| Grade 1: Structures and Mechanisms: Everyday Structures |
Achievement
Level
|
|
Overall Expectations
|
1
|
2
|
3
|
4
|
| •demonstrate awareness that structures have distinctive
characteristics; |
|
|
|
|
| •design and make structures that meet a specific need; |
|
|
|
|
| •demonstrate understanding of the characteristics of
different structures and of ways in which they are made, and recognize
and use some systems in the home or at school. |
|
|
|
|
|
Specific Expectations
|
|
|
|
|
| Understanding Basic Concepts |
|
|
|
|
| •explain the function of different structures (e.g.,
house, car, bridge, chair, umbrella, television, wheelbarrow); |
|
|
|
|
| •identify ways in which various structures are similar
to and different from others in form and function (e.g., rooms all have
walls but are different in size and are used for different purposes; |
|
|
|
|
| •rubber balls are round and solid whereas balloons are
round and hollow); |
|
|
|
|
| •classify various structures in their environment (e.g.,
fences, stairs, ladders, bridges, water towers) according to specific features
(e.g., size, materials) and functions; |
|
|
|
|
| •identify geometric shapes (e.g., square, triangle, circle)
in ordinary structures; |
|
|
|
|
| •describe patterns that are produced by the repetition
of specific shapes or motifs in various materials and objects (e.g., the
pattern formed by triangles in a bridge or by flowers on wallpaper). |
|
|
|
|
| Developing Skills of Inquiry, Design, and Communication |
|
|
|
|
| •design and make different structures using concrete
materials, and explain the function of the structure (e.g., a toy bridge,
a slide for testing a marble); |
|
|
|
|
| •ask questions about and identify needs or problems related
to structures in their immediate environment, and explore possible answers
and solutions (e.g., make a box or a net in which to store a toy that has
several pieces); |
|
|
|
|
| •plan investigations to answer some of these questions
or solve some of these problems; |
|
|
|
|
| •use appropriate vocabulary in describing their investigations,
explorations, and observations (e.g., use words such as triangle, tall,
and zigzag in describing shapes; use input and output in describing the
operation of a machine); |
|
|
|
|
| •record relevant observations, findings, and measurements,
using written language, drawings, charts, and concrete materials (e.g.,
record the number of different shapes in a playground and draw them); |
|
|
|
|
| •communicate the procedures and results of investigations
and explorations for specific purposes, using demonstrations, drawings,
and oral and written descriptions (e.g., set up a display of different
cooking utensils and identify the function of each utensil); |
|
|
|
|
| •use appropriate natural and manufactured materials to
make structures (e.g., cut paper, mix sand and water, combine pipe cleaners,
use moulding clay); |
|
|
|
|
| •select appropriate tools and utensils (e.g., pencil,
paintbrush, scissors, hacksaw, spoon, measuring cup); |
|
|
|
|
| •use tools appropriately when joining and shaping various
materials (e.g., nails, glue, sandpaper). |
|
|
|
|
| Relating Science and Technology to the World Outside
the School |
|
|
|
|
| •distinguish between structures and devices made by humans
(e.g., houses, toys, televisions) and structures found in nature (e.g.,
bird nests, honeycombs); |
|
|
|
|
| •explain the function of a structure that they have made
and describe how they made it (e.g., a bridge, a castle); |
|
|
|
|
| •identify structures whose function is indicated by their
shape (e.g., railway-crossing barrier, stop sign, key); |
|
|
|
|
| •examine different kinds of fasteners (e.g., tape, button,
zipper) and indicate where they are used; |
|
|
|
|
| •use and recognize the effects of different kinds of
finishing techniques and processes (e.g., painting, adding decals) on structures
they have designed and made; |
|
|
|
|
| •recognize that a product is manufactured to meet a need
(e.g., scissors for cutting paper; coping saws for cutting wood); |
|
|
|
|
| •identify the action (input) required to operate an everyday
system (e.g., pressing a button to ring a doorbell), and identify the response
(output) of that system (e.g., the ringing of the doorbell); |
|
|
|
|
| •describe, using their own experience, how the parts
of some systems work together (e.g., wheels and axle; pulley and string). |
|
|
|
|
| Student Name: |
|
|
|
|