Program of Studies Elementary Science Grade Topic Emphasis
1
A. Creating Colour
B. Seasonal Changes
C. Building Things
D. Senses
E. Needs of Animals and Plants
2
A. Exploring Liquids
B. Buoyancy and Boats
C. Magnetism
D. Hot and Cold Temperature
E. Small Crawling and Flying Animals
3
A. Rocks and Minerals
B. Building with a Variety of Materials
C. Testing Materials and Designs
D. Hearing and Sound
E. Animal Life Cycles
4
A. Waste and Our World
B. Wheels and Levers
C. Building Devices and Vehicles that Move
D. Light and Shadows
E. Plant Growth and Changes
5
A. Electricity and Magnetism
B. Mechanisms Using Electricity
C. Classroom Chemistry
D. Weather Watch
E. Wetland Ecosystems
6
A. Air and Aerodynamics
B. Flight
C. Sky Science
D. Evidence and Investigation
E. Trees and Forests
GRADE ONE SCIENCE
Topic E: Needs of Animals and Plants
Overview
Students learn about living things and what they need to live and grow. By studying a variety of
living things, students become familiar with similarities and differences and develop skills for
describing and classifying what they see. As the topic progresses, attention is focused on how
living things survive, what they need and how their needs are met. Through the topic, students
become aware that groups of living things have some common needs and that different animals
and plants meet those needs in different ways. Students also learn about their own responsibility
in caring for living things. Science (Elementary) B.5 (1996)
General Learner Expectations (Students will
1–11 Describe some common living things, and identify needs of those living things.
Specific Learner Expectations
Students will:
1. Observe, describe and compare living things.
2. Contrast living and nonliving things.
3. Identify ways in which living things are valued; e.g., as part of a community of living
things; as sources of food, clothing or shelter.
4. Classify some common local plants and animals into groups on the basis of visible
characteristics; e.g., adaptations for survival, such as claws, beaks, prickles.
5. Identify examples of plants and animals that are normally under human care
(domesticated) and those that are normally independent of human care (wild).
6. Identify the requirements of animals to maintain life; i.e., air, food, water, shelter,
space; and recognize that we must provide these for animals in our care.
7. Identify the requirements of plants to maintain life; i.e., air, light, suitable
temperature, water, growing medium, space; and recognize that we must provide these for
plants in our care.
8. Identify ways that land plants depend on soil.
9. Recognize that some plants and animals must adapt to extreme conditions to meet
their basic needs; e.g., arctic and desert plants and animals.
10. Give examples of ways in which animals depend on plants and ways in which plants
depend on animals; e.g., particular plants may serve as a source of food and shelter,
animals may help spread pollen and seeds. Science (Elementary) B.6 (1996)
GRADE THREE SCIENCE
3–5 Demonstrate knowledge of materials that comprise Earth’s crust, and demonstrate
skill in classifying these materials.
Specific Learner Expectations
Students will:
1. Compare samples of various kinds of rock, and identify similarities and differences.
2. Given a description of the properties of a particular rock or mineral, identify a sample
rock or mineral that matches those properties. Properties that students should be able to
describe and interpret include:
colour
lustre or “shininess”; e.g., shiny, dull,
glassy, metallic, earthy
texture; e.g., rough, smooth, uneven
hardness, based on scratch tests with
available materials
presence of carbonates. Note that the
presence of carbonates can be tested with
vinegar or another mild acid
crystal shape for minerals, or overall
pattern of rocks.
3. Describe and classify a group of rocks and minerals, based upon the above properties.
4. Recognize that rocks are composed of a variety of materials; and given a coarse-grained
rock and magnifier, describe some of the component materials.
5. Recognize and describe the various components within a sample of soil; e.g., clay,
sand, pebbles, decaying plants; and describe differences between two different soil
samples.
6. Describe ways in which rocks break down to become soil, and demonstrate one or more of
these ways; e.g., by shaking a group of small, soft rocks in a jar of water; by striking rocks
together. Note: Safety goggles should be used.
7. Describe some common uses of rocks and minerals; and identify examples of those uses
within the school, home or local community.
GRADE THREE SCIENCE
Topic E: Animal Life Cycles
Overview
Students learn about the growth and development of animals and discover that different animals
have different life cycles. By observing the life cycle of one small animal from its earliest stage to
adulthood, students acquire a reference point for the study of other animals and come to
appreciate the beauty and fragility of life. Students learn that the egg, larva, pupa and adult stages
that are characteristic of many insects represent a different life story from that of the egg, young,
adult life cycle that is common to most vertebrate animals. In studying these animals, students
learn about the changes in needs of the young as they grow and develop and about the changing
relationship between these animals and their environment.
General Learner Expectations
Students will:
3–10 Describe the appearances and life cycles of some common animals, and identify their
adaptations to different environments.
3–11 Identify requirements for animal care.
Specific Learner Expectations
Students will:
1. Classify a variety of animals, based on observable characteristics; e.g., limbs, teeth, body
covering, overall shape, backbone.
2. Observe and describe the growth and development of at least one living animal, as the animal
develops from early to more advanced stages. The animal(s) should be from one or more of the
following groups: mammals, birds, fish, reptiles, amphibians, insects. Suggested examples
include: gerbils, guppies, mealworms, tadpoles, worms, butterflies/moths. Additional examples
from other animal groups might also be included: brine shrimp, isopods, spiders.
3. Predict the next stages in the growth and development of at least one animal from each of the
following groups: mammals, birds, fish, reptiles, amphibians, insects; and identify similarities and
differences in their developmental sequences.
4. Identify the food needs of at least one animal from each of the following groups: mammals,
birds, fish, reptiles, amphibians, insects; and describe changes in how each animal obtains food
through different stages of its life.
5. Demonstrate awareness that parental care is characteristic of some animals and not of others,
and identify examples of different forms of parental care.
6. Demonstrate awareness that animals require different habitats in order to meet their basic needs
of food, water, shelter and space.
7. Recognize adaptations of a young animal to its environment, and identify changes in its
relationship to its environment as it goes through life; e.g., tadpoles are adapted for life in an
aquatic environment; adult frogs show adaptations to both terrestrial and aquatic environments.
8. Identify examples of environmental conditions that may threaten animal survival, and identify
examples of extinct animals.
9. Recognize that habitat preservation can help maintain animal populations, and identify ways
that student actions can assist habitat preservation.
10. Demonstrate knowledge of the needs of animals studied, and demonstrate skills for their care.
Science (Elementary) B.17 (1996)
GRADE SIX SCIENCE
Topic D: Evidence and Investigation
Overview
Students sharpen their skills in observing and interpreting what they see by investigating
evidence of human and animal activity. They explore and analyze indoor and outdoor
environments as they look for footprints, markings, evidence of disturbance and things that
are left behind. Through these studies, students learn to pose questions, devise investigations,
recognize patterns and discrepancies, and think logically about what they have observed.
General Learner Expectations
Students will:
6–8 Apply observation and inference skills to recognize and interpret patterns and to
distinguish a specific pattern from a group of similar patterns.
6–9 Apply knowledge of the properties and interactions of materials to the
investigation and identification of a material sample.
Specific Learner Expectations
Students will:
1. Recognize evidence of recent human activity, and recognize evidence of animal activity in a
natural outdoor setting.
2. Observe a set of footprints, and infer the direction and speed of travel.
3. Recognize that evidence found at the scene of an activity may have unique characteristics
that allow an investigator to make inferences about the participants and the nature of the activity,
and give examples of how specific evidence may be used.
4. Investigate evidence and link it to a possible source; e.g., by:
classifying footprints, tire prints and soil samples from a variety of locations
analyzing the ink from different pens, using paper chromatography
analyzing handwriting samples to identify the handwriting of a specific person
comparing samples of fabric
classifying fingerprints collected from a variety of surfaces.
GRADE SEVEN SCIENCE PROGRAM
1. Characteristics of Living Things
OVERVIEW
The major emphasis of this unit is on the nature of science. Opportunities are also
provided to support learning about technology and about the relationships among science,
technology and society.
This unit provides a study of living things, and builds on concepts, skills and attitudes developed
at the elementary level. Opportunities are provided to reinforce and develop science inquiry
skills, with particular emphasis on observation, organizing and presenting data, and experimental
design. Throughout the unit, students are expected to view living things either through direct
observation or through the interpretation of pictorial material. Observational studies of organisms
will focus on patterns and relationships with attention given to the study of structures, functions
and adaptations. Learning about structures in living things will be further developed in the unit
Structures and Design that follows. A wide range of organisms may be chosen as examples for
study. Studies of the human body are included in this unit, with a particular focus on monitoring
and measuring.
SPECIFIC LEARNER EXPECTATIONS
ATTITUDES
Students will be encouraged to develop:
1. Appreciation of the beauty and complexity of living things.
2. Commitment to the care of living things.
3. Appreciation of the adaptive value of structural and behavioural characteristics of plants and
animals.
4. Confidence in personal ability to design and conduct a scientific investigation of living plants
and animals.
5. Awareness of techniques for monitoring life functions.
SKILLS
Students will demonstrate the following science inquiry skills, with emphasis on those skills that
appear in bold type:
1. Questioning
recognizing patterns and discrepant events
identifying and asking relevant questions
2. Proposing Ideas
hypothesizing
predicting
3. Designing Experiments
identifying and controlling variables
developing experimental procedures
4. Gathering Data
observing living things
observing and measuring
lung capacity
breathing and heart rates
responses to stimuli
5. Processing Data
organizing and presenting data
classifying materials as living and non-living
identifying patterns and trends
6. Interpreting Data
inferring the relationship of living things to their environments
inferring the value of adaptations based on observations of living things
developing theoretical explanations
CONCEPTS
1. The study of living things is based on observation, classification and interpretation.
Students will be expected to:
recognize the role of observation, classification and interpretation in the scientific study of
living things
Science C.4 (Junior High) (Revised 1990)
distinguish between living and non-living things on the basis of observable Characteristics
identify and describe characteristics of living things: in particular their ability to grow and
reproduce; their ability to respond to environments; and their ability to produce or take in food
identify and describe similarities among groups of living things
identify and describe differences among groups of living things
recognize and describe variation within groups of living things.
2. The concept of life cycle provides a basis for interpreting change in living organisms.
Students will be expected to:
describe and give examples of the concept of life cycle
describe and compare different life cycles
describe patterns of growth and development within organisms.
3. The concept of adaptation provides a basis for interpreting the structures and behaviours of
living things.
Students will be expected to:
identify examples of adaptive structures
describe animal adaptations for one or more specific purposes (e.g., locomotion, reproduction)
describe plant adaptations for one or more specific purposes
recognize and evaluate the adaptive value of external features of specific plants and animals
studied
identify examples of adaptive behaviours.
4. The concept of stimulus and response is used in interpreting the behaviour of organisms in
relation to changing environmental conditions.
Students will be expected to:
identify examples of stimulus–response patterns in the behaviour of organisms
recognize and describe responses of the human body to changing environmental conditions
recognize responses to specific environmental conditions
distinguish between instinctive and learned responses.
Science C.5 (Junior High) (Revised 1990)
GRADE EIGHT SCEINCE PROGRAM
4. The Earth’s Crust
OVERVIEW
The major emphasis of this unit is on the nature of science. Opportunities are also provided
to support learning about technology and the relationships among science, technology and
society.
This unit investigates features of the earth’s crust that can be interpreted through examination of
earth materials and formations. Building on concepts, skills and attitudes developed in the Grade
7 Evidence of Erosion unit, students consider ongoing processes of earth change, with a particular
focus on changes that lead to the formation of new rocks and new formations. Volcanic action,
earthquakes and crustal movements are considered in this connection. Earth materials are studied
both from the perspective of examining individual rocks and rock groups and by a study of the
formations in which rocks are found. The fossil record is introduced and its usefulness in
interpreting earth changes is considered.
SPECIFIC LEARNER EXPECTATIONS
ATTITUDES
Students will be encouraged to develop:
1. Awareness and appreciation of the effects of geological change over long periods.
2. Respect for the power of geological forces.
3. Appreciation of the dependence of humankind on the physical earth.
4. Awareness of the role of theory in interpreting earth changes.
5. Confidence in personal ability to interpret geological materials and changes.
SKILLS
Students will demonstrate the following science inquiry skills, with emphasis on those skills that
appear in bold type:
1. Questioning
recognizing patterns in changes to the earth’s surface
identifying and asking relevant questions
2. Proposing Ideas
hypothesizing relationships between observed characteristics of earth materials and the
processes that may have caused them
predicting based on interpretation of present changes
3. Designing Experiments
identifying variables
developing procedures for observation and investigation
4. Gathering Data
observing rock formations
observing landforms and changes
measuring
5. Processing Data
classifying materials according to simple characteristics (e.g., classification of minerals on
the basis of hardness, fracture, cleavage)
organizing and presenting data
6. Interpreting Data
inferring relationships between observed earth changes and processes that may cause
these changes
developing theoretical explanations. Science C.22 (Junior High) (Revised 1990)
CONCEPTS
1. Evidence of earth changes can be found through observation of ongoing changes and by
interpretation of surface features.
Students will be expected to:
describe evidence for and physical effects of earthquakes
describe patterns in earthquake distribution
recognize and interpret examples of folding and faulting
interpret patterns in the structure and distribution of mountain formations (with particular
emphasis on western North America)
describe the structure and development of fold and fault mountains
identify and describe examples of ongoing crustal movements (e.g., movement of Pacific plate
relative to North American plate)
interpret patterns in crustal movement (e.g., relationship to continental boundaries and midocean ridges)
locate general distribution of volcanoes on a world map
describe the structure and development of volcanoes
interpret volcanic features and materials (e.g., pumice, obsidian, basalt, granite)
interpret the relationship between earthquake locations, the distribution of volcanoes on the
earth’s surface and crustal movements.
2. Rock characteristics can be interpreted in relation to the formations in which they are found.
Students will be expected to:
identify common rocks by observation and simple tests (e.g., texture, foliation, striation, crystal
size)
identify component materials in common rocks (e.g., sand grains as components of sandstone;
quartz, mica and feldspar as components of granite)
recognize and interpret examples of major rock groups (e.g., igneous, metamorphic and
sedimentary)
interpret rock composition and structure in relation to processes of rock formation and change.
3. Sedimentary rock formations provide a basis for interpreting earth changes.
Students will be expected to:
recognize sedimentary rock formations
describe processes by which sediments accumulate and sedimentary rocks are formed
describe hypotheses regarding fossil formation
identify the portions of living things that are most likely to be preserved by fossilization
identify kinds of rocks where fossils are likely to be found
recognize and interpret examples of fossils
infer general characteristics of some organisms based on fossil remains
describe patterns in the appearance of different life forms as indicated by the fossil record
recognize the basis on which the relative age of rock formations is interpreted
recognize the major divisions of the geological time scale.
Science C.23 (Junior High) (Revised 1990)
GRADE NINE SCIENCE PROGRAM
1. Diversity of Living Things
OVERVIEW
The major emphasis of this unit is on the nature of science. Opportunities are also provided
to support learning about technology and the relationship among science, technology and
society.
This unit surveys the diversity of living things, using scientific observation and classification as
the basis for interpretation. It examines variability in structures and functions of organisms, with
particular attention to the adaptive value of those features. The role of variation in behaviour is
also examined. Natural and artificial selection are identified as processes that can alter the
diversity of living things through the development or extinction of species. Learning in this unit
extends ideas introduced in the Grade 8 Interactions and Environments unit and will contribute to
learning in the Grade 9 Environmental Quality unit.
SPECIFIC LEARNER EXPECTATIONS
ATTITUDES
Students will be encouraged to develop:
1. Awareness and appreciation of the diversity of life forms.
2. Awareness and appreciation of the interrelatedness of life forms.
3. Recognition that systems of classification and nomenclature are human inventions (rather than
something inherent in the materials being classified).
4. Appreciation of the usefulness of classification systems.
5. Awareness of the effects of human actions in increasing or decreasing the diversity of living
things.
SKILLS
Students will demonstrate the following science inquiry skills, with emphasis on those skills that
appear in bold type:
1. Questioning
recognizing patterns and discrepant events
identifying and asking relevant questions
2. Proposing Ideas
hypothesizing about the relationships among specific living things
hypothesizing about the adaptive value of plant and animal structures
predicting adaptive responses of plants and animals
3. Designing Experiments
identifying variables
developing experimental procedures
4. Gathering Data
observing variation within a group of living things
identifying and describing distinctive features of organisms
observing and describing the distribution of living things in an environment
measuring (where appropriate) to describe features of living things
5. Processing Data
classifying familiar objects or living things, using a dichotomous key
organizing and presenting data
6. Interpreting Data
inferring evidence of relationships among living things
inferring risks of extinction based on characteristics of particular living things and
knowledge of changing environmental conditions
interpreting variation of living things
developing theoretical explanations.
Science C.28 (Junior High)
(Revised 1990)
CONCEPTS
1. Living things show a diversity of structural and behavioural adaptations.
Students will be expected to:
demonstrate awareness of the diversity of forms of life
observe and identify examples of variation in the structure of living things
identify animal structures that play a role in locomotion, securing food and avoiding predators
identify plant structures that serve needs for obtaining and distributing nutrients, reproduction
and protection
infer environmental conditions for which particular structures are adaptive
identify and describe examples of mutual dependency between plants and/or animals
identify and describe examples of mimicry in plants and animals
identify and describe examples of adaptation to a single food source or to a narrow range of
food sources.
2. Artificial selection provides a basis for the enhancement of desired characteristics of
domesticated plants and animals.
Students will be expected to:
describe the process of selective breeding
describe the use of selected breeding to enhance desired characteristics of a plant or animal.
3. The concept of natural selection provides a basis for interpreting the evolution and extinction
of species.
Students will be expected to:
identify and describe examples of specialization within related groups of organisms (e.g.,
specialization for particular food sources, specialization for protection)
identify evidence that has led to the concept of natural selection
describe the role of natural selection in evolutionary theory.
4. Classification of living things is based on similarities and differences among organisms.
Students will be expected to:
describe the Linnaean classification system
identify advantages of using the Linnaean classification system as the basis for scientific
classification (as opposed to the use of common names)
identify the taxonomic levels used in scientific classification (knowledge of the system of
classification is required, not the detailed taxonomy of specific organisms)
define the term “species,” and identify problems in its interpretation
infer the relatedness of species on the basis of their scientific classification
describe the contribution of research to expanding the number of known species and to
scientific knowledge of those species
recognize that growth in scientific knowledge has led to the development of classification
systems based on more than two kingdoms.
5. Individual living things can be interpreted as members of groups of organisms that share
common features.
Students will be expected to:
identify general features of major groups of living things (e.g., skeletons and exoskeletons,
specialized organs, limbs)
identify and describe life cycles of plants and animals.
Science C.29 (Junior High) (Revised 1990)
GRADE THREE SOCIAL STUDIES
GRADE 3 FOCUS:
COMMUNITIES
TOPIC A MY COMMUNITY IN THE PAST, PRESENT AND FUTURE
Students will study the history of their own community and/or area from the past to the present by
examining the changes that took place in the past, are taking place today, and predicting what
changes may occur in the future. Throughout the study, emphasis will be on the contribution of
individuals and groups to a community (past, present). Locally developed materials can be used,
as well as having community members as resource people. Because this is the students’ first
introduction to the study of history, it should contribute to the development of new interest and
desire to partake in future historical studies. “Past”, “present” and “future” are dealt with in terms
of time as “before”, “now” and “after”, not as specific dates. This unit is not intended to be an
in-depth study. The aim of the unit is to increase students’ awareness of changes in their
community.
QUESTIONS AND ISSUES FOR INQUIRY
Questions and issues can provide a focus for teachers to organize knowledge, skill and attitude
objectives for instructional purposes. Several questions and/or issues must be addressed in each
topic, using appropriate inquiry strategies. Teachers are encouraged to adapt these, and to develop
other questions and issues for inquiry.
Questions:
How has our community changed? Why has our community changed?
What are the advantages and disadvantages of change in our community?
Why do communities change?
What can I do to contribute to the future I want for my community?
How would I like my community to be in the future?
In what ways can change be controlled?
Issues:
Should our community try to stay the way it is, or change; e.g., keep old buildings, maintain local
schools, maintain same recreational areas, traffic patterns, shopping malls?
MAJOR GENERALIZATION: Changes in my community have taken place over time.
GENERALIZATIONS CONCEPTS RELATED FACTS AND CONTENT
Changes in my community have taken place in the past, are taking place today, and may occur in
the future.
indefinite time concepts such as past, present, future, long ago, before, after
time and place relationships (setting)
what the community area was like before settlers came
the reasons for settling the area; e.g., land, natural resources, climate, opportunity
KNOWLEDGE OBJECTIVES
The student will demonstrate an understanding of the following:
Social Studies (Elementary) C.18 (Revised 1990)
GENERALIZATIONS CONCEPTS RELATED FACTS AND CONTENT
changes in several of the following: food, shelter, clothing, transportation, communication,
education, land use and/or inhabitants
causes and effects of change
positive and negative results of change
People in the community contribute to change.
contribution contributions of people in the community (past and present)
ways an individual/group can contribute to change
PROCESS SKILLS
Locating/Organizing/Interpreting Information
identify possible sources and location of information; e.g., print, non-print, interviews, survey
acquire information by listening to or reading simple historical accounts
collect information through direct observation in the community and by interviewing parents
and/or community resource people
identify the purpose, plan procedures, rules of behaviour, questions to be asked, and things to
watch and listen for during field studies and/or interviews
examine the success of the planning and enactment of the field study or interview
arrange events, facts and/or ideas in sequence
Geography/Mapping
read and interpret map symbols on a map of a local area
locate one’s own community in relation to others in Alberta, using a map of Alberta
compare relative distances between communities; e.g., near/far
use cardinal directions
make a simple map, with a legend, to show location of known places in the community
identify reasons for settlement and development by using pictures, aerial photographs and/or
historical maps
Analyzing/Synthesizing/Evaluating
compare information gained from two different sources to see if it is similar or different
draw conclusions about community changes, past and present
generate ways an individual can influence change
identify and assess the choices an individual has, about whether to accept or reject change
predict future changes in the community
SKILL OBJECTIVES The student will be able to do the following:
Social Studies (Elementary) C.19
(Revised 1990)
COMMUNICATION SKILLS
on a simple class time line, record events in the community’s history
write a diary entry, journal entry and/or make an audiotape recording; e.g., about an important
individual in your community’s past, and/or predicting life in the future
draw or collect pictures of ways in which the community has changed or may change
compose a title for a story, paragraph, picture, graph, map and/or chart
PARTICIPATION SKILLS
make meaningful contributions to discussions, supporting ideas with facts and reasons
participate in a small group discussion or activity by following established rules
stay on task
offer encouragement and approval to those with whom one works
plan, carry out and evaluate an action that would contribute to the community; e.g., volunteer
work, preserving some aspect of the community’s past or initiating some change
interest in local history
appreciation for change
self-competence; an individual can influence change
ATTITUDE OBJECTIVES The student will be encouraged to develop:
Social Studies (Elementary) C.20
(Revised 1990)
GRADE FOUR SOCIAL STUDIES
GRADE 4 FOCUS:
ALBERTA
TOPIC A ALBERTA: ITS GEOGRAPHY AND PEOPLE
This study focuses on the geography of Alberta; the regions and natural resources. Throughout
the unit, emphasis is placed on the interrelationships between people and their environment, as
well as the impact people have on their environment. How natural resources are used and the
resulting impact on Albertans and the environment are examined. Choose two natural resources;
e.g., oil, water, forests, coal, land; one renewable and one non-renewable resource, for an in-depth
study. The intent of the unit is to develop an increased sensitivity to the importance of using
natural resources wisely.
QUESTIONS AND ISSUES FOR INQUIRY
Questions and issues can provide a focus for teachers to organize knowledge, skill and attitude
objectives for instructional purposes. Several questions and/or issues must be addressed in each
topic, using appropriate inquiry strategies. Teachers are encouraged to adapt these, and to develop
other questions and issues for inquiry.
Questions
How do Albertans make use of their natural resources?
What is the effect of technology on the location, development and use of natural resources?
Do the natural resources in Alberta supply all our needs?
How does our way of using natural resources affect/influence our environment?
Are we conserving our resources for future generations?
Issues
Should people make major changes in their physical environment to meet their needs?
Should resource development be allowed regardless of location or previous designation of land
use;
e.g., provincial park, agricultural land, reserve, archaeological reserve, historical site, wildlife
sanctuary?
How should we use natural resources in ways that best benefit Albertans and others?
Should we use our natural resources without limitations?
MAJOR GENERALIZATION: The availability and use of natural resources affects people
and their environment.
GENERALIZATIONS CONCEPTS RELATED FACTS AND CONTENT
The environment can affect the way people live.
environment geographic regions of Alberta; e.g., mountains, foothills, plains, lowlands and
rivers/lakes; with emphasis on the natural resources specific to each region
the ways in which the environment (climate, landforms) affects people and the way they live
(for example, because Southern Alberta is dry and flat, sheep and cattle ranching predominate)
KNOWLEDGE OBJECTIVES The student will demonstrate an understanding of the
following:
Social Studies (Elementary) C.27 (Revised 1990)
GENERALIZATIONS CONCEPTS RELATED FACTS AND CONTENT
the natural and human-made components of the environment; e.g., natural: rivers, forests,
water; human-made: dams, buildings, roads
Our way of life and our environment are affected by the presence and use of natural resources.
natural resources renewable resources non-renewable resources
natural resources available in Alberta; e.g., land, water, fossil fuels, animals, forests,
minerals
difference between a renewable and a nonrenewable resource
people modify and change the environment according to their needs; e.g., the construction
of roads
ways in which natural resources affect people and the way they live; e.g., oil industry in Fort
McMurray provides jobs, so people move there
changes in technology can affect our use of natural resources; e.g., pipelines can transport
oil and gas to markets much quicker than by other means Conservation is important
to Alberta’s future.
conservation reasons for conservation
ways to conserve our natural resources and protect our environment, such as:
walk to the store instead of using the car
turn off the lights when leaving a room
use appropriate receptacles for garbage
PROCESS SKILLS
Locating/Organizing/Interpreting Information
identify possible sources of information; e.g., print, non-print, interviews, survey
locate information, using library skills to choose appropriate resources for research
find different categories of books, according to the Dewey Decimal System
use a card catalogue to find call numbers
use call numbers to find resources
use a card catalogue to learn that a book is listed three ways: by subject, by author and by
title
use files to obtain pamphlets, pictures, clippings, etc.
use table of contents, index, glossary
select pertinent information from newspapers, magazines and pamphlets
acquire information by reading to find the main idea and supporting details
SKILL OBJECTIVES The student will be able to do the following:
Social Studies (Elementary) C.28
(Revised 1990)
acquire information and draw inferences from pictorial resources; e.g., pictures, graphs, charts
gather information by conducting a survey of opinions on conservation of Alberta’s resources
organize information through the use of pictures, charts, graphs and reports accompanied by a
title
interpret the relationships and draw inferences from graphs, tables, charts
use computer programs to assist in the study of specific content areas (where appropriate
software and hardware are available)
Geography/Mapping
use and interpret aerial photographs and maps of Alberta
describe the location, using cardinal and intercardinal directions
locate and describe major geographical regions and specific geographical features such as
lakes, rivers, cities and mountains
use maps of different scales and themes (e.g., natural resources) in an atlas
make an outline map of Alberta, accompanied by developed symbols and a legend showing
major cities, mountains and main rivers
orient desk outline, textbook and atlas maps correctly to the north
compare distances in kilometres to places under study
use colour contour and visual relief maps to visualize the nature of the areas shown
Analyzing/Synthesizing/Evaluating
analyze how changes in technology can affect our use of natural resources
analyze how the use of a natural resource can affect the rest of the environment
predict the consequences of misusing natural resources
compare and contrast points of view and underlying values; e.g., about how Alberta’s resources
are used
draw conclusions about the use of renewable and non-renewable resources
COMMUNICATION SKILLS
use simple illustrations, charts and graphs to support written work (two- to four-sentence
paragraphs)
use an illustration (e.g., cartoon, poster) to show how natural resources are used, or the
importance of conservation
organize information on a topic, using a simple outline, webbing, retrieval chart, etc.
in a final written product, apply the skills of revising and editing by considering content,
organization, vocabulary, sentence structure and mechanics of writing
PARTICIPATION SKILLS
make meaningful contributions to discussions, supporting ideas with facts and reasons
participate in a small group discussion or activity by following established rules
cooperate and compromise to solve group problems
plan, carry out and evaluate an action aimed to demonstrate conservation
appreciation of the impact that people can make on the environment
concern for the needs of future Albertans
appreciation of and pride in the beauty of the natural environment
cooperation in efforts to conserve
respect for someone’s opinion, viewpoint and property
ATTITUDE OBJECTIVES The student will be encouraged to develop:
Social Studies (Elementary) C.29
(Revised 1990)
GRADE FOUR SOCIAL STUDIES
GRADE 4 FOCUS: ALBERTA
TOPIC B ALBERTA: ITS PEOPLE IN HISTORY
This study focuses on the people who have contributed to Alberta’s history and development,
beginning with the original inhabitants, and tracing the people in Alberta’s history. It focuses on
the lives of Albertans through the following case studies:
A Native community, a fur trading settlement, and one or more of the following:
a homestead settlement (1890–1939)
immigration of a specific group, or immigration into a specific area (1880–1930)
the Great Depression (1929–1939)
World War II (1939–1945)
boom years (1947–)
The intent of this study is to show students that a changing world often results in a changing
lifestyle. The approach of selecting specific people and/or events for an in-depth historical study
is intended to develop an interest in and an appreciation of people and events in history. It is not a
chronological political history.
QUESTIONS AND ISSUES FOR INQUIRY
Questions and issues can provide a focus for teachers to organize knowledge, skill and attitude
objectives for instructional purposes. Several questions and/or issues must be addressed in each
topic, using appropriate inquiry strategies. Teachers are encouraged to adapt these and to develop
other questions and issues for inquiry.
Questions
How have changes and challenges caused Albertans to adjust their lifestyle?
How have Albertans adjusted their lifestyles to meet changes and challenges?
What was the Native people’s way of life before the coming of the Europeans?
How did the Europeans influence the Native people’s way of life; e.g., livelihood, family life and
political structure? How did the Natives influence the European’s way of life?
H How did the waves of immigration influence Albertans?
H What implication did the Depression have for the people of Alberta?
H How did the war years affect family life, employment, leisure, education and supply of goods?
H What impact did the influx of homesteaders have on Alberta?; e.g., Why did they come? What
did they bring? How did they influence the lifestyle of Albertans? What was their contribution to
the province?
H How did the boom years affect Albertans?
(HAs applicable to topics chosen for an in-depth study.)
Social Studies (Elementary) C.30 (Revised 1990)
MAJOR GENERALIZATION: People and events in the history of Alberta have affected each
other, as well as development and settlement.
GENERALIZATIONS CONCEPTS RELATED FACTS AND CONTENT
The contact between the Natives, the fur traders and the settlers in Alberta’s history brought
changes to their lifestyles.
Lifestyle history
the Native lifestyles before European influence
how the fur traders and settlers brought about change to the Native people’s lifestyle; e.g., by
introducing Christianity, technology and law enforcement; by killing buffalo; by building fences;
immigration; by the introduction of alcohol; and by the signing of treaties
how the Natives affected the lifestyle of the traders and settlers; e.g., food, hunting practices,
transportation Albertans have been affected and challenged by historical events.
H immigration
H depression
H settlement
(H As applicable to topics chosen for an in-depth study.)
the lifestyle of the Albertans of the period studied and the agents that affected their lifestyle;
e.g., agriculture, church, depression, wars, industry
H the changes effected by settlement and immigration; e.g., cultural groups settling in one area,
building of new towns, railroad expansion, learning a new language, cultivating the land, rural to
urban, expansion of a market and the availability of goods, cooperation with other cultural groups
H what the Great Depression was and its effect on the lives of the people of Alberta, in urban and
rural centres
H what World War II was and how it affected the lives of Albertans
H what the boom years were and how the boom years affected the lifestyle of Albertans
H what changes Albertans had to make to their lifestyle in order to cope with conditions during
the war, depression, settlements, boom years
(H As applicable to topics chosen for an in-depth study.)
KNOWLEDGE OBJECTIVES The student will demonstrate an understanding of the
following:
Social Studies (Elementary) C.31 (Revised 1990)
GENERALIZATIONS CONCEPTS RELATED FACTS AND CONTENT
Albertans throughout the history of Alberta have contributed to its development.
how people and groups of people contributed to the development of Alberta, such as:
different groups of people worked together in a team effort
shared knowledge with others; e.g., about medicine, food, transportation, hunting
cleared land and established farmsteads
built railways, towns
defended our country
contributions of individuals
PROCESS SKILLS
Locating/Organizing/Interpreting Information
acquire information by reading, viewing and listening to identify the main idea and supporting
details
gather information by:
identifying the sequence of ideas or events
identifying time and place relationships (setting)
identifying cause–effect relationships
using definite time concepts such as decade and century
calculating the length of time between two given dates
acquire information by conducting an interview and/or field study to make use of community
resources; e.g., museum, senior citizens’ home
use planned procedures
record and summarize information from the interview/field study
assess the success of the planning and enactment of the field study and/or interview
organize information by classifying pictures, facts and events under main headings/categories
organize information by arranging events in chronological order; e.g., time line in order to
establish a framework
Geography/Mapping
use historical maps and map legends to locate the territories occupied by different Indian tribes,
major fur trading posts and communities under study
give possible reasons for the location of the major fur trading posts, fur trade routes, railroads
and settlements, such as towns or cities Analyzing/Synthesizing/Evaluating
compare and contrast the changes faced by several of the following: Natives, the fur traders,
settlers, the people living during the Great Depression and World War II
identify how events in Alberta’s history affected the lifestyle of Albertans
SKILL OBJECTIVES The student will be able to do the following:
Social Studies (Elementary) C.32 (Revised 1990)
COMMUNICATION SKILLS
orally present information on a period of Alberta’s history, based on prepared notes and
supported by pictorial materials giving consideration to the audience, use of social studies terms,
content and organization
express ideas, in sentence and/or paragraph form, on how change has affected the lifestyle of
Albertans, supporting main idea with appropriate detail
role play a historical event or show Albertans’ adjustment to a changing lifestyle
write a page of a diary or journal entry, or present information on an audiotape recording
PARTICIPATION SKILLS
participate cooperatively in group work by helping to make the rules, divide up the tasks,
assign jobs and evaluate the group’s performance
accept the roles of leader and/or follower, as the situation requires
plan and carry out an action that shows appreciation for a person/group of people in Alberta’s
history
appreciation of the contributions made by the many people/groups in Alberta’s history
appreciation of and tolerance toward the decisions made by Albertans in different times and
under different circumstances
ATTITUDE OBJECTIVES The student will be encouraged to develop:
Social Studies (Elementary) C.33 (Revised 1990)
MANY OF THE LANGUAGE ARTS OBJECTIVES APPLY TO THE STUDY OF A
TOPIC LIKE DINOSAURS