Kindergarten Science
Students will develop an understanding of Environment and Community Awareness, and Personal and Social Responsibilities.
Children’s early experiences shape what they imagine to be possible. Study after study has shown the value of exposing children with positive role models. Representation, including in the hours spent consuming media within the classroom, shape what they imagine to be possible for people who look like them, live where they live, or come from where they came from. Simply put, kids determine what they can be based on the examples around them. Therefore, we highly recommend you take 2-5 minutes everyday in your science class to introduce scientists of colour. We've made this easy for you by creating a presentation that you can use with a slide a day to showcase a new scientist of diverse background. You could do this on a daily, weekly, bi-weekly or during a certain month. You could also make your own presentation and encourage this representation.
K-6 Scientists of Colour by Canadian Cultural Mosaic Foundation
Environment & Community Awareness
Kujo's Kid Zone MiniEpisode 3 "Slime"
Kujo shows kids how to make slime.
Kujo's Kid Zone MiniEpisode 3 "Slime"
Kujo shows kids how to make slime.
- Curriculum connection:
- The child demonstrates curiosity, interest and a willingness to learn about the environment and community
- The child uses materials in the environment and community and becomes aware of how others use materials - Suggested use:
- Guide for a classroom slime experiment and experience
- Students can engage in the scientific process by making predictions first about what materials are needed to make slime or how it might look, feel and smell, then watch the video and attempt the recipe together
- Slime centre with versions of slime that include various colours and textures with descriptive word cards. Combining slime with loose parts or letters & numbers (i.e. beads, gems, stones, letter beads) - Accessibility:
- Accessible for nonverbal and hard of hearing. Additional accommodations may be required for visually impaired students as descriptive captioning is not available
Chinese Dragon Boat Festival (Song and Website)
The video is a fun song in which addresses the Chinese Dragon Boat Festival. Students can sing and dance while learning, as the website explains the Dragon Boat festival and has activities that can be incorporated into the classroom. Here is a website with activities.
The video is a fun song in which addresses the Chinese Dragon Boat Festival. Students can sing and dance while learning, as the website explains the Dragon Boat festival and has activities that can be incorporated into the classroom. Here is a website with activities.
- Curriculum connection:
- The child uses materials in the environment and community and becomes aware of how others use materials
- The child uses materials in the environment and community and becomes aware of how others use materials
- The child explores familiar places and things in the environment and community - Suggested use:
- Use in combination with other resources that introduce the concept of children and young people engaging in advocacy and activism in Canada and around the world (i.e. Malala Yousefzai, Bellen's Crayon Project, etc.)
- Inspire a class discussion around concepts such as environmental care, Indigenous ways of knowing, fairness and equity, activism, the needs of humans, animals, and plants, empathy, community, and identity - Accessibility:
- Accessible for nonverbal and hard of hearing. Additional accommodations may be required for visually impaired students as descriptive captioning is not available
Environment & Community Awareness
Autumn Peltier I am Indigenous
12 year old Autumn Peltier speaks about the impact of corporations on the Earth's water supply.
Autumn Peltier I am Indigenous
12 year old Autumn Peltier speaks about the impact of corporations on the Earth's water supply.
- Curriculum connection:
- The child demonstrates curiosity, interest and a willingness to learn about the environment and community
- The child uses materials in the environment and community and becomes aware of how others use materials
- The child explores familiar places and things in the environment and community - Suggested use:
- Use in combination with other resources that introduce the concept of children and young people engaging in advocacy and activism in Canada and around the world (i.e. Malala Yousefzai, Bellen's Crayon Project, etc.)
- Inspire a class discussion around concepts such as environmental care, Indigenous ways of knowing, fairness and equity, activism, the needs of humans, animals, and plants, empathy, community, and identity - Accessibility:
- Accessible for nonverbal and hard of hearing additional. Accommodations may be required for visually impaired students as descriptive captioning is not available
Environment and Community Awareness
This resource outlines the learning objectives relating to science concepts: Children explore the design, function and properties of a variety of natural and manufactured materials.Using simple tools in a safe and appropriate manner, they select and work with a variety of materials to build structures. They explore scientific and aesthetic concepts, using sand, water, blocks, clay and other materials, and begin to use some technology appropriately.
This resource outlines the learning objectives relating to science concepts: Children explore the design, function and properties of a variety of natural and manufactured materials.Using simple tools in a safe and appropriate manner, they select and work with a variety of materials to build structures. They explore scientific and aesthetic concepts, using sand, water, blocks, clay and other materials, and begin to use some technology appropriately.
- Curriculum connection:
- The child demonstrates curiosity, interest and a willingness to learn about the environment and community.
- The child uses materials in the environment and community and becomes aware of how others use materials.
- The child explores familiar places and things in the environment and community. - Suggested use:
- Curriculum document to be used for program planning. General and specific outcomes and concepts included within
Implementing meaningful STEM Education with Indigenous Students & Families
There are a set of strategies teachers can use to intentionally incorporate indigenous ways of knowing into STEM learning environments—both in and out of school and in relation to family and community.
There are a set of strategies teachers can use to intentionally incorporate indigenous ways of knowing into STEM learning environments—both in and out of school and in relation to family and community.
- Suggested use:
- Can be used along with the Alberta Science Curriculum document to create meaningful lessons
Steps to create an Anti-Racist Science Lesson
Choosing a meaningful and culturally responsive phenomenon is the cornerstone to teaching an equitable, anti-racist science lesson.
Choosing a meaningful and culturally responsive phenomenon is the cornerstone to teaching an equitable, anti-racist science lesson.
- Suggested use:
- Use this document along with Alberta Science Curriculum to create meaningful science lesson
