Resources and Activities for Science – Elementary Cycle 2 and 3

The contents and comtepencies of cycle 2 and 3 are similar enough for me to group them together in this resource document. Cycle 3 students are expected to be able to work more independently and go into more depth in their research, presentations and scientific language development. If your child is “aged” grade 5 or 6, but still needs more support than an average child in reading, writing or understanding certain science subjects, simply write that their program is “adapted”. You may be asked what adaptations are used. Appropriate responses are help with reading, writing, simplier designs etc. You’re the parent. You know what you do to help your child learn. It’s ok to say so.

Objective: To provide access to a specific set of knowledges related to the methods, conceptual fields and languages specific to each of the subjects in this subject area- AKA – to build a general knowledge of science and to be able to talk about it.

Evaluation – School report cards simply list “Science and Technology”. There is no breakdown of competencies.

Competencies

  • To propose explanations for or solutions to scientific or technologial problems – AKA to be able to make reasonable guesses to how things work
  • To make the most of scientific and technological tools, objects and procedures – AKA play around with science things, learn how it functions, do experiments formally or informally
  • To communicate in the languages used in science and technology – AKA as they play and discover, find the new vocabulry and language to communicate their discoveries.

Activites – list 3-4 activites

  • Gather information, plan work, take notes, collect data
  • Use simple tools and measuring instruments
  • Design their own tools (oops – we don’t have a hammer – what can we use – why would that door)
  • Explore technological tools (GPS, microscopes, robots, apps for measuring things)
  • Learn science vocabulary and symbols, through websites, books, in discussions, games, kits, medicine bottles, food labels etc
  • Conduct experiments
  • Talk about property of matter (shapes, colour, texture, mass, weight)
  • How is a bowling ball different or the same as a balloon?
  • How things change but stay the same – break, melt, freeze (physical changes)
  • How things change and are forever changed – burn, rust, blowup (chemical changes)
  • How to create things from old – paper, soap
  • Where energy comes from – water, sun, heat, battery, electricity, bike-pedalling
  • How energy travels and what blocks it- sound, light, heat, cold
  • Why a stone drops faster than a feather
  • Why bank cards can demagnetise near a computer
  • Build a pulley, sling, medieval weapon
  • Draw plans for inventions
  • I wonder what would happen if…propose a solution and test it
  • Learn safety rules for science experiments
  • Take apart an old radio
  • Follow the directions in a complete Lego , K’nex or other science kit
  • Experiment with plants in different conditions – light, heat, moisture, human interaction
  • How plants move – towards sun or water
  • Take apart a flower and label the parts
  • Collect seeds in a forest and watch them grow
  • Experiment with crossbreeding of plants by cuttings
  • Visit a farm and talk to the farmer
  • Learn life-cycle of chickens, frogs, butterflys – from real life examples rather than just books if possible
  • Learn how babies grow from conception to birth (age appropriate discussions and images as per parent judgement)
  • Build models of body systems

Resources – list 2-3

Book List – coming soon

%d bloggers like this: