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Kindergarten to Grade 4

Manitoba Foundations

for Scientific Literacy

2.3

K–4 Science Manitoba Foundations for Scientific Literacy

The Five Foundations

To develop scientifically literate students, sciencelearning experiences must incorporate the essentialaspects of science and related applications. Theseessential aspects, the foundations for scientific literacy,have been adapted from the Pan-Canadian Science

Framework to address the needs of Manitoba students.Manitoba science curricula are built upon the followingfive foundations for scientific literacy:

A. Nature of Science and TechnologyB. Science, Technology, Society, and Environment (STSE)C. Scientific and Technological Skills and AttitudesD. Essential Science KnowledgeE. Unifying Concepts

In the following pages each foundation is described andaccompanied by general learning outcomes, whichfurther define expectations for student learning. Thesegeneral learning outcomes constitute a global picture ofscience learning from Kindergarten to Senior 4.

Producing science knowledge is an intrinsicallycollective endeavour. There is no such thing asstand-alone science. Scientists submit models andsolutions to the assessment of their peers who judgetheir logical and experimental soundness byreference to the body of existing knowledge.(Larochelle, M. and Désautels, J, 1992)

Manitoba Foundations for Scientific Literacy

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A. Nature of Science and Technology

Students must learn that science and technology arecreative human activities with long histories in allcultures of the world.

Science is a way of learning about the universe. Thislearning stems from curiosity, creativity, imagination,intuition, exploration, observation, replication ofexperiments, interpretation of evidence, and debate overthe evidence and its interpretations. Scientific activityinvolves predicting, interpreting, and explaining naturaland human-made phenomena. Many historians,sociologists, and philosophers of science argue that thereis no set procedure for conducting a scientificinvestigation. Rather, they see science as driven by acombination of theories, knowledge, experiments, andprocesses anchored in the physical world.

Theories of science are being tested, modified, andrefined continuously as new knowledge and theoriessupersede existing ones. Scientific debate on newobservations and hypotheses that challenge acceptedknowledge involves many participants with diversebackgrounds. This highly complex interplay, which hasoccurred throughout history, is fuelled by theoreticaldiscussions, experimentation, social, cultural, economic,and political influences, personal biases, and the need forpeer recognition and acceptance. Students will realizethat while some of our understandings about how theworld works are due to revolutionary scientificdevelopments, many of our understandings result fromthe steady and gradual accumulation of knowledge.

Technology is concerned mainly with proposing solutionsto problems arising from attempts by humans to adapt tothe environment. Technology may be regarded as “... atool or machine; a process, system, environment,epistemology, and ethic; the systematic application ofknowledge, materials, tools, and skills to extend humancapabilities...” (Technology as a Foundation Skill Area: A

Journey Toward Information Technology Literacy, 1998).Technology includes much more than the knowledge andskills related to computers and their applications.Technology is both a form of knowledge that usesconcepts and skills from other disciplines (includingscience) and the application of this knowledge to meet anidentified need or solve a problem using materials,energy, and tools (including computers). Technology alsohas an impact on processes and systems, on society, andon the ways people think, perceive, and define theirworld.

This Science Framework is designed to emphasize boththe distinctions and relationships between science andtechnology. Figure 1 illustrates how science andtechnology differ in purpose, procedure, and product,while, at the same time, interacting with each other.

2.5


Adapted with permission from Bybee, Rodger W. Science and Technology Education for the Elementary Years: Frameworks for Curriculum

and Instruction. ÓThe NETWORK, Inc.

Figure 1: Science and Technology: Their Nature and Relationship

Science(Seeks answers to

questions that humans

have about the

natural world)

NewQuestions

NewProblems

Technology(Seeks solutions to

problems arising from attempts

by humans to adapt to the

environment)

Applies ScientificInquiry Strategiessuch as hypothesizing

and experimenting

Proposes Explanationsfor the phenomena in the

natural world

Applies Problem-Solving Strategiessuch as designing

and building

Proposes Solutionsto human problems of

adaptation

Social Applications andEnvironmental Implications of

Explanations and Solutions

Personal Actions Based onExplanations and Solutions

Purpose Purpose

Procedure Procedure

Product Product

2.6


The following general learning outcomes (GLOs) havebeen developed to further define expectations related tothis foundation area. (For a complete listing of GLOs, seeAppendix.)

Nature of Science and Technology General

Learning Outcomes

As a result of their Early, Middle, and Senior Yearsscience education, students will...

A1. recognize both the power and limitations of scienceas a way of answering questions about the worldand explaining natural phenomena

A2. recognize that scientific knowledge is based onevidence, models, and explanations, and evolves asnew evidence appears and new conceptualizationsdevelop

A3. distinguish critically between science andtechnology in terms of their respective contexts,goals, methods, products, and values

A4. identify and appreciate contributions made bywomen and men from many societies and culturalbackgrounds towards increasing our understandingof the world and in bringing about technologicalinnovations

A5. recognize that science and technology interact withand advance one another

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Figure 2: Sustainable Development

Sustainable development is a decision-making model thatconsiders the needs of both present and futuregenerations, and integrates and balances the impact of

economic activities, the environment, and thehealth and wellbeing of the community.

Public awareness and understanding of the conceptof sustainable development and its practices areessential. If we are to change our way of life wemust equip present and future generations with theknowledge and training to put sustainabledevelopment into effect. (Sustainable Development

Strategy for Manitoba, 1994)

Economy

QualityofLife

EnvironmentHuman Healthand Well-being

B. Science, Technology, Society, and the

Environment (STSE)

STSE understandings are an essential component ofscientific literacy. By studying the historical context,students come to appreciate ways in which cultural andintellectual traditions have influenced the questions andmethodologies of science, and how science, in turn, hasinfluenced the wider world of ideas.

Today, a majority of scientists work in industry, whereprojects are more often driven by societal and environmentalneeds than by pure research. Many technological solutionshave evoked complex social and environmental issues.Students, as future citizens, must recognize the potential ofscientific literacy to inform and empower decision making ofindividuals, communities, and democratic society as a whole.

Scientific knowledge is necessary, but is not in itselfsufficient for understanding the relationships amongscience, technology, society, and the environment. Tounderstand these relationships, it is essential thatstudents understand the values related to science,technology, society, and the environment.

To achieve scientific literacy, students must develop anappreciation for the importance of sustainabledevelopment. To this end, this Science Framework

integrates the Sustainable Development Strategydeveloped by the Province of Manitoba (see Figure 2).

There can be no greater contribution or more essentialelement to long-term environmental strategies leadingto sustainable development that respects theenvironment… than the education of futuregenerations in matters relating to the environment.(UNESCO, 1988)

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Science, Technology, Society, and the Environment

(STSE) General Learning Outcomes


B1. describe scientific and technological developments,past and present, and appreciate their impact onindividuals, societies, and the environment, bothlocally and globally

B2. recognize that scientific and technologicalendeavours have been and continue to be influencedby human needs and the societal context of the time

B3. identify the factors that affect health, and explain therelationships among personal habits, lifestyle choices,and human health, both individual and social

B4. demonstrate a knowledge of and personalconsideration for a range of possible science- andtechnology-related interests, hobbies, and careers

B5. identify and demonstrate actions that promote asustainable environment, society, and economy, bothlocally and globally

As students advance from grade to grade, they identifySTSE interrelationships and apply decision-making skillsin increasingly demanding contexts, as shown below:

· complexity of understanding — from simple,concrete ideas to abstract ideas; from limitedknowledge of science to more in-depth and broaderknowledge of science and the world

· applications in context — from contexts that arelocal and personal to those that are societal and global

· consideration of variables and perspectives —from one or two that are simple to many that arecomplex

· critical judgement — from simple right or wrongassessments to complex evaluations

· decision making — from decisions based on limitedknowledge, made with the teacher’s guidance, todecisions based on extensive research, involvingpersonal judgement and made independently

The following general learning outcomes (GLOs) havebeen developed to further define expectations related tothis foundation area. (For a complete listing ofManitoba's GLOs see Appendix)

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C. Scientific and Technological Skills and Attitudes

A science education that strives for scientific literacy mustengage students in answering questions, solving problems,and making decisions. These processes are referred to asScientific Inquiry, Technological Problem Solving (DesignProcess), and Decision Making (see Figure 3: Processes forScience Education). While the skills and attitudes involvedin these processes are not unique to science, they play animportant role in the development of scientificunderstandings and in the application of science andtechnology to new situations.

Each of these processes is described on the followingpage. Attitudes, an important element of each process,are also examined.

Scientific Inquiry

Satisfying curiosity

about events and

phenomena in the

natural world.

What do we know?

What do we want to

know?

Knowledge about

events and phenomena

in the natural world.

Scientific Question

Why does my coffee

cool so quickly?

An Answer:

Heat energy is trans-

ferred by conduction,

convection, and

radiation.

Technological

Problem-Solving

(Design Process)

Coping with everyday

life, practices, and

human needs.

How can we do it?

Will it work?

An effective and

efficient way to

accomplish a task or

meet a need.

Technological

Problem

How can I keep my

coffee hot?

An Answer:

A Solution:

A styrofoam cup will

keep liquids warm for

a long time.

Decision-Making

Identifying different

views or perspectives

based on different or

the same information.

What alternatives or

consequences are

there? Which choice

is best at this time?

A defensible decision

in the particular

circumstances.

STSE Issue

Should we use styro-

foam cups or ceramic

mugs for our meeting?

A Decision:

Personal health, the

environment, cost,

and availability must

be considered along

with science and

technology

information.

Purpose:

Procedure:

Product:

Example:

Figure 3: Processes for Science Education

Adapted with permission of the Minister of Education, Province ofAlberta, Canada, 1999.

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Scientific Inquiry

Scientific inquiry is a way of learning about the universe.It involves posing questions and searching forexplanations of phenomena. Although no single"scientific method" exists, students require certain skillsto participate in science-related experiences.

Skills such as questioning, observing, inferring, predicting,measuring, hypothesizing, classifying, designingexperiments, collecting, analysing, and interpreting data arefundamental to scientific inquiry; as are attitudes such ascuriosity, skepticism, and creativity. These skills are oftenrepresented as a cycle. This cycle involves posing questions,generating possible explanations, and collecting andanalysing evidence to determine which of theseexplanations is most useful and accurate in accounting forthe phenomena under investigation. New questions mayarise to re-ignite the cycle. It must be noted, however, thatmany scientific inquiries, past and present, do notnecessarily follow a set sequence of steps nor do they alwaysstart at the "beginning" of the cycle: scientists can becreative and responsive to scientific challenges as they arise.

Technological Problem Solving

Technological problem solving seeks solutions to problemsarising from attempts by humans to adapt to theenvironment. Related skills and attitudes are oftenrepresented as a cycle, referred to as the design process.The design process includes the proposing, creating, andtesting of prototypes, products, and techniques in anattempt to reach an optimal solution to a given problem.Feedback and evaluation are built into this cycle, whichlike scientific inquiry, can be an ongoing set of revisitedsteps. However, technological problem solving andscientific inquiry differ in purpose, procedure, andproduct (see Figure 1: Science and Technology: TheirNature and Relationship, p. 2.5).

Decision Making

Students, as individuals and global citizens, are requiredto make decisions, and increasingly, the types of issuesthey face demand an ability to apply scientific andtechnological processes and products. The decision-making process involves identifying the issue, gatheringdata, generating possible courses of action, evaluatingalternatives, and making a thoughtful decision based onthe information available. Students should be activelyinvolved in decision-making situations as they progressthrough their science education. Not only are decision-making situations important in their own right, but theyalso provide a relevant context for engaging in scientificinquiry, problem solving, and the study of STSErelationships.

Attitudes

Attitudes refer to generalized aspects of behaviour thatare modelled for students and reinforced by selectiveapproval. Attitudes are not acquired in the same way asskills and knowledge. They cannot be observed at anyparticular moment, but are evidenced by regular,unprompted manifestations over time. Development ofattitudes is a lifelong process that involves the home, theschool, the community, and society at large. Thedevelopment of positive attitudes plays an important rolein students' growth by interacting with their intellectualdevelopment and by creating a readiness for responsibleapplication of what they learn.

The following General Learning Outcomes (GLOs) havebeen developed to further define expectations related tothis foundation area. (For a complete listing ofManitoba's GLOs, see Appendix.)

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Scientific and Technological Skills and Attitudes

General Learning Outcomes


C1. recognize safety symbols and practices related toscientific and technological activities and to theirdaily lives, and apply this knowledge in appropriatesituations

C2. demonstrate appropriate scientific inquiry skillswhen seeking answers to questions

C3. demonstrate appropriate problem-solving skillswhile seeking solutions to technological challenges

C4. demonstrate appropriate critical thinking anddecision-making skills when choosing a course ofaction based on scientific and technologicalinformation

C5. demonstrate curiosity, skepticism, creativity, open-mindedness, accuracy, precision, honesty, andpersistence, and appreciate their importance asscientific and technological habits of mind

C6. employ effective communication skills and utilizeinformation technology to gather and sharescientific and technological ideas and data

C7. work cooperatively and value the ideas andcontributions of others while carrying out scientificand technological activities

C8. evaluate, from a scientific perspective, informationand ideas encountered during investigations and indaily life

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D. Essential Science Knowledge

The subject matter of science includes theories, models,concepts, and principles that are essential to anunderstanding of each of life science, physical science,and Earth and space science. While this Science

Framework is not strictly aligned with these disciplines,the learning outcomes are intended to help developimportant concepts from each of these areas.

Life science deals with the growth and interactions oflife forms within their environment in ways that reflecttheir uniqueness, diversity, genetic continuity, andchanging nature. Life science includes fields of studysuch as the study of organisms (including humans),ecosystems, biodiversity, and the study of the cell,biochemistry, and biotechnology.

Physical science, which encompasses chemistry andphysics, deals with matter, energy, and forces. Matterhas structure and interactions exist among itscomponents. Energy links matter to gravitational,electromagnetic, and nuclear forces of the universe. Thelaws of conservation of mass and energy, momentum,and charge are addressed by physical science.

Earth and space science brings local, global, anduniversal perspectives to students' knowledge. Earth, ourhome planet, exhibits form, structure, and patterns ofchange, as does our surrounding solar system and thephysical universe beyond it. Earth and space scienceincludes fields of study such as geology, hydrology,meteorology, and astronomy.

The following General Learning Outcomes (GLOs) havebeen developed to further define expectations related tothis foundation area. (For a complete listing ofManitoba's GLOs, see Appendix.)

Essential Science Knowledge General Learning

Outcomes


D1. understand essential life structures and processespertaining to a wide variety of organisms, includinghumans

D2. understand various biotic and abiotic components ofecosystems, as well as their interaction andinterdependence within ecosystems and within thebiosphere as a whole

D3. understand the properties and structures of matteras well as various common manifestations andapplications of the actions and interactions ofmatter

D4. understand how stability, motion, forces, and energytransfers and transformations play a role in a widerange of natural and constructed contexts

D5. understand the composition of the Earth'satmosphere, hydrosphere, and lithosphere, as wellas the processes involved within and among them

D6. understand the composition of the universe, theinteractions within it, and the impacts ofhumankind's continued attempts to understand andexplore it

2.13


E. Unifying Concepts

An effective way to create linkages within and amongscience disciplines is to use unifying concepts; these arekey ideas that underlie and integrate all scienceknowledge and extend into areas such as mathematicsand social studies. Consequently, unifying concepts helpstudents to construct a holistic understanding of scienceand its role in society. The following four unifyingconcepts were used in the development of this Science

Framework.

Similarity and Diversity

The concepts of similarity and diversity provide tools fororganizing our experiences with the world. Beginningwith informal experiences, students learn to recognizeattributes of materials, organisms, and events that helpto make useful distinctions between and among them.Over time, students adopt accepted procedures andprotocols for describing and classifying objects,organisms, and events they encounter, thus enablingthem to share ideas with others and to reflect on theirown experiences.

Systems and Interactions

An important part of understanding and interpreting theworld is the ability to think about the whole in terms ofits parts and, alternately, about parts in terms of howthey relate to one another and to the whole. A system isa collection of components that interact with one anotherso that the overall effect is often greater than that of theindividual parts, even when these are consideredtogether. Students will study both natural andtechnological systems.

Change, Constancy, and Equilibrium

The concepts of constancy and change underlie mostunderstandings of the natural and technological world.Through observations, students learn that somecharacteristics of living things, materials, and systemsremain constant over time, whereas others change.Through formal and informal studies, students developan understanding of the processes and conditions inwhich change, constancy, and equilibrium take place.

Energy

The concept of energy provides a conceptual tool thatbrings together many understandings about naturalphenomena, materials, and the processes of change.Energy, whether transmitted or transformed, is thedriving force of both movement and change. Studentslearn to describe energy in terms of its effects and, overtime, develop a concept of energy as something inherentwithin the interactions of materials, the processes of life,and the functioning of systems.

The following General Learning Outcomes (GLOs) havebeen developed to further define expectations related tothis foundation area. (For a complete listing ofManitoba's GLOs see Appendix.)

2.14


Unifying Concepts General Learning Outcomes


E1. describe and appreciate the similarity and diversityof forms, functions, and patterns within the naturaland constructed world

E2. describe and appreciate how the natural andconstructed world is made up of systems and howinteractions take place within and among thesesystems

E3. recognize that characteristics of materials andsystems can remain constant or change over time,and describe the conditions and processes involved

E4. recognize that energy, whether transmitted ortransformed, is the driving force of both movementand change, and is inherent within materials and inthe interactions among them

Conceptual Organizer

The learning outcomes presented in this Science

Framework address the Foundation Skill Areas and otheressential elements common to all Manitoba curricula (AFoundation for Excellence, 1995). The followingconceptual organizer (Figure 4) illustrates these andother key components upon which Manitoba sciencecurricula are based.

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Figure 4: Manitoba Science Curriculum Conceptual Organizer

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