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Science and Technology

Material World

Student constructs knowledge with teacher guidance.

Student applies knowledge by the end of the school year.

 

Student reinvests knowledge.

The statements in bold refer to the knowledge that should be emphasized.
Elementary
Cycle
One
Cycle
Two
Cycle
Three
  1. Matter
1 2 3 4 5 6
  1. Properties and characteristics of matter
    1. Classifies objects according to their properties (e.g. colour, shape, size, texture, smell)
       
    1. Classifies materials (e.g. fabrics, sponges, papers) according to their degree of absorption
       
    1. Distinguishes between materials that are permeable to water and those that are not
       
    1. Distinguishes between translucent substances (transparent or coloured) and opaque substances
       
    1. Describes the shape, colour and texture of an object or a substance
       
    1. Distinguishes between the mass (quantity of matter) of an object and its weight (gravitational force acting on the mass)
       
    1. Classifies solids according to their density (identical volumes and different masses or identical masses and different volumes)
       
    1. Associates the buoyancy of a volume of liquid in an identical volume of a different liquid with the densities of these liquids (relative density)
       
    1. Explains the buoyancy of a substance in another substance, using their respective densities (relative density)
       
    1. Describes various other physical properties of an object, a substance or a material
      (e.g. elasticity, hardness, solubility)
       
    1. Recognizes the materials of which an object is made
       
  1. Mixtures
    1. Recognizes mixtures in his/her environment (e.g. air, juice, salad dressing, soup, raisin bread)
       
    1. Distinguishes between mixtures of miscible and immiscible liquids (e.g. water and milk, water and oil)
       
    1. Distinguishes between substances that are soluble in water (e.g. salt, sugar) and those that are not (e.g. pepper, sand)
       
  1. Solid, liquid, gaseous state, phase changes
    1. Distinguishes among the three states of matter (solid, liquid, gas)
       
    1. Recognizes water in its solid (ice, snow), liquid and gaseous (steam) state
       
    1. Describes the operations involved in changing water from one state to another (heating or cooling)
       
    1. Determines the state of various objects and substances in his/her environment (e.g. glass, air, milk, plastic)
       
  1. Conservation of matter
    1. Recognizes that the quantity of the matter remains the same once a change has occurred (e.g. 50 ml of water in a saucer or a glass, whole piece of chalk or ground chalk, flattened piece of modelling clay or a ball of modelling clay)
       
  1. Changes in matter
    1. Demonstrates that physical changes (e.g. deforming, breaking, grinding, phase changes) do not change the properties of matter
       
    1. Demonstrates that chemical changes (e.g. cooking, combustion, oxidation, acid-base reactions) change the properties of matter
       
    1. Explains how certain household products are made (e.g. soap, paper)1
   
  1. Common household products
    1. Associates the uses of certain household products with their properties
      (e.g. cleaning products remove grease, vinegar and lemon juice help preserve certain foods)
       
    1. Recognizes commonly used products that are potentially dangerous (safety-related symbols)
       
  1. Energy
1 2 3 4 5 6
  1. Forms of energy
    1. Describes different forms of energy (mechanical, electrical, light, chemical, heat, sound, nuclear)
       
    1. Identifies sources of energy in his/her environment (e.g. moving water, chemical reaction in a battery, sunlight)
   
  1. Transmission of energy
    1. Distinguishes between substances that are thermal conductors and those that are thermal insulators
       
    1. Distinguishes between substances that are electrical conductors and those that are electrical insulators
       
    1. Identifies the components of a simple electric circuit (wire, source, light bulb, switch)
       
    1. Describes the functions of the components of a simple electric circuit (conductor, insulator, energy source, light bulb, switch)
       
    1. Identifies the characteristics of a sound wave (e.g. volume, timbre, echo)
       
    1. Describes the behaviour of light rays (reflection, refraction)
       
    1. Explains the motion of convection in liquids and gases (e.g. boiling water)
       
  1. Transformation of energy
    1. Describes situations in which human beings consume energy (e.g. heating, transportation, food consumption, recreation)
   
    1. Names means used by human beings to limit their energy consumption
      (e.g. fluorescent light bulbs, timers) and to conserve energy (e.g. insulation)
       
    1. Explains the insulating properties of various substances (e.g. polystyrene, mineral wool, straw)
       
    1. Describes the transformations of energy from one form to another
       
    1. Recognizes the transformations of energy from one form to another in various devices (e.g. flashlight: chemical to light; electric kettle: electrical to heat)
       
  1. Forces and motion
1 2 3 4 5 6
  1. Electrostatic
    1. Describes the effect of electrostatic attraction (e.g. paper attracted by a charged object)
       
  1. Magnetism and electromagnetism
    1. Recognizes the effects of magnetism on magnets (attraction and repulsion)
       
    1. Identifies situations in which magnets are used
       
    1. Distinguishes between a magnet and an electromagnet
       
    1. Identifies objects that use the principles of electromagnetism (e.g. electromagnetic crane, fire door)
       
  1. Gravitational attraction on an object
    1. Describes the effect of gravitational attraction on an object (e.g. free fall)
       
  1. Pressure
    1. Recognizes various manifestations of pressure
      (e.g. inflatable balloon, atmospheric pressure, airplane wing)
       
    1. Describes the effects of pressure on an object
      (e.g. compression, displacement, increase in temperature)
       
  1. Characteristics of motion
    1. Describes the characteristics of motion (e.g. direction, speed)
       
  1. Effects of a force on the direction of an object
    1. Identifies situations involving the force of friction (pushing on an object, sliding an object, rolling an object)
       
    1. Identifies examples of a force
      (e.g. pulling, pushing, throwing, squeezing, stretching)
       
    1. Describes the effects of a force on an object
      (e.g. Sets it in motion, changes its motion, stops it)
       
    1. Describes the effects of a force on a material or structure
       
  1. Combined effects of several forces on an object
    1. Predicts the combined effect of several forces on an object at rest or an object moving in a straight line (e.g. reinforcement, opposition)
       
  1. Systems and interaction
1 2 3 4 5 6
  1. Everyday technical objects
    1. Describes the parts and mechanisms that make up an object
       
    1. Identifies the needs that an object was originally designed to meet
       
  1. Simple machines
    1. Recognizes simple machines (lever, inclined plane, screw, pulley, winch, wheel) used in an object (e.g. lever in seesaw, inclined plane for an access ramp)
       
    1. Describes the uses of certain simple machines (to adjust the force required)
       
  1. Other machines
    1. Identifies the main function of some complex machines (e.g. cart, waterwheel, wind turbine)
       
  1. How manufactured objects work
    1. Identifies the mechanical parts (e.g. gears, cams, springs, simple machines, connecting rods)
   
    1. Recognizes two types of motion (rotation and translation)
   
    1. Describes a simple sequence of mechanical parts in motion
   
  1. Servomechanism and robots
    1. Recognizes robotic structures that use a servomechanism
       
  1. Transportation technology (e.g. car, airplane, boat)
    1. Recognizes the influence and impact of transportation technology on people’s way of life and surroundings
   
  1. Electron technology
    1. Recognizes the influence and the impact of electric appliances on people’s way of life and surroundings (e.g. telephone, radio, television, computer)
   
  1. Techniques and instrumentation
1 2 3 4 5 6
  1. Use of simple measuring instruments
    1. Appropriately uses simple measuring instruments (rulers, dropper, graduated cylinder, balance, thermometer, chronometer)
   
  1. Use of simple machines
    1. Appropriately uses simple machines (lever, inclined plane, screw, pulley, winch, wheel)
   
  1. Use of tools
    1. Appropriately and safely uses tools (e.g. pliers, screwdriver, hammer, wrench, simple template)
   
  1. Design and manufacture of instruments, tools, machines, structures (e.g. bridges, towers), devices (e.g. water filtration device), models (e.g. glider) and simple circuits
    1. Knows the symbols associated with types of motion, electrical components and mechanical parts
   
    1. Interprets a diagram or a plan containing symbols
   
    1. Uses symbols associated with mechanical parts and electrical components in a diagram or drawing
   
    1. Draws and cuts parts out of various materials using appropriate tools
   
    1. Uses appropriate assembling methods (e.g. screws, glue, nails, tacks, nuts)
   
    1. Uses appropriate tools for proper finishing work
   
    1. Uses simple machines, mechanisms or electrical components to design or make an object
   
  1. Appropriate language
1 2 3 4 5 6
  1. Terminology related to an understanding of the material world
    1. Appropriately uses terminology related to the material world
    1. Distinguishes between the meaning of a term used in a scientific or technological context and its meaning in everyday language (e.g. source, matter, body, energy, machine)
  1. Conventions and types of representations specific to the concepts studied
    1. Communicates using appropriate types of representations that reflect the rules and conventions of science and technology (e.g. symbols, graphs, tables, drawings, sketches, norms and standardization)
   
1.  Teachers on the school team should work together with regard to the statements that apply to both the second and third cycles. This knowledge should be called upon during various tasks and the level of complexity should be increased from one cycle to the next.

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