| Grade 1: Earth and Space Systems: Daily and Seasonal Cycles |
Achievement
Level
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Overall Expectations
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1
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2
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3
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4
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| •demonstrate an understanding of changes that occur in
daily and seasonal cycles and of how these changes affect the characteristics,
behaviour, and location of living things; |
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| •investigate changes that occur in a daily cycle and
in a seasonal cycle; |
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| •describe how living things, including humans, adapt
to and prepare for daily and seasonal changes. |
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Specific Expectations
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| Understanding Basic Concepts |
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| •identify the sun as a source of heat and light; |
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| •compare the different characteristics of the four seasons
(e.g., length of day, type of precipitation); |
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| •use units of time related to the earth’s cycles (e.g.,
days, months, seasons); |
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| •describe, using their observations, changes in heat
and light from the sun over a period of time (e.g., measure and describe
outdoor temperature changes at different times of the day; observe and
describe how the position of the sun influences the length and shape of
shadows). |
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| Developing Skills of Inquiry, Design, and Communication |
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| •design and construct models of structures that would
provide protection against local weather conditions (e.g., bus shelters,
umbrellas, houses); |
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| •ask questions about and identify needs or problems arising
from observable events in the environment, and explore possible answers
and solutions (e.g., chart observations of a sunflower over several days
and identify a pattern in the movement of the head of the flower; record
sunrise times and sunset times and observe a pattern); |
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| •plan investigations to answer some of these questions
or solve some of these problems; |
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| •use appropriate vocabulary in describing their explorations,
investigations, and observations (e.g., use words such as buds, flowers,
seeds, and leaves to identify seasonal changes in plants); |
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| •record relevant observations, findings, and measurements,
using written language, drawings, concrete materials, and charts (e.g.,
draw pictures of how animals live and what they do at different times of
the year; measure and record changes in temperature); |
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| •communicate the procedures and results of explorations
and investigations for specific purposes, using demonstrations, drawings,
and oral and written descriptions (e.g., write and illustrate a booklet
about their observations of seasonal changes; keep a journal recording
and describing the weather for a given period of time). |
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| Relating Science and Technology to the World Outside
the School |
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| •identify outdoor human activities that are based on
the seasons (e.g., swimming, gardening, skating) and examine some of the
solutions humans have found to make it possible to engage in these activities
out of season (e.g., community and sports centres make it possible to swim
and skate in any season; greenhouses make it possible to garden in any
season); |
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| •identify characteristics of clothing worn in different
seasons and make appropriate decisions about clothing for different environmental
conditions; |
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| •identify features of houses that help keep us sheltered
and comfortable throughout daily and seasonal cycles (e.g., lights, furnaces); |
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| •describe changes in the characteristics and behaviour
of living things that occur on a daily basis (e.g., their own daily routines
at school and at home, the behaviour of nocturnal animals, changes in certain
plants and flowers); |
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| •describe changes in the characteristics, behaviour,
and location of living things that occur in seasonal cycles (e.g., trees
shed their leaves, birds migrate); |
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| •describe ways in which humans modify their behaviour
to adapt to changes in temperature and sunlight during the day (e.g., they
put on extra clothing when it gets colder, they wear sunglasses). |
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