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Grade Six

Learning Outcomes Framework      GRADE SIX- SPECIFIC CURRICULUM OUTCOMES    Science - Grades P-6

Students will be expected to:

Life Science: Diversity of Life

The Role of a Common Classification Scheme for Living Things

•  identify different ways to classify living things in their local habitat, and select one (204-6)     •  classify living things in the local habitat and create a chart or diagram that shows the method of classifying (206-1)     •   present a selected classification scheme to others (207-2)

•  describe how classifications may vary and suggest possible explanations for variations (104-5)     •  identify communication problems that arise from the differences in classification schemes for living things and describe the role of a common classification system (206-9, 300-15)

The Animal Kingdom: Vertebrates and Invertebrates:

•  classify animals as vertebrates or invertebrates (104-8, 300-16)    •  compare the characteristics of mammals, birds, reptiles, amphibians, and fish (300-17)    

•   record observations while investigating common arthropods (205-7)     •  compare characteristics of common arthropods (300-18)

•  classify invertebrates as arthropods or “other invertebrates” (206-1)


•  identify and use correctly appropriate tools to examine and describe some living things that cannot be seen with the naked eye (204-8, 300-19)

•  describe how microorganisms meet their basic needs, including obtaining food, water, and air, and moving around (302-12)

•  provide examples of how science and technology have been involved in identifying and controlling the growth of microorganisms (107-6)

•  describe products and techniques that can be used at home to protect against unwanted microorganism growth (107-1)

Adaptations and Natural Selection

•  propose questions about the relationship between the structural features of organisms and their environment, and use a variety of sources to gather information about this relationship (204-1, 205-8)     •  compare the adaptations of closely related animals living in different parts of the world, and discuss reasons for any differences (310-15)     •  describe reasons why various animals are endangered, and describe efforts to study their populations size and ensure their continued existence   (105-1, 107-6)     •  identify changes in animals over time, using fossils (301-16)      •  identify the theory of natural selection as one that has developed based on the gradual accumulation of evidence (105-5)     •  identify paleontologists as people who study fossils, and describe examples of improvements to some of their techniques and tools that have resulted in a better understanding of fossil discoveries (106-3, 107-11)

Physical Science: Electricity

Electrical Safety

•  use tools and apparatus such as batteries, bulbs, and wires in a manner that ensures personal safety and the safety of others (205-9)

•  identify and explain the dangers of electricity at work or at play (303-31)

•  describe examples of how our knowledge of the hazards of electrical shock has led to the development of electrical safety features (106-4)

Investigating Static Electricity

•  record observations while exploring and solving static electricity challenges (205-7)

•  suggest possible explanations for variations in the results of investigations involving static electricity (104-5, 206-3)

•  use the terms attraction, repulsion, electrons, positive charge, and negative charge in meaningful contexts while exploring static electricity (204-4)

Circuit Pathways

•  compare a variety of electrical pathways by constructing simple circuits, and illustrate the electrical circuits with drawings and appropriate symbols

(303-23, 207-2)     •  follow instructions for testing the conductivity of different solids and liquids, and draw conclusions as to which materials tested were insulators or conductors (205-3), 300-20)     •  describe the role of switches in electrical circuits, and identify materials that can be used to make a switch (303-24, 204-8)   

•  compare characteristics of series and parallel circuits (303-25)     •  compare the characteristics of static and current electricity (303-22)

Electromagnets and their Applications

•  describe the relationship between electricity and magnetism when using an electromagnet (303-27)     •  propose questions about the factors that affect the strength of electromagnets, state predictions and hypotheses related to these factors, and carry out a fair test of these factors (204-1, 204-3, 205-1)     •  describe how knowledge of electromagnets has led to the development of many electrical devices that use them (106-3)

Uses for Electricity

•  demonstrate how electricity in circuits can produce light, heat, sound, motion, and magnetic effects (303-26)     •  propose electrical circuitry problems to investigate, and plan a set of steps to solve them (204-1, 204-7)     •  describe how knowledge of electricity has led to many new inventions that have changed the way we live, and describe ways in which we have become increasingly dependent on electricity over the years (107-9, 106-4)

Sources of Electricity

•  describe how knowledge that magnets can produce electric current led to the invention of electrical generators (106-4)

•  identify and investigate various methods of generating electricity (past, present, and future), and describe some ways in which these methods affect the environment (303-28, 105-3, 108-8)     •  identify and explain sources of electricity as renewable or nonrenewable (303-29)

Electrical Energy Consumption and Conservation

•  identify and explain different factors that could lead to a decrease in electrical energy consumption in the home and at school and how will this help protect the environment (108-5, 303-30)

Physical Science: Flight


•  rephrase questions about drag in a testable form and then carry out procedures, make and record observations to test the performance of a flying device (204-2, 205-5, 207-2)     •   describe and demonstrate methods for altering drag in flying devices (301-18)     •  describe how the results of similar and repeated investigations testing drag may vary and suggest possible explanations for variations (104-5)    •  suggest improvements to the design of a flying device to improve its performance (206-6)       •  provide examples of how technological research and design have resulted in many product designs that have reduced the amount of drag experienced (107-6)

Lift and Wing Shape

•  describe the role of life in overcoming gravity and enabling devices or living things to fly (303-32)

•  plan and carry out a set of steps to investigate the effect of wing shape on lift, and select and use tools in building models of various wing shapes (204-7, 205-1, 205-2)     •  demonstrate and describe how lift is affected by the shape of a surface (301-17)     •  identify characteristics and adaptations that enable birds and insects to fly (300-21)     •  describe how knowledge of how wing shape affects lift has led to the development of aerodynamically designed wings, and features on planes that allow wing shape to be altered during the flight (106-4)

Lift and Bernoulli’s Principle

•  identify situations which involve Bernoulli’s principle (303-33)     •  describe how aerodynamic research using wind tunnels and/or computers can contribute to new airplane designs (106-3)     •  explain why using computer simulations and/or wind tunnels are appropriate processes for investigating wind and airplane designs (104-3)     •  identify and use a variety of sources to investigate the use of wind tunnels in testing aircraft shapes (205-8)

Thrust and Propulsion

•  describe and demonstrate the means of propulsion for flying devices (303-34)     •  describe and justify the differences in design between aircraft and spacecraft (300-22)     •  compare current and past air and space craft (105-3)     •  describe some ways that flying devices have changed the way people work and live (107-9)     •  provide examples of Canadians who have contributed to the science and technology of aircraft (107-12)

Earth and Space Science: Space

Space Exploration

•  describe how astronauts are able to meet their basic needs in space (301-21)     •  provide examples of Canadians who have contributed to the science and technology of space exploration (107-12)     •  describe examples of improvements to the tools and techniques of exploring the solar system that have led to discoveries and scientific information (106-3)     •  describe scientific/technological achievements in space science that are the results of contributions by people from around the world (107-15)     •  identify examples of scientific questions and technological problems about space and space exploration that are currently being studied (105-1)

Relative Positions and Motion of the Earth, Moon, and Sun

•  describe how peoples’ conceptions of the Earth and its position in the solar system have been continually questioned and changed

over time (105-6)     •  demonstrate how Earth’s rotation causes the day and night cycle and how Earth’s revolution causes the yearly cycle of seasons (301-19)    

•  observe and explain how the relative positions of Earth, the moon, and the sun are responsible for the moon phases, eclipses, and tides (301-20)

The Solar System

•  select and use tools in building models of the solar system that show approximate relative size of the planets and sun, and the approximate relative orbits of the planets around the sun (205-2)     •  describe the physical characteristics of components of the solar system (104-8, 300-23)

•  identify and use a variety of sources and technologies to gather pertinent information about a planet, moon, asteroid, or comet, and display their findings using diagrams, pictures, and/or descriptions from recent explorations (105-1, 205-8, 207-2)     •  evaluate the usefulness of different information sources when getting information about the components of the solar system (206-4, 204-6)

Stars and Constellations

•  identify constellations from diagrams, pictures and/or representations of the night sky (302-13)     •  use electronic, print resources and/or visit a planetarium to gather information on the visual characteristics and mythology of constellations (205-8)     •  compare how different cultures have used the positions of stars for such things as the appropriate time to plant and harvest crops, navigate the oceans, and/or foretell significant events (107-3)

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