Ontario Curriculum
HaC.2.2: build food chains consisting of different plants and animals, including humans
HaC.2.5: use appropriate science and technology vocabulary, including habitat, population, community, adaptation, and food chain, in oral and written communication
HaC.2.6: use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., use presentation software to show the steps one might follow to set up and maintain a terrarium)
HaC.3.2: demonstrate an understanding of food chains as systems in which energy from the sun is transferred to producers (plants) and then to consumers (animals)
Forest Ecosystem
Prairie Ecosystem
HaC.3.3: identify factors (e.g., availability of water or food, amount of light, type of weather) that affect the ability of plants and animals to survive in a specific habitat
HaC.3.5: classify organisms, including humans, according to their role in a food chain (e.g., producer, consumer, decomposer)
Forest Ecosystem
Prairie Ecosystem
HaC.3.6: identify animals that are carnivores, herbivores, or omnivores
Forest Ecosystem
Prairie Ecosystem
HaC.3.7: describe structural adaptations that allow plants and animals to survive in specific habitats (e.g., the thick stem of a cactus stores water for the plant; a duck?s webbed feet allow it to move quickly and efficiently in water)
Comparing Climates (Customary)
HaC.3.9: demonstrate an understanding of why all habitats have limits to the number of plants and animals they can support
Forest Ecosystem
Prairie Ecosystem
PaG.1.1: assess the impact of pulley systems and gear systems on daily life
PaG.2.2: use scientific inquiry/experimentation skills to investigate changes in force, distance, speed, and direction in pulley and gear systems
PaG.2.3: use technological problem-solving skills to design, build, and test a pulley or gear system that performs a specific task
PaG.2.4: use appropriate science and technology vocabulary, including pulley, gear, force, and speed, in oral and written communication
PaG.2.5: use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., write a set of instructions for setting up a pulley system)
PaG.3.1: describe the purposes of pulley systems and gear systems (e.g., to facilitate changes in direction, speed, or force)
PaG.3.6: identify pulley systems (e.g., clotheslines, flagpoles, cranes, elevators, farm machinery) and gear systems (e.g., bicycles, hand drills, can openers) that are used in daily life, and explain the purpose and basic operation of each
PaG.3.7: explain how the gear system on a bicycle works (e.g., by using the largest gear on the front chain ring and the smallest gear on the rear wheel, we can move quickly along a flat surface)
PaG.3.8: identify the input components that drive a mechanism and the output components that are driven by it (e.g., the pedals on a bike are the input component; the rear wheel is the output component)
Ants on a Slant (Inclined Plane)
LaS.2.7: use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., create a song or short drama presentation for younger students that will alert them to the dangers of exposure to intense light and sound)
LaS.3.3: describe properties of light, including the following: light travels in a straight path; light can be absorbed, reflected, and refracted
Color Absorption
Heat Absorption
RaM.2.2: use a variety of tests to identify the physical properties of minerals (e.g., hardness [scratch test], colour [streak test], magnetism)
RaM.2.3: use a variety of criteria (e.g., colour, texture, lustre) to classify common rocks and minerals according to their characteristics
RaM.2.5: use appropriate science and technology vocabulary, including hardness, colour, lustre, and texture, in oral and written communication
RaM.2.6: use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., use a graphic organizer to show how rocks and minerals are used in daily life)
RaM.3.2: describe the properties (e.g., colour, lustre, streak, transparency, hardness) that are used to identify minerals
Correlation last revised: 9/16/2020