Untitled
Science and Technology
Grade 6: Earth and Space Systems: Space
Achievement
Level
Overall Expectations
1
2
3
4
•demonstrate an understanding of the patterns of change observable on earth as a result of the movement of the different bodies in the solar system (e.g., solar and lunar eclipses, tides, phases of the moon, position of the constellations) and of the physical characteristics of the different components of the solar system;
 
 
 
 
•investigate, using models and simulations, the relationship between the sun, earth, and moon, the patterns of change observable on earth that result from the movement of these bodies, and the physical characteristics of the different components of the solar system (e.g., the sun and planets, inner planets and outer planets);
 
 
 
 
•describe technological and scientific advances that enable humans to study space, and explain how these advances have affected the quality of life on earth.         
Specific Expectations
       
Understanding Basic Concepts        
•describe the physical characteristics of components of the solar system - the sun, planets, natural satellites, comets, asteroids, and meteoroids (e.g., relative size, surface temperature);        
•identify the bodies in space that emit light (stars) and those that reflect light (e.g., moons, planets);        
•describe, using models or simulations, the features of the moon’s surface (e.g., craters, maria, rills);        
•identify cycles in nature (e.g., cycle of day and night, cycle of seasons) and describe the changes within the cycles (e.g., observe the phases of the moon over several months to determine the pattern of change, and record these observations);        
•describe, using models or simulations, how the earth’s rotation causes the cycle of day and night, and how the earth’s revolution causes the cycle of the seasons;        
•recognize major constellations visible at night and describe the origins of their names (e.g., Orion, Leo);        
•describe, using models or simulations, the effects of the relative motion and positions of the earth, moon, and sun (e.g., solar and lunar eclipses, tides, phases of the moon);        
•follow safety procedures when observing the sun (e.g., never look at the sun directly or through a lens or coloured glass; look only at a projection of the sun’s image; do not use a lens or magnifier to focus the sun’s rays to a small area; exercise caution when using mirrors so that they do not reflect the sun’s image directly into someone’s eyes).         
Developing Skills of Inquiry, Design, and Communication        
•construct a device that could have been used to tell time before mechanical clocks were invented (e.g., sundial);        
•formulate questions about and identify needs and problems related to objects and events in the environment, and explore possible answers and solutions (e.g., investigate why craters are of different sizes; use print, media, and electronic resources to identify and investigate space technologies and to investigate images of space and identify what they represent; use a computer simulation program to show the relative size of the planets and their distance from the sun);        
•plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions;        
•use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such as constellations, planets, moons, comets, asteroids, and meteors to describe objects in space);        
•compile data gathered through investigation in order to record and present results, using tally charts, tables, labelled graphs, and scatter plots produced by hand or with a computer (e.g., use print and electronic resources to organize information about the solar system);        
•communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, written notes and descriptions, charts, graphs, drawings, and oral presentations (e.g., prepare a multimedia presentation showing Canada’s contribution to space exploration).         
Relating Science and Technology to the World Outside the School        
•describe how humans have improved the tools and techniques used in space exploration (e.g., Canadarm, Hubble telescope, Lunar Rover, Sojourner);        
•identify Canadians who have contributed to space science and technology (e.g., Marc Garneau, Roberta Bondar, Chris Hatfield, David Levy, Helen Hogg, Bjarni Tryggvason);        
•explain how astronauts meet their basic needs in space (e.g., through the use of dehydrated foods, backpacks with an oxygen supply, a hermetically sealed cabin with temperature and air controls);        
•identify the technological tools and devices needed for space exploration (e.g., telescopes, spectroscopes, spacecraft, life support systems);        
•recognize problems arising from space exploration (e.g., space junk, satellites burning in the atmosphere upon re-entry);        
•identify and describe past and present-day contributions of astronomy to the quality of human life (e.g., development of the calendar; prediction of events such as eclipses and seasons; provision of information about space and time);        
•identify the ways in which the development of materials and technology for space exploration has led to the use of new technologies and materials on earth (e.g., micro-electronics, medical imaging, remote sensing).         
Student Name:        
 Expectations: Copyright The Queen's Printer for Ontario, 1998.  Format: Copyright B.Phillips, 1998.