Saskatchewan Curriculum — Grade 1

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Reflect on viewing, listening, reading, speaking, writing, and other representing experiences in the context of teacher-led discussions.


Seek feedback from peers, teacher, and others.


Self-check for meaning.


Create stories, explanations, poems, and dramatizations using known patterns and later developing own patterns.


Create stories and short informational texts of several sentences to communicate ideas and information about self, others, and the natural and constructed environments.


Use inquiry to explore a question or topic of interest related to the themes and topics being studied:


Ask and answer questions to help satisfy group curiosity and information needs on a specific topic.


Answer questions using visual, multimedia, oral, and print sources.


Understand that making pictures, illustrations, and other representations clarify and extend understanding.


Use applicable pragmatic, textual, syntactic, semantic/lexical/morphological, graphophonic, and other communication cues and conventions to construct and communicate meaning when using various forms of representing.


Check for details in work.


Dramatize a story (e.g., a traditional First Nations, Mtis, or Inuit story).


Use oral language to bring meaning to what is listened to, observed, felt, viewed, and read.


Use applicable pragmatic, textual, syntactic, semantic/lexical/morphological, graphophonic, and other communication cues and conventions to construct and communicate meaning when speaking.


Share and talk about what is being learned, and stay on topic when speaking.


Answer questions in complete sentences.


Retell stories using a beginning, middle, and end, and include details regarding who, what, when, where, why, and how.


Rehearse and deliver brief short poems, rhymes, songs, stories (including contemporary and traditional First Nations, Mtis, and Inuit poems and stories) or lines from a play and oral presentations about familiar experiences or interests.


Use applicable pragmatic, textual, syntactic, semantic/lexical/morphological, graphophonic, and other communication cues and conventions to construct and communicate meaning when writing.


Create short texts including informational texts, autobiographical narratives, imaginative stories, and poems with own ideas following a model.


Write brief explanations and descriptions (accompanied by pictures) of real objects, persons, and places.


Begin to include related details with main idea and edit with teacher support.


Write a complete sentence with six words or more using capitals, correct spacing, and some punctuation.


View, listen to, read, and respond to a variety of texts including First Nations and Mtis resources that present different viewpoints and perspectives on issues related to identity, community, and social responsibility.


Make and share connections among texts, prior knowledge, and personal experiences (e.g., family traditions).


Relate aspects of stories and characters from various texts to personal feelings and experiences.


Describe characters, the way they might feel, and the way situations might cause them to feel.


Show respect for own culture and the various cultures, lifestyles, and experiences represented in texts including First Nations and Mtis cultures.


Identify and locate the key information in pictures, charts, and other visual forms (e.g., photographs, physical movement, icons) including traditional and contemporary First Nations and Mtis resources and performances.


Select and use the appropriate before, during, and after strategies when viewing.


Use applicable pragmatic, textual, syntactic, semantic/lexical/morphological, graphophonic, and other communication cues and conventions to construct and communicate meaning when viewing.


Recognize the commonalities in works by the same illustrator.


View a video version of a print book and discuss how the two versions are the same and different.


Distinguish between daily life and life depicted in television shows, cartoons, and films.


View and demonstrate understanding that visual texts are sources of information including ideas and information about First Nations, Mtis, Inuit peoples, and other cultures.


Listen and respond appropriately to a range of oral communications including selected works of children's literature and traditional and contemporary First Nations and Mtis stories.


Use applicable pragmatic, textual, syntactic, semantic/lexical/morphological, graphophonic, and other communication cues and conventions to construct and communicate meaning when listening.


Retell stories (including oral traditions shared by Elders and Knowledge Keepers) by relating the sequence of story events by answering who, what, when, where, why, and how questions.


Listen to texts and retell the most important information (e.g., who, what, when, where, why, and how).


Listen courteously and attentively to understand the meaning and intent of others.


Listen to carry out directions with four to six simple steps.


Read and interpret own writing, experience charts, labels, symbols, and print in environment.


Select and use the appropriate before, during, and after strategies when reading.


Use applicable pragmatic, textual, syntactic, semantic/lexical/morphological, graphophonic, and other communication cues and conventions to construct and communicate meaning when reading.


Read aloud with fluency, expression, and comprehension any text that is already familiar and is at an independent reading level.


Identify the sequence of an informational text and respond to who, what, when, where, why, and how questions.


Retell the central ideas of simple expository and narrative passages (including contemporary and traditional First Nations and Mtis stories), identify and describe where and when stories take place, the characters in a story (and their feelings), and the story's beginning, middle, and end, as well as the problem and the solution.


Read and re-read ''just-right'' texts independently for a sustained minimum 10-15 minute period daily for enjoyment and to improve fluency (30-60 wcpm orally) and comprehension.


Begin to utilize silent reading.


Provide oral examples of traditions and celebrations that connect people to the past, and consider why these traditions and celebrations are important today.


Retell family stories that identify how family structures have changed over time.


Describe the functions served by various family relationships by comparing family and kinship structures within the classroom (e.g., What makes all families special? What are the benefits of living in a family? What are the roles of family members? What contributions are made by each member of the family?).


Identify people who are connected to the basic family group through hereditary or cultural family relationships (e.g., grandparents, parents, aunts, uncles, other significant adults).


Identify sources of food common in students's meals (e.g., plants, mammals, fish, birds, animal products like milk, cheese, and eggs).


Investigate the process of getting food from source to students's tables.


Explain the contribution of the natural environment to the satisfaction of basic human needs.


Retell stories that explore the relationship between humans and nature.


Identify ways in which use of resources to meet needs and wants of individuals affects the natural environment, and recognize individual and group responsibility towards responsible stewardship of the natural environment.


Compile a list of various types of models used as representations of real things (e.g., toys, dolls, action figures, figurines, pictures, diagrams, maps).


Identify general characteristics of maps and globes as models of all or parts of the earth, including reasons why certain colours are used to depict particular physical features.


Identify Saskatchewan as our province and Canada as our country, and give examples of other provinces and other countries.


Use relative terms to describe location (e.g., above, below, near, far, left, right, front, back, in, out).


Use relative times to describe events in relation to students's lives (e.g., day, night, this morning, this afternoon, this evening; yesterday, today, tomorrow; last week, this week, next week; last month, this month, next month; last year, this year, next year).


Construct and use maps to represent familiar places, such as the location of the student'ss desk, part of the classroom or playground, incorporating the cardinal directions (i.e., north, south, east, and west).


Pose questions about changes in natural phenomena (e.g., sunlight, temperature, humidity, and cloud cover) in the environment over the course of a day and a year.


Identify the days of the week, months of the year, and seasons.


Observe daily and seasonal changes in the amount of heat and light from the sun, including the formation of shadows (e.g., length of day, temperature differences throughout the year, and changes in shadow length throughout a day and a year).


Use a variety of tools (e.g., rain gauge, thermometer, and wind vane) and techniques (e.g., chart, diagram, and table) to record changes in weather conditions (e.g., temperature, humidity, wind direction and strength, and amount and type of precipitation) that occur in daily and seasonal cycles.


Document the visibility and position of objects (e.g., sun, moon, planets, and stars) in the sky at different times of the day and year.


Record observations of the shape and position of the moon throughout a month.


Sequence or group objects, materials, and events according to one or more attributes related to daily and/or seasonal changes (e.g., group pictures by season, sequence activities according to time of day, group clothing items by season, and sequence stages of garden growth).


Create visual or physical representations of differences in natural phenomena at different times of the day and/or year.


Communicate observations about daily and seasonal changes using vocabulary such as days of the week, seasons of the year, today, tomorrow, tonight, morning, afternoon, evening, and night.


Pose questions about plant, animal, and human adaptation to daily and seasonal changes (e.g., Where do animals go during the night or the day? Why do some trees have no leaves in winter? Why do we wear jackets in winter?).


Make predictions about plant, animal, and human adaptations to daily and seasonal changes based on observed patterns (e.g., some animals will migrate at particular times of the year, humans will wear mitts and scarves in winter, and some birds will disappear in winter).


Examine daily changes in the characteristics, behaviours, and location of plants, animals, and humans (e.g., some animals sleep at night, students go to school during the day, and some plants close their leaves at night).


Examine seasonal changes in the characteristics, behaviours, and location of plants, animals, and humans (e.g., plants sprout in the spring, some trees lose their leaves in the fall, some rabbits change colour in the winter, some animals hibernate during the winter, and humans play different sports in the winter than in the summer).


Explore ways in which plant, animal, and human adaptations to daily and seasonal changes are represented through fiction and non-fiction writing and the arts (dance, drama, music, and visual art).


Construct representations of plant, animal, and human adaptations to daily and seasonal changes (e.g., humans wear different clothes, some plants lose their leaves in winter, some animals change colour, and some birds migrate).


Describe ways in which humans prepare to adapt to daily and seasonal changes (e.g., characteristics of clothing worn in different seasons, movement patterns of First Nations to follow animal migration, and features of buildings that keep people warm and dry).


Pose new questions based on what was learned about plant, animal, and human adaptations to daily and seasonal changes.


Communicate questions, ideas, and intentions with classmates while conducting their explorations into daily and seasonal adaptations (e.g., share ideas about how animals survive at different times of the year).


Generate questions about family traditions and celebrations (e.g., Are special clothes worn? Is there special food? Are there special dances, songs, music? Are there other special cultural traditions?).


Describe behaviours, actions, or activities that are part of students's family traditions or celebrations.


Gather information regarding traditions, celebrations, or stories of others by identifying and accessing various resources (e.g., family members, Elders, teachers, neighbours, library books, video clips).


Re-tell stories about traditions and celebrations of members of the classroom (e.g., How do families spend free time? How are weddings, birthdays, anniversaries, or family reunions celebrated?).


Compare how families recognize important family events (e.g., What is the same about how a student and a friend/classmate recognize family birthdays, weddings, deaths? What is different?).


Describe positive attributes of the individual students's families.


Explore attributes common to cultural groups represented within the classroom and school (e.g., foods, arts, festivals, Treaties, leisure time activities, community celebrations).


Identify the groups to which individuals belong, and the needs met by membership within a group (e.g., family, class, team, activity, or faith group).


Compare how various groups, including family, classmates, friends, and significant adults within students's lives, contribute to meeting needs.


Illustrate relationships that could meet needs in a fashion similar to a family relationship (e.g., Treaty, business partnership, team membership).


Use a variety of sources of information and ideas (e.g., picture books including non-fiction texts, Elders, naturalists, videos, Internet sites, and personal observations) to learn about observable characteristics of living things.


Make and record observations and measurements about the observable characteristics of plants and animals using written language, pictures, and charts.


Group representations (e.g., photos, videos, drawings, and oral descriptions) of plants and animals according to various student-developed criteria.


Engage in personal, scientific, and Indigenous ways of organizing understanding of living things.


Describe characteristics common to humans (e.g., eyes, ears, hair, and numbers of limbs and teeth) and identify variations (e.g., eye colour, hair colour, skin colour, height, and weight) that make each human unique.


Compare observable characteristics (e.g., leaf, root, stem, flower, fruit, and seed) of plants of various types and sizes that live in different habitats.


Record information, using written language, pictures, and tables, about the appearance and behaviour of familiar animals, such as classroom or personal pets, at regular intervals over a specific time interval.


Describe the appearance and behaviour (e.g., method of movement, social grouping, diet, body covering, habitat, and nocturnal vs. diurnal orientation) of familiar animals (e.g., bumblebee, worm, dog, cat, snake, owl, fish, ant, beaver, rabbit, and horse).


Differentiate among animals according to their observable characteristics.


Compare characteristics of plants and animals at different stages of their lives (e.g., compare an adult dog with a pup, compare a young tree with an older established tree, and compare a baby bird with a fully grown bird).


Communicate knowledge (e.g., share a story, describe an experience, or draw a picture) about the observable characteristics of a favourite plant or animal.


Respond positively to others' questions and ideas about the observable characteristics of living things.


Recognize that some information about living things may not be realistic (e.g., stories such as The Three Little Pigs, and talking movie animals).


Identify the physical needs, (i.e., food, water, air, and shelter) that plants, animals, and humans require for survival.


Pose questions about ways in which plants interact with their environments to meet their basic needs (e.g., How long does it take a seed to start to grow? How does the growth of a plant change if the seed is planted in soil, sand, or rocks? How tall will a bean plant grow?).


Pose questions about ways in which animals interact with their environments to meet their basic needs (e.g., How does a bird move from one tree to another? Where do animals go at night or during the day? How do animals escape from predators?).


Investigate, through field trips to natural habitats, nature videos, and community walks, homes and habitats of local plants and animals to determine how they meet their basic needs.


Compare ways in which plants and animals that live within the local environment, and plants and animals that live in other environments, meet their needs for food, water, and shelter.


Compare the kinds of food that different animals eat, their methods of eating (e.g., cracking, tearing, strangling, chewing, or swallowing whole), and the structures that they have for eating.


Explore the challenges that plants, animals, and humans encounter when attempting to meet their basic needs in constructed environments (e.g., lawn, sports field, street, playground, and city).


Discuss the need for caution when dealing with plants and animals (e.g., students may be allergic to a plant or animal, an animal may bite, and many common household plants are poisonous if ingested).


Compare basic human needs to the needs of plants, other animals, and non-living things.


Predict and model how certain animals will move (e.g., fly, run, swim, slither, walk, and swing) to meet their needs for food, shelter, and protection in their environment, based on personal observations, pictures, or videos.


Explore how people demonstrate respect for living things by caring for domestic plants and animals (e.g., growing a plant, hatching eggs, and keeping a pet).


Say the number sequence, 0 to 100, by: 1s forward and backward between any two given numbers; 2s to 20, forward starting at 0; 5s and 10s to 100, forward starting at 0. [C, CN, V, ME]


Recite forward by 1s the number sequence between two whole numbers (0 to 100).


Recite backward by 1s the number sequence between two whole numbers.


Record a numeral (0 to 100) symbolically when it is presented orally.


Read a numeral (0 to 100) when it is presented symbolically.


Skip count by 2s to 20 starting at 0.


Skip count by 5s to 100 starting at 0.


Skip count forward by 10s to 100 starting at 0.


Identify and correct errors and omissions in a number sequence.


Describe and use mental mathematics strategies (memorization not intended), such as: counting on and counting back, making 10, doubles, using addition to subtract, to determine basic addition facts to 18 and related subtraction facts. [C, CN, ME, PS, R, V]


Use and describe a personal strategy for determining a sum.


Use and describe a personal strategy for determining a difference.


Write the related subtraction fact for a given addition fact.


Write the related addition fact for a given subtraction fact.


Recognize, at a glance, and name familiar arrangements of 1 to 10 objects, dots, and pictures. [C, CN, ME, V]


Look briefly at a familiar arrangement of objects or dots and identify the number represented without counting.


Look briefly at a familiar arrangement and identify how many objects there are without counting.


Identify the number represented by an arrangement of objects or dots on a ten frame.


Demonstrate an understanding of counting by: indicating that the last number said identifies ''how many''; showing that any set has only one count using the counting on strategy; using parts or equal groups to count sets. [C, CN, ME, R, V]


Answer the question, ''How many are in the set?'' using the last number counted in a set.


Identify and correct counting errors in a counting sequence.


Show that the count of the number of objects in a set does not change regardless of the order in which the objects are counted.


Count the number of objects in a set, rearrange the objects, predict the new count, and recount to verify the prediction.


Determine the total number of objects in a given set, starting from a known quantity and counting on.


Determine the total number of objects in a set using groups of 2s, 5s, or 10s and counting on.


Represent and describe whole numbers to 20 concretely, pictorially, and symbolically. [C, CN, V]


Represent a whole number using a variety of manipulatives, including ten frames and base ten materials.


Read whole number words to 20.


Partition any quantity into 2 parts and identify the number of objects in each part.


Model a whole number using two different objects (e.g., 10 desks represents the same number as 10 pencils).


Place whole numbers on a number line by using benchmarks 0, 5, 10, and 20.


Compare sets containing up to 20 elements to solve problems using: referents (known quantity); one-to-one correspondence. [C, CN, ME, PS, R, V]


Build a set equal to a given set that contains up to 20 elements.


Build a set that has more, fewer, or as many elements as a given set.


Build several sets of different objects that have the same number of elements in the set.


Compare two sets using one-to-one correspondence and describe them using comparative words, such as more, fewer, or as many.


Compare a set to a referent using comparative language.


Solve a story problem (pictures and words) that involves the comparison of two quantities.


Demonstrate, concretely, physically, and pictorially, how whole numbers can be represented by a variety of equal groupings with and without singles. [C, R, V]


Represent a whole number in a variety of equal groupings with and without singles (e.g., 17 can be represented by 8 groups of 2 and one single, 5 groups of 3 and two singles, 4 groups of 4 and one single, and 3 groups of 5 and two singles).


Recognize that for a number of counters, no matter how they are grouped, the total number of counters does not change.


Group a set of counters into equal groups in more than one way.


Identify the number, up to 20, that is one more, two more, one less, and two less than a given number. [C, CN, ME, R, V]


Name the whole number that is one more, two more, one less or two less than a given whole number.


Represent the number on a ten frame that is one more, two more, one less, or two less than a whole number.


Demonstrate an understanding of addition of numbers with answers to 20 and the corresponding subtraction facts, concretely, pictorially, physically, and symbolically by: using familiar and mathematical language to describe additive and subtractive actions from their experience; creating and solving problems in context that involve addition and subtraction; modelling addition and subtraction using a variety of concrete and visual representations, and recording the process symbolically. [C, CN, ME, PS, R, V]


Act out a story problem presented orally or through shared reading.


Indicate if the scenario in a story problem represents additive or subtractive action.


Represent the numbers and actions presented in a story problem by using manipulatives, and record them using sketches and/or number sentences.


Create a story problem involving addition that connects to personal experience and simulate the action with counters.


Create a story problem involving subtraction that connects to personal experience and simulate the action with counters.


Create a word problem for a whole number addition or subtraction sentence.


Pose questions about characteristics and uses of common materials.


Observe natural and constructed objects and materials in their environment in a safe and respectful manner using all their senses as well as technologies, such as hand lenses, cameras, and microphones, which enhance the senses.


Record relevant observations about common objects and materials using written language, pictures, and tables.


Compare the properties (e.g., texture, colour, smell, hardness, and lustre) of materials that appear in familiar natural (e.g., tree, lawn, rock, and creek) and constructed (e.g., clothing, toys, electronics, furniture, and buildings) objects.


Distinguish between the materials used to construct an object and the object itself.


Predict the characteristics (e.g., hardness, insulating ability, water resistance, absorbency, and flexibility) of common materials and carry out a procedure to test those predictions.


Explain why the characteristics of materials help to determine their usefulness within different objects.


Evaluate the suitability of materials for a specific function.


Suggest alternative uses for common objects and materials.


Generate conclusions about the properties and uses of materials based on personal observations and investigations.


Select and use materials to carry out explorations of altering materials to change their appearance, texture, sound, smell, or taste (e.g., sanding, painting, or waxing a piece of wood, mixing two or more paints to obtain a particular shade or colour, popping popcorn, shaping clay, drying meat, tuning an instrument, and cooking food at different temperatures) to change the way they are used.


Assess how altering the smell, taste, appearance, texture, and/or sound of materials may change the way they may be used.


Use appropriate tools (e.g., glue, scissors, and stapler) correctly and safely for manipulating and observing materials and when constructing useful objects.


Follow a simple procedure to make a useful object from recyclable materials (e.g., picture frame from old puzzles, holiday ornament from juice can lid, and musical instrument from tissue rolls).


Design and construct a useful object that meets a student specified function by selecting, combining, joining, and/or altering materials.


Evaluate, using student-identified criteria, personally-constructed objects with respect to their suitability for a particular function.


Communicate procedures and results of their design and construction process using drawings, demonstrations, and written and oral descriptions.


Describe and demonstrate ways to use materials appropriately and efficiently to the benefit of themselves, others, and the environment (e.g., select the amount and kind of materials that are appropriate to a given task; recognize and demonstrate appropriate reuse of materials in daily activities).


Demonstrate an understanding of repeating patterns (two to four elements) by: describing; reproducing; extending; creating patterns using manipulatives, diagrams, sounds, and actions. [C, PS, R, V]


Describe a repeating pattern containing two to four elements in its core.


Identify errors made in a repeating pattern.


Identify the missing element(s) in a repeating pattern.


Create and describe a repeating pattern using a variety of manipulatives, diagrams, musical instruments, and actions.


Reproduce and extend a repeating pattern using manipulatives, diagrams, sounds, and actions.


Identify and describe a repeating pattern found in the environment (e.g., classroom, outdoors) using everyday language.


Identify repeating events (e.g., days of the week, birthdays, seasons).


Translate repeating patterns from one form of representation to another. [C, R, V]


Represent a repeating pattern using another mode (e.g., action to sound, colour to shape, ABC ABC to blue yellow green blue yellow green).


Describe a repeating pattern using a letter code (e.g., ABC ABC...).


Describe equality as a balance and inequality as an imbalance, concretely, physically, and pictorially (0 to 20). [C, CN, R, V]


Construct two equal sets using the same objects (same shape and mass) and demonstrate their equality of number using a balance scale.


Construct two unequal sets using the same objects (same shape and mass) and demonstrate their inequality of number using a balance scale.


Create two groups of students and explain if the groups are equal or not in quantity.


Draw pictures to demonstrate inequality or equality and explain.


Determine if two given concrete sets are equal or unequal, and explain the process used.


Record equalities using the equal symbol. [C, CN, PS, V]


Represent a given equality using manipulatives or pictures.


Represent a given pictorial or concrete equality in symbolic form.


Provide examples of equalities where the given sum or difference is on either the left or right side of the equal symbol (=).


Record different representations of the same quantity (0 to 20) as equalities.


Represent situations depicting peace and harmony in students's daily lives.


Describe personal actions in the family and classroom that promote peace and harmony (e.g., sharing, taking turns, using sensitive word choices).


Explain purposes of rules in the family and school.


Share examples of rules in students's families and the school.


Participate in a variety of ways of making decisions (e.g., majority vote, consensus, individual selection and choice, autocratic).


Describe rights and responsibilities in the classroom and playground.


Illustrate how individual rights and responsibilities are related to a social environment of peace and harmony.


Participate in the creation of rules for classroom tasks or activities.


Identify decision-making approaches which may result in positive outcomes and decision-making approaches which may result in less positive results.


Illustrate how peace and harmony are exemplified in the classroom, playground, and family.


Gather examples of causes of disharmony in the classroom, the playground, and the family.


Discuss examples of solutions to disharmony in the family, classroom, and the playground.


Describe reasons for recognizing those people and events designed to work for harmony (i.e., veterans and soldiers on Remembrance Day, conflict managers in the community and school).


Review the difference between needs and wants.


Illustrate ways in which other people'ss needs may be different from one'ss own.


Share oral stories or traditional narratives on the theme of meeting various types of needs and wants (i.e., physical, spiritual, social/emotional, intellectual).


Represent various ways in which families meet their physical, spiritual, emotional, and intellectual needs and wants.


Explain how First Nations people engage traditional teachings in meeting needs and wants (e.g., Medicine Wheel representation for the domains of spiritual, emotional, physical, and intellectual being).


Identify ways in which respecting others's needs and wants helps classrooms and homes function effectively.


List a variety of types of paid and unpaid work, and identify those people who undertake this work (e.g., parent gets paid to work outside the home but not for coaching the soccer team; parent who volunteers to make hotdogs for the hotdog sale is not paid, person who runs the hotdog stand at the park is paid).


Identify various domestic tasks that might contribute to operating and maintaining a home, and identify individuals who take primary responsibility for those tasks in students's families.


Suggest ways in which tasks may be shared in families.


Identify those tasks necessary for the operation and maintenance of the classroom and school, and identify the individuals who take primary responsibility for those tasks in the school.


Describe ways in which students can contribute to the operation of the home and classroom.


Identify each of the senses and associate those senses with parts of humans or other animals, including sight and eyes, smell and nose, hearing and ears, taste and tongue/nose, and touch and skin.


Identify characteristics used to describe the range of observations related to each sense (e.g., sounds can be described as loud or soft, high pitch or low pitch; tastes related to the tongue can be described as sweet, sour, salty, or bitter; textures can be described as hard or soft, smooth or rough, sticky or not sticky; smells can be described as musky, aromatic, pungent, or putrid; and appearance can be described in terms of shape, colour, and lustre).


Provide examples of their favourite and least favourite sounds, smells, tastes, colours, and textures.


Discriminate among various natural and artificial sounds that humans can hear.


Explain the purposes (e.g., detecting danger, navigation, and communication) of hearing in animals and humans.


Investigate the sensitivity of different parts of the body to the touch of various materials (e.g., sandpaper, metal, cloth, satin, leaves, and wood).


Assess the ability of humans and other animals to distinguish among various smells.


Categorize foods as sweet, sour, salty, or bitter, and compare results with others.


Sort objects and materials according to characteristics (e.g., colour, shape, texture, odour, sweetness, and loudness) related to one or more senses.


Communicate questions, ideas, and intentions while conducting explorations of the human senses.


Pose questions that lead to exploration and investigation of human and animal senses.


Record observations about specific objects (e.g., apple, pencil, shirt, and tree) in their environment using all of their senses as appropriate.


Record observations of various environments (e.g., classroom, gymnasium, school yard, library, and cafeteria) using all of their senses as appropriate.


Imagine, and compare with others, possible sensations that students would likely experience in other environments based on representations (e.g., stories, pictures, and videos) of those environments.


Explain and follow given safety procedures and rules when using the senses to observe (e.g., explain the danger to health of tasting unknown materials and the reasons for wafting odours towards the nose rather than smelling directly).


Assess the function of aids (e.g., glasses, hearing aids, raised Braille alphabet, sign language, and guide dogs) that support peoples' differing abilities to sense their environment.


Experience changes in ability to explore the environment after the simulated loss of one or more senses (e.g., blindfold, earplugs, nose clip, and socks over both hands).


Suggest how a human or animal might function if they were totally or partially missing one or more of the five senses.


Explain how each of the senses helps us to recognize, describe, and safely use materials, and recognize potential dangers in the environment (e.g., colour and smell help determine whether fruit is healthy or bruised, ripe or overripe; machine noises may indicate it needs repair or is not being used correctly; and sirens and flashing lights may indicate an emergency vehicle).


Describe different sense organs and/or adaptations that enable various animals to accomplish their daily tasks (e.g., bats use echolocation to find prey, cat's pupils dilate to see in low light, bees can sense ultraviolet light, scorpions can have up to 12 eyes, elephants can hear extremely low sounds, and hawks have excellent vision).


Provide examples of how the senses are important to people in their hobbies and jobs.


Demonstrate an understanding of measurement as a process of comparing by: identifying attributes that can be compared; ordering objects; making statements of comparison; filling, covering, or matching. [C, CN, PS, R, V]


Identify common attributes, including length, height, mass, volume, capacity, and area that could be used to compare two objects.


Compare two objects and identify the attribute(s) used to compare.


Determine which of two or more objects is longest or shortest by matching and explain the reasoning.


Determine which of two or more objects is heaviest or lightest by comparing and explain the reasoning.


Determine which of two or more given objects has the greatest/least area by covering and explain the reasoning.


Sort 3-D objects and 2-D shapes using one attribute, and explain the sorting rule. [C, CN, R, V]


Sort a set of familiar 3-D objects or 2-D shapes using a given sorting rule.


Sort a set of familiar 3-D objects using a single attribute determined by the student and explain how the objects were sorted.


Sort a set of 2-D shapes using a single attribute determined by the student and explain how the shapes were sorted.


Determine the difference between two given pre- sorted sets of familiar 3-D objects or 2-D shapes and explain a possible sorting rule used to sort them.


Replicate composite 2-D shapes and 3D objects. [CN, PS, V]


Select 2-D shapes from a set of 2-D shapes to reproduce a composite 2-D shape.


Select 3-D objects from a set of 3-D objects to reproduce a composite 3-D object.


Predict and select the 2-D shapes used to produce a composite 2-D shape, and verify by deconstructing the composite shape.


Predict and select the 3-D objects used to produce a composite 3-D object, and verify by deconstructing the composite object.


Compare 2-D shapes to parts of 3-D objects in the environment. [C, CN, V]


Identify 3D objects in the environment that have parts similar to a given 2-D shape.