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Science and Technology
Grade 1: Energy and Control: Energy in Our Lives 
Achievement
Level
Overall Expectations
1
2
3
4
•demonstrate an understanding of ways in which energy is used in daily life;
 
 
 
 
•investigate some common devices and systems that use energy and ways in which these can be controlled manually;
 
 
 
 
•describe different uses of energy at home, at school, and in the community, and suggest ways in which energy can be conserved.         
Specific Expectations
       
Understanding Basic Concepts        
•recognize that the sun is the principal source of energy used on the surface of the earth;        
•identify food as a source of energy for themselves and other living things;        
•identify everyday uses of energy (e.g., gas to heat our homes, electricity to cook our food);        
•describe how our senses of touch, hearing, and sight help us to control energy-using devices in the home, school, and community (e.g., our sensitivity to heat and cold (sense of touch) tells us to turn a tap to adjust the water temperature; our sense of hearing tells us to turn off the alarm clock; our sense of sight tells us when to apply the brakes on our bicycle).         
Developing Skills of Inquiry, Design, and Communication        
•construct a manually controlled device that performs a specific task (e.g., a folding fan);        
•operate a simple device or system and identify the input and output (e.g., a hair dryer: the input is electricity, the output is heat);        
•ask questions about and identify needs and problems related to energy production or use in the immediate environment, and explore possible answers and solutions (e.g., discuss how people might cope with a power failure at home – by using candles for light, the barbecue for outdoor cooking, the fireplace for heat);        
•plan investigations to answer some of these questions or solve some of these problems;        
•use appropriate vocabulary in describing their investigations, explorations, and observations (e.g., use words such as electricity, lights, energy);        
•record relevant observations, findings, and measurements using written language, drawings, concrete materials, and charts (e.g., create an energy poster illustrating the various forms of energy used in daily life and how they are controlled);        
•communicate the procedures and results of investigations and explorations for specific purposes, using demonstrations, drawings, and oral and written descriptions (e.g., prepare a chart of energy conservation practices at home; prepare a chart illustrating how their senses help them use and control everyday devices).        
Relating Science and Technology to the World Outside the School        
•describe the different forms of energy used in a variety of everyday devices (e.g., coiled springs in wind-up toys, wood in fireplaces);        
•identify everyday devices that are controlled manually (e.g., a cassette recorder, lights);        
•identify devices they use that consume energy (e.g., lights, computers) and list things they can do to reduce energy consumption (e.g., turn lights out when leaving a room);        
•select one of the most common forms of energy used every day and predict the effect on their lives if it were no longer available.         
Student Name:        
 Expectations: Copyright The Queen's Printer for Ontario, 1998.  Format: Copyright B.Phillips, 1998.