Saskatchewan Foundational and Learning Objective
DL6.1.a: State the characteristics that define all living things (e.g., are made up of one or more cells, require energy for life processes, respond to stimuli in their environment, and have the ability to reproduce).
DL6.2.g: Use appropriate scientific terminology to communicate ideas about the diversity of living things (e.g., biotic, abiotic, kingdom, phylum, monera, protist, fungi, plant, animal, vertebrate, and invertebrate).
DL6.3.d: Propose questions for inquiry that arise from personal investigations of characteristics and behaviours of animals.
DL6.4.d: Describe examples of adaptations to structures and behaviours (e.g., flippers, webbed feet, night-time vision, wide wings, camouflage colouring, migration, and hibernation) that have enabled living things to adapt to their environments in the long term.
DL6.5.c: Explain how micro-organisms meet their basic needs, including moving around and obtaining food, water, and oxygen.
EL6.1.a: Provide examples of the types of energy sources used to provide heat and light to homes in the past and describe ways in which electricity-based technologies have changed the way people work, live, and interact with the environment in Saskatchewan.
EL6.1.b: Describe how electrical energy is generated from hydroelectric, coal, natural gas, nuclear, geothermal, biomass, solar, and wind sources and categorize these resources as renewable or non-renewable.
EL6.1.d: Identify factors that affect electrical energy consumption at home, school, and in the workplace and propose methods of decreasing electrical energy consumption that can help to conserve natural resources and protect the environment.
EL6.2.a: Conduct investigations to determine the attraction and repulsion of electrostatically charged materials and represent the results of those investigations using drawings, sketches, tables, charts, and/or other representations.
EL6.2.e: Make predictions, based on observed patterns of events, related to the physical properties of conductors, insulators, simple circuits, and electromagnets and conduct investigations to test those predictions.
EL6.2.f: Identify appropriate tools, instruments, and materials (e.g., bulbs, batteries, and wires) to use when investigating the properties of conductors, insulators, simple circuits, and electromagnets and use those tools and apparatus in a manner that ensures personal safety and the safety of others.
EL6.2.g: Test the conductivity of a variety of solids and liquids, following a given set of procedures, to identify which materials are conductors and which are insulators, and draw conclusions about the types of materials that work best as conductors and which work best as insulators.
EL6.2.h: Explain the role of switches in electrical circuits.
EL6.2.k: Use evidence gathered through research and observation to answer questions related to the physical properties of conductors, insulators, simple circuits, and electromagnets.
EL6.3.a: State the required characteristics of a simple electric circuit (e.g., a source of electrical energy, a closed path to conduct electrical energy, and a load to convert the electrical energy into another form of energy).
EL6.3.b: Compare a variety of electrical pathways by constructing simple circuits.
EL6.3.c: Contrast a closed circuit, open circuit, and short circuit.
EL6.3.d: Propose questions to investigate, and practical problems to solve, related to simple series and parallel circuits (e.g., â??What happens when a light bulb is removed from a series or parallel circuit?â??, â??How can I create a simple circuit using only a battery, light bulb, and one wire?â??, â??How are light circuits in a house wired?â??).
EL6.3.e: Construct and test various combinations of simple electric circuits to determine similarities and differences between series and parallel circuits.
EL6.3.f: Draw electrical circuit diagrams to represent simple series and parallel circuits using appropriate symbols (e.g., battery, conductor, light bulb, motor, and switch).
EL6.3.h: Design, construct, and troubleshoot an electrical circuit that meets one or more student-specified criteria.
FL6.2.b: Use scientific terminology appropriately (e.g., thrust, drag, lift, and gravity) when communicating ideas about the principles of flight.
FL6.2.f: Describe and represent methods for altering drag in flying devices, such as a bird spreading wings or an airplane employing flaps.
FL6.3.d: Select and carefully use appropriate tools in manipulating materials and in building prototypes.
FL6.3.f: Demonstrate and explain the importance of selecting appropriate processes for investigating scientific questions and solving technological problems (e.g., explain why it is important to change one variable while keeping others constant in designing and testing prototypes of flying objects).
SS6.1.g: Create scale-distance and/or scale-size models to represent the major components of the solar system.
SS6.2.d: Propose personal explanations for the causes of seasons, phases, and eclipses.
SS6.2.e: Demonstrate how Earthâ??s rotation causes the day and night cycle and how Earthâ??s 23.5Â° tilt and revolution around the sun causes the yearly cycle of seasons.
SS6.2.f: Propose explanations for how the yearly cycle of seasons might differ if Earthâ??s axis were not tilted.
SS6.2.h: Model the relative positions of the sun, Earth, and moon to demonstrate moon phases and lunar and solar eclipses.
SS6.2.i: Propose questions related to astronomical phenomena to investigate using models and simulations, such as â??Do other planets exhibit phases?â??, â??How would seasons on Earth differ if Earth were not tilted?â??, â??How would patterns of eclipses change if the sun, Earth, or moon were different diameters or positioned at different locations?â??.
Correlation last revised: 9/24/2019