Air Quality Health Index classroom kit, grades 5 and 6, environment: chapter 23


National curriculum outcomes or expectations

Students will be expected to:

Alberta

Grade 5 Topic D - Weather Watch

  • Recognize that human actions can affect climate, and identify human actions that have been linked to the greenhouse effect.

British Columbia

Grade 5

  • Analyse how B.C.’s living and non-living resources are used;
  • Describe potential environmental impacts of using B.C.’s living and non-living resources;
  • Analyze how the Aboriginal concept of interconnectedness of the environment is reflected in responsibility for and caretaking of resources.

Grade 6

  • Differentiate between renewable and non-renewable methods of producing electrical energy.

Manitoba

Grade 5, Cluster 1: Maintaining a Healthy Body

  • 5-1-15 Explain how human health may be affected by lifestyle choices and natural-and human-caused environmental factors. GLO: B3, B5, C4, D1

Grade 6, Cluster 3: Electricity

  • 6-3-1 Identify renewable and non-renewable sources of electrical energy, and discuss advantages and disadvantages of each. GLO: B5, E4

New Brunswick

Grade 5, Earth and Space Science: Weather; Environmental Issues

  • Identify examples of weather phenomena that are currently being studied (105-1);
  • Identify positive and negative effects of technologies that affect weather and the environment (108-1);
  • Describe how studies of the depletion of the ozone layer, global warming and the increase in acid rain have led to new inventions and stricter regulations on emissions from cars, factories, and other polluting technologies (106-4).

Grade 6, Physical Science: Electricity

  • Identify and investigate various methods of generating electricity (past, present and future), and describe some ways in which these methods affect the environment (303-28, 105-3, 108-8);
  • Identify and explain sources of electricity as renewable or non-renewable (303-29);
  • Identify and explain different factors that could lead to a decrease in electrical energy consumption in the home and at school, and how this will help protect the environment (108-5, 303-30).

Newfoundland and Labrador

Grade 6 Physical Science: Electricity

  • Identify and explain sources of electricity as renewable or nonrenewable;
  • Identify and explain different factors that could lead to a decrease in electrical energy consumption in the home and at school.

Northwest Territories

Grade 5: Conservation of Energy

  • Distinguish between a renewable and non-renewable source of energy;
  • Demonstrate an understanding of the importance of conservation of energy in relation to the wise use of renewable and non-renewable energy sources;
  • Identify the forms of energy (e.g., mechanical, electrical) used in the home, school, and community and identify the energy source for each (e.g., wood, coal, moving water).

Grade 6 Electricity: Energy and Control

  • Identify uses of electricity in the home and community and evaluate the impact of these uses on both our quality of life and the environment;
  • Identify the different ways electricity is produced and evaluate the effect of different production methods on natural resources and living things in the environment.

Nova Scotia

Grade 5, Earth and Space Science: Weather; Environmental Issues

  • Identify examples of weather phenomena that are currently being studied (105-1);
  • Identify positive and negative effects of technologies that affect weather and the environment (108-1).

Grade 6, Physical Science: Electricity; Consumption and Conservation

  • Explain various methods by which electricity is generated, including renewable and non-renewable (105-3,303-28, 303-29);
  • Describe how our actions could lead to reducing electrical energy consumption in our environment (108-5, 108-8, 303-30, 106-3).

Nunavut

Grade 5: Conservation of Energy

  • Distinguish between a renewable and non-renewable source of energy;
  • Demonstrate an understanding of the importance of conservation of energy in relation to the wise use of renewable and non-renewable energy sources;
  • Identify the forms of energy (e.g., mechanical, electrical) used in the home, school, and community and identify the energy source for each (e.g., wood, coal, moving water).

Grade 6: Electricity, Energy and Control

  • Identify uses of electricity in the home and community and evaluate the impact of these uses on both our quality of life and the environment;
  • Identify the different ways electricity is produced and evaluate the effect of different production methods on natural resources and living things in the environment.

Ontario

Energy and Control: Grade 5 - Conservation of Energy

Overall Expectation:

  • Demonstrate an understanding of the importance of conservation of energy in relation to the wise use of renewable and non-renewable energy sources.

Specific Expectations:

  • Distinguish between a renewable and a non-renewable source of energy;
  • Formulate questions about and identify needs and problems related to protection of the natural environment, and explore possible answers and solutions;
  • Describe how we use different natural resources as sources of energy and evaluate the effect of their use on natural and human-made environments.

Energy and Control: Grade 6 - Electricity

Overall Expectation:

  • Identify uses of electricity in the home and community and evaluate the impact of these uses on both our quality of life and the environment.

Specific Expectations:

  • Formulate questions about and identify needs and problems related to the properties or uses of electrical energy;
  • Identify sources of electricity and state whether the sources are renewable or non-renewable.

Prince Edward Island

Grade 5, Earth and Space Science: Weather; Environmental Issues

  • Identify examples of weather phenomena that are currently being studied (105-1);
  • Identify positive and negative effects of technologies that affect weather and the environment (108-1);
  • Describe how studies of the depletion of the ozone layer, global warming and the increase in acid rain have led to new inventions and stricter regulations on emissions from cars, factories, and other polluting technologies (106-4).

Grade 6, Physical Science: Electricity

  • Identify and investigate various methods of generating electricity (past, present and future), and describe some ways in which these methods affect the environment (303-28, 105-3, 108-8);
  • Identify and explain sources of electricity as renewable or non-renewable (303-29);
  • Identify and explain different factors that could lead to a decrease in electrical energy consumption in the home and at school, and how this will help protect the environment (108-5, 303-30).

Quebec

Essential Knowledges: Cycle 2 and 3 - Earth and Space

Competency #1:

  • To propose explanations for or solutions to scientific or technological problems.

Energy, Sources of Energy (Cycle 2 and 3)

Transformation of Energy

  • Renewable forms of energy (Cycle 2);
  • Non-renewable forms of energy (Cycle 3).

Saskatchewan

Grade 5, Physical Science: Weather (WE)

  • WE5.3 (Indicator C) Analyze the impact of weather on society and the environment, including technologies that help humans address weather conditions.

Grade 6, Physical Science: Understanding Electricity (EL)

  • EL6.1 Assess personal, societal, economic, and environmental impacts of electricity use in Saskatchewan and propose actions to reduce those impacts. [CP, DM]

Yukon

Grade 5

  • Analyze how the Yukon’s living and non-living resources are used;
  • Analyze how the Aboriginal concept of interconnectedness of the environment is reflected in responsibility for and caretaking of resources;
  • Describe potential environmental impacts of using the Yukon’s living and non-living resources.
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