Jennifer E. Lawson 
Hands-On Science and Technology for Ontario, Grade 1 [PDF ebook] 
An Inquiry Approach With STEM Skills and Connections

Introduction to Hands-On Science and Technology for Ontario, Grade 1 1

• Introduction to Hands-On Science and Technology 2


• Program Introduction 2


• The Inquiry Approach to Science and Technology 2


• 21st Century Teaching and Learning 3


• The Goals of the Science and Technology Program 3


• Hands-On Science and Technology Strands and Expectations 4


• Hands-On Science and Technology Fundamental Concepts and Big Ideas 4


• Hands-On Science and Technology Program Principles 5


• Infusing Indigenous Perspectives 5


• Cultural Connections 7


• Land-Based Learning 7


• Technology 7


• Sustainability 7


• Program Implementation 8


• Program Resources 8


• Classroom Environment 11


• Planning Units—Timelines 12


• Classroom Management 12


• Classroom Safety 12


• Scientific Inquiry Skills: Guidelines for Teachers 12


• Observing 12


• Questioning 13


• Exploring 13


• Classifying 13


• Measuring 14


• Communicating, Analyzing, and Interpreting 14


• Predicting 15


• Inferring 15


• Inquiry Through Investigating and Experimenting 15


• Inquiry Through Research 16


• Online Considerations 17


• Addressing Students’ Early Literacy Needs 17


• Technological Problem Solving 17


• Makerspace 18

The Hands-On Science and Technology Assessment Plan 20

• Assessment for Learning 21


• Assessment as Learning 21


• Assessment of Learning 22


• Performance Assessment 23


• Portfolios 23


• Evidence of Student Achievement Levels for Evaluation 24


• Important Note to Teachers 24


• References 25


• Assessment Reproducibles 26


• Achievement Chart for Science & Technology 41

Unit 1: Needs and Characteristics of Living Things 43

• Introduction 44


• Unit Overview 47


• Curriculum Correlation 48


• Resources for Students 50


• Websites and Online Videos 52


• 1 What Do We Know About Living Things? 54


• 2 How Are Living and Nonliving Things Different? 59


• 3 What Parts Make Up the Human Body? 64


• 4 How Are Human Features Unique? 68


• 5 What Is Inside the Human Body? 72


• 6 What Do We Need to Eat to Stay Healthy? 77


• 7 What Do We Know About Our Five Senses? 81


• 8 Which Body Part Is Related to Each of the Five Senses? 87


• 9 How Do Our Senses Protect Us, and How Can We Protect Our Senses? 90


• 10 What Are the Needs of Living Things? 95


• 11 How Do Animals Meet Their Needs in Their Local Environments? 99


• 12 What Do Plants Need to Stay Alive and Healthy? 104


• 13 How Do Plants and Animals Work Together in the Environment? 108


• 14 How Do We Maintain a Healthy Environment for All Living Things? 112


• 15 Which Jobs and Hobbies Involve Plants and Animals? 119


• 16 Inquiry Project: What More Do We Want to Know About Plants or Animals? 123

Unit 2: Materials, Objects, and Everyday Structures 127

• Introduction 128


• Unit Overview 131


• Curriculum Correlation 132


• Resources for Students 133


• Websites and Online Videos 134


• 1 What Do We Know About Objects and Materials? 135


• 2 How Can We Describe Objects and Materials? 140


• 3 How Can We Sort Objects and Materials? 144


• 4 Why Are Some Materials Better Than Others for Certain Jobs? 148


• 5 How Can Different Materials Be Used to Construct Objects? 153


• 6 How Do We Decide Which Materials Are Best to Do a Job? 157


• 7 Why Is It Important to Choose the Right Material for the Job? 162


• 8 What Kinds of Waste Do We Produce in the Classroom? 166


• 9 How Can We Build Objects With Recycled Materials? 170


• 10 What Can We Learn About Structures in the School? 174


• 11 What Can We Learn About Natural Structures? 178


• 12 Inquiry Project: How Can We Make a Model Playground? 181

Unit 3: Energy in Our Lives 185

• Introduction 186


• Unit Overview 189


• Curriculum Correlation 190


• Resources for Students 191


• Websites and Online Videos 192


• 1 What Do We Know About Energy? 194


• 2 How Do We Know We Get Energy From the Sun? 199


• 3 How Do Living Things Get Energy? 203


• 4 What Are Some Everyday Uses of Energy? 208


• 5 How Do We Use Energy Safely? 213


• 6 What Happens When Energy Is Lost? 218


• 7 How Can We Save Electricity? 221


• 8 How Do We Use Energy Throughout the Seasons? 224


• 9 Inquiry Project: How Can We Design and Build Devices That Use Energy? 228

Unit 4: Daily and Seasonal Changes 233

• Introduction 234


• Unit Overview 237


• Curriculum Correlation 238


• Resources for Students 239


• Websites and Online Videos 241


• 1 What Do We Already Know About Daily and Seasonal Changes? 243


• 2 How Do We Put Events in a Sequence? 249


• 3 Is There a Sequence to Our Daily Activities? 254


• 4 What Are Some Differences Between Day and Night? 258


• 5 What Are Our Weekly Routines? 264


• 6 How Are the Months of the Year the Same and Different? 268


• 7 How Do We Know the Sun Gives Us Heat? 273


• 8 How Does the Size of Our Shadow Change Throughout the Day? 278


• 9 How Does the Temperature Change Throughout the Day? 283


• 10 How Do Seasonal Changes Affect Plants? 287


• 11 What Is a Good Design for a Bird Feeder? 293


• 12 Which Activities Do People Do During Different Seasons? 297


• 13 Which Characteristics of Shelters Make Them Safe Throughout the Seasons? 301


• 14 Inquiry Project: How Do Seasonal Changes Affect Animals? 305


• References 309

Appendix: Image Banks 311
About the Contributors 322