|
|
|
Alberta
Learning ICT outcomes: Primary science
Back to ICT outcomes
menu
The following occur
across primary science:
|
F1 (1.1) - Identify
techniques and tools for communicating, storing, retrieving and
selecting information.
F1 (1.2)
— Apply terminology appropriate to the technologies being used
at this division level.
F1 (1.3)
— Demonstrate an understanding that the user manages and controls
the outcomes of technology.
|
|
F2 (1.1) —
Identify technologies used in everyday life.
F2 (1.2)
— Describe particular technologies being used for specific
purposes.
|
|
F3 (1.1) —
Demonstrate courtesy and follow classroom procedures when making
appropriate use of computer technologies.
F3 (1.2) —
Work collaboratively to share limited resources.
F3 (1.3) —
Demonstrate appropriate care of technology equipment.
F3 (1.4) —
Recognize and acknowledge the ownership of electronic material.
F3 (1.5) —
Use appropriate communication etiquette
|
| F4
(1.1) — Compare similar types of information from two different
electronic sources. |
|
F5 (1.1) —
Demonstrate proper posture when using a computer.
F5 (1.2) —
Demonstrate safe behaviours when using technology
|
|
F6 (1.1) —
Perform basic computer operations, which may vary by environment,
including Powering up, inserting disks, moving the cursor, clicking
on an icon, using pull-down menus, executing programs, saving files,
retrieving files, printing, ejecting disks and powering down.
F6 (1.2)
— Use proper keyboarding techniques for the home row, enter,
space bar, tab, backspace, delete and insertion-point arrow keys.
F6 (1.3)
— Operate basic audio and video equipment, including inserting,
playing, recording and ejecting media
|
a. The
teacher knows how to facilitate the communication of ideas and information
using computer software writing and graphics tools such that:
|
ICT
Outcomes
|
Correlation
to the Curriculum in Science (Division 1 Outcomes)
|
Correlation
to the Information and Communication Technology Program of Studies
for Division 1
|
|
Students maintain
a journal of scientific concepts and personal reflections about
science.
|
- Investigate
the nature of things, demonstrating purposeful action that leads
to observations and inferences (GO, gr. 3).
- Identify patterns
and order in objects and events studied; and, with guidance, record
observations, using pictures, words and charts; and make predictions
and generalizations, based on observations (GO, gr. 3).
- Investigate
a practical problem, and develop a possible solution (GO, gr. 3).
|
P1 (1.1) - Create
original text, using word processing software, to communicate and
demonstrate understanding of forms and techniques.
C6 (1.1) - Identify
a problem within a given context.
C6 (1.2) - Use
technology to organize and display data in a problem-solving context.
C6 (1.3) - Use
technology to support and present conclusions.
C7 (1.2) - Summarize
data by picking key words from gathered information and by using
jottings, point form or retelling.
P1 (1.2) —
Edit complete sentences, using such features of word processing
as cut, copy and paste.
P3 (1.1) - Access
images, such as clip art, to support communication.
P4 (1.1) - Integrate
text and graphics to form a meaningful message.
|
|
Students write
a report or explanation of a particular concept with a supporting
diagram.
|
- Investigate
the nature of things, demonstrating purposeful action that leads
to observations and inferences (GO, gr. 3).
- Identify patterns
and order in objects and events studied; and, with guidance, record
observations, using pictures, words and charts; and make predictions
and generalizations, based on observations (GO, gr. 3).
- Investigate
a practical problem, and develop a possible solution (GO, gr. 3).
|
C7 (1.4) - Make
predictions based on organized information.
P4 (1.1)- Integrate
text and graphics to form a meaningful message.
C6 (1.2) - Use
technology to organize and display data in a problem-solving context.
C6 (1.3) - Use
technology to support and present conclusions.
C7 (1.2) - Summarize
data by picking key words from gathered information and by using
jottings, point form or retelling.
C7 (1.3) - Draw
conclusions from organized information.
P3 (1.1) - Access
images, such as clip art, to support communication.
P3 (1.2) - Create
visual images by using such tools as paint and draw programs for
particular audiences and purposes.
|
|
Students will
record observations, measurements, inferences, and conclusions as
they engage in the inquiry process.
|
- Investigate
the nature of things, demonstrating purposeful action that leads
to observations and inferences (GO, gr. 3).
- Identify patterns
and order in objects and events studied; and, with guidance, record
observations, using pictures, words and charts; and make predictions
and generalizations, based on observations (GO, gr. 3).
- Investigate
a practical problem, and develop a possible solution (GO, gr. 3).
|
C6 (1.3) - Use
technology to support and present conclusions.
P2 (1.1) - Read
information from a prepared database.
|
b. The teacher knows
how to explore scientific concepts using multimedia resources such that:
|
ICT
Outcomes
|
Correlation
to the Curriculum in Science (Division 1 Outcomes)
|
Correlation
to the Information and Communication Technology Program of Studies
for Division 1
|
|
Students use
CD-ROM reference materials to obtain information on scientific topics.
|
- Use, with
guidance, print and other sources of information provided. Sources
may include library, classroom, community and computer-based resources
(SO, gr. 2).
- Construct,
with guidance, an object that achieves a given purpose, using materials
that are provided (GO gr. 1).
|
C1 (1.1) - Access
and retrieve appropriate information from electronic sources for
a specific inquiry.
C3 (1.1) - Compare
and contrast information from similar types of electronic sources.
C1 (1.2) - Process
information from more than one source to retell what has been discovered.
C4 (1.3) - Organize
information from more than one source.
C7 (1.2) - Summarize
data by picking key words from gathered information and by using
jottings, point form or retelling.
C7 (1.3) - Draw
conclusions from organized information.
C7 (1.4) - Make
predictions based on organized information.
P1 (1.1) - Create
original text, using word processing software, to communicate and
demonstrate understanding of forms and techniques.
P2 (1.1) - Read
information from a prepared database.
P3 (1.1) - Access
images, such as clip art, to support communication.
P3 (1.3) - Access
sound clips or recorded voice to support communication.
P4 (1.1) - Integrate
text and graphics to form a meaningful message.
P4 (1.2) - Balance
text and graphics for visual effect.
P5 (1.1) - Navigate
within a document, compact disc or other software program that contains
links.
|
c. The teacher knows
how to enhance communication and research skills using the Internet
such that:
|
ICT
Outcomes
|
Correlation
to the Curriculum in Science (Division 1 Outcomes)
|
Correlation
to the Information and Communication Technology Program of Studies
for Division 1
|
|
Students access
the most current data on a variety of topics using bookmarks provided
by the teacher. E.g. They research habitat preservation that is
taking place in Alberta and how students' actions can help. (Gr.
3 Topic E: Animal Life Cycles)
|
- Describe the
appearances and life cycles of some common animals, and identify
their adaptations to different environments (GO, gr. 3).
- Identify requirements
for animal care (GO, gr. 3).
|
C1 (1.1) - Access
and retrieve appropriate information from electronic sources for
a specific inquiry.
C1 (1.2) - Process
information from more than one source to retell what has been discovered.
P5 (1.2) - Access
hyperlinked sites on an intranet or the Internet.
C3 (1.1) - Compare
and contrast information from similar types of electronic sources.
C4 (1.3) - Organize
information from more than one source.
P4 (1.1) - Integrate
text and graphics to form a meaningful message.
P4 (1.2) - Balance
text and graphics for visual effect.
P5 (1.1) - Navigate
within a document, compact disc or other software program that contains
links.
|
|
Students will
identify patterns and order in objects, using graphics and photographs
downloaded from the Internet by the teacher. Students will make
predictions and generalizations based upon their observations. (Gr.
3 Science Inquiry: General Learner Expectation 3-1)
|
- Investigate
the nature of things, demonstrating purposeful action that leads
to observations and inferences (GO, gr. 3).
|
P3 (1.1) - Access
images, such as clip art, to support communication.
P4 (1.1) - Integrate
text and graphics to form a meaningful message.
C1 (1.1) - Access
and retrieve appropriate information from electronic sources for
a specific inquiry.
C1 (1.2) - Process
information from more than one source to retell what has been discovered.
C3 (1.1) - Compare
and contrast information from similar types of electronic sources.
C4 (1.3) - Organize
information from more than one source.
P3 (1.2) - Create
visual images by using such tools as paint and draw programs for
particular audiences and purposes.
P3 (1.3) - Access
sound clips or recorded voice to support communication.
P4 (1.2) - Balance
text and graphics for visual effect.
P5 (1.1) - Navigate
within a document, compact disc or other software program that contains
links.
P5 (1.2) - Access
hyperlinked sites on an intranet or the Internet.
|
d. The teacher knows
how to collect, process, organize, and report scientific data using
spreadsheet and database programs such that:
|
ICT
Outcomes
|
Correlation
to the Curriculum in Science (Division 1 Outcomes)
|
Correlation
to the Information and Communication Technology Program of Studies
for Division 1
|
|
Students organize
and display data in table or graph form to predict, compare, classify,
infer, or measure outcomes. E.g. Students measure and graph indoor
and outdoor temperatures at different times of the year. (Gr. 2
Topic D: Hot and Cold Temperatures)
|
- Recognize
the effects of heating and cooling, and identify methods for heating
and cooling (GO, gr. 2).
|
C6 (1.2) - Use
technology to organize and display data in a problem-solving context.
C4 (1.1) - Follow
a plan to complete an inquiry.
C4 (1.2) - Formulate
new questions as research progresses.
C4 (1.3) - Organize
information from more than one source.
C6 (1.3) - Use
technology to support and present conclusions.
|
|
Students observe,
hypothesize and make predictions about patterns emerging from collected
data.
|
- Recognize
pattern and order in objects and events studied; and, with guidance,
record procedures and observations, using pictures and words; and
make predictions and generalizations, based on observations (GO,
gr. 2).
- Identify patterns
and order in objects and events studied; and, with guidance, record
observations, using pictures, words and charts; and make predictions
and generalizations, based on observations (GO, gr. 3).
|
C4 (1.3) - Organize
information from more than one source.
C6 (1.2) - Use
technology to organize and display data in a problem-solving context.
C6 (1.3) - Use
technology to support and present conclusions.
C4 (1.1) - Follow
a plan to complete an inquiry.
C4 (1.2) - Formulate
new questions as research progresses.
|
|
Students organize
observed data. E.g. Order the hardness of rocks or minerals based
on scratch tests. (Gr. 3 Topic A: Rocks and Minerals)
|
- Demonstrate
knowledge of materials that comprise Earth’s crust, and demonstrate
skill in classifying these materials (GO, gr. 1).
|
C4 (1.3) - Organize
information from more than one source.
C6 (1.2) - Use
technology to organize and display data in a problem-solving context.
C4 (1.1) - Follow
a plan to complete an inquiry.
C4 (1.2) - Formulate
new questions as research progresses.
|
|
Students collect
and organize researched data with guidance from the teacher. E.g.
Students collect and organize data about various types of birds
and their characteristics. They classify and sort the birds by color,
size or type of feet (e.g. webbed or not webbed). (Gr. 1 Topic E
Needs of Animals and Plants)
|
- Describe some
common living things, and identify needs of those living things
(GO, gr. 1).
|
C4 (1.3) - Organize
information from more than one source.
C6 (1.2) - Use
technology to organize and display data in a problem-solving context.
C4 (1.1) - Follow
a plan to complete an inquiry.
C4 (1.2) - Formulate
new questions as research progresses.
|
|
Students organize
large amounts of data by key characteristics. E.g. Students classify
a variety of animals based upon observable characteristics such
as limbs, teeth, and backbone. (Gr. 3 Topic E Animal Life Cycles)
|
- Describe the
appearances and life cycles of some common animals, and identify
their adaptations to different environments (GO, gr. 3).
- Identify requirements
for animal care (GO, gr. 3).
|
C4 (1.3) - Organize
information from more than one source.
C6 (1.2) - Use
technology to organize and display data in a problem-solving context.
C4 (1.1) - Follow
a plan to complete an inquiry.
C4 (1.2) - Formulate
new questions as research progresses.
|
e. The teacher knows
how to represent knowledge through the creation of multimedia presentations
such that:
|
ICT
Outcomes
|
Correlation
to the Curriculum in Science (Division 1 Outcomes)
|
Correlation
to the Information and Communication Technology Program of Studies
for Division 1
|
|
Students create
a series of graphic images to show changes in a tree over the school
year. (Gr. 1 Topic B Seasonal Changes)
|
- Describe seasonal
changes, and interpret the effects of seasonal changes on living
things (GO, gr. 1).
|
P3 (1.2) - Create
visual images by using such tools as paint and draw programs for
particular audiences and purposes.
P4 (1.1) - Integrate
text and graphics to form a meaningful message.
C1 (1.1) - Access
and retrieve appropriate information from electronic sources for
a specific inquiry.
C7 (1.2) - Summarize
data by picking key words from gathered information and by using
jottings, point form or retelling.
C7 (1.3) - Draw
conclusions from organized information.
C7 (1.4) - Make
predictions based on organized information.
|
|
Students use
animation to illustrate the life cycle of a butterfly. (Gr. 3 Topic
E Animal Life Cycles)
|
- Describe the
appearances and life cycles of some common animals, and identify
their adaptations to different environments (GO, gr. 3).
- Identify requirements
for animal care (GO, gr. 3).
|
P3 (1.2) - Create
visual images by using such tools as paint and draw programs for
particular audiences and purposes.
P4 (1.1) - Integrate
text and graphics to form a meaningful message.
C1 (1.1) - Access
and retrieve appropriate information from electronic sources for
a specific inquiry.
C6 (1.2) - Use
technology to organize and display data in a problem-solving context.
C6 (1.3) - Use
technology to support and present conclusions.
C7 (1.1) - Develop
questions that reflect a personal information need.
C7 (1.2) - Summarize
data by picking key words from gathered information and by using
jottings, point form or retelling.
C7 (1.3) - Draw
conclusions from organized information.
C7 (1.4) - Make
predictions based on organized information.
|
f. The teacher knows
how to develop scientific concepts and to facilitate the use of the
scientific processes using specialized software such that:
|
ICT
Outcomes
|
Correlation
to the Curriculum in Science (Division 1 Outcomes)
|
Correlation
to the Information and Communication Technology Program of Studies
for Division 1
|
|
Students use
a scanner to input graphics or data into a report.
|
- Record observations
and measurements, using captioned pictures and charts, with guidance
in the construction of charts. Computer resources may be used for
record keeping and for display and interpretation of data (SO, gr.
3).
|
P4 (1.1) - Integrate
text and graphics to form a meaningful message.
P4 (1.2) - Balance
text and graphics for visual effect.
P3 (1.1) - Access
images, such as clip art, to support communication.
P3 (1.2) - Create
visual images by using such tools as paint and draw programs for
particular audiences and purposes.
|
|
Students use
a digital camera in the field to capture pictures that may then
be manipulated and put into a report or database. (Gr. 1,2,3 Topic
E Animal Life Cycles)
|
- Describe some
common living things, and identify needs of those living things
(GO, gr. 1).
- Describe the
general structure and life habits of small crawling and flying animals;
e.g., insects, spiders, worms, slugs; and apply this knowledge to
interpret local species that have been observed (GO, gr. 2).
- Describe the
appearances and life cycles of some common animals, and identify
their adaptations to different environments (GO, gr. 3).
- Identify requirements
for animal care (GO, gr. 3).
|
P3 (1.2) - Create
visual images by using such tools as paint and draw programs for
particular audiences and purposes.
P3 (1.1) - Access
images, such as clip art, to support communication.
P4 (1.1) - Integrate
text and graphics to form a meaningful message.
P4 (1.2) - Balance
text and graphics for visual effect.
|
|
