Ontario · Grade 1
Science and Technology, Grade 1
Ontario’s Grade 1 science course, from STEM Skills and Connections to Daily and Seasonal Changes.
- Units
- 5
- Lessons
- 12
- Skills
- 39
- Provincial exam
- None
- Official curriculum
- Ontario Ministry of Education
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 4 skills
STEM Skills and Connections
Coding: Clear Step-by-Step Instructions
Writing simple step-by-step code
I can write clear step-by-step code.
Official code: A2.1
How Coding and New Technology Change Our Day
Noticing how coding and new technology affect everyday life
I can describe how coding and new technology change everyday life.
Official code: A2.2
Science and Technology Around Us
Finding science and technology at home and in the community
I can find science and technology at home and in my community.
Official code: A3.1
People Who Help Science Grow
Learning about contributions from many communities
I can tell how people from many communities help science and technology.
Official code: A3.3
The official wording · 4 outcomes
- A2.1
- write and execute code in investigations and when modelling concepts, with a focus on creating clear and precise instructions for simple algorithms
- A2.2
- identify and describe impacts of coding and of emerging technologies on everyday life
- A3.1
- describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems
- A3.3
- analyse contributions to science and technology from various communities
Key ideas
An algorithm is just a list of clear steps done in order to reach a goal.
Lots of everyday things — traffic lights, tablets, automatic doors — are told what to do by code.
Everyday tools and objects use science and technology to help people.
Science and technology are built by people from many different communities and places.
Code has to be exact — the computer or robot does only what you tell it, nothing more.
Watch out for
- Thinking a robot can guess what you mean instead of following the exact steps.
- Thinking only computers and phones use code.
- Thinking science only happens in a lab, not at home.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 8 skills
Needs and Characteristics of Living Things
Life Systems
Caring for a Healthy Environment
What happens when things are lost
I can describe what could go wrong if living or non-living things are lost.
Official code: B1.1
Actions for a healthy environment
I can name actions that help keep the environment healthy.
Official code: B1.2
Living Things and Their Needs
Living and non-living things are connected
I can show how living and non-living things are connected in nature.
Official code: B2.1
The basic needs of living things
I can name the basic needs of living things.
Official code: B2.2
How body parts help living things meet needs
I can explain how body parts help living things meet their needs.
Official code: B2.3
Parts of the human body and the senses
I can name parts of my body and what they do, including my senses.
Official code: B2.4
What a healthy environment gives us
I can describe a healthy environment and how it helps living things.
Official code: B2.5
How living things help each other
I can describe how living things help meet each other's needs.
Official code: B2.6
The official wording · 8 outcomes
- B1.1
- describe changes or problems that could result from the loss of living and non-living things that are part of everyday life, while taking different perspectives into consideration
- B1.2
- identify actions that can be taken to contribute to a healthy environment
- B2.1
- demonstrate an understanding of the natural environment as a place where living and non-living things are interconnected
- B2.2
- identify the basic needs of living things, including the need for air, water, food, heat, shelter, and space
- B2.3
- identify the physical characteristics of various plants and animals, including humans, and explain how these characteristics help the plants and animals meet their basic needs
- B2.4
- identify the location and the function of various parts of the human body, including sensory organs
- B2.5
- describe the characteristics of a healthy environment, including clean air and water and nutritious food, and how a healthy environment enables living things to meet their needs
- B2.6
- describe ways in which living things provide for the needs of other living things
Key ideas
Living and non-living things around us are part of everyday life, and we depend on many of them.
Living things (plants, animals) and non-living things (water, sunlight, soil, air) are all part of nature.
Losing something, like clean water or a kind of tree, can cause problems for people, animals, and plants.
Living things depend on non-living things, like a plant needing sunlight, water, and soil.
Small everyday actions, like turning off water or picking up litter, help keep the environment healthy.
Watch out for
- Thinking losing one thing affects nobody else.
- Thinking non-living things like water and air aren't important to living things.
- Only thinking about how a loss affects people, not animals or plants.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 8 skills
Energy in Our Lives
Matter and Energy
Using Energy Responsibly
Using energy wisely at home and school
I can describe how we use energy and how to use it wisely.
Official code: C1.1
A day without electricity
I can describe how life would change without electricity.
Official code: C1.2
What Is Energy?
Energy makes things move or change
I can show that energy makes things move or change.
Official code: C2.1
The Sun is Earth's main source of energy
I can explain that the Sun is Earth's main source of energy.
Official code: C2.2
Food gives living things energy
I can explain that food gives living things energy.
Official code: C2.3
Everyday sources of energy
I can name everyday uses of different energy sources.
Official code: C2.4
Energy resources are limited
I can explain that many energy resources are limited.
Official code: C2.5
How we use energy in different seasons
I can describe how energy use changes with the seasons.
Official code: C2.6
The official wording · 8 outcomes
- C1.1
- describe everyday uses of energy at school and at home, and suggest ways to use energy responsibly
- C1.2
- describe how the lives of people and other living things would be affected if electrical energy were no longer available
- C2.1
- demonstrate an understanding that energy is the ability to move or change something
- C2.2
- demonstrate an understanding that the Sun is Earth’s principal source of energy, including how it warms the air, land, and water; is a source of light for Earth; and makes it possible for plants to grow
- C2.3
- identify food as a source of energy for living things
- C2.4
- identify everyday uses of various sources of energy
- C2.5
- demonstrate an understanding that humans get the energy resources they need from the world around them, and that the supply of many of these resources is limited
- C2.6
- describe seasonal differences in how we use energy and in the forms of energy we use
Key ideas
We use energy all day — for lights, heat, cooking, and screens.
Energy is what makes things move or change.
Using energy responsibly means not wasting it, like turning off lights we aren't using.
You can't always see energy, but you can see what it does.
Many things we depend on need electrical energy to work.
Watch out for
- Thinking energy is unlimited and never needs saving.
- Thinking energy is only about electricity.
- Not noticing everyday things that quietly use energy.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 11 skills
Materials, Objects, and Everyday Structures
Structures and Mechanisms
Objects, Materials, and Waste
Kinds of waste we make
I can identify the kinds of waste people make.
Official code: D1.1
A plan to make less waste
I can plan and do an action to make less waste.
Official code: D1.1
Where objects come from and go
I can think about what objects are made of and what happens to them.
Official code: D1.2
Objects, Structures, and Materials
Objects are made of materials
I can describe objects as made of materials.
Official code: D2.1
Structures hold a load
I can identify structures that support a load.
Official code: D2.2
Materials used to make objects
I can identify materials used to make everyday objects.
Official code: D2.3
Describing objects with our senses
I can describe objects using my senses.
Official code: D2.4
What objects are for
I can describe what everyday objects are for.
Official code: D2.5
Why materials are chosen
I can explain why a material is chosen for an object.
Official code: D2.6
Fasteners that hold things together
I can name fasteners and what they're used for.
Official code: D2.7
Materials that come from nature
I can name where materials come from in nature.
Official code: D2.8
The official wording · 11 outcomes
- D1.1
- identify the kinds of waste materials produced by humans
- D1.1
- plan and carry out a course of action for minimizing waste in the classroom or at home, explaining why each action is important
- D1.2
- assess everyday objects, including structures, that have similar purposes, in terms of the materials they are made from, the source of these materials, and what happens to these objects when they are worn out or no longer needed
- D2.1
- describe objects as things that are made of one or more materials
- D2.2
- identify structures that are objects designed to support a load, including those acting as supporting frameworks for objects
- D2.3
- identify materials that are used to make various everyday objects, including structures
- D2.4
- describe observable characteristics of various everyday objects, including structures, using qualitative information gathered through their senses
- D2.5
- describe purposes of everyday objects, including structures
- D2.6
- identify properties of materials that enable the objects made from them to perform their intended function
- D2.7
- identify different kinds of fasteners and describe uses for each
- D2.8
- identify sources in nature of some common materials that are used to make various objects, including structures
Key ideas
People produce many kinds of waste materials every day, like paper, food scraps, and plastic.
Every object is made of one or more materials, like wood, metal, plastic, or cloth.
Noticing what kinds of waste we make is the first step to making less of it.
Some objects use just one material; others use several.
We can plan actions to make less waste, like reusing, recycling, or using less.
Watch out for
- Thinking waste is only one thing, like garbage in a can.
- Thinking an object is made of only one material when it has several.
- Not noticing food scraps or paper as kinds of waste.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 8 skills
Daily and Seasonal Changes
Earth and Space Systems
How Daily and Seasonal Changes Affect Us
Changes and outdoor activities
I can tell how daily and seasonal changes affect outdoor activities.
Official code: E1.1
Changes affect society, environment, and living things
I can tell how daily and seasonal changes affect the world around us.
Official code: E1.2
The Sun, Cycles, and the Seasons
Earth and the Sun make day and seasons
I can explain that Earth and the Sun cause day, night, and seasons.
Official code: E2.1
Cycles are repeating events
I can explain that a cycle is a set of repeating events.
Official code: E2.2
Changes in light and heat from the Sun
I can describe how light and heat from the Sun change.
Official code: E2.3
The four seasons and their weather
I can describe and compare the four seasons and their weather.
Official code: E2.4
How living things change with the seasons
I can describe how living things change to handle the seasons.
Official code: E2.5
How people prepare for the seasons
I can describe how people prepare for the seasons.
Official code: E2.6
The official wording · 8 outcomes
- E1.1
- assess the impact of daily and seasonal changes on human outdoor activities, and identify innovations that enable people to engage in various activities year-round
- E1.2
- assess ways in which daily and seasonal changes have an impact on society, the environment, and living things in the natural environment
- E2.1
- demonstrate an understanding of Earth’s relationship to the Sun and that this relationship results in daily and seasonal changes on Earth
- E2.2
- demonstrate an understanding that a cycle is a series of repeating events, and that cycles can be observed in daily and seasonal changes
- E2.3
- describe the changes in the amount of light and heat from the Sun that occur throughout the day and in the four seasons
- E2.4
- describe and compare the four seasons in terms of the weather, including precipitation and temperature, in their local area
- E2.5
- describe changes in the appearance or behaviour of living things that are adaptations to seasonal changes
- E2.6
- describe how humans prepare for, and respond to, daily and seasonal changes
Key ideas
Daily changes (day/night) and seasonal changes affect what people do outside.
Earth's relationship to the Sun causes daily changes (day and night) and seasonal changes.
Inventions, like indoor rinks or warm clothing, let people do activities all year.
The Sun's light and warmth reach Earth differently through the day and the year.
Daily and seasonal changes affect people, the environment, and living things.
Watch out for
- Thinking the season doesn't change what we do outside.
- Thinking the Sun moves around Earth (rather than Earth turning).
- Not seeing that inventions help us beat the weather.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
The official curriculum
This page follows Ontario’s own curriculum for Science and Technology, Grade 1.
Strands
| Strand | Outcomes | Taught in |
|---|---|---|
| ASTEM Skills and Connections | Outcomes 4 | Taught in Unit 1 |
| BLife Systems | Outcomes 8 | Taught in Unit 2Needs and Characteristics of Living Things |
| CMatter and Energy | Outcomes 8 | Taught in Unit 3Energy in Our Lives |
| DStructures and Mechanisms | Outcomes 10 | Taught in Unit 4Materials, Objects, and Everyday Structures |
| EEarth and Space Systems | Outcomes 8 | Taught in Unit 5Daily and Seasonal Changes |
Study it in MapleMind
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Course Companion
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Questions about Science and Technology, Grade 1
What is Science and Technology, Grade 1?
Ontario’s Grade 1 science course: 5 units and 39 skills, from STEM Skills and Connections to Daily and Seasonal Changes.
What units are in Science and Technology, Grade 1?
1. STEM Skills and Connections, 2. Needs and Characteristics of Living Things, 3. Energy in Our Lives, 4. Materials, Objects, and Everyday Structures and 5. Daily and Seasonal Changes.
Is there a provincial exam for Science and Technology, Grade 1?
No. Ontario gives no provincial exam for Science and Technology, Grade 1.
What comes after Science and Technology, Grade 1?
Science and Technology, Grade 2.
Can MapleMind help with Science and Technology, Grade 1?
Yes. MapleMind teaches every skill of Science and Technology, Grade 1, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.
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