HCOS Science Guidelines

Kindergarten

Life Science: Plants and Animals

Students will learn about local plants and animals. They will compare features of local plants. They will also compare features of common animals.

Physical Science: Objects and Materials

Students will look at materials that are common in their environments and talk about the size, shape, colour, texture, and weight of these materials. They will also learn to identify the materials that make up common objects and will describe ways to rethink, reuse, reduce, and recycle.

Earth Science: Surroundings

Students will observe their surroundings and describe features of their immediate environment.

Portfolio Submission Guidelines

Each portfolio should include three samples of learning from science. Please choose from the list below:

• A photograph of the student making observations.
• Oral recording of the student describing animals and plants, objects and materials, or their own surroundings.
• Any artwork the student has created as he made observations.
• Any written work about the student’s observations.
• A chart or graph the student used to demonstrate her observations.

Activity Ideas:

• Go on a leaf hunt and collect various leaves from your backyard or while on a nature walk. Talk about the different shapes and features of the leaves. Create a leaf rubbing (by arranging the leaves on a flat surface, covering them with paper and then rubbing the surface with the flat side of a crayon) of the various leaves found.
• Take some art materials (paints, pencil crayons, or pencils) outside and ask the student to describe some of the features of their immediate environment. Draw or paint pictures of the immediate environment.
• Go outside to a favourite place. Have the student look around and describe what he sees (you can be writing this down as he talks). Then have the student touch various things around him and describe how they feel. If there is anything in the environment that is safe to taste, have him taste it. Then have the student close his eyes and describe what he can hear. Have him take a look at his observations and see if there are similarities or differences between the things he noticed with each of his senses.
• Collect a basket of different materials from around the house. Have the student sort the materials according to colour, size, shape, texture, and weight. Chart the findings.
• Using masking tape or post-it notes, make a number of labels for “wood”, “metal”, “plastic”, etc. and have the student paste the appropriate label on various household items and furniture (wooden chair, metal pots, glass windows, cardboard box, etc.).
• Involve the student in recycling and talk about which items you can place in the recycle bin

Grade 1

Life Science: Basic Needs of Plants and Animals

Students will learn to classify things as either living or non-living. They will describe the basic needs of plants and how the structure of the plant (roots, stem, etc.) helps it to meet its needs in the environment. Students will describe the basic needs of animals and will demonstrate how those needs are met in the environment (ways of gathering food, ability to adapt to changes in temperature, types of homes and habitats, ways of protecting itself from danger, etc.).

Physical Science: Force and Motion, Magnets

Students will learn how force can be applied to move an object. They will compare the effect of friction on the movement of an object over a variety of surfaces and they will demonstrate the effects of magnets on different materials.

Earth Science and Space Science: Daily and Seasonal Changes

Students will describe the changes that take place in daily and seasonal cycles and their effects on living things. They will also describe the activities of people in BC in each seasonal cycle.

Portfolio Submission Guidelines

Each portfolio should include three samples of science work from the list below:

• A chart or graph showing the student’s observations, experiences, or thinking.
• A chart that classifies objects, events, or organisms based on criteria determined by the student.
• Written notes or observations
• An oral recording of the student discussing any of the above content.
• A photograph of the student making observations.
• Any artwork the student has created as he made observations.

Activity Ideas:

• Make a ramp out of a flat surface and collect various objects (toilet paper roll, rubber ball, round rock, marble, etc.) to roll down the ramp. Try covering the ramp with various materials to provide a variety of surfaces (carpet, a piece of cardboard taken apart with the corrugated side up, a heavy sweater, a table cloth, etc.). Create a chart showing how friction affected the movement of objects over a variety of surfaces.
• Create two lists, one listing living things and the other listing non-living things.
• Create a chart showing the basic needs of plants or animals.
• Create artwork depicting changes that take place in daily or seasonal cycles.

Grade 2

Life Science: Animal Growth and Changes

Students will classify familiar animals according to similarities and differences in appearance, behaviour, and life cycles. They will describe some changes that affect animals, for example how changes in seasons affect animals (hibernation, migration, change of coat, etc.) or how a change in their environment can cause a decrease in the population of an animal. Students will describe ways in which animals are important to other living things and the environment (What do we use animals for? What impact does the animal have on its environment?)

Physical Science: Properties of Matter

Students will investigate changes to the properties of matter when it is heated or cooled and will identify the properties of solids, liquids, and gases. They will investigate the interactions of liquids and solids.

Earth Science: Composition of Soil, Water Cycle

Students will learn that soil is composed of small particles of rock (sand and clay) and humus, it contains nutrients necessary for plants to grow, it has differing capacities to hold water depending on its composition, and it can be moved (eroded) by the action of wind, liquid water, and ice.

Students will learn about the water cycle and how it progresses through precipitation, evaporation, and condensation.

Portfolio Submission Guidelines

Each portfolio should include three samples of science work from the list below:

• A chart or graph showing the student’s observations, experiences, or thinking.
• A chart that classifies objects, events, or organisms based on criteria determined by the student.
• Written notes or observations including the student’s ideas about what the outcome of an experiment would be
• An oral recording of the student discussing any of the above content.
• A photograph of the student doing an experiment or a photograph of a project
• Any artwork the student has created as he made observations.
• A labeled diagram
• An oral or written sample that shows understanding of the key concepts of solids, liquids, and gases:

Solid: stays the same shape, visible, you can feel it, has weight

Liquid: changes shape, may be visible or invisible, can be poured, has weight

Gas: changes shape, generally invisible, exerts pressure, has weight.

Activity Ideas:

• Diorama of an animals’ environment showing how it meets it’s basic needs for food, shelter, and water
• Chart comparing similarities and differences between familiar animals
• A labeled life cycle of an animal
• Artwork showing animals that migrate, animals that hibernate, or animals that change their coats
• A poster that details how a change in environment has caused a decrease in the population of a particular animal
• A science log detailing “Two things I learned about solids, two things I learned about liquids, two things I learned about gases.”
• Have students predict, observe, and explain the changes that occur when water is added to materials such as salt, rice, vegetable oil, soap powder, paper, sugar, or coins. Record explanations of which items dissolve in a liquid.
• Create an experiment where students can predict, observe, and explain changes that occur when items such as tinfoil, paper towel, toilet paper, sponge cloth, and modelling clay are placed in a container that has a measured amount of water. Identify and record which items absorb the most liquid. After doing this, present your student with the problem of cleaning up a juice spill. Which item would be the best to use to clean it up?
• Fill up the kitchen sink with water and test various objects to see whether they sink or float. Note how size, composition, shape and weight effect whether an object floats or sinks. Chart the results.
• Have your student make a boat out of modeling clay. Test its capacity using items around the house. See if the student can enhance the boat to increase carrying capacity. Write or draw your findings.

Grade 3

Life Science: Plant Growth and Changes

Students will compare familiar plants according to similarities and differences in appearance and life cycles. They will describe ways that plants are important to other living things and the environment. They will also describe how plants are harvested and used throughout the seasons.

Physical Science: Materials and Structures

Students will describe shapes that are part of natural and human-built structures. They will compare the effects of different materials, shapes, and forces on the strength and stability of different structures and they will investigate ways to improve the strength and stability of structures.

Earth Science: Stars and Planets

Students will describe characteristics and movements of objects in our solar system. They will compare familiar constellations in seasonal skies.

Portfolio Submission Guidelines

Each portfolio should include three samples of science work from the list below:

• A chart or graph showing the student’s observations, experiences, or thinking.
• A chart that classifies objects, events, or organisms based on criteria determined by the student.
• Written notes or observations including the student’s ideas about what the outcome of an experiment would be
• An oral recording of the student discussing any of the above content.
• A photograph of the student doing an experiment or a photograph of a project
• Any artwork the student has created as he made observations.
• A list of questions the student asks about the above content, especially if those questions lead to exploration or experimentation.
• A labeled diagram
• An experiment log
• A chart or list comparing measurements

Activity Ideas:

• Plant Project - Plant a bean or another plant that grows quickly. Measure the plant’s growth and record the date any changes occurred. Make a list of what the plant needs to survive. Create a diagram of the plant’s life cycle. Create a diagram of the basic parts of the plant, including the roots, leaves, stem, etc.
• Plant Comparison – choose two different plants and compare the similarities and differences in each, use a Venn diagram to chart your findings using pictures or words.
• Needs of Plants Experiment – experiment with small plants to see what a plant needs. What happens when a plant doesn’t get sunshine? What happens when a plant doesn’t get water? What happens to a leaf when we cover it with foil? What happens if a plant isn’t in soil? Make predications and record observations.
• Brainstorm – create a mind web about what living things depend on plants for
• Harvest Field Trip – take a trip to a local farm or orchard and look specifically for different ways that plants are harvested. Create a notebook page with illustrations and comments about what you learned.
• Architect for a Day – gather together a sketch book, drawing materials, and maybe even a camera. Take a field trip around your city looking for bridges and buildings. Take note of the shapes you notice in the structures (domes, triangles, arches, pyramids, cylinders, etc.) and discuss how those shapes might provide support. Look for those shapes in naturally build structures (wasp’s nest, bird nest, beaver dam, sea shells, ant hills, etc.). Then design a structure yourself using what you learned from your observations of other structures.
• Use your knowledge of structures and shapes to create a structure that holds weight using recyclable materials. Plan your structure starting with a diagram, describe the steps involved, record your observations and make changes to improve strength and stability. Then take a picture!
• Masking tape and paper bridge challenge – make a bridge that spans 30 cm using only masking tape and paper. Draw a diagram of your bridge first. How much weight can your bridge hold? What can you do to make it stronger? What shapes can you use to provide stability? How will folding (accordion style), layering, or rolling the paper help stability?
• Demonstration – use a flashlight, a globe (or large ball) and small balls to show the positions of the Sun, Earth, and moon. Use the flashlight to demonstrate night and day. Show the Earth’s rotation and the Earth revolving around the sun. Take a video, photograph, or draw a diagram.
• Field Trip – get in touch with your local Astronomer’s club or check your library for a guide to the night sky. Stay up late and identify the Big Dipper, notice how the North Star stays in one place while other stars rotate, identify Orion and remember to look at Orion again in a few months to see how its position changes as the seasons change.

Grade 4

Life Science: Habitats and Communities

Students will compare the structures and behaviours of local animals and plants in different habitats and communities. They will analyse simple food chains. Students will demonstrate an awareness of the concept of respect for the environment and the Christian concept of being good stewards of the Earth. They will determine how personal choices and actions have environmental consequences.

Physical Science: Sound and Light

Students will identify sources of light and sound and explain the properties of light and of sound.

Earth Science: Weather

Students will measure weather in terms of temperature, precipitation, cloud cover, wind speed, and direction. They will analyse the impact that weather conditions have on living and non-living things.

Portfolio Submission Guidelines

Students will submit three samples from the list below for each portfolio. Please submit at least one experiment log in each portfolio.

• A chart or graph showing the student’s observations, experiences, or thinking.
• A chart that classifies objects, events, or organisms based on criteria determined by the student.
• Written notes or observations including the student’s ideas about what the outcome of an experiment would be
• An oral recording of the student discussing any of the above content.
• A photograph of the student doing an experiment or a photograph of a project
• Any artwork the student has created as he made observations.
• A written (or oral) summary of any reading the student has done on the above topics.
• A list of questions the student asks about the above content, especially if those questions lead to exploration or experimentation.
• A labeled diagram
• An experiment log

Activity Ideas:

• Choose two different types of animals from two different habitats and create a project comparing the similarities and differences between the needs of the animals and how those needs are met within their respective habitats. Look specifically at how the animals are suited to their environments (heron has long legs, polar bear has thick coat, etc.). Also look at ways that plants are able to survive in those habitats (cacti in deserts, pine cones store seeds for droughts, etc.). Reflect on God’s purpose for those animals and plants as you see the way the entire ecosystem works together to function successfully.
• Start a nature journal and observe what happens in your local surroundings. See how plants and animals change and prepare for the different seasons. Write and draw your observations.
• Choose an animal and create a food chain around it. Identify consumers as herbivores, omnivores, or carnivores and identify carnivores as either predators or scavengers.
• Read Genesis 1: 27 – 30 and 1 Corinthians 4: 1 and think about how God has entrusted us as good stewards of the Earth. Make a list of ways that you can personally take steps to be a good steward and to show Christian respect for the environment.
• Grab a notepad and take a walk indoors and out. See how many sources of light you can write down.
• Check out this website for how light works: http://www.opticalres.com/kidoptx.html

Grade 5

Life Science: Human Body

Students will learn about the human respiratory, digestive, circulatory, skeletal, muscular, and nervous systems and will describe what each system consists of and what its function is. They will explain how those systems in the body are interconnected.

Physical Science: Forces and Simple Machines

Students will demonstrate how various forces can affect the movement of objects. They will demonstrate how using simple machines, including lever, wedge, pulley, ramp, screw, and wheel, can give them a mechanical advantage. Students will design their own compound machine using at least two of the simple machines. They will describe how simple and compound machines are used in daily life in BC communities.

Earth Science: Renewable and Non-Renewable Resources

Students will analyse how BC’s living and non-living resources are used. They will identify methods of extracting or harvesting and processing BC’s resources. They will analyse how the Christian concept of good stewardship of the environment is reflected in the responsibility for and caretaking of resources. Students will describe potential environmental impacts of using BC’s living and non-living resources.

Portfolio Submission Guidelines:

Students will submit three samples for each portfolio. Please submit at least one experiment log in each portfolio.

• An evaluation of the fairness of an experiment (Fair testing involves isolating variables, eliminating bias, repeating results, and scrutiny of the intended question. A simple example is gravity-racing soup cans, where the start, ramp angle, ramp surface, and lane are equal; so only the soup can brand (variable) is tested in the gravity race.)
• An experiment log that identifies all of the steps in an experiment including a testable question, a hypothesis, materials, procedures, controlling variables, manipulating one variable, observations, and conclusion.
• A chart or graph showing the student’s observations, experiences, or thinking.
• A chart that classifies objects, events, or organisms based on criteria determined by the student.
• Written notes or observations including the student’s ideas about what the outcome of an experiment would be
• An oral recording of the student discussing any of the above content.
• A photograph of the student doing an experiment or a photograph of a project
• Any artwork the student has created as he made observations.
• A written (or oral) summary of any reading the student has done on the above topics.
• A labeled diagram

Activity Ideas:

• Label Organs – draw (or print off) a diagram of the human body and label all of the major organs
• Poster – create a poster that shows how the body’s systems work together
• Inventor – create a diagram of a compound machine using two or more simple machines
• Chart of Resources – create a chart that classifies each of BC’s living and non-living resources as renewable or non-renewable
• Illustrate one of the body’s systems
• Ball bouncing – bounce a ball using various forces and note the results
• Spring scale test – using a spring scale, test how much force is used to drag an object up a ramp over a variety of surfaces (ie. Sand paper, carpet, smooth wood, etc.) Document your test in an experiment log.
• Create a mind map – start with one resource (wood, zinc, etc.) and map out as many uses for that resource as possible
• Join in – find a local environmental group or center and learn more about what they do
• BC Product Development – select a BC product and research how it is developed
• The Bible provides us with many examples of the importance of being good stewards of the Earth. Leviticus 25:1-12 tells of how Israel was to care for the land. Deuteronomy 25:4 and 22:6 detail the proper care for domestic animals and a respect for wildlife. In Isaiah 5:8-10 the Lord judges those who have not taken care of the land. Job 38:25-28 and Psalm 104:27-30 speak of God's nurture and care for His creation. Jesus reminds us on two occasions of how God cared for even the smallest sparrow in Matt 6:26, 10:29. Read through the passages and write a paragraph about the Christian responsibility for our natural resources.
• Conservation in the home – identify ways you can reduce, reuse, and recycle in your home. Implement a new conservation effort at home.
• Investigation – research the pros and cons of developing a specific BC resource. Be sure to look at different points of view (environmental impact, perspective of Aboriginal peoples, impact on local jobs and the economy, politics, etc.). The investigation should include the definition of a problem, the gathering and interpretation of information, a concise representation of the information, the understanding that the use of BC resources affects local ecosystems as well as communities, a decision based on the pros and cons. You could take this investigation a step further by writing your findings in a letter to a significant member of your community.
• Design an experiment – start with an experimental problem, identify the variables to be tested, use inferences to predict possible outcomes and devise a set of tests to be carried out. Execute the procedures carefully and communicate the results accurately.

Grade 6

Life Science: Diversity of Life

Students will demonstrate the appropriate use of tools to examine living things that cannot be seen with the naked eye. They will analyse how different organisms adapt to their environments. They will distinguish between life forms as single or multi-celled organisms and belonging to one of five kingdoms: Plantae, Animalia, Monera, Protista, Fungi

Physical Science: Electricity

Students will evaluate various methods for producing small electrical charges. They will investigate a variety of electrical pathways using direct current circuits. They will demonstrate that electricity can be transformed into light, heat, sound, motion, and magnetic effects. They will differentiate between renewable and non-renewable methods of producing electricity.

Earth Science: Exploration of Extreme Environments

Students will explain the obstacles that are unique to the exploration of a specific extreme environment. They will assess technologies used for extreme environments and describe contributions of Canadians to exploration technologies.

Portfolio Submission Guidelines:

Students will submit three samples for each portfolio. Please submit at least one experiment log in each portfolio.

• An experiment log showing that the student is able to manipulate and control a number of variables
• A sample showing the student’s solution to a technical problem (ie. Determine why an electrical circuit is not working and modify it to make it work, design, build, and test a product to be used by people, etc.)
• Design an experiment – start with an experimental problem, identify the variables to be tested, use inferences to predict possible outcomes and devise a set of tests to be carried out. Execute the procedures carefully and communicate the results accurately.
• An experiment log that identifies all of the steps in an experiment including a testable question, a hypothesis, materials, procedures, controlling variables, manipulating one variable, observations, and conclusion.
• A chart or graph showing the student’s observations, experiences, or thinking.
• A chart that classifies objects, events, or organisms based on criteria determined by the student.
• Written notes or observations including the student’s ideas about what the outcome of an experiment would be
• An oral recording of the student discussing any of the above content.
• A photograph of the student doing an experiment or a photograph of a project
• Any artwork the student has created as he made observations.
• A written (or oral) summary of any reading the student has done on the above topics.
• A labeled diagram
• A marked test (or a test with an answer key)
• Answered questions from a text showing an understanding of the topics listed above 

Grade 7

Life Science: Ecosystems

Students will analyse the roles of organisms as part of interconnected food webs, populations, communities, and ecosystems. They will assess survival needs and interactions between organisms and the environment. Students will also assess the requirements for sustaining healthy local ecosystems and will evaluate the human impacts on local ecosystems.

Physical Science: Chemistry

Students will measure substances and solutions according to pH, solubility, and concentration. They will classify substances as elements, compounds, or mixtures. Students will investigate properties of matter.

Earth Science: Earth’s Crust

Students will compare characteristics of the Earth’s core, mantle, and curst, and describe the formation of rocks. They will analyse the dynamics of tectonic plate movement and land mass formation and will explain how the Earth’s surface changes over time.

Portfolio Submission Guidelines:

Students will submit three samples for each portfolio. Please submit at least one experiment log in each portfolio.

• An experiment log showing the planning and conducting of an experiment that controls for two or more variables
• A photo or diagram of a model the student created to help explain scientific concepts and hypotheses
• An experiment log that identifies all of the steps in an experiment including a testable question, a hypothesis, materials, procedures, controlling variables, manipulating one variable, observations, and conclusion.
• A marked test (or a test with an answer key)
• Answered questions from a text showing an understanding of the topics listed above
• A chart or graph showing the student’s observations, experiences, or thinking.
• A chart that classifies objects, events, or organisms based on criteria determined by the student.
• Written notes or observations including the student’s ideas about what the outcome of an experiment would be
• An oral recording of the student discussing any of the above content.
• A photograph of the student doing an experiment or a photograph of a project
• Any artwork the student has created as he made observations.
• A written (or oral) summary of any reading the student has done on the above topics.
• A labeled diagram

Grade 8

Life Science: Cells and Systems
Students will demonstrate a knowledge of living things.  They will relate the main features and properties of cells to their functions and will explain the relationship between cells, tissues, organs and organ systems.  Students will be able to explain the functioning of the immune system, and the roles of the primary, secondary, and tertiary defence systems.

Physical Science: Optics
Students will demonstrate knowledge of the behaviour of waves.  They will explain the properties of visible light and compare visible light to other types of electromagnetic radiation.  Students will be able to explain how human vision works.

Physical Science: Fluids and Dynamics
Students will explain the concept of force and describe the relationship between solids, liquids, and gases, using the kinetic molecular theory.  Students will determine the density of various substances and explain the relationship between pressure, temperature, area, and force in fluids.  They will understand and recognize the similarities between natural and constructed fluid systems (e.g., hydraulic, pneumatic).

Earth and Space Science: Water Systems on Earth
Students will explain the significance of salinity and temperature in the world’s oceans.  They will describe how water and ice shape the landscape and will describe factors that affect productivity and species distribution in aquatic environments.

Portfolio Submission Guidelines:

• Photo of a model the student used to demonstrate how a system operates
• Graph or simple statistics used to analyse data
• A paragraph describing how scientific principles are applied in technology
• An experiment log including the planning of appropriate procedures to test hypotheses and predictions
• A written or pictorial sample identifying the dangers in particular procedures or equipment and detailing safe and accurate usage
• Notes or observations which identify variables responsible for changes in systems
• A sample which shows that the student used information and conclusions as a basis for further comparisons, investigations, or analyses
• A summary which analyses the costs and benefits of making alternative choices that impact on a global problem
• A sample which critiques information presented in a variety of media
• A marked test (or an unmarked test including the answer key)
• Answers to questions in a science text showing an understanding of the topics listed above

Grade 9

Life Science
Students will explain the process of cell division and relate the processes of cell division and emerging
reproductive technologies to embryonic development.  They will also compare sexual and asexual
reproduction in terms of advantages and disadvantages. 

Physical Science: Atoms, Elements, and Compounds
Students will use modern atomic theory to describe the structure and components of atoms and molecules.  They will use the periodic table to compare the characteristics and atomic structure of elements and they will describe changes in the properties of matter.  Students will write and interpret chemical symbols of elements and formulate of ionic compounds.

Physical Science: Characteristics of Electricity

Students will explain the production, transfer, and interaction of static electrical charges in various materials.  They will explain how electric current results from separation of charge and the movement of electrons.  Students will compare series and parallel circuits involving varying resistances, voltages, and currents.  They will relate electrical energy to power consumption.

Earth and Space Science: Space Exploration

Students will explain how a variety of technologies have advanced understanding of the universe and solar system.  They will describe the major components and characteristics of the universe and solar system.  They will also describe traditional perspectives of a range of Aboriginal peoples in BC on the relationship between the Earth and the celestial bodies.  Students may want to learn about the Biblical basis for astronomy; the purpose for which the Sun, Moon, and stars were created.  It may interest students to learn the traditional, Biblical basis for timekeeping and navigation.  They may also want to look at the Christian perspective of the phases of the moon and the passage of the seasons; finding the traditional constellations and identifying the visible planets; how our calendar is based on the sun and the moon, and how the times of Passover and Easter are derived from their cycles.

Portfolio Submission Guidelines:

• Oral or written sample of the student debating a socioscientific issue
• A written or pictorial sample identifying the dangers in particular procedures or equipment and detailing safe and accurate usage
• An experiment log
• A sample which shows that the student has analysed a system by identifying the interactions between various parts
• A description of relationships and an analysis of patterns of change
• A comparison/contrasting of how different models can be used to represent scientific understandings
• A summary explaining how scientific principles are applied in technology
• A sample which shows that the student can identify the advantages of a controlled experiment
• An evaluation of the use of data when considering scientific claims
• A marked test (or an unmarked test including the answer key)
• Answers to questions in the science text showing an understanding of the topics listed above

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