
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

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Overall expectations
By the end of Grade 3, students will:

C1. Relating Science and Technology to Our Changing World

assess the impacts of various forces on society and the environment

Specific expectations
By the end of Grade 3, students will:

Forces and Motion

C1.1 assess the effects of the action of forces from natural phenomena on natural and built
environments, and identify ways in which human activities can reduce or enhance these effects
C1.2 assess harmful effects of forces that may result from various human activities, and describe how
health and safety devices can minimize these effects

C2. Exploring and Understanding Concepts

demonstrate an understanding of how forces cause motion and changes in motion

Specific expectations
By the end of Grade 3, students will:

Forces and Motion

C2.1 describe different types of contact forces and non-contact forces
C2.2 describe different ways a force can be exerted on an object
C2.3 describe how different forces applied to an object, including forces of varying magnitude, can cause
the object to start, stop, or change its direction, speed, or shape
C2.4 identify ways in which forces are used in their daily lives

D. Structures and Mechanisms

Strong and Stable Structures
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

EXTRACT 57 Printed on 2023-09-01

Overall expectations
By the end of Grade 3, students will:

D1. Relating Science and Technology to Our Changing World

assess the importance of form, function, strength, and stability in structures to society and the
environment

Specific expectations
By the end of Grade 3, students will:

Strong and Stable Structures

D1.1 assess effects on society and the environment of strong and stable structures
D1.2 assess the environmental impact of structures built by various animals, including structures built by
humans

D2. Exploring and Understanding Concepts

demonstrate an understanding of the concepts of strength and stability as they relate to structures with
various forms and functions, and of the factors that affect structures’ strength and stability

Specific expectations
By the end of Grade 3, students will:

Strong and Stable Structures

D2.1 describe a structure as a supporting framework that holds a load and has a definite size, shape, and
function, and identify structures in the natural environment and in the built environment
D2.2 demonstrate an understanding of the relationship between form and function for various
structures
D2.3 identify the strength of a structure as its ability to support a load and describe ways to increase the
strength of structures, including ways to increase the strength of different materials used to build them
D2.4 describe the stability of a structure as its ability to keep its shape, maintain balance, float, and/or
stay fixed in one spot when a force is applied to the structure, and describe ways to improve a
structure’s stability
D2.5 identify properties of materials that need to be considered when building structures
D2.6 describe ways in which different forces can affect the shape, balance, or position of structures
D2.7 explain the role of struts and ties in structures under load

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E. Earth and Space Systems
Soils in the Environment
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

Overall expectations
By the end of Grade 3, students will:

E1. Relating Science and Technology to Our Changing World

assess the importance of soils for society and the environment, and the impact of human activity on
soils

Specific expectations
By the end of Grade 3, students will:

Soils in the Environment

E1.1 assess the importance of soils for society and the environment
E1.2 assess the impact of human activity on soils, and describe ways in which humans can improve the
quality of soils and/or lessen or prevent harmful effects on soils

E2. Exploring and Understanding Concepts

demonstrate an understanding of the composition of soils, of different types of soils, and of processes
and practices that can affect the health of soil

Specific expectations
By the end of Grade 3, students will:

Soils in the Environment

E2.1 identify the living and non-living components of soil, and describe the characteristics of healthy soil
E2.2 identify different substances that are commonly added to, or absorbed by, the soil, and describe
their effects on soil health
E2.3 examine different types of soils found in Ontario, and describe how different soils are suited to
growing different types of food, including crops
E2.4 explain the process of erosion, including its causes and its impact on soils

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E2.5 identify various strategies used to maintain and improve soil health in Ontario
E2.6 describe the process of composting, and explain some benefits of composting

Information for parents

A parent’s guide to Science and Technology, Grades 1–8 (2022)For informational purposes only, not part
of official issued curriculum.
For informational purposes only, not part of official issued curriculum.

Science and Technology, Grade 4

Expectations by strand
A. STEM Skills and Connections
This strand focuses on science, technology, engineering, and mathematics (STEM)
skills, coding and emerging technologies, practical applications of science and
technology, and contributions that people with diverse lived experiences have
made to science and technology. In all grades of the science and technology
program, the learning related to this strand takes place in the context of learning
related to the Life Systems, Matter and Energy, Structures and Mechanisms, and
Earth and Space Systems strands, and it should be assessed and evaluated within
these contexts.

Overall expectations
Throughout Grade 4, in connection with the learning in the Life Systems, Matter and Energy, Structures
and Mechanisms, and Earth and Space Systems strands, students will:

A1. STEM Investigation and Communication Skills

use a scientific research process, a scientific experimentation process, and an engineering design
process to conduct investigations, following appropriate health and safety procedures

Specific expectations
Throughout Grade 4, in connection with the learning in the other strands, students will:
A1.1 use a scientific research process and associated skills to conduct investigations

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A1.2 use a scientific experimentation process and associated skills to conduct investigations
A1.3 use an engineering design process and associated skills to design, build, and test devices, models,
structures, and/or systems
A1.4 follow established health and safety procedures during science and technology investigations,
including wearing appropriate protective equipment and clothing and safely using tools, instruments,
and materials
A1.5 communicate their findings, using science and technology vocabulary and formats that are
appropriate for specific audiences and purposes

A2. Coding and Emerging Technologies

use coding in investigations and to model concepts, and assess the impact of coding and of emerging
technologies on everyday life and in STEM-related fields

Specific expectations
Throughout Grade 4, in connection with the learning in the other strands, students will:
A2.1 write and execute code in investigations and when modelling concepts, with a focus on producing
different types of output for a variety of purposes
A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including
skilled trades

A3. Applications, Connections, and Contributions

demonstrate an understanding of the practical applications of science and technology, and of
contributions to science and technology from people with diverse lived experiences

Specific expectations
Throughout Grade 4, in connection with the learning in the other strands, students will:
A3.1 describe practical applications of science and technology concepts in various occupations, including
skilled trades, and how these applications address real-world problems
A3.2 investigate how science and technology can be used with other subject areas to address real-world
problems
A3.3 analyse contributions to science and technology from various communities

B. Life Systems
Habitats and Communities

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In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

Overall expectations
By the end of Grade 4, students will:

B1. Relating Science and Technology to Our Changing World

assess impacts of human activities on habitats and communities, and analyse actions for minimizing
negative impacts and enhancing positive ones

Specific expectations
By the end of Grade 4, students will:

Habitats and Communities

B1.1 assess positive and negative impacts of human activities on habitats and communities, while taking
different perspectives into account
B1.2 analyse the impact of the depletion or extinction of a species on its habitat and community, and
describe possible actions to prevent such depletions or extinctions

B2. Exploring and Understanding Concepts

demonstrate an understanding of habitats and communities and of interrelationships among the
organisms that live in them

Specific expectations
By the end of Grade 4, students will:

Habitats and Communities

B2.1 describe habitats as areas that provide organisms, including plants and animals, with the
necessities of life, and identify ways in which a local habitat provides these necessities
B2.2 describe a community as a group of interacting species sharing a common habitat, and identify
factors that affect the ability of a community of plants and animals to survive in a local habitat
B2.3 describe the relationship of organisms in a food chain, and classify organisms as producers,
consumers, or decomposers
B2.4 demonstrate an understanding of a food web as the interconnection of multiple food chains in a
natural community

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B2.5 describe how animals are categorized according to their diet, and categorize various animals as
carnivores, herbivores, or omnivores
B2.6 describe structural adaptations of a variety of plants and animals and how these adaptations allow
the organisms to survive in specific habitats
B2.7 explain why all habitats have limits to the number of plants and animals they can support

C. Matter and Energy

Light and Sound
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

Overall expectations
By the end of Grade 4, students will:

C1. Relating Science and Technology to Our Changing World

assess the impacts on society and the environment of technological innovations related to light and
sound

Specific expectations
By the end of Grade 4, students will:

Light and Sound

C1.1 assess the impacts on society of devices that use the properties of light or sound, or both
C1.2 assess the impacts on the environment of light energy and sound energy produced by various
technologies, while taking different perspectives into account

C2. Exploring and Understanding Concepts

demonstrate an understanding of light and sound as forms of energy that have specific characteristics
and properties

Specific expectations
By the end of Grade 4, students will:

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Light and Sound
C2.1 identify a variety of natural and artificial light sources
C2.2 distinguish between objects and living things that emit their own light and those that reflect light
from other sources
C2.3 describe properties of light, including that light travels in a straight path and that light can be
absorbed, reflected, and refracted
C2.4 describe properties of sound, including that sound travels through a medium as a wave and that
sound can be absorbed or reflected and modified
C2.5 explain how vibrations cause sound waves
C2.6 describe how different objects and materials interact with light and sound energy
C2.7 distinguish between sources of light that emit both light and heat and those that emit light but little
heat
C2.8 identify sensory organs and devices that make use of the properties of light and sound

D. Structures and Mechanisms

Machines and Their Mechanisms
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

Overall expectations
By the end of Grade 4, students will:

D1. Relating Science and Technology to Our Changing World

evaluate the impacts of various machines and their mechanisms on society and the environment

Specific expectations
By the end of Grade 4, students will:

Machines and Their Mechanisms

D1.1 assess the impacts of machines and their mechanisms on the daily lives of people in various
communities

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D1.2 assess and compare the environmental impacts of using different machines designed for similar
purposes

D2. Exploring and Understanding Concepts

demonstrate an understanding of the basic principles and functions of machines and their mechanisms

Specific expectations
By the end of Grade 4, students will:

Machines and Their Mechanisms

D2.1 identify machines that are used in daily life, and describe their purposes
D2.2 identify the parts of various mechanisms and describe the purpose of each part
D2.3 describe how different mechanisms transmit various types of motion, including rotary motion,
from one system to another
D2.4 describe how mechanisms transform motion, including how they can change the geometric plane
in which the motion occurs and the speed and/or direction of motion
D2.5 explain how forces are changed in a variety of machines

E. Earth and Space Systems

Rocks, Minerals, and Geological Processes
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

Overall expectations
By the end of Grade 4, students will:

E1. Relating Science and Technology to Our Changing World

assess the social and environmental impacts of geological processes and of human uses of rocks and
minerals

Specific expectations
By the end of Grade 4, students will:

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Rocks, Minerals, and Geological Processes
E1.1 analyse ways in which geological processes impact society and the environment
E1.2 assess social and environmental impacts of extracting and refining rocks and minerals and of
manufacturing, recycling, and disposing of products derived from rocks and minerals, while taking
various perspectives into account

E2. Exploring and Understanding Concepts

demonstrate an understanding of rocks, minerals, and Earth’s geological processes

Specific expectations
By the end of Grade 4, students will:

Rocks, Minerals, and Geological Processes

E2.1 explain geological processes that result in the formation of igneous, sedimentary, and metamorphic
rocks, using the rock cycle
E2.2 describe the physical properties of igneous, sedimentary, and metamorphic rocks
E2.3 classify different rocks and minerals according to their composition and physical properties, using
various tests and criteria
E2.4 describe everyday uses of rocks and minerals
E2.5 describe how fossils are formed and what information they can provide about Earth’s history
E2.6 demonstrate an understanding of First Nations, Métis, and Inuit geological knowledges that are
used in the selection of different rocks and minerals for specific purposes

Information for parents

A parent’s guide to Science and Technology, Grades 1–8 (2022)For informational purposes only, not part
of official issued curriculum.
For informational purposes only, not part of official issued curriculum.

EXTRACT 66 Printed on 2023-09-01

Science and Technology, Grade 5
Expectations by strand
A. STEM Skills and Connections
This strand focuses on science, technology, engineering, and mathematics (STEM)
skills, coding and emerging technologies, practical applications of science and
technology, and contributions that people with diverse lived experiences have
made to science and technology. In all grades of the science and technology
program, the learning related to this strand takes place in the context of learning
related to the Life Systems, Matter and Energy, Structures and Mechanisms, and
Earth and Space Systems strands, and it should be assessed and evaluated within
these contexts.

Overall expectations
Throughout Grade 5, in connection with the learning in the Life Systems, Matter and Energy, Structures
and Mechanisms, and Earth and Space Systems strands, students will:

A1. STEM Investigation and Communication Skills

use a scientific research process, a scientific experimentation process, and an engineering design
process to conduct investigations, following appropriate health and safety procedures

Specific expectations
Throughout Grade 5, in connection with the learning in the other strands, students will:
A1.1 use a scientific research process and associated skills to conduct investigations
A1.2 use a scientific experimentation process and associated skills to conduct investigations
A1.3 use an engineering design process and associated skills to design, build, and test devices, models,
structures, and/or systems
A1.4 follow established health and safety procedures during science and technology investigations,
including wearing appropriate protective equipment and clothing and safely using tools, instruments,
and materials
A1.5 communicate their findings, using science and technology vocabulary and formats that are
appropriate for specific audiences and purposes

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A2. Coding and Emerging Technologies
use coding in investigations and to model concepts, and assess the impact of coding and of emerging
technologies on everyday life and in STEM-related fields

Specific expectations
Throughout Grade 5, in connection with the learning in the other strands, students will:
A2.1 write and execute code in investigations and when modelling concepts, with a focus on using
different methods to store and process data for a variety of purposes
A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including
skilled trades

A3. Applications, Connections, and Contributions

demonstrate an understanding of the practical applications of science and technology, and of
contributions to science and technology from people with diverse lived experiences

Specific expectations
Throughout Grade 5, in connection with the learning in the other strands, students will:
A3.1 describe practical applications of science and technology concepts in various occupations, including
skilled trades, and how these applications address real-world problems
A3.2 investigate how science and technology can be used with other subject areas to address real-world
problems
A3.3 analyse contributions to science and technology from various communities

B. Life Systems
Human Health and Body Systems
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

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Overall expectations
By the end of Grade 5, students will:

B1. Relating Science and Technology to Our Changing World

analyse impacts of various social and environmental factors, human activities, and technologies on
human health

Specific expectations
By the end of Grade 5, students will:

Human Health and Body Systems

B1.1 assess effects of a variety of social and environmental factors on human health, and describe ways
in which individuals can reduce the harmful effects of these factors and take advantage of those that are
beneficial
B1.2 evaluate beneficial and harmful effects of various technologies on human health and body systems,
while taking different perspectives into consideration
B1.3 explain how food literacy can support decisions that affect physical and mental health

B2. Exploring and Understanding Concepts

demonstrate an understanding of the structure and function of human body systems and interactions
within and between systems

Specific expectations
By the end of Grade 5, students will:

Human Health and Body Systems

B2.1 identify systems of the human body, and describe their basic function
B2.2 describe the basic structure and function of vital organs in various systems in the human body
B2.3 describe interrelationships between human body systems
B2.4 identify various diseases and medical disorders in humans and the organs and/or body system or
systems that they affect

C. Matter and Energy

Properties of and Changes in Matter
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In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

Overall expectations
By the end of Grade 5, students will:

C1. Relating Science and Technology to Our Changing World

assess the impacts on society and the environment of various processes and materials used in the
manufacture of common products, and ways to mitigate negative impacts

Specific expectations
By the end of Grade 5, students will:

Properties of and Changes in Matter

C1.1 assess the impacts on society and the environment of various processes used in the manufacture of
common products
C1.2 assess how the use of specific materials in the manufacture of common products affects the
environment, and identify actions that society and individuals can take to mitigate negative impacts

C2. Exploring and Understanding Concepts

demonstrate an understanding of the properties of matter, changes of state, and physical and chemical
change

Specific expectations
By the end of Grade 5, students will:

Properties of and Changes in Matter

C2.1 describe matter as everything that has mass and occupies volume
C2.2 identify the states of matter, and describe characteristics and properties of solids, liquids, and
gases
C2.3 describe changes of state of matter observed at home, in the community, or in the natural
environment
C2.4 describe physical changes in matter as changes of the state, volume, or form of the matter that do
not result in the formation of a different substance
C2.5 describe chemical changes in matter as changes that result in the formation of different
substances, and identify signs that a chemical change has occurred

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C2.6 explain how changes of state can occur when matter absorbs or releases thermal energy
C2.7 explain why specific physical properties of various solids, liquids, and gases make them useful for
particular applications

D. Structures and Mechanisms

Forces Acting on Structures
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

Overall expectations
By the end of Grade 5, students will:

D1. Relating Science and Technology to Our Changing World

analyse social and environmental impacts of forces acting on structures, and assess ways to mitigate
these impacts

Specific expectations
By the end of Grade 5, students will:

Forces Acting on Structures

D1.1 analyse the effects of forces from natural phenomena on structures in natural and built
environments
D1.2 assess various ways in which humans mitigate impacts of forces from natural phenomena on
structures in urban, rural, and remote communities

D2. Exploring and Understanding Concepts

demonstrate an understanding of forces that act on structures, and how various structures withstand
them

Specific expectations
By the end of Grade 5, students will:

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Forces Acting on Structures
D2.1 identify internal forces acting on a structure, and describe their effects on the structure
D2.2 identify external forces acting on a structure, and describe their effects on the structure
D2.3 describe forces resulting from natural phenomena that can have severe consequences for human-
built structures, and identify structural features and materials that can allow such structures to
withstand these forces
D2.4 describe ways in which physical characteristics of various animal and plant species help to protect
them from potentially harmful effects of forces
D2.5 describe ways in which protective equipment helps to protect humans from potentially harmful
effects of forces

E. Earth and Space Systems

Conservation of Energy and Resources
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

Overall expectations
By the end of Grade 5, students will:

E1. Relating Science and Technology to Our Changing World

assess effects of energy and resource use on society and the environment, and suggest options for
conserving energy and resources

Specific expectations
By the end of Grade 5, students will:

Conservation of Energy and Resources

E1.1 analyse long-term impacts of human uses of energy and natural resources, on society and the
environment, including climate change, and suggest ways to mitigate these impacts
E1.2 evaluate effects of various technologies on energy consumption, and describe ways in which
individuals can use technology to reduce energy consumption
E1.3 analyse how First Nations, Métis, and Inuit communities use their knowledges and ways of knowing
to conserve energy and resources

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E2. Exploring and Understanding Concepts
demonstrate an understanding of the conservation of energy, and the forms, sources, and uses of
energy and resources

Specific expectations
By the end of Grade 5, students will:

Conservation of Energy and Resources

E2.1 identify a variety of forms of energy, and describe how each form is used in everyday life
E2.2 demonstrate an understanding of the law of conservation of energy, including how energy cannot
be created or destroyed but can only be transformed from one form to another
E2.3 describe how energy is stored as potential energy and transformed in a given device or system
E2.4 demonstrate an understanding that when energy is transformed from one form to another, some
energy may dissipate into the environment in the form of heat, light, and/or sound energy
E2.5 identify renewable and non-renewable sources of energy
E2.6 explain how the use of energy derived from fossil fuels changes the composition of the atmosphere
and how these changes contribute to climate change

Information for parents

A parent’s guide to Science and Technology, Grades 1–8 (2022)For informational purposes only, not part
of official issued curriculum.
For informational purposes only, not part of official issued curriculum.

Science and Technology, Grade 6

Expectations by strand
A. STEM Skills and Connections
This strand focuses on science, technology, engineering, and mathematics (STEM)
skills, coding and emerging technologies, practical applications of science and
technology, and contributions that people with diverse lived experiences have
made to science and technology. In all grades of the science and technology

EXTRACT 73 Printed on 2023-09-01

program, the learning related to this strand takes place in the context of learning
related to the Life Systems, Matter and Energy, Structures and Mechanisms, and
Earth and Space Systems strands, and it should be assessed and evaluated within
these contexts.

Overall expectations
Throughout Grade 6, in connection with the learning in the Life Systems, Matter and Energy, Structures
and Mechanisms, and Earth and Space Systems strands, students will:

A1. STEM Investigation and Communication Skills

use a scientific research process, a scientific experimentation process, and an engineering design
process to conduct investigations, following appropriate health and safety procedures

Specific expectations
Throughout Grade 6, in connection with the learning in the other strands, students will:
A1.1 use a scientific research process and associated skills to conduct investigations
A1.2 use a scientific experimentation process and associated skills to conduct investigations
A1.3 use an engineering design process and associated skills to design, build, and test devices, models,
structures, and/or systems
A1.4 follow established health and safety procedures during science and technology investigations,
including wearing appropriate protective equipment and clothing and safely using tools, instruments,
and materials
A1.5 communicate their findings, using science and technology vocabulary and formats that are
appropriate for specific audiences and purposes

A2. Coding and Emerging Technologies

use coding in investigations and to model concepts, and assess the impact of coding and of emerging
technologies on everyday life and in STEM-related fields

Specific expectations
Throughout Grade 6, in connection with the learning in the other strands, students will:
A2.1 write and execute code in investigations and when modelling concepts, with a focus on obtaining
input in different ways for a variety of purposes
A2.2 identify and describe impacts of coding and of emerging technologies on everyday life, including
skilled trades

EXTRACT 74 Printed on 2023-09-01

A3. Applications, Connections, and Contributions
demonstrate an understanding of the practical applications of science and technology, and of
contributions to science and technology from people with diverse lived experiences

Specific expectations
Throughout Grade 6, in connection with the learning in the other strands, students will:
A3.1 describe practical applications of science and technology concepts in various occupations, including
skilled trades, and how these applications address real-world problems
A3.2 investigate how science and technology can be used with other subject areas to address real-world
problems
A3.3 analyse contributions to science and technology from various communities

B. Life Systems
Biodiversity
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

Overall expectations
By the end of Grade 6, students will:

B1. Relating Science and Technology to Our Changing World

assess the importance of biodiversity, and describe ways of protecting biodiversity

Specific expectations
By the end of Grade 6, students will:

Biodiversity
B1.1 assess the benefits of biodiversity and the consequences of the diminishing of biodiversity
B1.2 analyse a local issue related to biodiversity while considering different perspectives; plan a course
of action in response to the issue; and act on their plan

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B2. Exploring and Understanding Concepts
demonstrate an understanding of biodiversity, its contributions to the stability of natural systems, and
its benefits to humans

Specific expectations
By the end of Grade 6, students will:

Biodiversity
B2.1 describe the distinguishing characteristics of different groups of organisms, and use these
characteristics to further classify these organisms using a classification system
B2.2 demonstrate an understanding of biodiversity as the diversity of life on Earth, including the
diversity of organisms within species, among species in a community, and among communities and the
habitats that support them
B2.3 describe ways in which biodiversity within species is essential for their survival
B2.4 describe ways in which biodiversity within and among communities is essential for maintaining the
resilience of these communities
B2.5 describe interrelationships within species, between species, and between species and their natural
environment, and explain how these interrelationships sustain biodiversity
B2.6 explain how invasive species reduce biodiversity in local environments
B2.7 explain how climate change contributes to a loss of biodiversity, and describe the impact of this
loss
B2.8 describe the importance of biodiversity in supporting agriculture, including Indigenous agriculture
around the world

C. Matter and Energy

Electrical Phenomena, Energy, and Devices
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

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Overall expectations
By the end of Grade 6, students will:

C1. Relating Science and Technology to Our Changing World

evaluate the impact of the use and generation of electrical energy on society and the environment, and
suggest ways to use electrical energy responsibly

Specific expectations
By the end of Grade 6, students will:

Electrical Phenomena, Energy, and Devices

C1.1 assess the short- and long-term impacts of electrical energy generation technologies in Canada on
society and the environment, including impacts on First Nations, Métis, and Inuit communities, and on
climate change
C1.2 assess choices that reduce personal use of electrical energy from both renewable and non-
renewable sources, and advocate for the responsible use of electrical energy by the school community

C2. Exploring and Understanding Concepts

demonstrate an understanding of the principles of electrical energy and its transformation into and from
other forms of energy

Specific expectations
By the end of Grade 6, students will:

Electrical Phenomena, Energy, and Devices

C2.1 explain commonly observed electrostatic phenomena, using the principles of static electricity
C2.2 describe current electricity, and compare and contrast current electricity with static electricity
C2.3 identify materials that are good conductors of electric current and materials that are good
insulators
C2.4 describe how technologies transform various forms of energy into electrical energy
C2.5 describe ways in which electrical energy is transformed into other forms of energy
C2.6 explain the functions of the components of a simple electrical circuit
C2.7 distinguish between series and parallel circuits, and identify common uses of each type of circuit

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D. Structures and Mechanisms
Flight
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

Overall expectations
By the end of Grade 6, students will:

D1. Relating Science and Technology to Our Changing World

assess the environmental impacts of flying machines

Specific expectations
By the end of Grade 6, students will:

Flight
D1.1 assess the impacts on society of aviation technologies, while considering both local and global
perspectives

D2. Exploring and Understanding Concepts

demonstrate an understanding of the ways in which properties of air can be applied to the principles of
flight and flying machines

Specific expectations
By the end of Grade 6, students will:

Flight
D2.1 identify flight-related applications of the properties of air
D2.2 describe the relationships between the four forces of flight – lift, weight, thrust, and drag – that
make flight possible
D2.3 describe ways in which flying machines and various organisms use balanced and unbalanced forces
to control their flight
D2.4 describe ways in which the four forces of flight can be altered
D2.5 describe characteristics and adaptations that enable organisms to fly

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E. Earth and Space Systems
Space
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

Overall expectations
By the end of Grade 6, students will:

E1. Relating Science and Technology to Our Changing World

assess the impact of space exploration on humans, society, and the environment

Specific expectations
By the end of Grade 6, students will:

Space
E1.1 analyse the impact that conditions in space have on humans engaged in space exploration, and
explain how humans meet their social, emotional, and physiological needs in space
E1.2 assess the role of space exploration technology in observing and understanding environmental
changes on Earth, including climate change
E1.3 evaluate the social and environmental impacts of space exploration, while taking various
perspectives into consideration

E2. Exploring and Understanding Concepts

demonstrate an understanding of the solar system, the phenomena that result from the movement of
different bodies within it, and the technologies used in space exploration

Specific expectations
By the end of Grade 6, students will:

Space
E2.1 identify components of the solar system, including the Sun, Earth and other planets, natural
satellites, comets, asteroids, and meteoroids, and describe their main physical characteristics

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E2.2 distinguish between the concepts of mass and weight
E2.3 describe the relationship between the force of gravity and the weight of a body
E2.4 identify the types of bodies in space that emit light and those that reflect light
E2.5 describe various effects of the relative positions and motions of Earth, the Moon, and the Sun
E2.6 identify various technologies used in space exploration, and describe how technological innovations
have contributed to our understanding of space

Information for parents

A parent’s guide to Science and Technology, Grades 1–8 (2022)For informational purposes only, not part
of official issued curriculum.
For informational purposes only, not part of official issued curriculum.

Science and Technology, Grade 7

Expectations by strand
A. STEM Skills and Connections
This strand focuses on science, technology, engineering, and mathematics (STEM)
skills, coding and emerging technologies, practical applications of science and
technology, and contributions that people with diverse lived experiences have
made to science and technology. In all grades of the science and technology
program, the learning related to this strand takes place in the context of learning
related to the Life Systems, Matter and Energy, Structures and Mechanisms, and
Earth and Space Systems strands, and it should be assessed and evaluated within
these contexts.

Overall expectations
Throughout Grade 7, in connection with the learning in the Life Systems, Matter and Energy, Structures
and Mechanisms, and Earth and Space Systems strands, students will:

A1. STEM Investigation and Communication Skills

use a scientific research process, a scientific experimentation process, and an engineering design
process to conduct investigations, following appropriate health and safety procedures

EXTRACT 80 Printed on 2023-09-01

Specific expectations
Throughout Grade 7, in connection with the learning in the other strands, students will:
A1.1 use a scientific research process and associated skills to conduct investigations
A1.2 use a scientific experimentation process and associated skills to conduct investigations
A1.3 use an engineering design process and associated skills to design, build, and test devices, models,
structures, and/or systems
A1.4 follow established health and safety procedures during science and technology investigations,
including wearing appropriate protective equipment and clothing and safely using tools, instruments,
and materials
A1.5 communicate their findings, using science and technology vocabulary and formats that are
appropriate for specific audiences and purposes

A2. Coding and Emerging Technologies

use coding in investigations and to model concepts, and assess the impact of coding and of emerging
technologies on everyday life and in STEM-related fields

Specific expectations
Throughout Grade 7, in connection with the learning in the other strands, students will:
A2.1 write and execute code in investigations and when modelling concepts, with a focus on planning
and designing programs
A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence
systems, on everyday life, including skilled trades

A3. Applications, Connections, and Contributions

demonstrate an understanding of the practical applications of science and technology, and of
contributions to science and technology from people with diverse lived experiences

Specific expectations
Throughout Grade 7, in connection with the learning in the other strands, students will:
A3.1 describe practical applications of science and technology concepts in various occupations, including
skilled trades, and how these applications address real-world problems
A3.2 investigate how science and technology can be used with other subject areas to address real-world
problems
A3.3 analyse contributions to science and technology from various communities

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B. Life Systems
Interactions in the Environment
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

Overall expectations
By the end of Grade 7, students will:

B1. Relating Science and Technology to Our Changing World

assess the impact of human activities and technologies on the environment, and analyse ways to
mitigate negative impacts and contribute to environmental sustainability

Specific expectations
By the end of Grade 7, students will:

Interactions in the Environment

B1.1 assess the impact of various technologies on the environment
B1.2 assess the effectiveness of various ways of mitigating the negative and enhancing the positive
impact of human activities on the environment
B1.3 analyse how diverse First Nations, Métis, and Inuit practices and perspectives contribute to
environmental sustainability

B2. Exploring and Understanding Concepts

demonstrate an understanding of interactions between and among biotic and abiotic components in the
environment

Specific expectations
By the end of Grade 7, students will:

Interactions in the Environment

B2.1 explain that an ecosystem is a network of interactions among living organisms and their
environment
B2.2 identify biotic and abiotic components in an ecosystem, and describe the interactions between
them

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B2.3 describe roles and relationships between producers, consumers, and decomposers within an
ecosystem
B2.4 describe the transfer of energy in a food chain, and explain the effects of altering any part of the
chain
B2.5 describe how matter is cycled within the environment, and explain how the cycling of matter
promotes sustainability
B2.6 explain the differences between primary succession and secondary succession in ecosystems
B2.7 explain how biotic and abiotic factors limit the number of organisms an ecosystem can sustain
B2.8 describe how different approaches to agriculture and to harvesting food from the natural
environment can impact an ecosystem, and identify strategies that can be used to maintain and/or
restore balance to ecosystems

C. Matter and Energy

Pure Substances and Mixtures
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

Overall expectations
By the end of Grade 7, students will:

C1. Relating Science and Technology to Our Changing World

evaluate the environmental and social impacts of the use and disposal of various pure substances and
mixtures

Specific expectations
By the end of Grade 7, students will:

Pure Substances and Mixtures

C1.1 analyse the social and environment impacts of the use and disposal of pure substances found in
technological devices, considering local and global perspectives
C1.2 assess environmental and social impacts of different industrial methods used to separate mixtures

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C2. Exploring and Understanding Concepts
demonstrate an understanding of the nature of matter, including the properties of pure substances and
mixtures, and describe these properties using particle theory

Specific expectations
By the end of Grade 7, students will:

Pure Substances and Mixtures

C2.1 demonstrate an understanding of the particle theory of matter
C2.2 use particle theory to distinguish between pure substances and mixtures
C2.3 distinguish between homogenous and heterogenous mixtures
C2.4 use the particle theory to describe how different factors affect the solubility of a substance and the
rate at which it dissolves
C2.5 describe the concentration of a saturated solution in both qualitative and quantitative terms, and
differentiate between saturated and unsaturated solutions
C2.6 explain why water is referred to as the universal solvent
C2.7 explain various processes used to separate mixtures, including solutions, into their components,
and identify some applications of these processes
C2.8 describe pure substances as elements and compounds consisting of atoms and combinations of
atoms

D. Structures and Mechanisms

Form, Function, and Design of Structures
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

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Overall expectations
By the end of Grade 7, students will:

D1. Relating Science and Technology to Our Changing World

analyse personal, social, economic, and environmental factors that should be considered when
designing and building structures

Specific expectations
By the end of Grade 7, students will:

Form, Function, and Design of Structures

D1.1 evaluate environmental, social, and economic factors that should be considered when designing
and building structures to meet specific needs for individuals and communities
D1.2 evaluate the impact of the ergonomic design of various tools, objects, and work spaces on a user’s
health, safety, and ability to work efficiently, and use this information to describe changes that could be
made in their own spaces and activities

D2. Exploring and Understanding Concepts

demonstrate an understanding of the relationship between structural forms and the forces acting on
them

Specific expectations
By the end of Grade 7, students will:

Form, Function, and Design of Structures

D2.1 classify structures as solid structures, frame structures, or shell structures
D2.2 describe ways in which the centre of gravity of a structure affects the structure’s stability
D2.3 identify the magnitude, direction, point of application, and plane of application of the forces
applied to a structure
D2.4 describe the role of symmetry in structures, and identify instances of symmetry in various
structures
D2.5 describe factors that can cause a structure to fail
D2.6 identify the factors that determine the suitability of materials for use in manufacturing a product or
constructing a structure
D2.7 describe methods engineers and other professionals use to assess, improve, and maintain the
safety of structures

EXTRACT 85 Printed on 2023-09-01

E. Earth and Space Systems
Heat in the Environment
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

Overall expectations
By the end of Grade 7, students will:

E1. Relating Science and Technology to Our Changing World

assess the benefits of technologies that reduce heat loss, and analyse various social and environmental
impacts of the use of energy from renewable and non-renewable sources

Specific expectations
By the end of Grade 7, students will:

Heat in the Environment

E1.1 assess the social and environmental benefits of technologies that reduce heat loss in enclosed
spaces or heat transfer to surrounding spaces
E1.2 analyse various social, economic, and environmental impacts, including impacts related to climate
change, of using non-renewable and renewable sources of energy

E2. Exploring and Understanding Concepts

demonstrate an understanding of heat as a form of energy that is associated with the movement of
particles and is essential for many natural processes within Earth’s systems

Specific expectations
By the end of Grade 7, students will:

Heat in the Environment

E2.1 use particle theory to explain how heat affects the motion of particles in a solid, a liquid, and a gas
E2.2 demonstrate an understanding of various ways in which heat is generated

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E2.3 use particle theory to explain the effects of heat on volume in solids, liquids, and gases, including
during changes of states of matter
E2.4 explain how heat is transmitted through conduction, and describe natural processes that are
affected by conduction
E2.5 explain how heat is transmitted in liquids and gases through convection, and describe natural
processes that depend on convection
E2.6 explain how heat is transmitted through radiation, and describe the effects of radiation from the
Sun on different kinds of surfaces
E2.7 describe the role of radiation in heating and cooling Earth, and explain how greenhouse gases
affect the transmission of radiated heat through the atmosphere
E2.8 identify common sources of greenhouse gases, including sources resulting from human activity, and
describe how humans can reduce emissions of these gases

Information for parents

A parent’s guide to Science and Technology, Grades 1–8 (2022)For informational purposes only, not part
of official issued curriculum.
For informational purposes only, not part of official issued curriculum.

Science and Technology, Grade 8

Expectations by strand
A. STEM Skills and Connections
This strand focuses on science, technology, engineering, and mathematics (STEM)
skills, coding and emerging technologies, practical applications of science and
technology, and contributions that people with diverse lived experiences have
made to science and technology. In all grades of the science and technology
program, the learning related to this strand takes place in the context of learning
related to the Life Systems, Matter and Energy, Structures and Mechanisms, and
Earth and Space Systems strands, and it should be assessed and evaluated within
these contexts.

EXTRACT 87 Printed on 2023-09-01

Overall expectations
Throughout Grade 8, in connection with the learning in the Life Systems, Matter and Energy, Structures
and Mechanisms, and Earth and Space Systems strands, students will:

A1. STEM Investigation and Communication Skills

use a scientific research process, a scientific experimentation process, and an engineering design
process to conduct investigations, following appropriate health and safety procedures

Specific expectations
Throughout Grade 8, in connection with the learning in the other strands, students will:
A1.1 use a scientific research process and associated skills to conduct investigations
A1.2 use a scientific experimentation process and associated skills to conduct investigations
A1.3 use an engineering design process and associated skills to design, build, and test devices, models,
structures, and/or systems
A1.4 follow established health and safety procedures during science and technology investigations,
including wearing appropriate protective equipment and clothing and safely using tools, instruments,
and materials
A1.5 communicate their findings, using science and technology vocabulary and formats that are
appropriate for specific audiences and purposes

A2. Coding and Emerging Technologies

use coding in investigations and to model concepts, and assess the impact of coding and of emerging
technologies on everyday life and in STEM-related fields

Specific expectations
Throughout Grade 8, in connection with the learning in the other strands, students will:
A2.1 write and execute code in investigations and when modelling concepts, with a focus on automating
large systems in action
A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence
systems, on everyday life, including skilled trades

A3. Applications, Connections, and Contributions

demonstrate an understanding of the practical applications of science and technology, and of
contributions to science and technology from people with diverse lived experiences

EXTRACT 88 Printed on 2023-09-01

Specific expectations
Throughout Grade 8, in connection with the learning in the other strands, students will:
A3.1 describe practical applications of science and technology concepts in various occupations, including
skilled trades, and how these applications address real-world problems
A3.2 investigate how science and technology can be used with other subject areas to address real-world
problems
A3.3 analyse contributions to science and technology from various communities

B. Life Systems
Cells
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

Overall expectations
By the end of Grade 8, students will:

B1. Relating Science and Technology to Our Changing World

assess developments in cell biology and their impact on individuals, society, and the environment

Specific expectations
By the end of Grade 8, students will:

Cells
B1.1 assess how various technologies have enhanced our understanding of cells and cellular processes
B1.2 analyse beneficial and harmful effects of developments in cell biology and associated emerging
technologies on human health and the environment, while taking different perspectives into
consideration

B2. Exploring and Understanding Concepts

demonstrate an understanding of the basic structure and function of plant and animal cells and cell
processes

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Specific expectations
By the end of Grade 8, students will:

Cells
B2.1 demonstrate an understanding of cells, using cell theory
B2.2 identify organelles and other cell components, including the nucleus, cell membrane, cell wall,
chloroplasts, vacuole, mitochondria, and cytoplasm, and explain their basic functions
B2.3 compare the structure and function of plant and animal cells
B2.4 explain the processes of diffusion and osmosis within a cell
B2.5 describe various unicellular and multicellular organisms, and compare ways in which these two
types of organisms meet their basic needs
B2.6 describe the organization of cells into tissues, organs, and systems

C. Matter and Energy

Fluids
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

Overall expectations
By the end of Grade 8, students will:

C1. Relating Science and Technology to Our Changing World

analyse uses of various technologies that rely on the properties of fluids, and assess the impact of these
technologies on society and the environment

Specific expectations
By the end of Grade 8, students will:

Fluids
C1.1 assess the environmental, social, and economic impacts of various innovations and technologies
that are based on the properties of fluids

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C1.2 assess the environmental and social impacts of fluid spills, including impacts on First Nations,
Métis, and Inuit communities, and including the cost and technical challenges related to cleanup and
remediation efforts

C2. Exploring and Understanding Concepts

demonstrate an understanding of basic fluid mechanics, including the properties and uses of fluids

Specific expectations
By the end of Grade 8, students will:

Fluids
C2.1 demonstrate an understanding of the factors that affect viscosity, and compare the viscosity of
various fluids, including volumetric flow rate
C2.2 demonstrate an understanding of the relationship between mass, volume, and density
C2.3 explain the difference between solids, liquids, and gases in terms of their density, using the particle
theory of matter
C2.4 explain the difference between liquids and gases in terms of their compressibility and how their
compressibility affects their technological applications
C2.5 determine the buoyancy of an object, given its density, in a variety of fluids
C2.6 explain in qualitative terms the relationship between pressure, volume, and temperature when a
liquid or a gas is compressed or heated
C2.7 describe how forces are transferred in all directions in fluids, including using Pascal’s law to
quantify the transfer of forces in fluids
C2.8 describe factors that affect the flow of fluids
C2.9 describe the differences between pneumatic and hydraulic systems
C2.10 compare how fluids are used and how their flow is regulated in living organisms and in mechanical
devices or systems

D. Structures and Mechanisms

Systems in Action
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

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Overall expectations
By the end of Grade 8, students will:

D1. Relating Science and Technology to Our Changing World

assess the social and environmental impacts of various systems, and evaluate improvements to the
systems or alternative ways of meeting the same needs

Specific expectations
By the end of Grade 8, students will:

Systems in Action
D1.1 assess the social, economic, and environmental impacts of automating systems
D1.2 assess the impact on individuals, society, and the environment of alternative ways of meeting
needs that are currently met by existing systems, taking different points of view into consideration

D2. Exploring and Understanding Concepts

demonstrate an understanding of different types of systems and the factors that contribute to their safe
and efficient operation

Specific expectations
By the end of Grade 8, students will:

Systems in Action
D2.1 identify various types of systems
D2.2 describe the purpose, inputs, and outputs of various systems, including systems related to food
processing
D2.3 identify the various processes and components of a system that allow it to perform its function
efficiently and safely
D2.4 use the scientific terms displacement, force, work, energy, and efficiency to describe everyday
experiences
D2.5 demonstrate an understanding of the relationships between work, force, and displacement in
simple systems
D2.6 explain the relationship between input and output forces and determine the mechanical advantage
of various mechanical systems, including simple machines
D2.7 identify ways in which energy can dissipate from mechanical systems, and describe technological
innovations that make these systems more efficient

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D2.8 explain how providing information and support to consumers helps to ensure that the systems they
use run safely and efficiently
D2.9 describe technological innovations involving mechanical systems that have increased productivity
in various industries
D2.10 identify social factors that influence the evolution of a system

E. Earth and Space Systems

Water Systems
In this strand, students integrate learning from Strand A as they investigate
concepts, develop and apply skills, and make meaningful connections to their lives
and communities.

Overall expectations
By the end of Grade 8, students will:

E1. Relating Science and Technology to Our Changing World

assess the impact of human activities and technologies on the sustainability of water resources

Specific expectations
By the end of Grade 8, students will:

Water Systems
E1.1 assess the social and environmental impact of the scarcity of fresh water, and propose a plan of
action to help address fresh water sustainability issues
E1.2 demonstrate an understanding of First Nations, Métis, and Inuit knowledges and values about
water, connections to water, and ways of managing water resources sustainably
E1.3 assess the impact of scientific discoveries and technological innovations on local and global water
systems

E2. Exploring and Understanding Concepts

demonstrate an understanding of the characteristics of Earth’s water systems and of factors that affect
these systems

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Specific expectations
By the end of Grade 8, students will:

Water Systems
E2.1 identify the states of water on Earth’s surface, their distribution, relative amounts, and circulation,
and the conditions under which they exist
E2.2 demonstrate an understanding of a watershed, and explain its importance to water management
and planning
E2.3 explain how human activity and natural phenomena cause changes in the water table
E2.4 identify factors, including climate change, that have contributed to the melting of glaciers and polar
ice-caps, and describe the effects of this phenomenon on local and global water systems
E2.5 explain changes in atmospheric conditions caused by the presence of bodies of water
E2.6 describe various indicators of water quality, and explain the impact of human activity on those
indicators
E2.7 explain how municipalities process water and manage water usage

Information for parents

A parent’s guide to Science and Technology, Grades 1–8 (2022)For informational purposes only, not part
of official issued curriculum.
For informational purposes only, not part of official issued curriculum.

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EXTRACT 95 Printed on 2023-09-01