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Science 1

Saskatchewan Curriculum - Grade 1 Science

* The new Saskatchewan Science Curriculum
is currently in Draft Mode and will be posted once it is ready. The draft copy can be found here.

Grade 1 Complete Faith Permeation Document (PDF) (DOC) (Teachers are strongly encouraged to use this document)

Unit: Animals

  • Observe and describe many types of animals.
      • Recognize characteristics which can be used to identify and describe animals.
      • Identify, by sight or by sound, a wide variety of animals.
      • Classify animals on the basis of their size, their body coverings, the foods they eat, and their relationships to humans.
      • Recognize that there are several ways in which the same set of animals may be classified.
  • Describe the basic needs of animals.
      • Identify some animals which make good pets.
      • Identify a pet's basic needs.
      • Compare the needs of other animals with pets.
  • Explain how animals are adapted to their environments.
  • Describe the development of animals from birth or hatching to maturity.
      • Describe the physical changes of several animals from the newly hatched or born to the mature adult.
      • Compare the amount of care needed by the young of several species.
Unit: Earth

  • Describe the features of the Earth's surface.
      •  Identify the Earth as a sphere in space.
      • Recognize the globe as a model of the Earth.
      • Compare landforms such as mountains, plains, and deserts.
      • Use a globe and maps to locate major features of the Earth. 
  • Describe rocks and soil.
      • Observe different types of rocks.
      • Compare and classify rocks.
      • Observe different types of soil.
      • Describe soil by texture and colour. 
  • Discuss the characteristics and uses of air and water.
      • Infer that air takes up space.
      • Infer that air moves by observing things affected by it.
      • Understand that air and water are essential for plants and animals.
      • Discuss the effects of wind and water on our environment.
      • Explain how the wind and water can be useful.
      • Observe and describe the effects of air or water pollution. 
Unit: Motion

  • Recognize that motion is one type of change.
      • Compare descriptions or pictures of an environment at different times to discover evidence of change.
      • Identify whether an observed change involved motion. 
  • Describe some different aspects of motion.
      • Observe and describe motion.
      • Observe that objects can move at different speeds.
      • Discuss how motion can be measured.
      • Observe the relationship between friction and motion.
  • Explain the relationship between force and motion.
      • Observe the effects of forces in nature.
      • Appreciate that motion is caused by a force.
      • Identify some ways that machines move things. 
Unit: Plants

  • Compare various plants, plant parts, and plant products.
      • Identify similarities and differences among plants.
      • Identify the roots, stems, leaves, and flowers of plants.
      • Compare and classify plants using characteristics of their leaves.
      • Compare the root systems, the flowers, and the stems of several plants.
      • Describe some seasonal changes in plants.
      • Identify foods which come from plants.
      • Recognize some products other than foods which come from plants.
  • Describe the functions of the various parts of the plants.
      • Identify basic plant needs. 
      • Match each need of a plant with the part(s) which supply that need.
      • Observe and describe some plant habitats.
      • Discuss how the varying needs of plants suit them to different habitats.
      • Compare the types of care needed by several types of indoor plants.

  • Discuss the safe use of the sense organs.
      •  Identify the parts of the sense organs which receive the input. 
      • Recognize how to protect the sense organs from damage. 
      • Appreciate the diverse uses of the senses.
  • Match each sense with the organ through which its sensory input is gathered.
      • Identify common sources of sound.
      • Identify objects by their odour, texture, taste, colour, sound, or other characteristics.
      • Determine the source of a sound or an odour.
      • Determine the colour produced when different colour pigments are mixed.
      • Appreciate the diversity and value of the information which we receive through our senses.
  • Exhibit ability to compare and classify.
      • Classify objects by using the senses.
      • Classify sound by pitch and by loudness.
      • Recognize that the same group of things may be classified in a number of ways. 
Optional Unit: Classifying Matter

  • Distinguish attributes of matter which can be used to help describe it.
      • Describe an object as completely as possible. 
      • Compare the properties of two objects.
      • Realize that one object can have many properties.
      • Use as many of the senses as possible in identifying properties. 
  • Classify objects by a common property.
      • Sort objects into two groups according to one characteristic.
      • Compare two objects within a defined group to see how they are similar and how they are different.
      • Recognize that the same set of objects may be classified in more than one way. 
Optional Unit:The Sky

  • Describe the major objects which can be seen in the sky.
      • Realize that the sun is a star.
      • Identify the sun as a source of light and heat.
      • Realize that stars other than the sun are very far away.
      • Observe some of the patterns which stars make in the sky.
      • Identify Venus, Mars, and Jupiter in the sky.
      • Observe the changes in the apparent shape of the moon.
      • Observe the changes in the time of day when the moon appears in the sky.
General Resources