The aim of the Kindergarten to Grade 12 Science Curricula is to develop students who are scientifically literate. For Saskatchewan students, scientific literacy has been defined by a series of factors or descriptors. These factors outline what should be emphasized during science teaching.
It is not necessary to design a science centre in the Kindergarten classroom. The factors of scientific literacy can be developed through materials and activities at the block building centre, sand and water centre, imaginative play centre, exploration centre, quiet-time relaxation centre, cooking centre, woodworking centre, or through other centres, experiences or projects. Centres, activities or projects devoted to science are not a critical component of a Kindergarten classroom. The learning that students acquire through various concrete experiences are what is important.
The guidelines that outline an appropriate Kindergarten curriculum also apply to an appropriate science curriculum. The foundation for acquiring an understanding of science concepts is established through hands-on, experiential play with concrete materials. Children will gain a basis for constructing an understanding of their surroundings through discussion of their observations and reflection upon the meanings of their experiences. Such an understanding is the essence of science, and the ability to see how science is intertwined in all aspects of life is the basis of scientific literacy. Teachers can support science activities in the classroom by asking `why', `what', and `how' questions such as:
Activities from the four strands of the Arts Education Curriculum can be used to help children give structure and meaning to the concepts of science they are encountering. For example, they can show, by creating a dance or visual images, how organisms in their environment change.
Knowing how to measure, collect and organize data, and communicate this data through charts and graphs is an equally important ability in mathematics and science.
Since science is done in a social context and with implications for society, many of the concerns of social studies are also concerns of science. Among these is the relationship between technology and science, and their impact on society and the environment. Children in Kindergarten can begin to understand and appreciate these aspects of our lives.
The following factors are basic to Saskatchewan Kindergarten to Grade 12 Science Curricula. Examples showing how Kindergarten students can develop understanding of the factors are included. The lettering system (for example, A, A1) corresponds with the lettering system in the Elementary Level Science Curriculum.
The scientifically literate person understands the nature of science and scientific knowledge.
Science is both public and private. Science experiences should introduce students to the private and intuitive aspects of scientific inquiry and discovery as well as to the more formal public aspects of science.
The nature of scientific knowledge is such that it is:
Science is based on evidence, developed privately by individuals or groups, that is shared publicly with others. This provides other individuals with the opportunity to examine the evidence and the conclusions.
| Example: | Students share their observations and ideas with others. They recognize that information can be shared orally and in written form. |
A2 historic
D(K-12)
Past science knowledge should be viewed in its historical context and not be degraded on the basis of present knowledge.
| Example: | "It's easy to understand why people long ago thought the earth was flat because it looks flat, doesn't it? However, we know it's sort of round like that stuffed globe you're playing with because we have pictures that astronauts took from their spaceships." |
A3 holistic
D(K-12)
All branches of science are interrelated.
| Example: | When walking in the park, a teacher asks the students, "Why do you think the leaves are changing colour and falling from the trees?" |
Science is based on evidence which could be obtained by other people working in a different place and at a different time under similar conditions.
| Example: | Two students perform the same experiment at the water tray and discover similarities in their results. |
A5 empirical
P(K-2), D(3-12)
Scientific knowledge is based on experimentation or observation.
| Example: | With the guidance of their teacher, Kindergarten students can take part in scientific experimentation and observation. |
The scientifically literate person understands and accurately applies appropriate science concepts, principles, laws and theories in interacting with society and the environment.
Among the key concepts of science are:
B1 change
D(K-12)
Change is the process of becoming different. It may involve several stages.
| Examples: | "Seasons change throughout the year." "A chicken comes from an egg, grows, and eventually dies." |
B2 interaction
D(K-12)
This happens when two or more things influence or affect each other.
| Example: | "Some animals living in the same place have to compete for food and space." |
B3 orderliness
D(K-12)
This is a regular sequence which either exists in nature or is imposed through classification.
| Example: | "That model that you are playing with shows that the Earth moves around the Sun." |
B4 organism
D(K-12)
An organism is a living thing or something that was once alive.
| Example: | "One of our goldfish isn't moving anymore because it has died." |
B5 perception
D(K-12)
Perception is the interpretation of sensory input by the brain.
| Example: | "Do you think we will need to wear our jackets when we walk to the park? Why?" |
B6 symmetry
D(K-12)
This is a repetition of a pattern within some larger structure.
| Example: | "Both wings are the same on that butterfly you painted. I saw one like that last summer." |
B7 force
P(K-1), D(2-12)
A force is a push or a pull.
| Examples: | "Will that magnet pick up a paper clip?" "How can we move this big box to the other side of the room?" |
B8 quantification
P(K-1), D(2-12)
Numbers can be used to convey important information.
| Examples: | "There are five more sleeps until Play Day." "There are seven days in a week." |
B9 reproducibility of results
P(K-2), D(3-12)
Repetition of a procedure should produce the same results if all other conditions are identical. It is a necessary characteristic of scientific experiments.
| Example: | "When you put that small ice cube in a bucket of warm water, do you think that it will melt like the other one did?" |
B10 cause-effect
P(K-2), D(3-12)
One thing affects another.
| Example: | "Why do you think the bird flew away from the cat?" |
| Example: | "The ice on the lake has melted again so we can't skate on it until next winter." |
B12 conservation
An understanding of the finite nature of the world's resources, and an understanding of the necessity to treat those resources with prudence and economy, are underlying principles of conservation.
| Example: | Instead of discarding used paper, the Kindergarten class puts it in a bin for recycling. |
The scientifically literate person uses processes of science in solving problems, making decisions, and furthering understanding of society and the environment.
Complex or integrated processes include those which are more basic. Intellectual skills are acquired and practiced throughout life, so that eventually some control over these processes can facilitate learning. This can provide information processing and problem-solving abilities that go beyond any curriculum.
Process skills such as accessing and processing information, applying knowledge of scientific principles to the analysis of issues, identifying value positions, and reaching consensus are believed to include the more basic processes of science.
The basic processes of science are:
C1 classifying
D(K-12)
Classifying is a systematic procedure used to impose order on collections of objects or events.
| Example: | Objects can be grouped in a variety of ways, such as by size, shape, or colour. |
C2 communicating
D(K-12)
Communicating is any one of several procedures for transmitting information from one person to another.
| Examples: | Making signs with temporary spelling, or participating in discussions in class are examples of communicating. |
C3 observing and describing
D(K-12)
This is one of the most basic processes of science. The senses are used to obtain information about the environment.
| Examples: | A student decides to record the weather conditions which are
prevalent each morning at recess. After making various flavours of finger jelly, students taste and discuss their favourite flavours and colours. |
C4 working cooperatively
D(K-12)
This involves an individual working productively as a member of a team for the benefit of the team's goals.
| Example: | Students share responsibilities in building a spaceship from boxes. |
C5 measuring
D(K-12)
An instrument is used to obtain a quantitative value associated with some characteristic of an object or an event.
| Example: | The height of a plant that the class is nurturing is measured to the nearest centimetre daily with a metre stick. |
C6 questioning
P(K-1), D(2-12)
Questioning refers to the ability to raise problems or points for investigation or discussion.
| Example: | A student should be able to create directed questions about observed events. When migratory birds are observed, questions such as: "Why do birds flock to migrate?", "Do some birds migrate singly?" and "How do birds know where to go?" should direct further inquiry. |
C7 using numbers
P(K-1), D(2-12)
This involves counting or measuring to express ideas, observations or relationships, often as a complement to the use of words.
| Example: | At snack time a student notices that her orange has seven seeds in it, while her friends's orange has no seeds. |
D. Science-Technology-Society-Environment Interrelationships
The scientifically literate person understands and appreciates the joint enterprises of science and technology and the interrelationships of these with each other.
Some of the factors involved in the interrelationships among science, technology, and other aspects of society are:
D1 science and technology
P(K-2), D(3-12)
Science and technology are different, although they often overlap and depend on each other.
| Example: | "Does that leaf look different when you see it through a magnifying glass?" |
E. Scientific and Technical Skills
The scientifically literate person has developed numerous manipulative skills associated with science and technology.
The list of skills that follows represents manipulative skills important to the achievement of scientific literacy:
El using magnifying instruments
D(K-12)
| Example: | A student demonstrates proficiency in the use of a magnifying lens, a microscope, a telescope, an overhead projector or a microphone. |
E2 using natural environments
D(K-12)
The student uses natural environments effectively and in appropriately sensitive ways (i.e., collecting, examining and reintroducing specimens).
| Example: | Students can do a study of the margin of a pond by observing and describing a particular section at two week intervals for three months. After they collect and examine specimens, they should reintroduce them to their natural environment. |
E3 using equipment safely
D(K-12)
The student demonstrates safe use of equipment in the laboratory, in the classroom and in everyday experiences.
| Example: | At the carpentry centre, a student recognizes that goggles should be worn, and puts them on before being instructed to wear them. |
E4 using audio-visual aids
D(K-12)
The student independently uses audio-visual aids in communicating information. (Audio-visual aids include such things as drawings, photographs, collages, television, radio, videocassette recorders, overhead projectors, etc.)
| Examples: | A student explains to the teacher how to operate the
videocassette recorder. A student listens to a read-along audiocassette while perusing a science book. |
E5 computer interaction
D(K-12)
The student uses the computer as an analytical tool, a tool to increase productivity, and as an extension of the human mind.
| Examples: | Log on to an information network and communicate with
students from other parts of the world. Use computer software to do a simulation of a natural event. |
E6 measuring distance
P(K-1), D(2-12)
The student accurately measures distance with appropriate instruments such as rulers, metre sticks or trundle wheels.
| Example: | Determine the length and width of a room using a metre stick. |
E7 manipulative ability
P(K-2), D(3-12)
The student demonstrates the ability to handle objects with skill and dexterity.
| Example: In the small-sized manipulative play centre, a student creates a model of an airport using small props and blocks. |
F. Values That Underlie Science
The scientifically literate person interacts with society and the environment in ways that are consistent with the values that underlie science.
The values that underlie science include:
F1 longing to know and understand
D(K-12)
Knowledge is desirable. Inquiry directed toward the generation of knowledge is a worthy investment of time and other resources.
| Example: | Two students ask the teacher if they may make a dinosaur mural using library books and models to help them draw the dinosaur's features as accurately as possible. |
F2 questioning
D(K-12)
Questioning is important. Some questions are of greater value than others because they lead to further understanding through scientific inquiry.
| Example: | Students ask questions about things they see happening around them. |
F3 search for data and their meaning
D(K-12)
Data can be used to explain many things. In some cases immediate practical applications of value to humankind are the result of interpreting data.
| Example: | A class performs a research project to determine which brand of pellets its two pet rabbits prefer. They record data with the help of the teacher. |
F4 valuing natural environments
D(K-12)
Our survival depends on our ability to sustain the essential balance of nature. There is intrinsic beauty to be found in nature.
| Example: | On a field trip, the participants should be considerate toward and conserving of all components of the ecosystem. |
F5 respect for logic
P(K-2), D(3-12)
Correct and valid inferences are important. It is essential that conclusions and actions be subject to doubt.
| Example: | "They say that if you step on a spider it will rain. Do you think that is true?" |
F6 consideration of consequence
P(K-5), D(6-12)
This refers to a frequent and thoughtful review of the effects that certain actions will have.
| Example: | "If red and white paint are mixed together, they will
create pink paint." "Here is a model of a beach. What do you think will happen when we spill this cup of oil into the water?" |
G. Science-related Interests and Attitudes
The scientifically literate person has developed a unique view of science, technology, society and the environment as a result of science education, and continues to extend this education throughout life.
Science-related interests and attitudes include:
G1 interest
D(K-12)
The student exhibits an observable interest in science.
Example: Students and teachers who spend a great deal of time outside class on nature hikes exhibit a keen interest in science.
G2 confidence
D(K-12)
The student experiences a measure of self-satisfaction by participating in science and in understanding scientific things.
| Example: | Students who experience numerous hands-on science experiences are interested in discussing with others what they observe. |
G3 continuous learner
D(K-12)
The individual has gained some scientific knowledge and continues some line of scientific inquiry. This may take many forms.
| Example: A Kindergarten student asks her/his parents/caregivers to borrow a nature magazine from the library so she/he can learn more about wildlife. |
G4 media preference
P(K-2), D(3-12)
The student selects the most appropriate media, depending on the information needed, and on his or her present level of understanding.
| Example: | A Kindergarten student might choose to watch a science filmstrip rather than look at a book about the same topic. |
A chart showing the factors forming the Dimensions of Scientific Literacy is included on the following page. It is adapted for Kindergarten from Science: A Curriculum Guide for the Elementary Level, Saskatchewan Education, 1990, p. 23.
Factors Forming the Dimensions of
Scientific Literacy