Introduction to Hands-On Science and Technology for Ontario, Grade 11

• 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 HealthyEnvironment 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