Subject: Science 2
Outcome: AN2.1 Analyze the growth and development of familiar animals, including birds, fish,
insects, reptiles, amphibians, and mammals, during their life cycles.
Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4
I need help. I have a basic My work consistently I have a deeper
understanding. meets expectations. understanding.
With help I can name the I can name the common I can analyze and compare the I can use my analysis of animal
common characteristics of characteristics of growth and growth and development of growth and development to
growth and development of development of animals during animals during their life cycle by predict how big an animal will
animals during their life cycle. their life cycle. describing characteristics of life grow.
stages, analyzing traits that
remain constant, and describing
which traits change in specific
animals as they grow and
develop.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
Pose questions about the growth and development of familiar animals.
Use a variety of resources to find information about the life cycles of living things.
Identify the names of the offspring of familiar animals.
Recognize the cyclic nature of Mother Earth expressed by the Medicine Wheel, including life cycles and seasonal behaviours of animals.
Compare the length and stages of life cycles of familiar animals.
Describe the characteristics common to each stage.
Analyze which traits remain relatively constant and which change in specific animals as they grow and develop.
Create a physical, visual, or dramatic representation of the growth and development of familiar animals during their life cycles.
Predict how big a specific animal will grow based on observed patterns of animal growth and changes.
Design an animal suited for life in a particular environment and represent its growth and changes throughout its life cycle.
Refer to Saskatchewan Guide Science 2
Subject: Science 2
Outcome: AN2.2 Compare the growth and development of humans with that of familiar animals.
Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4
I need help. I have a basic My work consistently I have a deeper
understanding. meets expectations. understanding.
With assistance I can sequence I understand the life cycles of I understand the life cycles of I can use my understanding of
the stage of life cycle for humans humans and animals. humans and animals and can the growth and development of
and familiar animals. compare their growth, humans and animals to look at
development and the factors, how different cultures celebrate
which contribute to that transitions.
development.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
Pose questions about similarities and differences between animal and human growth.
Predict ways in which humans change as they grow.
Create representations of changes in the growth and development of humans throughout their life cycle (e.g., baby, preschooler,
elementary student, teenager, adult, and elderly person).
Sequence pictures or illustrations of humans and familiar animals according to stage of life cycle.
Compare patterns in human growth and development to that of familiar animals.
Examine the implications of traditional and contemporary food choices and eating habits on human growth and development.
Compare the food choices and eating habits of various familiar animals as they relate to growth and development.
Communicate personal thoughts and feelings related to personal growth and change, including transitions that are celebrated in various
cultures.
Refer to Saskatchewan Guide Science 2
Subject: Science 2
Outcome: AN2.3 Assess the interdependence of humans and animals in natural and constructed
environments.
Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4
I need help. I have a basic My work consistently I have a deeper
understanding. meets expectations. understanding.
With help I can describe how I can describe how humans and I can assess how animals and I can use my understanding of
humans and animals interact animals interact with each other. humans interact, including ways how animals and humans
with each other. in which they can hurt each interact to create new ways of
other. supporting animals in
constructed environments.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
Predict which animals live in various locations (e.g., tree, underground, nest, cave, water, and soil) within a variety of natural
and constructed environments.
Observe familiar animals in natural (e.g., tree, stream, pond, forest, and beneath a rock) and constructed (e.g., garden, sports field, zoo,
aquarium, and city) environments safely and respectfully.
Examine the importance and sacredness of animals in First Nations, Métis, and other cultures.
Assess features of natural (e.g., woodland, stream, grassland, and forest) and constructed (e.g., backyard, zoo, schoolyard, and
classroom) environments that support or hinder the health and growth of familiar animals.
Analyze ways in which human activities intentionally or unintentionally can help or harm wild and domesticated animals.
Examine ways in which humans and animals interact with each other (e.g., pet, companionship, transportation guide dog, search
and rescue, and providing food), including ways in which animals can cause harm to humans.
Discuss the care and handling of wild and domesticated animals (e.g., fish, dog, bird, horse, cow), including keeping animals as pets,
housing animals in zoos and aquariums, and identifying careers related to animal care.
Refer to Saskatchewan Guide Science 2
Subject: Science 2
Outcome: LS2.1 Investigate properties (e.g., colour, taste, smell, shape, and texture) of familiar
liquids and solids.
Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4
I need help. I have a basic My work consistently I have a deeper
understanding. meets expectations. understanding.
With assistance I can describe the I can use different properties to I can investigate the difference I can predict, explain and
properties of familiar liquids and classify solids and liquids. between a solid and a liquid and demonstrate the difference
solids. distinguish between their between a solid and liquid.
properties.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
Pose questions that lead to investigation and exploration of the properties of familiar liquids and solids.
Classify objects in various natural and constructed environments as liquids or solids.
Identify examples of how liquids, in all three states of matter, are used at home, in the school, and throughout their communities.
Interpret safety symbols and labels that are used on hazardous product containers for liquids and solids.
Select and safely use materials and tools to carry out explorations of the observable physical properties of familiar liquids and solids.
Record and compare observable physical properties of familiar liquids and solids.
Distinguish between properties of familiar liquids and solids.
Demonstrate that liquids and solids are matter because they have mass and take up space.
Investigate to determine whether properties of familiar liquids and solids depend on factors such as the amount of substance present.
Group or sequence liquids and solids according to one or more observable physical properties.
Predict and test changes in characteristics of liquids when they are changed into solids or gases.
Refer to Saskatchewan Guide Science 2
Subject: Science 2
Outcome: LS2.2 Investigate interactions between liquids and solids, and technologies based on
those interactions.
Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4
I need help. I have a basic My work consistently I have a deeper
understanding. meets expectations. understanding.
I can combine liquids and solids. I can combine liquids and solids, I can investigate how liquids and I can use my understanding to
I need assistance to communicate explain the results and provide solids are combined and can assess ways in which people use
the results of these combinations examples of their use in our share my understanding of such their knowledge of solids and
and how they are used in our everyday world. interactions in our everyday liquids to maintain a clean and
everyday world. world. healthy environment.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
Pose questions that lead to exploration and investigation of combining liquids and solids.
Investigate how liquids change when they are poured into different containers.
Describe examples of useful objects and materials in their environment that are made by combining different liquids or solids
and liquids.
Investigate and describe the changes in characteristics of familiar solids and liquids resulting from processes such as mixing
and dissolving liquids with liquids, solids with solids, and liquids with solids.
Distinguish between familiar solids that dissolve in water and those that do not.
Carry out an investigation to determine the relative viscosity of different liquids when placed on various surfaces.
Design and carry out an investigation to determine the rate and ability of various materials to absorb liquids and explain how these
capabilities determine their uses.
Use a variety of sources to gather information about objects that sink and float.
Demonstrate an understanding of sinking and floating by solving a related practical problem such as building an object that
will float, carry a load, and be stable.
Assess ways people use knowledge of solids and liquids to maintain a clean and healthy environment.
Refer to Saskatchewan Guide Science 2
Subject: Science 2
Outcome: MP2.1 Analyze methods of determining the position of objects relative to other objects.
Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4
I need help. I have a basic My work consistently I have a deeper
understanding. meets expectations. understanding.
With assistance I can determine I can use different methods to I can explore different ways of I can use my understanding of
the position of objects relative to determine the position of objects determining the position of position to follow and create
other objects. relative to other objects. objects relative to other objects directions.
and evaluate those methods.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
Describe the position of an object relative to other positions or stationary objects, including themselves, using appropriate
vocabulary such as above, below, between, beside, on top, close to, far from, behind, in front of, to the right of, and to the left of.
Place an object in an identified position relative to another object or position.
Assess the use of common objects to describe the position of an object using non-standard units.
Use appropriate tools safely for observing and recording objects’ positions.
Record observations and measurements of an object’s position, using oral and written language, diagrams, and tables.
Represent the position of objects as seen from different perspectives using words, diagrams, and actions.
Collaborate with other students to describe the position of an object from different positions using drawings, and written and oral
descriptions.
Explore how changing one’s own position affects one’s perspective of position relative to self and other objects.
Create a set of directions that other students can follow to locate a specified position.
Follow directions to move in a specified way to different positions.
Refer to Saskatchewan Guide Science 2
Subject: Science 2
Outcome: MP2.2 Investigate factors, including friction, which affect the motion of natural and
constructed objects, including self.
Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4
I need help. I have a basic My work consistently I have a deeper
understanding. meets expectations. understanding.
With assistance I can investigate I can investigate the motions of I can pose questions to I can use my understanding to
the motions of natural and natural and constructed objects. investigate and answer regarding generate my own experiments to
constructed objects. the motion of natural and investigate a new question about
constructed objects. motion.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
Pose questions about the motion of natural and constructed objects in their environment.
Describe examples of the motion of natural and constructed.
Describe the motion of an object in terms of a change in position relative to other objects.
Examine a variety of toys, playground equipment, and other objects that move or which have components that move and ask questions
that lead to exploration and investigation of the motion of objects.
Investigate, describe, and represent different patterns of movement of familiar objects, including themselves.
Relate the types of motion to the physical characteristics of humans and familiar animals.
Demonstrate how pushes and pulls can cause an object to speed up, slow down, stop, or change direction.
Describe the movement of a specified object using appropriate vocabulary so that other students can duplicate the movement.
Carry out a procedure to investigate the effects of pushes and pulls on the motion of objects using various objects and surfaces.
Observe and record the effects of different textured surfaces on the friction between two objects or surfaces.
Provide examples of technologies that are designed to make it easier for people and constructed objects to move on different surfaces.
Generate new questions about the motion of objects that arise from what was learned.
Refer to Saskatchewan Guide Science 2
Subject: Science 2
Outcome: AW2.1 Investigate properties of air and water (in all three states of matter) within their
environment.
Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4
I need help. I have a basic My work consistently I have a deeper
understanding. meets expectations. understanding.
With assistance I can investigate I can investigate and I can provide evidence of the I can predict, investigate, and
observable physical properties of communicate the results of my physical properties of air and provide a clear conclusion with
air and water in my environment. study of the observable physical water through my investigation. evidence about the physical
properties of air and water. properties of air and water.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
Observe, using all of their senses, physical properties of air and of water.
Select appropriate tools and materials to carry out safely their own explorations of air and water in their environment through
processes such as collecting dew, rainfall, and snow; measuring wind speed; and measuring temperature.
Measure amounts of air and water using non-standard measurements.
Provide evidence indicating air takes up space, has mass, and can be felt when it moves.
Categorize examples of water in indoor and outdoor environments, and in living things, including themselves, according to state of
matter
Investigate physical changes in water during each change of state.
Carry out procedures to investigate methods of increasing or decreasing the rate water changes state.
Collaboratively design and construct a device that is powered by wind or water and that meets a student-identified purpose.
Classify or sequence materials according to attributes such as how quickly they absorb water, how much water they absorb, and whether
they are waterproof or water repellent.
Communicate procedures and results of observations of the physical properties of air and water, using drawings,
demonstrations, and written and oral descriptions.
Refer to Saskatchewan Guide Science 2
Subject: Science 2
Outcome: AW2.2 Assess the importance of air and water for the health and survival of living things,
including self, and the environment.
Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4
I need help. I have a basic My work consistently I have a deeper
understanding. meets expectations. understanding.
With assistance I can recognize I can recognize and explain the I can answer questions through I can take action to promote the
and explain the importance of importance of water and air by the exploration and investigation importance of air and water for
water and air by its use in its use in personal, local and of the importance of air and the health and survival of living
personal, local and regional regional environments. water for the health and survival things.
environments. of living thing.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
Pose questions that lead to exploration and investigation about air and water conditions.
Describe changes in the location, amount, and form of moisture in different locations in the environment, and factors such as exposure to
heat and moving air that can affect these conditions.
Recognize the importance of air and water as two of the four elements in Mother Earth in First Nations, Métis, and other
cultures.
Explain how living things, including humans, require clean air and water for breathing, cooling, drinking, cooking, bathing, and
prevention of illness to maintain a healthy body.
Explain how water is obtained, distributed, and used in personal, local, and regional environments.
Communicate questions, ideas, and intentions while conducting personal and group explorations of air and water in the environment.
Record, using tables, diagrams, pictographs, or bar graphs, individual, classroom, and/or household use of water for a given period.
Suggest explanations for how air and water in the environment can become polluted.
Suggest ways that individuals can contribute to protecting and improving the quality of air and water in their environment.
Propose an answer to a question or problem related to the importance of air and water for living things
Refer to Saskatchewan Guide Science 2
