2007                      REVISED
   The Ontario Curriculum
   Grades 1-8
            Science and
            Technology
                                CONTENTS
                                           INTRODUCTION                                                                                                3
                                               The Goals of the Science and Technology Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
                                               The Nature of Science and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
                                               Roles and Responsibilities in the Science and Technology Program . . . . . . . . . . . . . . . . . . . 7
                                           THE PROGRAM IN SCIENCE AND TECHNOLOGY                                                                     10
                                               Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
                                               Strands in the Science and Technology Curriculum  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
                                               The Skill Continua for Scientific Inquiry and 
                                               Technological Problem Solving  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
                                               Topics in Science and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
                                           ASSESSMENT AND EVALUATION OF 
                                           STUDENT ACHIEVEMENT                                                                                       21
                                               Basic Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
                                               The Achievement Chart for Science and Technology  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
                                           SOME CONSIDERATIONS FOR PROGRAM PLANNING 
                                           IN SCIENCE AND TECHNOLOGY                                                                                 28
                                               Instructional Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
                                               Health and Safety in Science and Technology Education  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
                                               Cross-Curricular and Integrated Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
                                               Planning Science and Technology Programs for Students 
                                               With Special Education Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
                                               Program Considerations for English Language Learners  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
                                               Environmental Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
                                               Antidiscrimination Education in the Science and Technology Program . . . . . . . . . . . . . . 36
                                               Critical Thinking and Critical Literacy in Science and Technology . . . . . . . . . . . . . . . . . . . . . 38
                                               Literacy and Numeracy in the Science and Technology Program  . . . . . . . . . . . . . . . . . . . . . 38
                                               The Role of Information and Communications Technology 
                                               in Science and Technology Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
                                               The Role of the School Library in Science and Technology Programs  . . . . . . . . . . . . . . . . 41
                                               Guidance in Science and Technology Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
                                 Une publication équivalente est disponible en français 
                                 sous le titre suivant : Le curriculum de l’Ontario, de la 
                                  re      e
                                 1 à la 8 année – Sciences et technologie, 2007.
                                 This publication is available on the Ministry of Education’s
                                 website, at http://www.edu.gov.on.ca.
                THE CURRICULUM EXPECTATIONS
                 Grade 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
                 Grade 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
                 Grade 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
                 Grade 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
                 Grade 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
                 Grade 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
                 Grade 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
                 Grade 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
                GLOSSARY 152
                  INTRODUCTION
                        This document replacesThe Ontario Curriculum, Grades 1–8: Science and Technology, 1998.
                        Beginning in September 2008, all science and technology programs for Grades 1 to 8 will
                        be based on the expectations outlined in this document.
                        THE GOALS OF THE SCIENCE AND TECHNOLOGY PROGRAM
                           A scientifically and technologically literate person is one who can read and understand
                           common media reports about science and technology, critically evaluate the information
                           presented, and confidently engage in discussions and decision-making activities that
                           involve science and technology.
                                             Science Co-ordinators’ and Consultants’ Association of Ontario (SCCAO) 
                                                    and Science Teachers’ Association of Ontario (STAO/APSO), 
                                                         “Position Paper: The Nature of Science” (2006), p. 1
                        During the twentieth century, science and technology played an increasingly important
                        role in the lives of all Canadians. Science and technology underpin much of what we take
                        for granted, including clean water, the places in which we live and work, and the ways in
                        which we communicate with others. The impact of science and technology on our lives
                        will continue to grow. Consequently, scientific and technological literacy for all has become
                        the overarching objective of science and technology education throughout the world.
                        Achievement of both excellence and equity underlies the three major goals of the science
                        and technology program at the elementary level. Accordingly, The Ontario Curriculum,
                        Grades 1–8: Science and Technology, 2007 outlines the skills and knowledge that students
                        will develop, as well as the attitudes that they need to develop in order to use their
                        knowledge and skills responsibly. The three goals are the following:
                        1. to relate science and technology to society and the environment
                        2. to develop the skills, strategies, and habits of mind required for scientific inquiry and
                          technological problem solving
                        3. to understand the basic concepts of science and technology