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Grade Primary

Learning Outcomes Framework   GRADE PRIMARY     Science 

N.S. Department of Education, April 2004       

 SPECIFIC CURRICULUM OUTCOMES

The four units and their two-page spread titles covered in the grade primary program are as follows:

                     Exploring the World with Our Senses

            - Sight

            - Hearing

            - Smell

            - Taste

            - Touch

            - Observing Using More Than One Sense

                     Exploring Sand and Water with Our Senses

            - Sand Investigations

            - Water

                     Exploring Moving Things with Our Senses

            - Exploring with Ramps, Rollers, and Sliders

            - Investigating with Ramps

            - Investigating Our Own Movement

            - Investigating Balancing

                     Exploring the World of Living Things with Our Senses

            - Investigating Living Things Outdoors

            - Investigating Living Things in the Classroom

Teachers may choose to follow the design of the four units presented in the curriculum guide.   Alternately, they may choose to begin with learning experiences based on the first unit, Exploring the World with Our Senses, and then select activities from the other three units as contexts for reinforcing the outcomes addressed in the first unit and for focussing on the other specific curriculum outcomes for grade primary science.  All the following outcomes must be covered in grade primary.

Students will be expected to:

                     develop vocabulary and use language to bring meaning to what is seen, felt, smelled, heard, tasted, and thought (100 - 1)

                     explore and select different ways to represent ideas, actions, and experiences, and to communicate with others (100-2)

                     detect consistency and pattern in objects and events and use language to describe these patterns (100-3)

                     explore how characteristics of materials may change as a result of manipulating them (101-1)

                     identify and explore ways to use tools to help carry out a variety of useful tasks (101-2)

                     choose materials to build a variety of real and imaginary settings, and play roles that correspond to those settings (103-1)

                     ask questions that lead to exploration and investigation (200-1)

                     select and use materials to carry out their own explorations (200-4)

                     follow a simple procedure where instructions are given one step at a time (201-1)

                     manipulate materials purposefully (201-2)

                     observe, using one or a combination of the senses (201-4)

                     use personal observations when asked to describe characteristics of materials and objects studied (202-1)

                     place materials and objects in a sequence or in groups according to one or more attributes (202-2)

                     communicate questions, ideas, and intentions while conducting their explorations (203-1)

                     identify common objects and events, using terminology and language that others understand (203-2)

                     respond to the ideas and actions of others and acknowledge their ideas and contributions (203-4)


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