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We acknowledge that this land is a traditional meeting ground giving voice to its original peoples and the story of creation of this country in a way that history has forgotten.  \n“Canada's Indigenous people looked to the sky for guidance in practical endeavours but also spiritual identity. They look to the sky as a map, clock and calendar for thousands of years. The movement of celestial objects were observed and followed using the stars as a compass, for orientation and direction.”(ROA, University of Calgary)  \nTipiskawi Kisik: Night Sky Star Stories by Wilfred Buck  \nAgenda  \n1. The New and Old Science Curriculum  \n\n|  |\n| --- |\n| 2. What do Students need to Know? |\n| 3. What do Students need to be able to Do? |\n| 4. What do Students need to Know Understand? |\n| 5. Planning for Instruction (Surface-Deep-Transfer) |\n| 6. Sample Surface Level Activities |\n| 7. Sample Deep Level Activities |\n| 8. Transfer/Assessment |\n|  |\n\n9. Resources  \nPrevious Science Curriculum: Topics  \nGR. 1  \nGR. 2  \nGR. 3  \nGR. 4  \nGR. 5  \nGR. 6  \n\n| Seasonal Changes | Needs of Animals and\u003Cbr>Plants | Creating Colour | Building Things | Senses |\n| --- | --- | --- | --- | --- |\n| Small Crawling and Flying Animals | Buoyancy and Boats | Magnetism | Exploring Liquids | Hot and Cold\u003Cbr>Temperature |\n| Building with a Variety of\u003Cbr>Materials | Testing Materials and Designs | Rocks and Minerals | Hearing and Sound | Animal Life Cycles |\n| Building Devices and Vehicles | Light and Shadows | Plant Growth and Changes | Waste and Our World | Wheels and Levers |\n| Electricity and Magnetism | Mechanisms using Electricity | Classroom Chemistry | Weather Watch | Wetlands Ecosystems |\n| Air and Aerodynamics | Flight | Sky Science | Evidence and\u003Cbr>Investigation | Trees and Forests |\n\n4  \nsilo by Hey Rabbit from Noun Project (CC BY 3 .0)  \nMatter  \n5  \nEnergy Earth  \nSystems  \nsilo by Hey Rabbit from Noun Project (CC BY 3 .0)  \nLiving Systems  \nSpace (Gr. 4-6)  \narrows by Kali Vector from Noun Project (CC BY 3 .0)  \nComputer Science  \nScientific Methods (Gr. 1-6)  \npipeline by wira wianda from Noun Project (CC BY 3 .0)  \nNew Curriculum Structure  \nKnowledge Understanding Skills  \nMatter  \n6  \nEnergy Earth  \nSystems  \nsilo by Hey Rabbit from Noun Project (CC BY 3 .0)  \nLiving Systems  \nSpace (Gr. 4-6)  \narrows by Kali Vector from Noun Project (CC BY 3 .0)  \nComputer Science  \nScientific Methods (Gr. 1-6)  \npipeline by wira wianda from Noun Project (CC BY 3 .0)  \nLearner Outcome:  \nStudents investigate and interpret astronomical phenomena.  \nGuiding Question  \nHow are astronomical phenomena observed and interpreted?  \nKNOWLEDGE  \nWhat Do Students Need to Know?  \nKNOWLEDGE  \nConcept Knowledge  \nStudents need to know certain concepts and their attributes related to space such as star and constellation. Some concepts are related to skills such as a prediction.  \nFacts  \nFacts are objective, verifiable pieces of information about the world such as “Earth revolves around the sun.”  \nSkill/Procedure Knowledge  \nStudents need to know how to do certain skills and procedures such as the steps inan investigation, how to sort, or how to compare.  \nKNOWLEDGE  \nGrade 4  \nScience:Space Concept Map  \n“Grasping the structure of a subject is understanding it in a way that permits many other things to be related to it meaningfully. To learn the structure in short, is to learn how things are related.”  \n-Jerome Bruner  \nKNOWLEDGE  \nGrade 5  \nScience:Space Concept Map  \n“Grasping the structure of a subject is understanding it in a way that permits many other things to be related to it meaningfully. To learn the structure in short, is to ","cbCain4cHdYtwwzV","https://ap.wps.com/l/cbCain4cHdYtwwzV","pdf",10704449,79,"English","# The New and Old Science Curriculum\n# What do Students need to Know?\n# What do Students need to be able to Do?\n# What do Students need to Know Understand?\n# Planning for Instruction (Surface-Deep-Transfer)\n# Sample Surface Level Activities\n# Sample Deep Level Activities\n# Transfer/Assessment\n# Resources","[{\"question\":\"What is the key learner outcome for the Space unit?\",\"answer\":\"Students investigate and interpret astronomical phenomena. The guiding question asks how astronomical phenomena are observed and interpreted.\"},{\"question\":\"What topics are covered under “What do Students need to Know”?\",\"answer\":\"Students focus on concept knowledge (e.g., stars and constellations), facts that can be verified, and skill/procedure knowledge used in investigations such as predicting and sorting.\"},{\"question\":\"How does the agenda structure instruction and activities?\",\"answer\":\"It uses a surface-deep-transfer approach, including sample surface-level activities, sample deep-level activities, and an assessment/transfer step.\"}]","New Science Curriculum - Grade 5 - Space | PDF",1790914557,199]