161x Filetype PDF File size 0.75 MB Source: www.edu.gov.on.ca
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
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