Hands-on approach to science & technology
Last spring, the provincial government introduced new science and technology curriculum for grades 1 to 8. The curriculum will be fully in place in Peel schools within three years. This fact sheet gives you some of the highlights about this new curriculum and how the changes will affect your child.
New features of the curriculum
- The most obvious change is that the curriculum emphasizes the relationship between science and technology.
- The curriculum states the skills and concepts students are expected to learn at each grade. These expectations are the same across Ontario.
- Some skills and concepts are introduced earlier to prepare students for the new four-year high school program. For example, particle theory, formerly taught in grade 10, is now introduced in grade 7.
- The new curriculum has more technology concepts and processes, and they are introduced earlier. For example, students will start learning about the design process and control systems in grade 1.
- There is a greater emphasis on earth and space science. For example, students will learn about astronomy in grade 6—before it was an optional topic in grade 10.
- This curriculum emphasizes hands-on learning of science and technology. These hands-on activities help students understand the basic concepts. Hands-on learning also helps students to apply science and technology to other areas of study—such math and language—and to the real world.
Broader definitions of science and technology
Science and technology will have a broader focus for students. The aim is to help students understand basic concepts and how they apply to the world outside the school.
Science attempts to describe and explain the natural and physical world. Students will learn science by investigating, exploring, predicting, experimenting or researching, observing, measuring, analyzing and communicating.
Technology includes much more than just computers. Students will learn to apply their knowledge of science and other disciplines to meet a need or solve a problem, using materials, energy and tools. The computer is one of the many tools students will use to design, construct and modify devices, structures, systems or processes. In grade 5, for example, students will design devices that transform one form of energy to another.
Beyond skills and knowledge, the curriculum also aims to help students develop the attitudes necessary for learning science and technology. These include commitment to accuracy, precision and integrity in observation, respect for evidence, observance of safety procedures, and respect for living things and the environment.
Students will also apply what they are learning to the world outside the school. For example, grade 6 students will devise a plan for reducing the amount of electricity used at home. Then they will assess how their plan could affect the economy and the use of natural resources.
Curriculum sets areas of study
The curriculum is divided into five strands—or major areas of knowledge and skills:
- life systems
- matter and materials
- energy and control
- structures and mechanisms
- earth and space systems
How will student learning be assessed?
There are four areas of achievement in the science and technology curriculum:
- understanding of basic concepts
- inquiry and design skills
- communication skills
- relating science and technology to each other and the world outside the school
For each of these areas, there are four levels of achievement:
- level 1—achievement that falls much below the provincial standard
- level 2—achievement that approaches the provincial standard
- level 3—achievement that meets the provincial standard
- level 4—achievement that exceeds the provincial standard
Based on this four-point scale, teachers will measure student achievement in a variety of ways. Teachers will continue to use tests, quizzes, assignments, projects, portfolios, presentations, classroom observation and many other methods to make sure students are meeting the provincial expectations.
| strand | grade 1 | grade 2 | grade 3 | grade 4 |
|---|---|---|---|---|
| life systems | characteristics and needs of living things | growth and changes in animals | growth and changes in plants | habitats and communities |
| matter and material | characteristics of objects and properties of materials | properties of liquids and solids | magnetic and charged material | materials that transmit, reflect or absorb light or sound |
| energy and control | energy in our lives | energy from wind and moving water | forces and movement | light and sound energy |
| structures and mechanisms | everyday structures | movement | stability | pulleys and gears |
| earth and space systems | daily and seasonal cycles | air and water in the environment | soils in the environment | rocks, minerals and erosion |
| grade 5 | grade 6 | grade 7 | grade 8 |
|---|---|---|---|
| human organ systems | diversity of living things | interactions with ecosystems | cells, tissues, organs and systems |
| properties of and changes in matter | properties of air and characteristics of flight | pure substances and mixtures | fluids |
| conservation of energy | electricity | heat | optics |
| forces acting on structures and mechanisms | motion | structural strength and stability | mechanical efficiency |
| weather | space | the earth's crust | water systems |
Peel teachers are working hard to put the new curriculum in place
The provincial curriculum sets the achievement levels and expectations for each grade. But Peel teachers still have to develop the lessons and learning activities to help students meet those expectations.
Peel teachers are working hard to put the new curriculum in place and to support student learning.
- Peel teachers helped to develop and field test the provincial curriculum.
- Last winter, the Peel board conducted a survey of teachers and principals to find out what they needed to implement the new curriculum.
- Last spring, the Peel board gave schools funds for equipment such as microscopes, saws, safety goggles, pulleys and aquariums.
- A team of Peel teachers developed modules—units of study for each grade. These modules combine expectations from science and technology, math and language.
- Scales will help teachers assess students’ inquiry, design and communication skills. Through the school year, we will collect student work as examples for each level of achievement.
- A handbook of terms gives teachers and students working definitions of scientific and technological terms, along with real-life applications or examples.
- A teacher resource package lists video, software and print resources, as well as internet sites and links to Peel curriculum.
You have an important role to play
Here are some of the ways that you can help your child to be successful in learning about science and technology:
- Become familiar with the expectations for your child's grade. Copies of the curriculum are available at your child's school or you can request a copy from the Ministry of Education and Training, 416-326-5300 or on the internet, www.edu.gov.on.ca
- Speak with your child's teacher about what child is learning and how you can help at home.
- Emphasize to your children how important it is to follow the safety rules when participating in science and technology activities—such as washing their hands after handling materials and keeping their work area tidy.
- Tell the school about any allergies your child may have to plants, animals or substances.
- Talk with your children about what they are learning in science and technology.
- Look for ways to learn science and technology at home—for example, observing the weather, building a structure, growing a plant, caring for a pet or following a recipe.
- Encourage your child's curiosity.
- Keep a positive attitude about your child's ability to succeed in learning science and technology.
For more information about Peel board’s science and technology program, contact your school or Program Services at 905-890-1010, ext. 2552/1-800-668-1146 ext. 2552.
