Preservice teachers, Environmental Concerns,and a Christian Perspective Doug Hayhoe, Tyndale Unive...
Tyndale department of education Christian university, authorized by Ontario to graduate one-year Bachelor of Education s...
The commonplaces Preservice teachers  30 primary-junior (PJ) teachers (K-Gr. 6)  30 junior-intermediate (JI) teache...
Ontario’s K-10 Curriculum forScience & Technology Gr. Life Systems Structures & Matter & Earth & ...
Grade Life Systems Structures & Matter & Energy Earth & Space Mechanisms 1 ...
Grade Life Systems Structures & Matter & Energy Earth & Space Mechanisms 1 ...
Grade Life Systems Structures & Matter & Energy Earth & Space Mechanisms 1 ...
The context Leadership in the environmental movement has often been provided by those of little faith, or little Chr...
Jeremiah’s World “But God made the earth by his power; he founded the world by his wisdom and stretched out the heavens by...
Jeremiah’s World “But God made the earth by his power; he founded the world by his wisdom and stretched out the heavens by...
Jeremiah’s World “But God made the earth by his power; he founded the world by his wisdom and stretched out the heavens by...
Jeremiah’s World “But God made the earth by his power; he founded the world by his wisdom and stretched out the heavens by...
Jeremiah’s World “But God made the earth by his power; he founded the world by his wisdom and stretched out the heavens by...
The challenge To develop a Christian framework for focusing on environmental concerns in a science methods course with ...
Grade Life Systems Structures & Matter & Energy Earth & Space Mechanisms 1 ...
Focus in science methods courses With PJ preservice teachers (Gr. K-6)  Soils (Grade 3 unit)  Conservation of ...
Focus in science methods courses With PJ preservice teachers (K- Gr. 6)  Soils (Grade 3 unit)  Conservation ...
Focus in science methods courses With PJ preservice teachers (K- Gr. 6)  Soils (Grade 3 unit)  Conservation ...
Focus in science methods courses With PJ preservice teachers (K- Gr. 6)  Soils (Grade 3 unit)  Conservation ...
Focus in science methods courses With PJ preservice teachers (K- Gr. 6)  Soils (Grade 3 unit)  Conservation ...
Sample item: soils (Gr. 3)2. It usually takes how many years to form 1 cm oftopsoil? a) 1-10 months b) 1-10 years ...
Sample item: energy (Gr. 5)23. Which of the following decisions would save theaverage family the most energy? a) Replace...
Sample item: water (Gr. 8)20. Water that becomes groundwater a) Typically occurs as underground lakes and rivers b) Ex...
Sample item: climate change (Gr. 10)16. Over the past century, the average surface temperature of Earth’s oceans a) h...
Pre-post results: soils & energy PJ teachers wrote a multiple ...
Pre-post results: water & climate chg JI teachers wrote a survey ...
Ontario’s K-10 Curriculum forScience & Technology A NEW BIG IDEA IN THE CURRICULUM Sustainability is the concept of ...
Stewardship and sustainability – anew BIG IDEA?“The custody of the garden was given in charge toAdam, to show that we poss...
PJ Focus Group Interviews1. Why do you think soil is an important topic for students to learn about?2. Which key concept...
PJ Focus Group Interviewsl Why do you think soil is an important topic for students to learn about?l Which key conc...
Answer – an analogy from nature“Life is based on death and in order for life tohappen there needs to be death and so I mad...
Answer – ethical considerations“Ethically we have to start thinking about whatare we putting into the soil. Do we really n...
Answer – ethical coming out of faith-based considerations “I think the ethical component comes out of the faith-b...
Answer – created by God, so weneed to take care of it“My last placement was in a Catholic board, so Icould speak about fai...
Answer – an awe for God’s creation “I love the term stewardship because that in itself is a Biblical term. Because G...
Answer – an awe for God’s creation (continued) “you just have this awe and wonder for the world which carries on int...
Answer – take care of the earth“We always say that God wants me to do this, butthe first thing he said to any human was to...
A PJ student at a secular university “I wouldn’t say faith-based …Umbrella Christianity, and depending who you talk ...
JI Focus Group Interviewsl Describe the water cycle.l Why is water a looming environmental issue, when the Earth ha...
Answer – ethical considerations #1“I think on an ethical basis we are all people wholive on the earth. The planet belongs ...
Answer – inform ourselves, first “I think we have to inform ourselves, first and foremost, and then bring that to li...
Answer – ethical considerations #2“I’d like to take a holistic approach. And I thinkthat all three of those can inter-play...
Answer – Biblical considerations [Question: Do you think there is a commandment that says, ‘take water to poor count...
Answer – Biblical considerations[Question: Do you think there is a commandmentthat says, ‘take water to poor countries”?]“...
Answer – more ethical than faith- based [Q: What does sustainability & stewardship mean?]”””
Answer – more ethical than faith-based[Q: What does sustainability & stewardship mean?]“I would say it is more ethical …wh...
Answer – more ethical than faith-based[Q: What does sustainability & stewardship mean?]“I would say it is more ethical …wh...
Answer – for Christians, faith-based “I also hear what Olga and Jack have said that there are those who do not hold ...
Key ideas of preservice teachers: Stewardship is not just a faith-based concept Sustainability is not just a secular c...
Approaching the issue negatively Calvin de Witt’s 7 Degradationsl Climate change caused by greenhouse gasesl Land a...
Approaching the issue positively Calvin de Witt’s 7 Provisions for Creationl Earth’s energy exchange with the sun and...
Grade Life Systems Structures & Matter & Energy Earth & Space Mechanisms 1 ...
Grade Life Systems Structures & Matter & Energy Earth & Space Mechanisms 1 ...
Our Creator’s unique gifts to us:1. The universe, a unique energy environment for Earth2. Earth’s unique atmosphere fo...
Grade Life Systems Structures & Matter & Earth & Space Mechanisms Energy 1 ...
Grade Life Systems Structures & Matter & Earth & Space (biotic Mechanism Energy ...
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Preservice Teachers Environmental Concerns

Doug Hayhoe
Published on: Mar 4, 2016
Published in: Education      Technology      
Source: www.slideshare.net


Transcripts - Preservice Teachers Environmental Concerns

  • 1. Preservice teachers, Environmental Concerns,and a Christian Perspective Doug Hayhoe, Tyndale University College & Seminary, Toronto, ON, Canada
  • 2. Tyndale department of education Christian university, authorized by Ontario to graduate one-year Bachelor of Education students Preservice teachers don’t sign a statement of faith, as faculty do, but agree to follow lifestyle code. Of the 60-70 teachers, some 1/3 are evangelical, 1/3 Catholic, and 1/3 other, including no faith
  • 3. The commonplaces Preservice teachers  30 primary-junior (PJ) teachers (K-Gr. 6)  30 junior-intermediate (JI) teachers (Gr. 4-10) Science & technology methods course  Knowledge: understanding of concepts  Skills: inquiry, investigation, & communication skills  Relating science & tech. to society & the environment Provincial focus in Ontario  The Environment
  • 4. Ontario’s K-10 Curriculum forScience & Technology Gr. Life Systems Structures & Matter & Earth & Mechanisms Energy Space 1 2 3 4 5 6 7 8 9 10
  • 5. Grade Life Systems Structures & Matter & Energy Earth & Space Mechanisms 1 Ontario’s K-10& Scienceour Living things Materials Structures Energy in Lives & Daily & Seasonal Changes 2 Technology CurriulumLiquids Animals Movement Solids & Air & Water in the Environment 3 Plants Structures Forces Soils in the Environment 4 Habitats Pulleys and gears Light & Sound Rocks & Minerals 5 Human body Structures Chemical Changes Conservation of Energy 6 Biodiversity Flight Electricity Space (Astronomy) 7 Ecosystems Form & Function Solutions Heat in the Environment 8 The cell Systems Fluids Water Systems 9 Ecosystems Electricity Atoms Space (Astronomy) 10 Tissues & Organs Light & Optics Chemical Climate Change Reactions
  • 6. Grade Life Systems Structures & Matter & Energy Earth & Space Mechanisms 1 Ontario’s K-10& Scienceour Living things Materials Structures Energy in Lives & Daily & Seasonal Changes 2 Technology CurriulumLiquids Animals Movement Solids & Air & Water in the Environment 3 Plants Structures Forces Soils in the Environment 4 Habitats Pulleys and gears Light & Sound Rocks & Minerals 5 Human body Structures Chemical Changes Conservation of Energy 6 Biodiversity Flight Electricity Space (Astronomy) 7 Ecosystems Form & Function Solutions Heat in the Environment 8 The cell Systems Fluids Water Systems 9 Ecosystems Electricity Atoms Space (Astronomy) 10 Tissues & Organs Light & Optics Chemical Climate Change Reactions
  • 7. Grade Life Systems Structures & Matter & Energy Earth & Space Mechanisms 1 Ontario’s K-10& Scienceour Living things Materials Structures Energy in Lives & Daily & Seasonal Changes 2 Technology CurriulumLiquids Animals Movement Solids & Air & Water in the Environment 3 Plants Structures Forces Soils in the Environment 4 Habitats Pulleys and gears Light & Sound Rocks & Minerals 5 Human body Structures Chemical Changes Conservation of Energy 6 Biodiversity Flight Electricity Space (Astronomy) 7 Ecosystems Form & Function Solutions Heat in the Environment 8 The cell Systems Fluids Water Systems 9 Ecosystems Electricity Atoms Space (Astronomy) 10 Tissues & Organs Light & Optics Chemical Climate Change Reactions
  • 8. The context Leadership in the environmental movement has often been provided by those of little faith, or little Christian faith. Our natural environment, however, is a very much a part of God’s creation. My own research in science education as a Christian focuses on soil, air, water, and energy. Classical Greek and Egyptian thought talked about four elements: earth, air, water, and fire.
  • 9. Jeremiah’s World “But God made the earth by his power; he founded the world by his wisdom and stretched out the heavens by his understanding. When he thunders, the waters in the heavens roar; he makes clouds rise from the ends of the earth; he sends lightning with the rain and brings out the wind from his storehouses.” Jer. 10:12-13; 51:15-16
  • 10. Jeremiah’s World “But God made the earth by his power; he founded the world by his wisdom and stretched out the heavens by his understanding. When he thunders, the waters in the heavens roar; he makes clouds rise from the ends of the earth; he sends lightning with the rain and brings out the wind from his storehouses.” Jer. 10:12-13; 51:15-16
  • 11. Jeremiah’s World “But God made the earth by his power; he founded the world by his wisdom and stretched out the heavens by his understanding. When he thunders, the waters in the heavens roar; he makes clouds rise from the ends of the earth; he sends lightning with the rain and brings out the wind from his storehouses.” Jer. 10:12-13; 51:15-16
  • 12. Jeremiah’s World “But God made the earth by his power; he founded the world by his wisdom and stretched out the heavens by his understanding. When he thunders, the waters in the heavens roar; he makes clouds rise from the ends of the earth; he sends lightning with the rain and brings out the wind from his storehouses.” Jer. 10:12-13; 51:15-16
  • 13. Jeremiah’s World “But God made the earth by his power; he founded the world by his wisdom and stretched out the heavens by his understanding. When he thunders, the waters in the heavens roar; he makes clouds rise from the ends of the earth; he sends lightning with the rain and brings out the wind from his storehouses.” Jer. 10:12-13; 51:15-16
  • 14. The challenge To develop a Christian framework for focusing on environmental concerns in a science methods course with preservice teachers, which compliments the secular science curriculum they will be teaching from in school. The environment is a key focus in the province of Ontario, with sustainability a “big idea”
  • 15. Grade Life Systems Structures & Matter & Energy Earth & Space Mechanisms 1 Ontario’s K-10& Scienceour Living things Materials Structures Energy in Lives & Daily & Seasonal Changes 2 Technology CurriulumLiquids Animals Movement Solids & Air & Water in the Environment 3 Plants Structures Forces Soils in the Environment 4 Habitats Pulleys and gears Light & Sound Rocks & Minerals 5 Human body Structures Chemical Changes Conservation of Energy 6 Biodiversity Flight Electricity Space (Astronomy) 7 Ecosystems Form & Function Solutions Heat in the Environment 8 The cell Systems Fluids Water Systems 9 Ecosystems Electricity Atoms Space (Astronomy) 10 Tissues & Organs Light & Optics Chemical Climate Change Reactions
  • 16. Focus in science methods courses With PJ preservice teachers (Gr. K-6)  Soils (Grade 3 unit)  Conservation of Energy (Grade 5 unit)
  • 17. Focus in science methods courses With PJ preservice teachers (K- Gr. 6)  Soils (Grade 3 unit)  Conservation of Energy (Grade 5 unit) With JI preservice teachers (Gr. 4-10)  Water Systems (Grade 8 unit)  Climate Change (Grade 10 unit)
  • 18. Focus in science methods courses With PJ preservice teachers (K- Gr. 6)  Soils (Grade 3 unit)  Conservation of Energy (Grade 5 unit) With JI preservice teachers (Gr. 4-10)  Water Systems (Grade 8 unit)  Climate Change (Grade 10 unit)Q1. What is their initial level of conceptual understanding?
  • 19. Focus in science methods courses With PJ preservice teachers (K- Gr. 6)  Soils (Grade 3 unit)  Conservation of Energy (Grade 5 unit) With JI preservice teachers (Gr. 4-10)  Water Systems (Grade 8 unit)  Climate Change (Grade 10 unit)Q1. What is their initial level of conceptual understanding?Q2. Can this be improved with course activities?
  • 20. Focus in science methods courses With PJ preservice teachers (K- Gr. 6)  Soils (Grade 3 unit)  Conservation of Energy (Grade 5 unit) With JI preservice teachers (Gr. 4-10)  Water Systems (Grade 8 unit)  Climate Change (Grade 10 unit)Q1. What is their initial level of conceptual understanding?Q2. Can this be improved with course activities?Q3. Will this also affect their stewardship concerns?
  • 21. Sample item: soils (Gr. 3)2. It usually takes how many years to form 1 cm oftopsoil? a) 1-10 months b) 1-10 years c) 100-1000 years d) 1-10 million years
  • 22. Sample item: energy (Gr. 5)23. Which of the following decisions would save theaverage family the most energy? a) Replace all the incandescent light bulbs with fluorescent light bulbs b) Buy all new energy-efficient appliances c) Only buy fruit and vegetables grown near where you live d) Trade in a large family car for a compact electric car
  • 23. Sample item: water (Gr. 8)20. Water that becomes groundwater a) Typically occurs as underground lakes and rivers b) Exists in the spaces between soil and rock particles
  • 24. Sample item: climate change (Gr. 10)16. Over the past century, the average surface temperature of Earth’s oceans a) has risen significantly b) has stayed approximately the same
  • 25. Pre-post results: soils & energy PJ teachers wrote a multiple choice survey on soils and on energy with 25 items each. The random score would be 25%.
  • 26. Pre-post results: water & climate chg JI teachers wrote a survey on climate change and water with 45 binary choice items each. The random score would be 50%.
  • 27. Ontario’s K-10 Curriculum forScience & Technology A NEW BIG IDEA IN THE CURRICULUM Sustainability is the concept of meeting the needs of the present without compromising the ability of future generations to meet their needs. Stewardship involves understanding that we need to use and care for the natural environment in a responsible way and making the effort to pass on to future generations no less than what we have access to ourselves.
  • 28. Stewardship and sustainability – anew BIG IDEA?“The custody of the garden was given in charge toAdam, to show that we possess the things whichGod has committed to our hands, on the condition,that being content with the frugal and moderateuse of them, we should take care of what shallremain. Let him who possesses a field, so partakeof its yearly fruits, that he may not suffer theground to be injured by his negligence; but let himendeavor to hand it down to posterity as hereceived it, or even better cultivated.”
  • 29. PJ Focus Group Interviews1. Why do you think soil is an important topic for students to learn about?2. Which key concepts about soil should students learn?3. What should we be doing to conserve energy as teachers, students, adults, world citizens?
  • 30. PJ Focus Group Interviewsl Why do you think soil is an important topic for students to learn about?l Which key concepts about soil should students learn?l What should we be doing to conserve energy as teachers, students, adults, world citizens?l What perspectives inform your answer? In terms of scientific, ethical, faith-based?
  • 31. Answer – an analogy from nature“Life is based on death and in order for life tohappen there needs to be death and so I madean analogy that in order for us to have life and tohave oxygen there needs to be a de-compositioncycle that goes on. [When] things in the soil arein the process of dying, that gives life … thatleads [to] as teachers we are going to have toput certain behaviors to death in our classroomsso that we can then have life with our students ”
  • 32. Answer – ethical considerations“Ethically we have to start thinking about whatare we putting into the soil. Do we really needtomatoes that are so large, is it changing the waythe soil is made, is it changing the de-composition, is it changing the way the humus isin the soil for us to be creating crops that aresurviving? ”
  • 33. Answer – ethical coming out of faith-based considerations “I think the ethical component comes out of the faith-based. Because we feel that, you know, this world is given to you by God and he created it for you. He wants you to take from it but also give back to it, care for it, nurture it and pass it on to the next generation. Those are the underlying values that inform the ethical … we are supposed to take care of the earth for ethical reasons, but it comes to, I think, a faith-based reason.””
  • 34. Answer – created by God, so weneed to take care of it“My last placement was in a Catholic board, so Icould speak about faith openly. So, a lot ofconversation did come back to that God createdthis beautiful world for us. He created plants andthe soil and we need to take care of it. There wasconversation with children – you know, Godmade this for us, so we have to take care of it.He made us, so we have to take care ofourselves. So there was ownership there.”
  • 35. Answer – an awe for God’s creation “I love the term stewardship because that in itself is a Biblical term. Because God tells us to be good stewards of the earth and so that’s a task that he has given us. So, absolutely it is faith- based and to instill a love for the earth in our students and to instill a wonder for what they are seeing … that is something that you did and I really appreciate it in science” (continued)”
  • 36. Answer – an awe for God’s creation (continued) “you just have this awe and wonder for the world which carries on into your students because when we have that same wonder, then they are going to want to learn more and learn … and hopefully they will want to learn more about how we can protect in the best manner possible … that’s why God put us here for. He gave us the gift and we have to respect that gift.””
  • 37. Answer – take care of the earth“We always say that God wants me to do this, butthe first thing he said to any human was to takecare of the earth. So often we forget that, andthere are Christians who say, well, Christ iscoming back so we can use up whateverresources we want because the world is going toend anyways … When they say that, you aremissing the whole section where God gave it tous as a gift and we have to respect that and wehave to fear God too. ”
  • 38. A PJ student at a secular university “I wouldn’t say faith-based …Umbrella Christianity, and depending who you talk to, some may yes, others no. That’s a hard one. As far as ethical, same thing. What’s ethical to you might not be ethical to me … People get backed into a corner when you talk ethics, morals, or faith. But if the ministry angles it from the scientific, factual basis, you are giving people less opportunity to argue it isn’t important.”
  • 39. JI Focus Group Interviewsl Describe the water cycle.l Why is water a looming environmental issue, when the Earth has so much water?l Explain why Earth’s average global temperature is rising?l What obligations do we have as teachers, students, adults, world citizens?l What perspectives inform your answer? In terms of scientific, ethical, faith-based?
  • 40. Answer – ethical considerations #1“I think on an ethical basis we are all people wholive on the earth. The planet belongs to everyoneand though we have enough in Canada, we arespoiled because we have this natural source ofwater that we take for granted that it will alwaysbe there and that it is ours.”
  • 41. Answer – inform ourselves, first “I think we have to inform ourselves, first and foremost, and then bring that to life in the classroom. Not only in terms of instruction but also in what we do in day to day life at school.”””
  • 42. Answer – ethical considerations #2“I’d like to take a holistic approach. And I thinkthat all three of those can inter-play with eachother. My faith-base motivates me to act ethicallyand I use the science to back it up.” (to becontinued)
  • 43. Answer – Biblical considerations [Question: Do you think there is a commandment that says, ‘take water to poor countries”?]”
  • 44. Answer – Biblical considerations[Question: Do you think there is a commandmentthat says, ‘take water to poor countries”?]“No, it says ‘do unto other as you would havethem do unto you’ and another commandment‘love you neighbor as yourself’ and my faithcommands me to be a good steward of the earthas well. So, stewardship is another part of thescience curriculum here in Ontario and so I thinkwe need to practice this. So I see it as a holisticpiece.”
  • 45. Answer – more ethical than faith- based [Q: What does sustainability & stewardship mean?]”””
  • 46. Answer – more ethical than faith-based[Q: What does sustainability & stewardship mean?]“I would say it is more ethical …what you are doingeffects the person next to you. You don’t need tobe someone of a particular faith to realize that isnot being fair. So, I think it is more ethical than faithbased. Because even if you have no religion –like, you don’t have anything that you are holdingonto, that in itself that you’re being concernedabout the next human being is coming more froman ethical point of view rather than faith.”
  • 47. Answer – more ethical than faith-based[Q: What does sustainability & stewardship mean?]“I would say it is more ethical …what you are doingeffects the person next to you. You don’t need tobe someone of a particular faith to realize that isnot being fair. So, I think it is more ethical than faithbased. Because even if you have no religion –like, you don’t have anything that you are holdingonto, that in itself that you’re being concernedabout the next human being is coming more froman ethical point of view rather than faith.”
  • 48. Answer – for Christians, faith-based “I also hear what Olga and Jack have said that there are those who do not hold to a faith basis, but if you are a teacher with a faith basis, that is motivating for you to educate your students and their families about climate change and the environment. It does motivate, and those who do have a faith basis should be motivated by that because we do know that it has been given to us to take care of and it is a pleasure to take care of it.””
  • 49. Key ideas of preservice teachers: Stewardship is not just a faith-based concept Sustainability is not just a secular concept Ethical and faith-based reasons support each other Having a wonder for creation links to caring for it Creation also has lessons for us to appreciate Stewardship goes back to Genesis, but the two great commandments were emphasized by Christ We have to be informed before being transformed
  • 50. Approaching the issue negatively Calvin de Witt’s 7 Degradationsl Climate change caused by greenhouse gasesl Land and soil degradationl Deforestationl Extinction of speciesl Water degradationl Global toxificationl Human and cultural degradation
  • 51. Approaching the issue positively Calvin de Witt’s 7 Provisions for Creationl Earth’s energy exchange with the sun and spacel Soil buildingl Cycling in the atmosphere (water, carbon cycles)l Water purification and detoxificationl Fruitfulness and abundant life (habitats, biodiversity)l Global circulations of water and airl Human ability to learn from creation
  • 52. Grade Life Systems Structures & Matter & Energy Earth & Space Mechanisms 1 Ontario’s K-10& Scienceour Living things Materials Structures Energy in Lives & Daily & Seasonal Changes 2 Technology CurriulumLiquids Animals Movement Solids & Air & Water in the Environment 3 Plants Structures Forces Soils in the Environment 4 Habitats Pulleys and gears Light & Sound Rocks & Minerals 5 Human body Structures Chemical Changes Conservation of Energy 6 Biodiversity Flight Electricity Space (Astronomy) 7 Ecosystems Form & Function Solutions Heat in the Environment 8 The cell Systems Fluids Water Systems 9 Ecosystems Electricity Atoms Space (Astronomy) 10 Tissues & Organs Light & Optics Chemical Climate Change Reactions
  • 53. Grade Life Systems Structures & Matter & Energy Earth & Space Mechanisms 1 Ontario’s K-10& Scienceour Living things Materials Structures Energy in Lives & Daily & Seasonal Changes 2 Technology CurriulumLiquids Animals Movement Solids & Air & Water in the Environment 3 Plants Structures Forces Soils in the Environment 4 Habitats Pulleys and gears Light & Sound Rocks & Minerals 5 Human body Structures Chemical Changes Conservation of Energy 6 Biodiversity Flight Electricity Space (Astronomy) 7 Ecosystems Form & Function Solutions Heat in the Environment 8 The cell Systems Fluids Water Systems 9 Ecosystems Electricity Atoms Space (Astronomy) 10 Tissues & Organs Light & Optics Chemical Climate Change
  • 54. Our Creator’s unique gifts to us:1. The universe, a unique energy environment for Earth2. Earth’s unique atmosphere for life3. Earth’s unique water systems4. Earth’s unique rock and soil formations5. The unique web of life6. Unique cycles of energy and matter7. Humans, a unique species in relationship with the Creator, stewarding the Earth and our own bodies
  • 55. Grade Life Systems Structures & Matter & Earth & Space Mechanisms Energy 1 Ontario’sMaterials & Science & Living things K-10 Structures Energy in our Lives Daily & Seasonal Changes 2 Technology Curriulum Movement Solids & Liquids Animals Air & Water in the Environment 3 Plants Structures Forces Soils in the Environment 4 Habitats Pulleys and gears Light & Sound Rocks & Minerals 5 Human body Structures Chemical Conservation of Changes Energy 6 Biodiversity Flight Electricity Space (Astronomy) 7 Ecosystems Form & Function Solutions Heat in the Envir. 8 The cell Systems Fluids Water Systems 9 Ecosystems Electricity Atoms Space (Astronomy) 10 Tissues & Light & Optics Chemical Climate Change
  • 56. Grade Life Systems Structures & Matter & Earth & Space (biotic Mechanism Energy (abiotic environment) environment) (technology) (science) 1 Ontario’sMaterials & Science & Living things K-10 Energy in our Daily & Seasonal Structures Lives Technology Curriulum Changes 2 Animals Movement Solids & Liquids Air & Water in the Environment 3 Plants Structures Forces Soils in the Environment 4 Habitats Pulleys and gears Light & Sound Rocks & Minerals 5 Human body Structures Chemical Conservation of Changes Energy 6 Biodiversity Flight Electricity Space (Astronomy) 7 Ecosystems Form & Function Solutions Heat in the Envir. 8 The cell Systems Fluids Water Systems 9 Ecosystems Electricity Atoms Space (Astronomy) 10 Tissues & Light & Optics Chemical Climate Change