GRADE 1 | UNDERSTANDING LIFE SYSTEMS

NEEDS AND CHARACTERISTICS

OF LIVING THINGS
OVERVIEW
GRADE 1

Young children have an inherent curiosity about things in nature. This topic takes advantage of
that curiosity by beginning a study of a variety of living things, including humans. The focus is on
investigating the basic needs and characteristics of living things, observing their similarities and
differences, and developing an understanding of their general characteristics. Students will discov-
er that all living things have some similar needs, and many also have unique needs. Students will
recognize that humans have a special responsibility for maintaining a healthy environment, so that
they and other living things can continue to have their needs met by that environment. Students
will learn why all living things are important and why they should be treated with care and respect.
During discussions of human physical and sexual characteristics, care should be taken to
ensure that a positive discussion takes place.

Grade 1 students have a natural tendency to ask questions and an increasing ability to solve
problems. They benefit from having numerous opportunities to be outside exploring their
schoolyard and surrounding natural areas, activities that can nourish their curiosity and help
them develop a caring and respectful attitude towards all living things. Care must be taken to
ensure that all students, including students with special education needs, have comparable
opportunities to explore the natural world.

The study of plants and animals in Grade 1 presents very few hazards for young students. However,
it is important that they be able to identify general practices that ensure their personal safety and the
safety of others and to demonstrate an understanding of the importance of these practices. This
includes knowing why it is important to wash their hands before and after handling animals, and why
they should never put any part of a plant in their mouths unless under the direction of the teacher.

Connections can be made with another Grade 1 science and technology topic, Understanding
Earth and Space Systems: Daily and Seasonal Changes, as students investigate how seasonal
changes affect living things and recognize the importance of living things in our environment.
THE ONTARIO CURRICULUM, GRADES 1–8 | Science and Technology

Fundamental Big Ideas

Concepts

Sustainability Living things grow, take in food to create energy, make waste, and
and Stewardship reproduce. (Overall expectations 2 and 3)
Plants and animals, including people, are living things. (Overall
expectations 2 and 3)
Living things have basic needs (air, water, food, and shelter) that are met
from the environment. (Overall expectations 1, 2, and 3)
Different kinds of living things behave in different ways. (Overall
expectations 2 and 3)
All living things are important and should be treated with care and respect.
(Overall expectations 1, 2, and 3)

44
 OVERALL EXPECTATIONS
By the end of Grade 1, students will:

1. assess the role of humans in maintaining a healthy environment;

2. investigate needs and characteristics of plants and animals, including humans;
3. demonstrate an understanding of the basic needs and characteristics of plants and animals,
including humans.

GRADE 1
SPECIFIC EXPECTATIONS

1. Relating Science and Technology 2. Developing Investigation and

to Society and the Environment Communication Skills
By the end of Grade 1, students will: By the end of Grade 1, students will:
1.1 identify personal action that they themselves 2.1 follow established safety procedures and
can take to help maintain a healthy environment humane practices during science and technol-
for living things, including humans (e.g., walk ogy investigations (e.g., show care and concern
to school instead of being driven in the car; be when handling animals)
careful what they put down the drain at home; 2.2 investigate and compare the basic needs of
practise cleanliness to reduce the spread of germs humans and other living things, including the
when helping in the kitchen; show care and con- need for air, water, food, warmth, and space,
cern for all living things) using a variety of methods and resources
Sample guiding questions: What happens to (e.g., prior knowledge, personal experience,
humans when part of their environment is discussion, books, videos/DVDs, CD-ROMs)
not healthy? What happens to other animals Sample guiding questions: What is the differ-
and plants when part of their environment is ence between living things and non-living
not healthy? What are some ways that humans things? What are some of the things that
help and hurt other living things? What can humans need to live and grow? What do
we do at home to help keep our environment other living things need to live and grow? In
healthy? What can we do here at school? what ways are all living things alike? What
What does our community do to help keep are some ways in which they are different? In
our environment healthy? what ways might humans interfere with the
1.2 describe changes or problems that could result ability of other living things to get what they
from the loss of some kinds of living things need to live (e.g., by polluting the water that
that are part of everyday life (e.g., if we lost animals drink and live in; by removing plants
all the cows, all the insects, all the bats, all the from their natural growing places and putting
trees, all the grasses), taking different points them in their gardens)? Why do some Aboriginal
of view into consideration (e.g., the point of people consider rocks to be living things?
view of farmers, children, parents)
2.3 investigate and compare the physical charac-
Sample guiding questions: What are some liv- teristics of a variety of plants and animals,
ing things that we see every day? Which are including humans (e.g., some plants produce
plants? Which are animals? What makes them flowers and some do not; most plants have roots;
important to us and to the environment? How some animals have two legs, while others have
UNDERSTANDING LIFE SYSTEMS

would things be different for us as humans if four; all animals have sense organs)
there were no cows (trees, insects, bats, grass)? 2.4 investigate the physical characteristics of
How would things be different for other liv- plants (e.g., basic parts, size, shape, colour) and
ing things? How would the environment be explain how they help the plant meet its basic
different? What are some things we can do needs (e.g., roots anchor the plant and help pro-
to show that we care for other living things vide the plant with food and water; some plants
and appreciate what they do for us and for have brightly coloured flowers to attract bees),
the environment? using a variety of methods and resources

45
 (e.g., direct observation of live plants in the 3.4 describe the characteristics of a healthy envi-
classroom and in the schoolyard, prior knowl- ronment, including clean air and water and
edge, personal experience, diagrams and/or nutritious food, and explain why it is impor-
charts) tant for all living things to have a healthy
environment
Sample guiding questions: What are the things
that plants need in order to grow and sur- 3.5 describe how showing care and respect for
vive? What parts do most plants have? How all living things helps to maintain a healthy
GRADE 1

does each of these parts help the plant to get environment (e.g., leaving all living things in
what it needs to grow and survive? their natural environment; feeding birds during
cold winter months; helping to plant and care
2.5 investigate characteristics of parts of the for plants in the gardens that attract birds and
human body, including the five sense organs, butterflies; caring for the school and the school-
and explain how those characteristics help yard as an environment)
humans meet their needs and explore the world
around them (e.g., our hands have fingers and 3.6 identify what living things provide for other
a thumb that are flexible to allow us to pick up living things (e.g., trees produce the oxygen that
food; our legs have the two biggest bones in our other living things breathe; plants such as toma-
bodies, to carry us around to do the things we toes and apple trees and animals such as cows
need to do; our tongue has bumps that help us and fish provide food for humans and for other
to determine if our food is too hot, too cold, or animals; a tree stump provides a home for a
tastes bad; our ears are shaped like cones to chipmunk; porcupines chew off the tips of hem-
catch sounds that warn us that danger is near lock limbs, providing food for deer in winter)
and to hear the beautiful sounds of nature), 3.7 describe how the things plants and animals
using a variety of methods and resources use to meet their needs are changed by their
(e.g., observation of themselves and other ani- use and are returned to the environment in
mals, outdoor experiences, prior knowledge, different forms (e.g., the food animals eat and
personal experience, diagrams and/or charts) the water they drink are returned to the earth
2.6 use appropriate science and technology as scat and urine)
vocabulary, including investigation, explore,
needs, space, and food, in oral and written
communication
2.7 use a variety of forms (e.g., oral, written, graphic,
multimedia) to communicate with different
audiences and for a variety of purposes
(e.g., create a diorama to illustrate the basic
needs of plants and animals, including humans)
THE ONTARIO CURRICULUM, GRADES 1–8 | Science and Technology

3. Understanding Basic Concepts

By the end of Grade 1, students will:
3.1 identify environment as the area in which
something or someone exists or lives
3.2 identify the physical characteristics (e.g., size,
shape, colour, common parts) of a variety of
plants and animals (e.g., sunflowers are tall, with
a long stalk, leaves, and big, round, yellow flowers
with hundreds of seeds; dogs can be big or small,
come in many shapes and colours, have four legs,
and usually have a tail and are covered with fur)
3.3 identify the location and function of major
parts of the human body, including sense
organs (e.g., lungs are in my chest and are used
for breathing; teeth are in my mouth and are
used for eating; hair is on my head for protection
from the cold; ears are on the sides of my head
and are used for hearing)

46
GRADE 1 | UNDERSTANDING EARTH AND
SPACE SYSTEMS
DAILY AND SEASONAL CHANGES

OVERVIEW

GRADE 1
In observing their environment, students become aware of changes that take place in it, including
changes in temperature, wind, and light and in plants and animals. The study of Daily and
Seasonal Changes focuses on easily observed changes that occur in cycles, including day and
night and the four seasons, and on how these changes affect living things. Since many of these
cycles depend upon the light and/or heat of the sun, combining this topic with the Grade 1 topic
Energy in Our Lives would enable the students to have a fuller understanding of the relationship
among events in their environment and between the environment and themselves.

This topic presents very few safety challenges for young children. However, it is important that
they be able to identify general practices that ensure their personal safety and the safety of oth-
ers and to demonstrate an understanding of the importance of these practices. This includes
knowing why it is important to be protected from the sun when conducting investigations out-
doors and why they should always stay within the space being studied.

Connections can be made with another Grade 1 science and technology topic, Understanding
Life Systems: Needs and Characteristics of Living Things, as students investigate how living
things adapt to seasonal changes and recognize the importance of living things in our environ-
ment. Connections can also be made with Understanding Matter and Energy: Energy in Our
Lives with regard to the use of energy in various seasons.

Fundamental Big Ideas

Concepts

Change and Changes occur in daily and seasonal cycles. (Overall expectations 1, 2,
Continuity and 3)
Changes in daily and seasonal cycles affect living things. (Overall
expectations 1 and 3)

UNDERSTANDING EARTH AND SPACE SYSTEMS

OVERALL EXPECTATIONS
By the end of Grade 1, students will:

1. assess the impact of daily and seasonal changes on living things, including humans;

2. investigate daily and seasonal changes;

3. demonstrate an understanding of what daily and seasonal changes are and of how
these changes affect living things.

53
 SPECIFIC EXPECTATIONS

1. Relating Science and Technology 2. Developing Investigation and

to Society and the Environment Communication Skills
By the end of Grade 1, students will: By the end of Grade 1, students will:
GRADE 1

1.1 assess the impact of daily and seasonal changes 2.1 follow established safety procedures during
on human outdoor activities (e.g., farming, gar- science and technology investigations
dening, swimming, skating, soccer) and identify (e.g., never look directly at the sun; wear a
innovations that allow for some of these activi- hat and sunscreen when working outdoors)
ties to take place indoors out of season 2.2 investigate the changes in the amount of light
(e.g., greenhouses allow farming and gardening from the sun that occur throughout the day
to happen in cold weather; arenas can make ice and year (e.g., compare the amount of light
in all seasons for skating and hockey; community observed at bedtime during summer vacation
centres can provide warm places in all seasons with the amount observed at bedtime during
for swimming) winter vacation)
Sample guiding questions: Why do you and 2.3 investigate the changes in the amount of heat
your family do different things outdoors from the sun that occur throughout the day
during the day than at night? What are some and in the various seasons (e.g., use their prior
outdoor human activities that can go on in experience of the sun’s warmth, and measure,
any season? Why can this happen? What are record, and compare outdoor temperatures at
some outdoor activities that can happen only different times of day and in different months
in certain seasons? Why? How might it be of the year)
possible for these activities to happen in other 2.4 use scientific inquiry/research skills (see
seasons? What might be some advantages page 15), including generating questions and
and disadvantages of making this happen? knowledge acquired from previous investiga-
1.2 assess ways in which daily and seasonal changes tions, to identify daily and/or seasonal
have an impact on society and the environment changes and their effects (e.g., the sun shines
(e.g., In winter, some people suffer from seasonal during the day, and the moon and stars are
disorders because there is less light from the sun visible at night; leaves change colour in the
than in summer. When the weather gets cold, fall; there are fewer birds in winter; dogs’ fur
people turn on heat in their homes; when the gets thicker in winter; trees and flowers bloom
weather gets hotter they turn on fans, air condi- in spring)
tioners, and pool heaters and pumps, all of Sample guiding questions: What are some
which means that more energy is being used. changes that take place between day and
At night in winter, when people get home from night? What changes in plants, animals, and
THE ONTARIO CURRICULUM, GRADES 1–8 | Science and Technology

work and school, they all turn on appliances at the weather take place between summer and
around the same time [peak hours], which puts a
fall? Between fall and winter? Between winter
strain on the power supplies. In summer, people
and spring? How do these changes affect
increase their use of water to wash their cars and
your activities and those of your family?
water their lawns and gardens; unless there is
plenty of rain, this usage of water puts a strain 2.5 use appropriate science and technology vocab-
on water supplies. In winter, it is harder for birds ulary, including investigate, temperature, hiber-
that do not migrate and animals that do not nate, dormant, energy, and survival, in oral and
hibernate to find food and water. Some plants die written communication
when summer is over; others undergo changes, 2.6 use a variety of forms (e.g., oral, written, graphic,
such as losing their leaves and going dormant multimedia) to communicate with different
until spring. The Anishinaabe people tell their audiences and for a variety of purposes
stories only in the winter when there is snow (e.g., contribute to a class book about their obser-
on the ground.) vations of seasonal changes; keep a weekly pic-
torial journal in which they record and describe
the weather through the seasons)

54
 3. Understanding Basic Concepts
By the end of Grade 1, students will:
3.1 identify the sun as Earth’s principal source of
heat and light
3.2 define a cycle as a circular sequence of events

GRADE 1
3.3 describe changes in the amount of heat and
light from the sun that occur throughout the day
and the seasons
3.4 describe and compare the four seasons (e.g., in
terms of amount of daylight, type of precipitation,
temperature)
3.5 describe changes in the appearance or behav-
iour of living things that are adaptations to
seasonal changes (e.g., in fall, some plants shed
their leaves and some birds migrate; in winter
some animals change colour)
3.6 describe how humans prepare for and/or
respond to daily and seasonal changes (e.g., by
wearing appropriate clothing, carrying an umbrella,
turning on an air conditioner or heater)

UNDERSTANDING EARTH AND SPACE SYSTEMS

55
 GRADE 2 | UNDERSTANDING EARTH AND
SPACE SYSTEMS
AIR AND WATER IN THE ENVIRONMENT

OVERVIEW
GRADE 2

Air and water form a major part of the environment and are essential materials for life. Through
investigations, students will learn about the characteristics of air and the various forms of water
in the environment, about changes in and interactions between air and water when they are
heated and cooled, and about their movement through the environment. Students will also learn
about the impact of human actions on the quality of air and water and about their responsibility
for keeping air and water clean.

It is important that students investigate air and water in a manner that ensures their personal
safety and the safety of others. This includes understanding why demonstrations involving heat
(e.g., using a kettle) must always be done by the teacher, and why any objects that are propelled
by air should always be directed away from other students.

Connections can also be made with the topic in the preceding strand – Properties of Liquids
and Solids.

Fundamental Big Ideas

Concepts

Change and Air and water are a major part of the environment. (Overall expectations
Continuity 1, 2, and 3)
Sustainability Living things need air and water to survive. (Overall expectations 1 and 3)
and Stewardship
Changes to air and water affect living things and the environment.
(Overall expectations 1 and 3)
Our actions affect the quality of air and water, and its ability to sustain
life. (Overall expectations 1, 2, and 3)
THE ONTARIO CURRICULUM, GRADES 1–8 | Science and Technology

OVERALL EXPECTATIONS
By the end of Grade 2, students will:

1. assess ways in which the actions of humans have an impact on the quality of air and water,
and ways in which the quality of air and water has an impact on living things;

2. investigate the characteristics of air and water and the visible/invisible effects of and
changes to air and/or water in the environment;

3. demonstrate an understanding of the ways in which air and water are used by living
things to help them meet their basic needs.

66
SPECIFIC EXPECTATIONS

1. Relating Science and Technology 2. Developing Investigation and

to Society and the Environment Communication Skills
By the end of Grade 2, students will: By the end of Grade 2, students will:

GRADE 2
1.1 assess the impact of human activities on air and 2.1 follow established safety procedures during
water in the environment, taking different points science and technology investigations
of view into consideration (e.g., the point of view (e.g., use caution around hot kettles and the
of parents, children, other community members), steam they produce; clean up water spills as
and plan a course of action to help keep the air soon as they happen)
and water in the local community clean 2.2 investigate, through experimentation, the
Sample prompts: “On the weekend, after my characteristics of air (e.g., air takes up space, has
mom and I washed the car, we poured the mass) and its uses (e.g., living things breathe air
soapy water down the drain at the corner of to stay alive; air makes certain activities possible:
our street.” “I wanted to walk with my dad helps keep a kite flying and a sailboat moving)
to the library, but he wanted to drive because 2.3 investigate, through experimentation, the
it is faster.” characteristics of water (e.g., water takes up
1.2 assess personal and family uses of water as space, flows or moves when not contained, has
responsible/efficient or wasteful, and create a mass) and its uses (e.g., living things need water
plan to reduce the amount of water used, to stay alive; water makes things move: spins
where possible a water wheel; water makes certain activities
possible: keeps a white-water raft afloat)
Sample prompts: Many people do not realize
2.4 investigate the stages of the water cycle, includ-
how much water they use, because it seems so ing evaporation (e.g., heat water in a kettle),
easy to get water. We shouldn’t waste water, condensation (e.g., collect the water vapour from
for the same reasons that we shouldn’t waste the kettle on an overturned mirror), precipitation
food – for example, because others don’t have (e.g., allow the water vapour on the overturned
enough and it costs money. In what ways do mirror to collect, cool, and drop), and collection
you and your family use water at home (e.g., let the dripping water accumulate in a
(e.g., flushing the toilet, drinking, bathing, wash- container)
ing dishes, watering the lawn)? What does it 2.5 investigate water in the natural environment
mean to use water excessively? How might (e.g., observe and measure precipitation; observe
your use of water change if you had to carry and record cloud formations; observe water flow
it from a central source into your house or and describe where it goes; observe a puddle
apartment? What responsible/efficient water- over time and record observations)
use practices does your family use already
(e.g., fixing leaky faucets or toilets quickly; Sample guiding questions: Where does the
turning off the water while you brush your teeth water come from? Where does it go? What
or soap up your hands and face; watering the happens to snow when it disappears? What
do you notice about the sky when it is rain-

UNDERSTANDING EARTH AND SPACE SYSTEMS

lawn early in the morning to reduce evapora-
tion; running the dishwasher only with a full ing/snowing? How does fog feel?
load)? What are some other strategies that 2.6 use appropriate science and technology vocab-
you and your family might implement in the ulary, including solid, liquid, vapour, evapora-
future (e.g., installing low-flow shower heads tion, condensation, and precipitation, in oral
and a water-saver flush kit in the toilet; not and written communication
splashing lots of water out of swimming pools; 2.7 use a variety of forms (e.g., oral, written, graphic,
keeping a bottle of drinking water in the multimedia) to communicate with different
refrigerator rather than letting your tap run audiences and for a variety of purposes
to get cold water when you want a drink)? (e.g., create posters or media ads that encourage
care and concern for water and air in the
community)

67
 3.5 identify the three states of water in the envi-
3. Understanding Basic Concepts ronment, give examples of each (e.g., solid –
By the end of Grade 2, students will: visible as ice, snow, sleet, hail, frost; liquid –
visible as rain, dew; gas – visible as fog, water
3.1 identify air as a gaseous substance that
vapour), and show how they fit into the water
surrounds us and whose movement we
cycle when the temperature of the surrounding
feel as wind
environment changes (e.g., heat – evaporation;
GRADE 2

3.2 identify water as a clear, colourless, odourless, cooling – condensation and precipitation)
tasteless liquid that exists in three states and
3.6 state reasons why clean water is an increasingly
that is necessary for the life of most animals
scarce resource in many parts of the world
and plants
3.3 describe ways in which living things, including
humans, depend on air and water (e.g., most
animals, including humans breathe air to stay
alive; wind generates energy, disperses seeds; all
living things need to drink or absorb water to
stay alive; water is used for washing and
bathing, transportation, energy generation)
3.4 identify sources of water in the natural
and built environment (e.g., natural: oceans,
lakes, ponds, streams, springs, water tables;
human-made: wells, sewers, water-
supply systems, reservoirs, water towers)
THE ONTARIO CURRICULUM, GRADES 1–8 | Science and Technology

68
 GRADE 3 | UNDERSTANDING LIFE SYSTEMS
GROWTH AND CHANGES IN PLANTS

OVERVIEW
Growth and Changes in Plants focuses on the characteristics and requirements of plants and the
GRADE 3

ways in which plants grow. Students will observe and investigate a wide variety of local plants,
from trees and mosses in their natural environment to flowers and vegetables grown at school or
on farms, and will consider the impact of human activity on plants and their habitats. Students
will also learn about the importance of plants as sources of oxygen, food, and shelter, and the
need for humans to protect plants and their habitats.

In preparation for working with plants, it is important that students be able to identify practices
that ensure their personal safety and the safety of others and to demonstrate an understanding
of the importance of these practices. This includes knowing why they should not taste any part
of a plant unless directed to do so by a teacher, and why they should wash their hands after han-
dling plants or parts of plants.

This topic also provides opportunities for connecting to the Grade 3 social studies topic Canada
and World Connections: Urban and Rural Communities. As students look at similarities and
differences between regions, they can consider the kinds of plants that help to make a location
unique. They can also consider the need to protect farmlands as plant habitats and as producers
of food for living things. Connections can also be made with the Grade 3 social studies topic
Heritage and Citizenship: Early Settlements in Upper Canada, as students look at the types of
plants that were used both by Aboriginal people and the settlers, plants that were native to the
area, and plants that were introduced by the settlers. Connections can also be made with another
Grade 3 science and technology topic, Understanding Earth and Space Systems: Soils in the
Environment.

Fundamental Big Ideas

Concepts

Systems and Plants have distinct characteristics. (Overall expectations 2 and 3)

Interactions
THE ONTARIO CURRICULUM, GRADES 1–8 | Science and Technology

There are similarities and differences among various types of plants.

Sustainability (Overall expectation 2)
and Stewardship Plants are the primary source of food for humans. (Overall expectation 1)
Humans need to protect plants and their habitats. (Overall expectation 1)
Plants are important to the planet. (Overall expectation 1)

OVERALL EXPECTATIONS
By the end of Grade 3, students will:

1. assess ways in which plants have an impact on society and the environment, and ways in
which human activity has an impact on plants and plant habitats;

2. investigate similarities and differences in the characteristics of various plants, and ways in
which the characteristics of plants relate to the environment in which they grow;

3. demonstrate an understanding that plants grow and change and have distinct characteristics.

70
SPECIFIC EXPECTATIONS

1. Relating Science and Technology 2. Developing Investigation and

to Society and the Environment Communication Skills
By the end of Grade 3, students will: By the end of Grade 3, students will:

GRADE 3
1.1 assess ways in which plants are important to 2.1 follow established safety procedures during
humans and other living things, taking differ- science and technology investigations
ent points of view into consideration (e.g., the (e.g., avoid touching eyes when handling
point of view of home builders, gardeners, nurs- plants; never taste any part of a plant unless
ery owners, vegetarians), and suggest ways in instructed to do so by the teacher)
which humans can protect plants 2.2 observe and compare the parts of a variety of
Sample prompts: Plants provide oxygen and plants (e.g., roots of grass, carrot, dandelion;
food that other living things need to survive. stem of cactus, carnation, tree; leaves of gera-
Plants use and store carbon dioxide, helping nium, spider plant, pine tree)
reduce the amount of this greenhouse gas in 2.3 germinate seeds and record similarities and
the atmosphere. Trees reduce humans’ ener- differences as seedlings develop (e.g., plant
gy use in summer by providing cooling quick-growing seeds – nasturtium, morning
shade. Leaves, twigs, and branches of trees glory, sunflower, tomato, beet, or radish seeds –
and shrubs block erosion-causing rainfall. in peat pellets to observe growth)
Grass and shrubs prevent soil from washing 2.4 investigate ways in which a variety of plants
away. Roots, leaves, and trunks provide adapt and/or react to their environment,
homes for wildlife. Aboriginal people use including changes in their environment, using
plants for many medicines. a variety of methods (e.g., read a variety of
1.2 assess the impact of different human activities non-fiction texts; interview plant experts; view
on plants, and list personal actions they can DVDs or CD-ROMs)
engage in to minimize harmful effects and 2.5 use scientific inquiry/experimentation skills
enhance good effects (see page 12), and knowledge acquired from
previous investigations, to investigate a vari-
Sample prompts: When humans provide com-
ety of ways in which plants meet their basic
mon house plants and blooming potted plants
needs
with an appropriate environment, they help
fight pollution indoors. When humans plant Sample guiding questions: How do plants
trees, they benefit the environment in many meet their need for air, water, light, warmth,
different ways. When humans fill in wetlands and space? What are different ways in which
to build houses, they destroy an important we can help plants meet their needs?
habitat that supports many plants. When 2.6 use appropriate science and technology vocab-
humans pick wildflowers or dig them up to ulary, including stem, leaf, root, pistil, stamen,
replant in their home gardens, they harm a flower, adaptation, and germination, in oral and
natural habitat that supports many living things. written communication
When humans plant non-native plants and 2.7 use a variety of forms (e.g., oral, written, graph-
trees that need pesticides and/or a lot of water ic, multimedia) to communicate with different
to survive, they drive out native plants and audiences and for a variety of purposes
trees that are adapted to our climate and that (e.g., make illustrated entries in a personal sci-
provide habitat and food for native birds, ence journal to describe plant characteristics
UNDERSTANDING LIFE SYSTEMS

butterflies, and mammals. and adaptations to harsh environments)

71
 3.6 describe ways in which plants and animals
3. Understanding Basic Concepts depend on each other (e.g., plants provide food
By the end of Grade 3, students will: for energy; animals help disperse pollen and
seeds, and provide manure that fertilizes the soil
3.1 describe the basic needs of plants, including
in which plants grow; plants need the carbon
air, water, light, warmth, and space
dioxide that animals breathe out, and animals
3.2 identify the major parts of plants, including need the oxygen that plants release into the air)
GRADE 3

root, stem, flower, stamen, pistil, leaf, seed,

3.7 describe the different ways in which plants
and fruit, and describe how each contributes
are grown for food (e.g., on farms, in orchards,
to the plant’s survival within the plant’s envi-
greenhouses, home gardens), and explain the
ronment (e.g., the roots soak up food and water
advantages and disadvantages of locally grown
for the plant; the stem carries water and food to
and organically produced food, including
the rest of the plant; the leaves make food for the
environmental benefits
plant with help from the sun; the flowers grow
fruit and seeds for new plants) 3.8 identify examples of environmental conditions
that may threaten plant and animal survival
3.3 describe the changes that different plants
(e.g., extreme heat and cold; floods and/or droughts;
undergo in their life cycles (e.g., some plants
changes in habitat because of human activities
grow from bulbs to flowers, and when the flow-
such as construction, use of gas-powered personal
ers die off the bulb produces little bulbs that will
watercraft on lakes)
bloom the next year; some plants grow from ger-
mination of a seed to the production of a fruit
containing seeds that are then scattered by
humans, animals, or the wind so that new plants
can grow)
3.4 describe how most plants get energy to live
directly from the sun (e.g., plants turn the
energy from the sun into food for themselves)
and how plants help other living things to get
energy from the sun (e.g., Other living things,
which cannot “eat” sunshine, eat the plants to
get the energy. They also get energy when they
eat the animals that eat the plants.)
3.5 describe ways in which humans from various
cultures, including Aboriginal people, use
plants for food, shelter, medicine, and clothing
(e.g., food – from rice plants; houses for shelter –
from the wood of trees; medicines – from herbs;
THE ONTARIO CURRICULUM, GRADES 1–8 | Science and Technology

clothing – from cotton plants)

72
GRADE 3 | UNDERSTANDING STRUCTURES
AND MECHANISMS
STRONG AND STABLE STRUCTURES

OVERVIEW

GRADE 3
Both people and animals build structures, and both people and animals need their structures to
be strong and stable and to last a long time. Students need to understand the important distinc-
tion between strength (the capacity to withstand forces that tend to break an object or change its
shape) and stability (the capacity to maintain balance and stay fixed in one position), and the
ways in which these two properties affect the usefulness of a structure. Students will investigate
the factors that affect a structure’s strength and stability, such as its shape and centre of gravity,
and apply their learning as they design and build their own strong and stable structures.

Students in Grade 3 will encounter very few hazards in their designing and building activities.
However, it is important that they be able to identify general practices that ensure their personal
safety and the safety of others and to demonstrate an understanding of the importance of these
practices. This includes knowing why work spaces should be kept tidy and uncluttered, and
why it is important to follow instructions carefully.

Fundamental Big Ideas

Concepts

Structure and A structure has both form and function. (Overall expectations 1, 2, and 3)
Function
Structures are affected by forces acting on them. (Overall expectations 1
Matter and 3)
Structures need to be strong and stable to be useful. (Overall
expectations 1, 2, and 3)

OVERALL EXPECTATIONS
By the end of Grade 3, students will:

UNDERSTANDING STRUCTURES AND MECHANISMS

1. assess the importance of form, function, strength, and stability in structures through time;

2. investigate strong and stable structures to determine how their design and materials enable
them to perform their load-bearing function;

3. demonstrate an understanding of the concepts of structure, strength, and stability and the
factors that affect them.

73
 SPECIFIC EXPECTATIONS
2.3 use scientific inquiry/experimentation skills
1. Relating Science and Technology
(see page 12), and knowledge and skills
to Society and the Environment acquired from previous investigations, to
By the end of Grade 3, students will: determine which type(s) of soil (e.g., sandy
soil, clay soil, loam) will sustain life
GRADE 3

1.1 assess the impact of soils on society and the

environment, and suggest ways in which Sample guiding questions: What question(s)
humans can enhance positive effects and/or are you trying to answer with your experi-
lessen or prevent harmful effects ment? What do you predict will happen in
Sample prompts: Poor soil affects both a your experiment? In what ways will you con-
plant’s ability to take up the nutrients it trol the light and/or water? In what ways
needs and the quality of the nutrients that will you record your observations? What
are passed from the plant to humans. Some conclusions can you make from your obser-
soils do not provide any of the nutrients that vations? How would this information help
are needed to support plant life (e.g., sand in someone else (e.g., a gardener)?
the desert). Landslides can be caused in part 2.4 investigate the process of composting, and
by soil conditions and the type of soil in a par- explain some advantages and disadvantages
ticular area. of composting (e.g., set up a pop-bottle com-
poster in the classroom, and observe what hap-
1.2 assess the impact of human action on soils,
pens over time)
and suggest ways in which humans can affect
soils positively and/or lessen or prevent harm- Sample guiding questions: What is composting?
ful effects on soils Where does composting happen naturally?
Sample prompts: Erosion caused by natural What are some good things about composting?
events such as heavy rain or waves and erosion Why might people not be able to or want to
caused by human actions affect soil conditions compost? What “ingredients” do we need to
and cause water pollution. When houses and start a classroom composter? What things
other buildings are constructed, trees and should not go into the composter? As the
plants and the top or best layer of soil are compost “cooks”, what changes do you notice?
often removed from the building site. What happens to the things that we put into
the classroom composter? How will we use
our compost?
2. Developing Investigation and 2.5 use appropriate science and technology
Communication Skills vocabulary, including clay, sand, loam,
By the end of Grade 3, students will: pebbles, earth materials, and soil, in oral
THE ONTARIO CURRICULUM, GRADES 1–8 | Science and Technology

and written communication

2.1 follow established safety procedures during
science and technology investigations 2.6 use a variety of forms (e.g., oral, written, graphic,
(e.g., wash hands after working with soil samples) multimedia) to communicate with different
audiences and for a variety of purposes
2.2 investigate the components of soil (e.g., non- (e.g., record in words and pictures what happens
living things such as pebbles and decaying mat- when soil and water are shaken together in a
ter; living things such as organic matter, bacte- container; prepare a display comparing the
ria, earthworms, and insects), the condition of composition of soils from different locations)
soil (e.g., wet, dry), and additives found in soil
(e.g., pesticides, fertilizers, salt), using a variety
of soil samples (e.g., sand, clay, loam) from
different local environments, and explain how
the different amounts of these components
in a soil sample determine how the soil can
be used

80
 3.3 describe the interdependence between the
3. Understanding Basic Concepts living and non-living things that make up soil
By the end of Grade 3, students will: (e.g., earthworms ingest the soil and absorb the
nutrients, then their castings return the nutrients
3.1 identify and describe the different types of
to the soil; the roots of plants use the soil as an
soils (e.g., Sandy soil is made up of minerals
anchor to keep the plants from blowing away)
and tiny pieces of rock that have come from the
erosion and weathering of rocks. It feels gritty 3.4 describe ways in which the components of

GRADE 3
and does not stick together well. Sandy soil drains various soils enable the soil to provide shelter/
easily and quickly after a rain and warms up homes and/or nutrients for different kinds
quickly in the spring, but does not hold water of living things (e.g., microscopic bacteria and
and nutrients as well as clay soil, and is eroded micro-organisms feed on decaying matter in
more easily. Loamy soil is made up of sand, silt, the soil; roots of plants absorb minerals from
and clay in relatively equal amounts. It sticks the soil)
together better than sand but not as well as clay.
Loamy soil holds water and nutrients well, and
also drains well so that sufficient air can reach
the roots. Clay soil is a very fine-grained soil
that is plastic when wet but hard when dried.
It feels slick and smooth. Clay soils have poor
drainage and aeration.)
3.2 identify additives that might be in soil but
that cannot always be seen (e.g., pesticides,
fertilizers, salt)

UNDERSTANDING EARTH AND SPACE SYSTEMS

81
 OVERALL EXPECTATIONS
By the end of Grade 4, students will:

1. analyse the effects of human activities on habitats and communities;

2. investigate the interdependence of plants and animals within specific habitats and communities;

3. demonstrate an understanding of habitats and communities and the relationships among the plants
and animals that live in them.

GRADE 4
SPECIFIC EXPECTATIONS

1.2 identify reasons for the depletion or extinction

1. Relating Science and Technology
of a plant or animal species (e.g., hunting, dis-
to Society and the Environment ease, invasive species, changes in or destruction
By the end of Grade 4, students will: of its habitat), evaluate the impacts on the rest
of the natural community, and propose possi-
1.1 analyse the positive and negative impacts of
ble actions for preventing such depletions or
human interactions with natural habitats and
extinctions from happening
communities (e.g., human dependence on natural
materials), taking different perspectives into Sample issues: (a) Deforestation for land devel-
account (e.g., the perspectives of a housing opment, as well as hunting, trapping, and
developer, a family in need of housing, an ecolo- increased tourism, have had an impact on the
gist), and evaluate ways of minimizing the wolf population in Ontario. Despite recent laws
negative impacts designed to protect them, wolves in Ontario
Sample issues: (a) Humans depend on natural still face many threats. What other animals
habitats and communities for many things, and plants would be affected by their destruc-
including food, building materials, clothing, tion, and what can we do to help them survive?
and medicine. Natural habitats also help to (b) A plant called American ginseng has com-
purify our air and water. In spite of this monly been used as a traditional medicine
dependency, however, we are destroying and may be useful in preventing colds and
some of the habitats and communities that we treating diabetes and other diseases. Because
depend on. How can we continue to draw of harvesting, timber extraction, and the clear-
benefits from the natural environment and ing of land for agriculture and development,
still ensure that it is there to benefit future American ginseng is on the endangered species
generations? (b) Urban development provides list in Ontario. It is a long-lived perennial herb,
housing for an expanding population, but it but slow-growing, so replenishing its popu-
also destroys natural habitats, causing some lation will take time. How can we protect the
species to die off locally or go elsewhere and wild plant? What might be some alternative
enabling other species to multiply rapidly. ways of getting the plant without taking it
When scarce farmland is used for develop- from the wild?
ment, we lose family farms and a way of life,
as well as local sources of fresh food and
2. Developing Investigation and
important open spaces. To lessen such
Communication Skills
impacts, we need to think of alternative ways
of meeting our needs. Some cities work with By the end of Grade 4, students will:
UNDERSTANDING LIFE SYSTEMS

developers to conserve green spaces. Others 2.1 follow established safety procedures for work-
are starting to concentrate expansion within ing with soils and natural materials (e.g., wear
their existing boundaries instead of spread- gloves when handling soils to set up a working
ing beyond them. How is development affect- terrarium)
ing natural habitats in your community, and 2.2 build food chains consisting of different plants
what is being done to protect them? and animals, including humans

85
 2.3 use scientific inquiry/research skills (see 3.3 identify factors (e.g., availability of water or
page 15) to investigate ways in which plants food, amount of light, type of weather) that
and animals in a community depend on fea- affect the ability of plants and animals to
tures of their habitat to meet important needs survive in a specific habitat
(e.g., beavers use water for shelter [they build 3.4 demonstrate an understanding of a commu-
their lodges so the entrance is under water], food nity as a group of interacting species sharing
[cattails, water lilies, and other aquatic plants], a common habitat (e.g., the life in a meadow
GRADE 4

and protection [they slap their tails on the water or in a patch of forest)
to warn of danger])
3.5 classify organisms, including humans, accord-
2.4 use scientific inquiry/research skills (see ing to their role in a food chain (e.g., producer,
page 15) to create a living habitat containing a consumer, decomposer)
community, and describe and record changes
in the community over time 3.6 identify animals that are carnivores, herbi-
vores, or omnivores
Sample guiding questions: What factors need
3.7 describe structural adaptations that allow
to be considered when setting up your habi-
plants and animals to survive in specific habi-
tat (e.g., location for container; creating the tats (e.g., the thick stem of a cactus stores water
right climate, light, and humidity)? What for the plant; a duck’s webbed feet allow it to
equipment and materials (e.g., a container of move quickly and efficiently in water)
the correct size, appropriate plant material
3.8 explain why changes in the environment have
and/or animals) will you need to create a
a greater impact on specialized species than
habitat that meets the needs of the community
on generalized species (e.g., diminishing ice
it supports? What did you learn from your
cover hampers the ability of polar bears to hunt
initial observations about meeting the needs seals, their main food source, and so the polar
of living things? What modifications, based bear population in some areas is becoming less
on your observations, need to be made to healthy and may begin to decrease; black bear
keep the habitat healthy? habitat has been heavily disrupted by human
2.5 use appropriate science and technology vocab- encroachment, but because black bears are highly
ulary, including habitat, population, community, adaptable omnivores that eat everything from
adaptation, and food chain, in oral and written insects to garbage generated by humans, their
communication numbers have been increasing)
2.6 use a variety of forms (e.g., oral, written, graphic, 3.9 demonstrate an understanding of why all
multimedia) to communicate with different habitats have limits to the number of plants
audiences and for a variety of purposes and animals they can support
(e.g., use presentation software to show the 3.10 describe ways in which humans are depend-
steps one might follow to set up and maintain ent on natural habitats and communities
a terrarium) (e.g., for water, medicine, flood control in wet-
THE ONTARIO CURRICULUM, GRADES 1–8 | Science and Technology

lands, leisure activities)

3. Understanding Basic Concepts
By the end of Grade 4, students will:
3.1 demonstrate an understanding of habitats as
areas that provide plants and animals with
the necessities of life (e.g., food, water, air,
space, and light)
3.2 demonstrate an understanding of food chains
as systems in which energy from the sun is
transferred to producers (plants) and then to
consumers (animals)

86
 GRADE 6 | UNDERSTANDING LIFE SYSTEMS
BIODIVERSITY

OVERVIEW
Because all living things (including humans) are connected, maintaining biodiversity is critical
GRADE 6

to the health of the planet. Students will learn that biodiversity includes diversity among indi-
viduals, species, and ecosystems. Through observations of a specific habitat and the classifica-
tion of organisms, students will have a first-hand opportunity to appreciate the diversity of
living things while recognizing the roles and interactions of individual species within the
whole. Care must be taken to ensure that all students, including students with special education
needs, have comparable opportunities to explore the natural world.

When assessing human impacts on species and ecosystems, especially at a local level, students
must be given opportunities to look at a variety of points of view. They should consider how
and why the perspectives of developers, people concerned about the environment, and residents
of the local community might be similar or different. Through thoughtful consideration of var-
ious viewpoints and biases, students not only can look for ways in which people might come
to agreement on how to minimize the negative impact of their actions, but also will be able to
make more informed decisions about their own positions and about action they can take.

In preparation for working outside the school, it is important that students be able to identify
and demonstrate an understanding of practices that ensure their personal safety and the safety
of others. This includes making the teacher aware of any potential personal dangers of being
outside (e.g., allergic reactions to bee stings), knowing why it is important to wear clothing
and footwear appropriate for the conditions, and staying within the area of study.

Fundamental Big Ideas

Concepts

Systems and Biodiversity includes diversity of individuals, species, and ecosystems.

Interactions (Overall expectations 2 and 3)
Sustainability Classification of the components within a diverse system is a beginning
THE ONTARIO CURRICULUM, GRADES 1–8 | Science and Technology

and Stewardship point for understanding the interrelationships among the components.
(Overall expectations 2 and 3)
Because all living things are connected, maintaining diversity is critical
to the health of the planet. (Overall expectations 1 and 3)
Humans make choices that can have an impact on biodiversity. (Overall
expectation 1)

OVERALL EXPECTATIONS
By the end of Grade 6, students will:

1. assess human impacts on biodiversity, and identify ways of preserving biodiversity;

2. investigate the characteristics of living things, and classify diverse organisms according
to specific characteristics;
3. demonstrate an understanding of biodiversity, its contributions to the stability of natural
systems, and its benefits to humans.

112
SPECIFIC EXPECTATIONS

1. Relating Science and Technology 2. Developing Investigation and

to Society and the Environment Communication Skills
By the end of Grade 6, students will: By the end of Grade 6, students will:

GRADE 6
1.1 analyse a local issue related to biodiversity 2.1 follow established safety procedures for out-
(e.g., the effects of human activities on urban door activities and field work (e.g., stay with a
biodiversity, flooding of traditional Aboriginal partner when exploring habitats; wash hands
hunting and gathering areas as a result of dam after exploring a habitat)
construction), taking different points of view 2.2 investigate the organisms found in a specific
into consideration (e.g., the points of view of habitat and classify them according to a classi-
members of the local community, business own- fication system
ers, people concerned about the environment,
mine owners, local First Nations, Métis, Inuit), 2.3 use scientific inquiry/research skills (see
propose action that can be taken to preserve page 15) to compare the characteristics of
biodiversity, and act on the proposal organisms within the plant or animal kingdoms
(e.g., compare the characteristics of a fish and
Sample issue: A local forest is slated to be cut a mammal, of coniferous and deciduous trees,
down to make room for a new shopping of ferns and flowering plants)
plaza.
Sample guiding questions: What are the cri-
Sample guiding questions: What are the positive teria you will use to compare organisms?
and negative aspects of the issue (e.g., a commu- Why are these good criteria to use to com-
nity will have access to goods and services in pare the organisms? How might the criteria
the new shopping plaza that were not there change if you picked two different organ-
before; getting the land for the shopping plaza isms? Why is it important to be able to com-
means losing a local forest)? Who might have pare organisms in some organized way?
differing opinions on this issue? Why? What 2.4 use appropriate science and technology vocab-
are some things that you might do as an indi- ulary, including classification, biodiversity, nat-
vidual, or that we might do as a class, to make ural community, interrelationships, vertebrate,
others aware of the issues and concerns invertebrate, stability, characteristics, and organ-
(e.g., write a letter to the local newspaper, the ism, in oral and written communication
mayor, or the Member of Parliament; design
2.5 use a variety of forms (e.g., oral, written, graphic,
and hang awareness posters in the community)?
multimedia) to communicate with different
1.2 assess the benefits that human societies derive audiences and for a variety of purposes
from biodiversity (e.g., thousands of products (e.g., use a graphic organizer to show comparisons
such as food, clothing, medicine, and building between organisms in various communities)
materials come from plants and animals) and
the problems that occur when biodiversity is
diminished (e.g., monocultures are more vulner- 3. Understanding Basic Concepts
able to pests and diseases)
By the end of Grade 6, students will:
Sample issue: Monoculture systems on farms 3.1 identify and describe the distinguishing char-
allow crops to be grown in the soil that is best acteristics of different groups of plants and
for them. But monoculture systems reduce animals (e.g., invertebrates have no spinal
diversity, and so more soil and pest problems column; insects have three basic body parts;
UNDERSTANDING LIFE SYSTEMS

result. In turn, farmers apply more chemical flowering plants produce flowers and fruits),
fertilizers and pesticides, which pollute and use these characteristics to further classify
the land, the water, and the food they are various kinds of plants and animals (e.g., inver-
producing. tebrates – arthropods – insects; vertebrates –
mammals – primates; seed plants – flowering
plants – grasses)

113
 3.2 demonstrate an understanding of biodiversity sustenance from plants and carry pollen between
as the variety of life on earth, including variety plants), and between species and their envi-
within each species of plant and animal, among ronment (e.g., algae and water lilies compete
species of plants and animals in communities, for sunlight in a pond), and explain how these
and among communities and the physical interrelationships sustain biodiversity
landscapes that support them 3.6 identify everyday products that come from a
3.3 describe ways in which biodiversity within diversity of organisms (e.g., traditional pain
GRADE 6

species is important for maintaining the relievers are derived from the bark of the white
resilience of those species (e.g., because of willow tree; tofu is made from soybeans; silk is
genetic differences, not all squirrels are affected made from silkworm cocoons; nutritional sup-
equally by infectious diseases such as mange; plements, shampoos, toothpastes, and deodorants
some species of bacteria have become resistant to contain pollen collected by bees)
antibiotics because resistant individuals have 3.7 explain how invasive species (e.g., zebra mus-
survived and reproduced) sel, Asian longhorned beetle, purple loosestrife)
3.4 describe ways in which biodiversity within reduce biodiversity in local environments
and among communities is important for
maintaining the resilience of these communi-
ties (e.g., having a variety of species of wheat
allows for some part of the crop to survive
adverse conditions)
3.5 describe interrelationships within species
(e.g., wolves travel in packs to defend their
territory, raise their cubs, and hunt large prey),
between species (e.g., the brightly-coloured
anemone fish protects its eggs by laying them
among the poisonous tentacles of the sea anemone,
and in return the fish’s bright colours attract
prey for the anemone to eat; birds and bees take
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114
 GRADE 7 | UNDERSTANDING LIFE SYSTEMS
INTERACTIONS IN THE ENVIRONMENT

OVERVIEW
By Grade 7, students realize that humans have many impacts on the environment. In the study
GRADE 7

of this topic, they will analyse some of these impacts and their consequences, while reflecting
upon their personal responsibility to protect the environment. During investigations, the students
will observe existing ecosystems and investigate factors that may affect balances within the
system. Students will learn that ecosystems consist of communities of plants and animals that
are dependent on each other as well as on the non-living parts of the environment. Care must be
taken to ensure that all students, including students with special education needs, have compa-
rable opportunities to explore the natural world.

In preparation for working outside the school, it is important that students be able to identify
and explain the importance of practices that ensure their personal safety and the safety of others.
This includes understanding why it is important to make the teacher aware of any potential
allergic reactions (e.g., to bee stings), to wear the clothing and footwear appropriate for the con-
ditions, and to stay within the area of study.

Fundamental Big Ideas

Concepts

Systems and Ecosystems are made up of biotic (living) and abiotic

Interactions (non-living) elements, which depend on each other to survive.
(Overall expectations 2 and 3)
Sustainability and
Stewardship Ecosystems are in a constant state of change. The changes may be caused
by nature or by human intervention. (Overall expectations 1 and 2)
Human activities have the potential to alter the environment.
Humans must be aware of these impacts and try to control them.
(Overall expectation 1)
THE ONTARIO CURRICULUM, GRADES 1–8 | Science and Technology

OVERALL EXPECTATIONS
By the end of Grade 7, students will:

1. assess the impacts of human activities and technologies on the environment, and evaluate
ways of controlling these impacts;

2. investigate interactions within the environment, and identify factors that affect the balance
between different components of an ecosystem;

3. demonstrate an understanding of interactions between and among biotic and abiotic

elements in the environment.

126
SPECIFIC EXPECTATIONS
2.3 use scientific inquiry/research skills (see
1. Relating Science and Technology
page 15) to investigate occurrences (e.g., a
to Society and the Environment forest fire, a drought, an infestation of invasive
By the end of Grade 7, students will: species such as zebra mussels in a local lake
or purple loosestrife in a wetland habitat) that

GRADE 7
1.1 assess the impact of selected technologies on
affect the balance within a local ecosystem
the environment
Sample guiding questions: Should naturally
Sample issue: The use of technologies such as
caused fires in national parks be allowed to
cars and computers has many impacts on the
burn to their natural end? How do human
environment. What are some of these impacts
activities and natural occurrences contribute
and how do they affect the ability of the
to droughts? What happens in a drought?
environment to support life?
What is the impact of invasive species such
1.2 analyse the costs and benefits of selected as zebra mussels, spiny water fleas, round
strategies for protecting the environment gobies, and sea lampreys on Ontario lakes,
Sample issues: (a) Many people recycle because and what can be done to lessen the impact?
it makes them feel that they are doing some- 2.4 use appropriate science and technology vocab-
thing good for the environment. But the focus ulary, including sustainability, biotic, ecosystem,
on recycling takes the emphasis away from community, population, and producer, in oral
strategies like reducing or reusing. (b) Integrated and written communication
Pest Management (IPM) is a pest management 2.5 use a variety of forms (e.g., oral, written, graphic,
strategy that uses a variety of methods to multimedia) to communicate with different
prevent or control pest problems. But some audiences and for a variety of purposes
of the methods can be as much of a problem (e.g., design a multimedia presentation explaining
as the pests themselves. (c) Some groups the interrelationships between biotic and abiotic
consider widening highways to reduce traffic components in a specific ecosystem)
congestion to be preferable to improving public
transit systems. In some cases, however, high-
way expansion increases the problems that 3. Understanding Basic Concepts
already existed, and other unexpected problems By the end of Grade 7, students will:
also arise. (d) Controlling the water flow in
natural systems has a domino effect on the 3.1 demonstrate an understanding of an ecosys-
tem (e.g., a log, a pond, a forest) as a system of
environmental integrity of the water system.
interactions between living organisms and
their environment
2. Developing Investigation and 3.2 identify biotic and abiotic elements in an
Communication Skills ecosystem, and describe the interactions
between them (e.g., between hours of sunlight
By the end of Grade 7, students will:
and the growth of plants in a pond; between a
2.1 follow established safety procedures for inves- termite colony and a decaying log; between the
tigating ecosystems (e.g., stay with a partner, soil, plants, and animals in a forest)
wash hands after investigating an ecosystem)
3.3 describe the roles and interactions of pro-
2.2 design and construct a model ecosystem ducers, consumers, and decomposers within an
(e.g., a composter, a classroom terrarium, a green- ecosystem (e.g., Plants are producers in ponds.
UNDERSTANDING LIFE SYSTEMS

house), and use it to investigate interactions They take energy from the sun and produce food,
between the biotic and abiotic components oxygen, and shelter for the other pond life. Black
in an ecosystem bears are consumers in forests. They eat fruits,
Sample guiding questions: What are some berries, and other consumers. By eating other
biotic components of this ecosystem? What consumers, they help to keep a balance in the
forest community. Bacteria and fungi are decom-
are some abiotic components? How do these
posers. They help to maintain healthy soil by
components affect each other (abiotic and
breaking down organic materials such as manure,
abiotic; biotic and biotic; abiotic and biotic)?
bone, spider silk, and bark. Earthworms then
What are some of the interactions that are
ingest the decaying matter, take needed nutrients
occurring in the model ecosystem? from it, and return those nutrients to the soil
through their castings.)
127
 3.4 describe the transfer of energy in a food chain 3.7 explain why an ecosystem is limited in the
and explain the effects of the elimination of number of living things (e.g., plants and animals,
any part of the chain including humans) that it can support
3.5 describe how matter is cycled within the envi- 3.8 describe ways in which human activities and
ronment and explain how it promotes sustain- technologies alter balances and interactions in
ability (e.g., bears carry salmon into the forest, the environment (e.g., clear-cutting a forest,
where the remains decompose and add nutrients overusing motorized water vehicles, managing
GRADE 7

to the soil, thus supporting plant growth; wolf-killings in Yukon)

through crop rotation, nutrients for future crops 3.9 describe Aboriginal perspectives on sustain-
are created from the decomposition of the waste ability and describe ways in which they can
matter of previous crops) be used in habitat and wildlife management
3.6 distinguish between primary succession (e.g., the partnership between the Anishinabek
(e.g., the growth of native grasses on a sand Nation and the Ministry of Natural Resources
dune) and secondary succession (e.g., the for managing natural resources in Ontario)
growth of grasses and shrubs in a ploughed
field) within an ecosystem
THE ONTARIO CURRICULUM, GRADES 1–8 | Science and Technology

128