Grade 1

A3. Applications, Connections, and Contributions demonstrate an understanding of the practical applications of science and technology, and of contributions to science and technology from people with diverse lived experiences

• A3.3 analyse contributions to science and technology from various communities

E1. Relating Science and Technology to Our Changing World assess the impact of daily and seasonal changes on living things, including humans

• E1.1 assess the impact of daily and seasonal changes on human outdoor activities, and identify innovations that enable people to engage in various activities year-round
• E1.2 assess ways in which daily and seasonal changes have an impact on society, the environment, and living things in the natural environment

E2. Exploring and Understanding Concepts demonstrate an understanding of daily and seasonal changes and of how living things respond to those changes

• E2.1 demonstrate an understanding of Earth’s relationship to the Sun and that this relationship results in daily and seasonal changes on Earth
• E2.2 demonstrate an understanding that a cycle is a series of repeating events, and that cycles can be observed in daily and seasonal changes
• E2.3 describe the changes in the amount of light and heat from the Sun that occur throughout the day and in the four seasons
• E2.4 describe and compare the four seasons in terms of the weather, including precipitation and temperature, in their local area
• E2.5 describe changes in the appearance or behaviour of living things that are adaptations to seasonal changes
• E2.6 describe how humans prepare for, and respond to, daily and seasonal changes

Grade 2

A3. Applications, Connections, and Contributions demonstrate an understanding of the practical applications of science and technology, and of contributions to science and technology from people with diverse lived experiences

• A3.3 analyse contributions to science and technology from various communities

B2. Exploring and Understanding Concepts demonstrate an understanding that animals grow and change and have distinct characteristics

• B2.1 compare physical characteristics of various animals, including characteristics that are constant and those that change
• B2.4 compare changes in the appearance and behaviour of various animals as they go through a complete life cycle
• B2.5 describe adaptations, including physical and/or behavioural characteristics, that allow various animals to survive in their natural environment

C1. Relating Science and Technology to Our Changing World assess ways in which liquids and solids and their uses can have an impact on society and the environment

• C1.2 assess the impacts of changes of state of liquids and solids on humans and on environments

Grade 3

A3. Applications, Connections, and Contributions demonstrate an understanding of the practical applications of science and technology, and of contributions to science and technology from people with diverse lived experiences

• A3.3 analyse contributions to science and technology from various communities

B2. Exploring and Understanding Concepts demonstrate an understanding of characteristics and uses of plants and of plants’ responses to the natural environment

• B2.3 describe changes that different plants undergo in their life cycles
• B2.4 describe ways in which a variety of plants adapt and/or react to their environment and to changes in their environment
• B2.5 demonstrate an understanding that most plants get energy directly from the Sun through the process of photosynthesis, which involves the absorption of carbon dioxide and the release of oxygen
• B2.6 describe ways in which people, including Indigenous peoples, from various cultures around the world use plants for food, shelter, medicine, and clothing

Grade 4

A3. Applications, Connections, and Contributions demonstrate an understanding of the practical applications of science and technology, and of contributions to science and technology from people with diverse lived experiences

• A3.3 analyse contributions to science and technology from various communities

Grade 5

A3. Applications, Connections, and Contributions demonstrate an understanding of the practical applications of science and technology, and of contributions to science and technology from people with diverse lived experiences

• A3.3 analyse contributions to science and technology from various communities

C2. Exploring and Understanding Concepts demonstrate an understanding of light and sound as forms of energy that have specific characteristics and properties

• C2.3 describe properties of light, including that light travels in a straight path and that light can be absorbed, reflected, and refracted

Grade 6

A3. Applications, Connections, and Contributions demonstrate an understanding of the practical applications of science and technology, and of contributions to science and technology from people with diverse lived experiences

• A3.3 analyse contributions to science and technology from various communities

Grade 1

Learners will analyse daily and seasonal change in the environment.

• How do animals and plants change their behaviours or appearance for different seasons?
• How do seasonal cycles affect living things?

Learners will analyse interconnectiveness of living things and the environment.

• How do animals and plants interact with their environment?

Grade 2

Learners will analyse the interconnectiveness of air and water in the environment, inclusive of a Mi’kmaw perspective.

• How are air and water important to Mi’kmaw people?

Learners will analyse the relationship between animal growth and the environment.

• How do animals and plants change as they grow?

Learners will investigate liquids, solids, and mixtures.

• How does the state of matter affect its properties?

Grade 4

Learners will analyse interconnectiveness of and within local habitats, inclusive of a Mi’kmaw perspective.

• How are living and nonliving things interconnected within local habitats?

Learners will investigate properties of light.

• How can the properties of light, such as absorption, transmission, reflection, refraction be demonstrated?

Grade 5

Learners will investigate weather.

• Investigate weather-related oral traditions, including Mi’kmaw oral traditions for patterns that can be predicted in the short term and on a seasonal basis.

Learners will investigate how weather impacts daily life.

• How are seasonal cycles important to various communities?
• How do living beings prepare for seasonal events?

Grade 6

Learners will investigate components of space.

Moon Phases:

• How does the appearance of the moon change throughout the cycle?
• How does the timing of moonrise and moonset change over a month?

Oral traditions of space phenomena, including Mi’kmaw oral traditions:

• How does the story of Muin and the Seven Bird Hunters teach us about the progression of the constellations and the seasons?
• How can oral traditions teach us about space phenomena?

Learners will investigate innovations used in space exploration.

Space Exploration and Innovations:

• How has technology permitted the exploration of space?
• How have Canadian scientists contributed to space exploration?
• How are the needs of humans in space different from those on Earth?
• How are the needs of humans met in space?

Grade 1

Topic B: Seasonal Changes

• 1–6 Describe seasonal changes, and interpret the effects of seasonal changes on living things

Grade 2

Topic D: Hot and Cold Temperature

• 2–9 Recognize the effects of heating and cooling, and identify methods for heating and cooling.

Grade 4

Topic D: Light and Shadows

• 4–9 Identify sources of light, describe the interaction of light with different materials, and infer the pathway of a light beam.

Grade 5

Topic D: Weather Watch

• 5–8 Observe, describe and interpret weather phenomena; and relate weather to the heating and cooling of Earth’s surface. (9. Describe the effects of the Sun’s energy on daily and seasonal changes in temperature— 24-hour and yearly cycles of change.)

Grade 6

Topic C: Sky Science

• 6–7 Observe, describe and interpret the movement of objects in the sky; and identify pattern and order in these movements. (6. Describe seasonal changes in the length of the day and night and in the angle of the Sun above the horizon.)

Grade 1

Big ideas:

• Living things have features and behaviours that help them survive in their environment.
• Light and sound can be produced and their properties can be changed.
• Observable patterns and cycles occur in the local sky and landscape.

Content

• Identify First Peoples perspectives and knowledge as sources of information
• properties of light and sound depend on their source and the objects with which they interact
• common objects in the sky
• the knowledge of First Peoples
  — shared First Peoples knowledge of the sky
  — local First Peoples knowledge of the local landscape, plants and animals
  — local First Peoples understanding and use of seasonal rounds
• local patterns that occur on Earth and in the sky

Grade 3

Big ideas:

• Living things are diverse, can be grouped, and interact in their ecosystems.
• Wind, water, and ice change the shape of the land.

Content:

• Identify First Peoples perspectives and knowledge as sources of information
• The knowledge of local First Peoples of ecosystems
• local First Peoples knowledge of local landforms
• observable changes in the local environment caused by ice

Grade 4

Big ideas:

• All living things sense and respond to their environment.
• The motions of Earth and the moon cause observable patterns that affect living and non-living systems.

Content:

• Identify First Peoples perspectives and knowledge as sources of information
• local changes caused by Earth’s axis, rotation, and orbit
• the effects of the relative positions of the sun, moon, and Earth including local First Peoples perspectives

Grade 5

Content:

• Identify First Peoples perspectives and knowledge as sources of information
• First Peoples concepts of interconnectedness in the environment

Grade 6

Big Ideas:

• The solar system is part of the Milky Way, which is one of billions of galaxies.

Content:

• Identify First Peoples perspectives and knowledge as sources of information
• the overall scale, structure, and age of the universe
• the position, motion, and components of our solar system in our galaxy

Grade 1

SCI.1.INW.1 Demonstrate an understanding of different First Nations, Métis and Inuit ways of knowing, being and doing in relationship with the land and the natural world by exploring Indigenous methods of observing and interpreting the world, applying scientific principles, and creating technologies within local traditional and contemporary cultural contexts (e.g., wholistic, reciprocal, interconnected and sustainable ways, landbased learning, intersections with Western science, etc.).

SCI.1.SI.1 Develop a sense of agency, identity, and belonging in science by

• building a personal connection to nature.
• establishing links between science concepts and personal experience.
• recognizing that everyone can contribute to science.

SCI.1.PS.1 Demonstrate an awareness of the dynamic interplay between science,
technology, society, and the environment (STSE), empowering learners to
critically evaluate the impacts of scientific and technological advancements
on individuals, communities, and ecosystems, and to make informed
decision for a sustainable future.
Examples:
sustainability, recycling, material properties and suitable uses, materials used
in traditional indigenous structures and tools, energy generation in MB, energy
conservation, human and animal adaptations to seasonal change, celestial
bodies and various significance and teachings, human and animal relationships
in local ecosystems, natural plant and animal life cycles, animal adaptations (e.g.,
camouflage, mimicry, survival adaptations), conservation and protection of land,
water and ecosystems, ethnobotany, and cultural signification of plants names in
indigenous languages, wildlife-human interactions and coexistence, healthy living,
etc.

SCI.1.PS.2 Demonstrate an understanding of the units, measuring tools, and nature
of measurement in science.
Include:
Tools: senses, nonstandard (e.g., hands, paper clips, coins), calendar, clock
Attributes: length, weight, volume, time
Units: length (relative/non standard: longer, shorter/hands, paperclips coins
etc.), weight (relative/non standard: heavier, lighter/paperclips coins etc.), time
(seconds, minutes, hours, days, weeks, months, years)

SCI.K.PS.3 Demonstrate practical scientific skills through safely and actively
participating in a variety of scientific practices such as inquiry-based
learning experiences, experimentation, scientific observation, data analysis,
measurement, debate, communicating scientific information, design and
build, etc.
Examples:

• Invite an Elder or a Knowledge Keeper to share Indigenous Teachings.
• Observe natural and constructed objects and materials in their environment in
  a safe and respectful manner using their senses.
• Make observations at different times of year to relate the amount of daylight
  to the time of year.
• Make observations to construct an evidence-based account that young plants
  and animals are like, but not exactly like, their parents.
• Recognize safety symbols in their surroundings.

SSCI.1.SK.6 Demonstrate an understanding that there are patterns, or cycles, in the position of the Sun seen at different times of the day, and in the shape of the Moon as time passes.

SCI.1.SK.7 Demonstrate an understanding that daily and seasonal changes relate to the amount of solar energy reaching the Earth. Include: heat, light

SCI.1.SK.8 Demonstrate an understanding of how seasonal changes affect living things

Grade 2

• SCI.2.INW.1 Demonstrate an understanding of different First Nations, Métis and Inuit ways of knowing, being and doing in relationship with the land and the natural world by exploring Indigenous methods of observing and interpreting the world, applying scientific principles, and creating technologies within local traditional and contemporary cultural contexts (e.g., wholistic, reciprocal, interconnected and sustainable ways, landbased learning, intersections with Western science, etc.).
• SCI.2.SI.1 Develop a sense of agency, identity and belonging in science by:building a personal connection to nature.
• establishing links between science concepts and personal experience.
• recognizing that everyone can contribute to science.

SCI.2.PS.2 Demonstrate an understanding of the units, measuring tools, and nature of measurement in science. Include: calendar, temperature days, weeks, months, years

Grade 3

SCI.3.INW.1 Demonstrate an understanding of different First Nations, Métis and
Inuit ways of knowing, being and doing in relationship with the land
and the natural world by exploring Indigenous methods of observing
and interpreting the world, applying scientific principles, and creating
technologies within local traditional and contemporary cultural contexts
(e.g., wholistic, reciprocal, interconnected and sustainable ways, landbased learning, intersections with Western science, etc.).

SCI.3.SI.1 Develop a sense of agency, identity, and belonging in science by

• building a personal connection to nature.
• establishing links between science concepts and personal experience.
• recognizing that everyone can contribute to science.

SCI.3.PS.2 Demonstrate an understanding of the units, measuring tools, and nature
of measurement in science Including calednars.

Grade 4

SCI.4.INW.1 Demonstrate an understanding of different First Nations, Métis and
Inuit ways of knowing, being and doing in relationship with the land
and the natural world by exploring Indigenous methods of observing
and interpreting the world, applying scientific principles, and creating
technologies within local traditional and contemporary cultural contexts
(e.g., wholistic, reciprocal, interconnected and sustainable ways, landbased learning, intersections with Western science, etc.).

SCI.4.SI.1 Develop a sense of agency, identity, and belonging in science by recognizing that everyone can contribute to science

SCI.4.SK.5 Demonstrate an understanding that visible objects either emit light or
reflect light into the eye. Include: luminous, illuminated, source, reflection, light source

Grade 5

SCI.5.INW.1 Demonstrate an understanding of different First Nations, Métis and
Inuit ways of knowing, being and doing in relationship with the land
and the natural world by exploring Indigenous methods of observing
and interpreting the world, applying scientific principles, and creating
technologies within local traditional and contemporary cultural contexts
(e.g., wholistic, reciprocal, interconnected and sustainable ways, landbased learning, intersections with Western science, etc.).

SCI.5.SI.1 Develop a sense of agency, identity and belonging in science by recognizing that everyone can contribute to science.

• building a personal connection to nature.
• establishing links between science concepts and personal experience.

SCI.5.PS.3 Demonstrate practical scientific skills through safely and actively
participating in a variety of scientific practices such as inquiry-based
learning experiences, experimentation, scientific observation, data analysis,
measurement, debate, communicating scientific information, design and
build, etc.

• Research effects of short- and long-term changes in weather on the lives and
• livelihoods of people locally, nationally, and globally.

Grade 6

SCI.6.INW.1 Demonstrate an understanding of different First Nations, Métis and
Inuit ways of knowing, being and doing in relationship with the land
and the natural world by exploring Indigenous methods of observing
and interpreting the world, applying scientific principles, and creating
technologies within local traditional and contemporary cultural contexts
(e.g., wholistic, reciprocal, interconnected and sustainable ways, landbased learning, intersections with Western science, etc.).

SCI.6.SI.1 Develop a sense of agency, identity and belonging in science by recognizing that everyone can contribute to science.

• building a personal connection to nature.

• establishing links between science concepts and personal experience.

SCI.6.PS.1 Demonstrate an awareness of the dynamic interplay between science,
technology, society, and the environment (STSE), empowering learners to
critically evaluate the impacts of scientific and technological advancements
on individuals, communities, and ecosystems, and to make informed
decision for a sustainable future.

Examples:
use of the sun to mark time historically; ancient observatories; causes
of solar and lunar eclipses; celestial bodies and various significance and teachings

Grade 1

Earth and Space Science – Daily and Seasonal Changes (DS)

DS1.1 Compare and represent daily and seasonal changes of natural phenomena through observing, measuring, sequencing, and recording.

• Examine ways in which various cultures, including First Nations and Métis, represent daily and seasonal changes through oral traditions and artistic works.
• Document the visibility and position of objects (e.g., sun, moon, planets, and stars) in the sky at different times of the day and year.
• Record observations of the shape and position of the moon throughout a month.
• Communicate observations about daily and seasonal changes using vocabulary such as days of the week, seasons of the year, today, tomorrow, tonight, morning, afternoon, evening, and night.

DS1.2 Inquire into the ways in which plants, animals, and humans adapt to daily and seasonal changes by changing their appearance, behaviour, and/or location.

Grade 2

Life Science – Animal Growth and Changes (AN)

• AN2.1 Analyze the growth and development of familiar animals, during their life cycles.

Physical Science – Liquids and Solids (LS)

• LS2.1 Investigate properties (e.g., colour, taste, smell, shape, and texture) of familiar liquids and solids.

Earth and Space Science – Air and Water in the Environment (AW)

• AW2.1 Investigate properties of air and water (in all three states of matter) within their environment

Grade 4

Physical Science – Light (LI)

• LI4.2 Analyze how light interacts with different objects and materials to create phenomena such as shadows, reflection, refraction, and dispersion.

Grade 5

Earth and Space Science – Weather (WE)

• WE5.2 Investigate local, national, and global weather conditions, including the role of air movement and solar energy transfer.
• WE5.3 Analyze the impact of weather on society and the environment, including technologies that help humans address weather conditions.

Grade 6

Earth and Space Science – Our Solar System (SS)

• SS6.1 Research and represent the physical characteristics of the major components of the solar system, including the sun, planets, moons, asteroids, and comets.
• SS6.2 Assess the efficacy of various methods of representing and interpreting astronomical phenomena, including phases, eclipses, and seasons.
• SS6.3 Evaluate past, current, and possible future contributions of space exploration programs, including space probes and human spaceflight, which support living and working in the inner solar system.