Long-Range Model 2 - Grade 6

STRAND A:
STEM Skills
and A1.1 Scientific A1.2 Scientific A1.3 Engineering A1.4 Safety A1.5 Communication A2. Coding and A3. Applications
Connections Research Experimentation Design Emerging Connections
Technologies and Contributions

A1. STEM Investigation and Communication Skills: use a scientific research process, a scientific experimentation process, and an engineering design process to
conduct investigations, following appropriate health and safety procedures

A1.1 use a scientific research process and associated skills to conduct investigations

A1.2 use a scientific experimentation process and associated skills to conduct investigations

A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems

A1.4 follow established health and safety procedures during science and technology investigations, including wearing appropriate protective equipment and
clothing and safely using tools, instruments, and materials

A1.5 communicate their findings, using science and technology vocabulary and formats that are appropriate for specific audiences and purposes

A2. Coding and Emerging Technologies: use coding in investigations and to model concepts, and assess the impact of coding and of emerging technologies
on everyday life
A2.1 write and execute code in investigations and when modelling concepts, with a focus on creating clear and precise instructions for simple algorithms
A2.2 identify and describe impacts of coding and of emerging technologies on everyday life

A3. Applications, Connections, and Contributions: demonstrate an understanding of the practical applications of science and technology, and of contributions
to science and technology from people with diverse lived experiences
A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems
A3.2 investigate how science and technology can be used with other subject areas to address real-world problems
A3.3 analyse contributions to science and technology from various communities
Term 1 Overview, Guidelines, Best Practice and Assessment Ideas:
Educators will be able to introduce and integrate Biodiversity throughout the year. This LRP contains several cross-strand STEM activities which allows students to continuously
deepen their knowledge and understanding of the big ideas in Grade 6.
The nature of seasons, special events, and natural environments around us, helps educators to connect and deepen the understanding for students, especially when educators allow
for cross-curricular integrations.
Inquiry and curiosity are important characteristics to foster in any learning environment. Engagement and motivation increase when students are encouraged to explore curriculum
content in ways that are meaningful to them.
Creating a learning environment in which students feel safe, supported, and valued will help them voice their questions and ideas. There are many ways that educators can create
such an environment, including
- Honoring students’ background knowledge and inviting them to share what they know
- Becoming a co-learner with students when uncovering content guided by students’ wonderings
- Encouraging students to ask good questions, and giving them the opportunity to find answers and/or solutions
- Supporting students as they carry out the scientific and engineering processes
Reflective Questions when Planning:
- What expectations are assumed in order for other expectations to be addressed?
- How might I revisit expectations at various times throughout the year?
- How can I create opportunities for students to continue to practise and consolidate learning when they are engaged in new learning?
- How will I use formative assessment to guide daily lessons?
- What materials, tools, and resources will be needed for each unit?

Strands & Expectations (in addition to the Strand A expectations listed at the beginning of this document):
B. Life Systems: Biodiversity
B.1 Relating Science and Technology to Our Changing World: assess the importance of biodiversity, and describe ways of protecting biodiversity
B1.1 assess the benefits of biodiversity and the consequences of the diminishing of biodiversity
B1.2 analyse a local issue related to biodiversity while considering different perspectives; plan a course of action in response to the issue; and act on their plan

B.2 Exploring and Understanding Concepts: demonstrate an understanding of biodiversity, its contributions to the stability of natural systems, and its benefits to humans
B2.1 describe the distinguishing characteristics of different groups of organisms, and use these characteristics to further classify these organisms using a classification system
B2.2 demonstrate an understanding of biodiversity as the diversity of life on Earth, including the diversity of organisms within species, among species in a community, and among
communities and the habitats that support them
B2.3 describe ways in which biodiversity within species is essential for their survival
B2.4 describe ways in which biodiversity within and among communities is essential for maintaining the resilience of these communities
B2.5 describe interrelationships within species, between species, and between species and their natural environment, and explain how these interrelationships sustain biodiversity
B2.6 explain how invasive species reduce biodiversity in local environments
B2.7 explain how climate change contributes to a loss of biodiversity, and describe the impact of this loss
B2.8 describe the importance of biodiversity in supporting agriculture, including Indigenous agriculture around the world
 Month or STEM Guiding Questions Cross-Curricular Resources First Steps
Suggested Skills and Connections Integration &
Timeline Next Steps
NOTE: Teachers should choose What are some unique species Math Find a digital platform that First Steps:
September from this list of STEM activities that live in specific or unique Students use math to allows students to
October that best suits their students, biomes on Earth? What is complete activities in the tree showcase their biomes STAO Safety in Elementary
November school, and community. biodiversity and how is it study and use measurement digitally or find an online Science and Technology
connected to our daily lives, when studying a population of ecosystem simulator.
Be sure to review safety
locally, nationally, or globally? a particular area.
A1.2, A1.4 guidelines for all experiments
This is an online activity by
Students conduct a population and activities and instruct
What are some classifications for Students also use math skills Canada Learning Code
survey looking for, and students to follow safety
different species? What is the when analysing data for about Wildlife
identifying, various species found guidelines.
relationship between species and various biodiversity issues. Soundscapes and another
in a given area (transect). their environment? example Interactive
Collecting numerous arts and
The Arts Habitats & Communities
crafts materials, plasticine or
A1.1 What type of species and Students use a variety of that incorporates coding
playdough is helpful for hands-
Students build and design their environments can you find locally, leaves around their school and emerging
on creation.
own digital biome showing their across Canada, and globally? and use a variety of arts and technologies.
species and their relationship with crafts to use a rubbing
Collecting recycling materials,
the natural environment. Why does the well-being of technique on any type of Find a local biodiversity
and makerspace materials are
biodiversity around Canada and coloring paper. issue or find resources
also helpful when planning for
the world affect us? This can be extended to that discuss the meaning
A1.1, A.2 building and creating.
How does human activity affect the drawing larger trees, species, of sustainability in
Students can design their own biodiversity around us? or anything related to biodiversity and the
habitat or landscape with a Having access to digital
What are some causes and Biodiversity. environment THE 17
coding platform. resources or non-digital
consequences of environmental GOALS | Sustainable
resources that explain
damage to our society and other Health and Physical Development (bilingual
biodiversity locally, nationally,
communities around the world? Education link)
A1.1, A1.3, A1.4 and globally.
Students go outside for a
Students design their own biome What are some positive initiatives small walk around their Find resources that
in a makerspace environment Having students bring in
that are conducted by Canadian schoolyard, or nearby park. discuss the importance of
using approved materials while outdoor education supplies
citizens, organizations, or global Students can explore the biodiversity, nature, and
classifying species. such as umbrellas, clipboards,
citizens that are working to support variety of species they the environment for
and notebooks or collecting
the needs of an endangered or discover (plants vs animals) Indigenous communities
these items for use during
near extinction species? Why is it and keep a tally of what they
outside lessons is helpful.
A1.1 important for our environment? find.
Students research and explore Organize a field trip to a Next Steps:
how certain species provide us How can we protect our local, Students can play a game of local conservation area.
with day-to-day items which we national, and global endangered Freeze Tag while acting as Tree or garden planting can be
use or eat and their impact on species and biodiversity for future their favorite species. Invite a guest speaker, planned in the fall and
society and day-to-day tasks. generations? parent, or community implemented in the spring.
Language Arts member who studies, Another option is to plant
Students read, explore and explores, and works in certain species in the fall for
A1.1, A1.5 write argumentative texts or either the biodiversity field spring/summer harvest such
Students research and small group discussions or or species conservation as garlic, asparagus, and
investigate local or global speeches that talk about (virtual invite or in-person rhubarb in a school garden.
environmental issues that have climate change, endangered invite). If possible, invite a Some trees do better when
an impact on species and human species, invasive species, and beekeeper to share about planted in the fall as well.
activity, examples can include human displacement. work in his/her skilled
invasive species, microplastics, Allow students to be curious trade. Register your school with
habitat loss, deforestation, etc., and passionate about a Ecoschools Canada to get
and prepare a media presentation biodiversity topic, local, Earth day, Earth Hour, and certification! It has lots of
about what they have learned to provincial, national, or even other important inclusive great resources that tie into all
share with the school community. global topic. calendars that incorporate of the great things you will be
the importance of doing in Grade 6 biodiversity
Students prepare a slideshow biodiversity take place and global issues.
A1.1, A1.4, A1.5
presentation about an animal during this time. Reach out
Canadian Species At Risk
of their choice, including to your school board
Projects
information such as animal Indigenous education
Students study and research the
classification, habitat, team for further details.
needs and habitats of a Canadian
endangered status, etc.
species at risk. Students identify
Find coding resources that
factors contributing to the decline
Social Studies (B2 and B3): incorporate STEM
of the species, including climate
Students can research and activities like this micro:bit
change and invasive species, and
investigate a global activity
design possible solutions to those
environmental issue and
problems (e.g., animal road
concern, for example how are Resources to support
crossings, plastic collectors in
Canadian organizations outdoor learning and
rivers, etc.) and build and test
protecting Monarch migrations opportunities for teacher
models if possible. Students
to the south, and how are training. Project Wild by
communicate their findings by
Canadian organizations Canadian Wildlife
sharing models of their solutions
helping to fight climate Federation.
change.
 The Learning for a
Students can research how Sustainable Future
A1.1, A1.3, A1.4 the protection of Canadian website includes many
Students research, plan, design, agriculture is important to resources for outdoor
and build a home for a Canadian Canada’s economy and learning and the UN
species to enhance their habitat worldwide. sustainability goals and
(e.g. bat box, bee house, insect action project funding
home, butterfly feeder, bird Students investigate actions opportunities.
house/feeder). and consequences of flooding
of traditional Indigenous STEM Learning
hunting and gathering areas Challenges year-long
A1.1, A1.5
as a result of dam activities and resources.
Students create a timeline about
construction. STEM at School by Let’s
an issue in biodiversity that
Talk Science.
investigates:
The population of bees is
being reduced, and students STEM kits and other
Who/What: is the event about
investigate the local and supplies can be found at
When: the date when the event global impact of beekeeping. ● Kidder Canada
happened This can tie into the Save the ● Flinn Scientific Canada
Where: (country) it happened Pollinators Project.
Lesson plans about
Why: is it important to Biodiversity
UN Sustainability Goals sustainability and global
An illustration, graphic, or picture Connections Projects- issues can be found at
of the event or species involved is students choose to study real- The World’s Largest
created using various options, world problems and solutions, Lesson.
such as media works like posters such as organic farming,
or presentations. habitat restoration projects,
controlling microplastics,
Ontario Species at Risk Act,
etc., and investigate how the
A1.1, A1.3, A1.4, A1.5, A.2 current UN Sustainability
Students design and build a Goals are being addressed in
game (coded, electronic or board) Canada and the world to
that teaches others about improve biodiversity.
biodiversity. Students investigate First
Nations, Metis, and Inuit
peoples’ solutions to
 biodiversity issues. Students
create a media work of their
A1.1, A1.3, A1.4, A1.5, A.3 findings and/or create local
Save the Pollinators Project action projects to address
Students study the role of local local biodiversity issues.
pollinators (butterflies, moths,
bees, birds) and their role in Cross-strand Lessons
biodiversity, as well as how Discover the future of tech
invasive species and climate with flights, jets, human
change are affecting pollinators. impact of flights on climate
Students create food webs change; students investigate
including pollinators. Students why engineers use similar
design a pollinator garden that traits of a flying insect, bird, or
could be implemented at school mammal when studying flight
or built as models, taking specific
needs of pollinators and native Build a Bird Inquiry
plant species into account for the Students research the special
designed habitat. Students adaptations of birds and other
communicate with the school flying animals which allow
community by creating posters of them to fly. Students design,
creating pollinator-friendly build and test a flying
gardens using student findings contraption that uses the
principles of flight to fly across
a specific distance (e.g., 10
A1.1, A1.4, A1.5 m). Students make alterations
Tree Study: to their contraptions to
Students choose a tree in their conduct experiments on ways
schoolyard or community. They to change flight direction and
take pictures of it in fall, winter, speed. Students compare
and spring, and collect data on it their flying models to flying
such as its approximate height animals and describe
(use thumb rule), the number of similarities and differences
leaves, approximate age (using (Strand B + D)
circumference), and any wildlife
living on or near it. Students Discover and explore certain
research why trees are important plants, animals, and other
for biodiversity and present what species that have flight
they have learned about their tree features in their environment
and biodiversity in media works to (helicopter seeds, flying
the school community. squirrel (Strand B+D)

Explore the impact of the

numerous green energy
(renewable) sources and
energy consumption on
biodiversity (Strand B+C)

Discover why astronauts are

exploring growing plants in
Space (Strand B+E)

Living Space Project with

Let’s Talk Science
Growing Plants in Space
Inquiry
Students research the basics
of growing plants without soil
(as on the Moon and Mars)
and compare different
technologies such as
hydroponics and aquaponics.
Students design, build and
test devices that will grow
plants successfully using UV
lights or sunlight, and without
soil (grow towers, other
constructed devices);
students communicate their
findings by creating media
works to inform others of the
pros and cons of hydroponics
in space (Strand B and E)
Strands & Expectations: (in addition to the Strand A expectations listed at the beginning of this document):
C. Matter and Energy: Electrical Phenomena, Energy, and Devices

C.1 Relating Science and Technology to Our Changing World: evaluate the impact of the use and generation of electrical energy on society and the environment, and suggest
ways to use electrical energy responsibly
C1.1 assess the short- and long-term impacts of electrical energy generation technologies in Canada on society and the environment, including impacts on First Nations, Métis, and
Inuit communities, and on climate change
C1.2 assess choices that reduce personal use of electrical energy from both renewable and non-renewable sources, and advocate for the responsible use of electrical energy by the
school community

C.2 Exploring and Understanding Concepts demonstrate an understanding of the principles of electrical energy and its transformation into and from other forms of energy
C2.1 explain commonly observed electrostatic phenomena, using the principles of static electricity
C2.2 describe current electricity, and compare and contrast current electricity with static electricity
C2.3 identify materials that are good conductors of electric current and materials that are good insulators
C2.4 describe how technologies transform various forms of energy into electrical energy
C2.5 describe ways in which electrical energy is transformed into other forms of energy
C2.6 explain the functions of the components of a simple electrical circuit
C2.7 distinguish between series and parallel circuits, and identify common uses of each type of circuit

Month or STEM Guiding Questions Cross-Curricular Resources First Steps

Suggested Skills and Connections Integration &
Timeline Next Steps

NOTE: Teachers should choose What are the main functions of a Math Find online simulation or First Steps:
November from this list of STEM activities simple electrical circuit? What are Students use online circuit coding platforms (e.g.
December that best suits their students, some of the components that are simulation or coding activities MakeyMakey or micro:bits) Be sure to review safety
January school, and community. required? to investigate and that allow students to guidelines for all experiments
demonstrate the functions and identify types of circuits and activities and instruct
What is the difference between components of electrical and their functions. students to follow safety
A1.2, A1.4 parallel and series circuits? circuits. guidelines.
Students can demonstrate the Resources for calculating
differences between parallel and What makes static electricity? Students use logical thinking energy use and footprint Locate electricity kits and
series circuits by using electrical and problem-solving skills can be found on the locate materials to build
materials provided by the school. when completing electrical Ecoschools Canada circuits including batteries,
What are some energy STEM activities. website wires, lights, motors, etc.
transformations that generate
electricity to be used in our Math Teachers should also collect
Students can create and
 society? analyse graphs about energy The Learning for a recyclable items to be used for
A1.2, A1.4 consumption in Canada, the Sustainable Future makerspace activities such as
Students can predict and What are some renewable or non- world, and also in their school website includes many building wind or water turbines
investigate the effects of certain renewable energy sources that are by conducting a school resources for outdoor or space robots.
insulators or conductors on a found in our society or globally? energy audit. learning and the UN
simple circuit. sustainability goals and Next Steps:
What are some short-term and Money and Finances action project funding
A1.1 long-term impacts of electrical Students can identify financial opportunities. Teachers can organize an
Students can identify objects energy technology? goals that can be achieved or arcade-style carnival STEM
around the classroom or their impacted by energy STEM Learning activity, in which students can
household that utilizes either What are some responsible consumption. Challenges year-long use a variety of resources to
series or parallel circuits. methods and ways that allow activities and resources. design and create board
society to use energy responsibly? Language Arts STEM at School by Let’s games or challenges that
Students investigate the pros Talk Science contain simple electrical
A1.3, A1.4 vs cons of types of energy circuits. Find materials that can
Students design, build, and test creation. Students can show STEM kits and other go along with this STEM
vehicles (boats, cars) powered by their learning by conducting supplies can be found at challenge (e.g. wires,
static electricity. debates, writing persuasive ● Kidder Canada batteries, coding platform,
reports, or making media ● Flinn Scientific alligator snaps, cardboard,
works. Canada aluminum tinfoil, coins).
A1.3, A1.4
Students design, build, and test a Students research human Find resources that Extension
battery-powered vehicle for space impact on energy showcase the various Students can design Daily
exploration (Mars Rover). consumption with a lens on types of energy Physical Activity challenges
climate change. Students transformation, its impact with a coding platform like
communicate their learning by on society, and the Scratch to create a fun
A1.2, A1.3, A1.4
creating media works. environment, and the movement activity with the on-
Students design, test and build a
many renewable or non- screen option ( (french) or find
vehicle powered by alternative
Students use their vocabulary renewable energy a coding activity similar to this
energy (e.g., wind-powered car or
of types of insulators and sources. An example is micro:bit stepcounter lesson.
boat). With teacher direction,
conductors that we see in our the Ingenium Energy and (french)
vehicles can be designed and
classrooms or school and Climate 101 resource.
tested for speed or distance
other electricity-related Extension: find resources that
(record fair test results) to get the
terminology. Find resources that allow students to explore how
best results.
discuss the impact, cause, electrical circuits, AI, and
Students study the types of consequences, and simple coding, allow engineers
lamps that can be used, their relationships of the energy to program automatic devices
 benefits and impact on energy sector on indigenous lands and other technological
A1.3, A1.4 consumption, and the history and communities. devices that are used daily in
Students design, build and test of using oil lamps in First our society (e.g. lights, AC,
an electronic game (buzzer style, Nations, Metis, and Inuit as Pikangikum First Nation heater). You can replicate it
or light-up answers). well as early Canadian Connected to Ontario with a variety of hands-on or
settlements for heat and light. Power Grid digital coding resources
A1.3, A1.4 (Strand A+C)
Students design and build Students research and make Wataynikaneyap Power There are some great
Wigglebots or other similar a list of as many skilled trades examples by Canada Learning
electrical devices using offset related to electricity as they Lesson plans about Code..
motors, wires, batteries, tape, can. Students can choose sustainability and global
and other objects. The devices one and research the career issues can be found at Invite a guest speaker, parent,
use an offset motor and gears to path to that trade. The World’s Largest or community member who
wiggle around and can be used to Lesson. studies, explores, and works in
draw or race. Social Studies power plants, HydroOne, or
Students research the history other fields related to energy
of electric power in Canada (e.g. skilled trade such as an
A1.1, A1.3, A1.4 and its contribution to society electrician).
Building a Space Robot and compare renewable and
Students research robotics, the non-renewable energy
use of robotics in flight and space production in Canada.
missions, and how robots can be
used to perform simple functions Students investigate global
to help humans; students design, consumption and production
build and test a ‘space robot’ that of energy and learn of
uses a battery, wires, and either Canada’s role in this global
lights, buzzers, and/or motors as issue. Sustainability goals
well as recycled items, dowels, with the UN can be addressed
gears, wire, tape, etc. to move, here as well.
light up, and/or make sounds and
perform a simple task without James Bay Project | The
human assistance; students Canadian Encyclopedia
describe how their robot could Students learn about the
help on space missions. impact of this hydroelectric
power plant on Indigenous
communities.
 Cross-strand Lessons
A1.1, A1.2, A1.3, A1.4, A1.5, A.3 Explore the impact of the
Wind and Water Turbine numerous green energy and
Investigation energy consumption on
Students research how turbines biodiversity in Canada.
are used in almost all ways of (Strand B+C)
making energy (nuclear, coal,
water, wind, tidal, etc.). Students
design a wind or water turbine by
examining different models and
build it using various materials.
Students test their turbines and
examine the pros and cons of
using wind or waterpower.
Students communicate their
findings by creating media works

Term 2 - Overview, Guidelines, Best Practice, and Assessment Ideas:

Educators will be able to connect strands D and E with technological timelines, Canada’s contribution to the world, local impact of technology innovations on the environment and
society in general. Students will be able to explore and investigate local, provincial, and even global challenges which will incorporate some of the big ideas from the first term in this
LRP. As well, the grade 6 Social Studies expectations are easily connected in this term which opens up many opportunities to integrate other cross-curricular lessons and activities to
strengthen the learning and understanding of the students.

Strands & Expectations (in addition to the Strand A expectations listed at the beginning of this document):
D. Structures and Mechanisms: Flight

D1. Relating Science and Technology to Our Changing World: assess the environmental impacts of flying machines
D1.1 Assess the impacts on society of aviation technologies while considering both local and global perspectives

D2. Exploring and Understanding Concepts: demonstrate an understanding of the ways in which properties of air can be applied to the principles of flight and flying machines
D2.1 identify flight-related applications of the properties of air
D2.2 describe the relationships between the four forces of flight – lift, weight, thrust, and drag – that make flight possible
D2.3 describe ways in which flying machines and various organisms use balanced and unbalanced forces to control their flight154
D2.4 describe ways in which the four forces of flight can be altered
D2.5 describe characteristics and adaptations that enable organisms to fly
 Month or STEM Guiding Questions Cross-Curricular Resources First Steps
Suggested Skills and Connections Integration &
Timeline Next Steps
NOTE: Teachers should choose What are some properties of air Mathematics: Find resources in your First Steps:
February from this list of STEM activities that can be applied to flight-related Students collect data and classroom or school to
March that best suits their students, applications? analyse data during showcase the principles Be sure to review safety
April school, and community. experiments and STEM and properties of air. guidelines for all experiments
How does air occupy space? challenges to draw and activities and instruct
How does air possess a mass? conclusions. Find educational books students to follow safety
A1.2, A1.3, A1.4 How does air contract and dilate? that discuss the links guidelines.
Incorporate STEM activities and How does air exert a force? Students measure distances, between the properties of
experiments to allow students to How does air compress? weights, and heights to record air and flight-related Collect materials that may be
investigate the properties of air How does air act like an insulator? data. applications. needed such as balloons, jars,
which allows students to develop water, scale, and plastic
skills needed to understand the What are the four forces of flight Math Find digital books and syringes. If access to materials
concept of air properties in that make flight possible? (lift, Students are investigating and digital interactive is limited, try using digital
relation to flight. Examples: air weight, thrust, and drag) analysing numbers while simulations that showcase media to showcase the basic
has mass, hot air rises, etc. designing their helicopter the principles of air. principles of air.
Which forces can be altered to activity and other
modify flight patterns? experiments. Find resources such as Find and collect materials that
A1.2, A1.3, A1.4
What are the relationships books, novels, scientific can be used to create and
Students participate in STEM
between the four forces of flight? Math journals, or comic books design simple flight devices
activities and experiments related
Coding can be explored by that explore Canadian (paper, cardboard)
to basic flight properties and the
What is Canada’s contribution to allowing students to use a history with flight machines
four forces of air, such as blowing
aviation innovation and technology variety of coding platforms to or Canadian pioneers in Find materials such as paper,
over a piece of paper under their
(past, present, and future) demonstrate and apply flight technology. paperclips, scissors, rulers,
lower lip to show how lift works.
knowledge of properties of air, glue, timers or stopwatches,
What types of species use forces four forces of flight, and/or Find coding platforms or measuring tapes, tissue paper,
A1.2, A1.3, A1.4 similar to flight? What are some how altering forces can alter coding resources, such as and plastic bags in order to
Students can design and similarities and differences in flight patterns the Canada Learning create the helicopter/hot air
investigate the forces of flight by controlling their flight? Code, Canada Take Flight balloon STEM activity, the
creating a variety of paper Math: lesson plan that parachute activity (Mars
airplanes that can perform What allows a hummingbird to stay Students can utilize coding incorporates flight Lander) and the Build A Bird
different functions such as flying immobile while controlling its platforms to design and properties. Activity.
the farthest, hitting a target, flight? replicate various organisms
and/or doing a trick.
 What type of insects has unique that use forces to control their Find novels or books that Students can go for a walk
flight patterns? flight. discuss how certain during the fall to explore
A1.2, A1.3, A1.4 species have flight certain grains or leaves that
Teachers can organize a variety What type of plant or leaf uses air Students investigate and patterns and adaptations. move through the air, and
of STEM challenges that allow properties to be transported by its explore the design thinking investigate properties of flight
students to use their flight unique shape and design process while applying math Find a coding platform that they have or don’t have.
devices to complete certain knowledge throughout these will allow students to
goals, such as: which one can What are some impacts of aviation STEM challenges. demonstrate the principles Students can explore the
stay in the air the longest? Which technology on our society? of flight with various impact or the future of drone
one can reach the furthest? Language organisms. technology on species, laws,
Locally, how does an urban airport Students research pioneers in and regulations, noise control,
A.2 or rural airport affect local citizens, flight technology or pilots such Find resources that and/or delivery of critical
Students can incorporate coding local species, and the as Amelia Earhart, and the discuss the impact of equipment and medicine.
platforms to demonstrate the environment? Wright Brothers and share aviation technology on
relationship between the four their learnings by creating local or global societies. Next Steps:
forces of flight. Globally, how do global numbers biographical media works or
of aviation technology affect levels reports. The Learning for a Invite a guest speaker, parent,
of carbon dioxide, water pollution, Sustainable Future or a community member who
deconstruction of land and space, Students research and make website includes many studies, explores, and works in
A1.1, A1.2, A1.3, A1.4 and other endangered species? a list of as many skilled trades resources for outdoor flight-related technologies or a
STEM activity that incorporates related to flight as they can. learning and the UN pilot (virtual invite or in-person
how various organisms use What are some positive impacts of Students can choose one and sustainability goals and invite). If possible, invite an
forces of flight in their aviation technology on transporting research the career path to action project funding aircraft mechanic to share
environment, such as Build a Bird medicinal and critical equipment to that trade. opportunities. his/her skilled trade expertise.
Inquiry in which students local or international areas?
research the special adaptations Social studies STEM Learning Prepare for Earth Day/ Earth
of birds and other flying animals What type of aviation technology is Students can explore, Challenges year-long Month/ Earth Hour by
which allow them to fly. Students critical for search and rescue? research, and investigate the activities and resources. collecting work from previous
then design, build and test a history of Canadian innovation STEM at School by Let’s units and displaying them.
flying contraption that uses the What are the benefits of aviation and technology in flying Talk Science. Participate in local
principles of flight to fly across a technology that support and machines. environmental activities and
specific distance (example 10 m); contribute to the local and global have your class start some
students make alterations to their economy via trades or tourism? Social studies STEM kits and other initiatives.
contraptions to conduct Students investigate the supplies can be found at
experiments on ways to change contributions of aviation ● Kidder Canada Finish your Ecoschools
flight direction and speed; technology to the global ● Flinn Scientific Canada submission.
students compare their flying environment, as well as the Canada
models to flying animals and safety or transportation of
describe similarities and critical goods. Students also
differences. (This may have been investigate how invasive
done previously in the biodiversity species such as zebra
unit) mussels are moved from lake
to lake by float planes.
Students can also connect to
A.2
other invasive species and
Students can code a species that
how they have impacted
uses balanced or unbalanced
Canada’s natural
forces to control their flight.
environment.

Cross Strand Lessons:

A1.2, A1.3, A1.4
Students investigate how
Students participate in a STEM
aviation technology is
activity that demonstrates flight
increasing issues with the
patterns with helicopter and/or
Earth’s atmosphere and how
hot air balloon style principles.
First Nation, Metis, Inuit, and
early Canadians have dealt
A1.2, A1.3, A1.4 with issues such as droughts,
Students build and test a rotary flooding, biodiversity loss, and
flight device, adding paper clips other possible effects of
for weight. Students record and climate change. Students
analyse data (graph) to determine share their findings by
the optimal weight for sustained creating media works.
flight. (Strand B + D)

Students explore numerous

A1.1 species from the animal
Students can explore the impact kingdom and plant kingdom
or the future of drone technology while investigating flight
on species, laws, and regulations, patterns and understanding
noise control and/or delivery of how they control their flight
critical equipment and medicine. (Build a Bird Investigation).
(Strand B + D)
 A1.1, A1.5
Students investigate the local and
global impact of aviation
technology on society by
researching issues related to
aviation and presenting their
findings in media works such as
posters or presentations.

Strands & Expectations (in addition to the Strand A expectations listed at the beginning of this document):
E. Earth and Space Systems

E1. Relating Science and Technology to Our Changing World: assess the impact of space exploration on humans, society, and the environment
E1.1 analyse the impact that conditions in space have on humans engaged in space exploration and explains how humans meet their social, emotional, and physiological needs in
space
E1.2 assess the role of space exploration technology in observing and understanding environmental changes on Earth, including climate change
E1.3 evaluate the social and environmental impacts of space exploration while taking various perspectives into consideration

E2. Exploring and Understanding Concepts: demonstrate an understanding of the solar system, the phenomena that result from the movement of different bodies within it, and the
technologies used in space exploration
E2.1 identify components of the solar system, including the Sun, Earth and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their main physical
characteristics
E2.2 distinguish between the concepts of mass and weight
E2.3 describe the relationship between the force of gravity and the weight of a body
E2.4 identify the types of bodies in space that emit light and those that reflect light
E2.5 describe various effects of the relative positions and motions of Earth, the Moon, and the Sun
E2.6 identifies various technologies used in space exploration, and describe how technological innovations have contributed to our understanding of space
 Month or STEM Guiding Questions Cross-Curricular Resources First Steps
Suggested Skills and Connections Integration &
Timeline Next Steps
NOTE: Teachers should choose What are the main components of Language Find digital or non-digital First Steps:
April from this list of STEM activities our solar system? Students research famous resources that identify
May that best suits their students, Canadian astronauts and major components of our Be sure to review safety
June school, and community. What is some unique light-emitting pioneers of space flight solar system. guidelines for all experiments
scenery that can be seen that technology and prepare and activities and instruct
reflects certain light in the biographies using media Find online resources or students to follow safety
A1.2, A1.3, A1.4 sky/space? works or reports. books that showcase guidelines.
Students design, build, and test a Aurora Borealis that can
sundial. How are weight and mass different Students research and make be seen in northern Students may use arts and
on the Moon, and other planets a list of as many skilled trades Canada craft materials to display the
and how do they compare to related to space as they can. solar system in a variety of
A1.1, A1.3, A1.4, A1.5 Earth’s gravity? Students can choose one and Find books or any digital methods, so you may need to
Students build models of the research the career path to or non-digital resources find and collect.
solar system, moon phases, and What is the relationship between that trade. that describe the
eclipses using a variety of objects the Moon, Earth, and the Sun? relationships between Students may require chalk,
in a makerspace environment, Data Literacy forces of gravity, weight, black coloring paper, and other
coding platforms, and/or digital What are Canadian contributions Numbers are explored in and mass for the solar arts and craft materials.
design. Students present their to space exploration? these activities; chart tables system
models to their classmates and/or and data analysis are Students may need some arts
build them collaboratively. How did those innovations impact explored and created during Find coding platforms, and craft materials to replicate
society in various ways: STEM activities. such as this Canada the various phases of the
Satellites to warn about climate Learning Code, Taking off moon, and the positions of the
A.2 change, warn about major weather Students calculate their with Scratch that Moon with the Earth and the
Students can code a simulation changes, enhanced medical weight on different planets incorporates coding with sun.
that will demonstrate an laboratories? and objects in the solar gravitational fields.
understanding of mass and system. Next Steps:
weight on other planets, the What are some technological Find resources that
Earth, and the Moon. innovations that have contributed Students measure angles explain the various Register the classroom for the
to society? during the sundial experiment. orientations of the moon Tomatosphere project with
with the earth and the sun. Let’s Talk Science.
A1.3, A1.4
What are some unique conditions Visual Arts
Students design, build, and test a
that Canadian astronauts or Students use techniques and Find resources that
space vehicle (Mars Rover) to Register the classroom for the
international astronauts have to forms to create models of the explain how water levels in
climb uneven surfaces efficiently
(Lego Mindstorms/EV3 work well adjust to meet their day-to-day solar system, other models certain parts of Canada Living Space project with Let’s
for this if possible for coding as needs during space exploration? such as phases of the moon, and globally can be Talk Science Living Space |
well). etc. affected by the moon's Let's Talk Science.
Why are astronauts exploring location and positioning
gardening in outer space? Social Studies with earth and the sun. Invite a guest speaker, parent,
A1.3, A1.4 More than just Velcro or community member who
Students conduct experiments to Investigation Find digital or non-digital studies, explores, and works in
investigate gravity (record the Students research various resources that discuss the space-related technologies
speed with which various items technologies that have been history of Canadarm1 or 2 (virtual invite or in-person
fall to the ground from a given developed during preparation and beyond. For example, invite).
height). for space travel and how ● Canadian Space
those technologies have Agency official site Plant your garden or tree from
helped humans on Earth as ● Canada, a nation of Term 1.
A1.1, A.2
Students complete computer well. Students investigate the space innovations
simulations that investigate the current issues surrounding
weight and mass on different space travel and possible Find resources that
planets ( Explore Learning habitation of the Moon and explain how NASA has
Gizmos). Mars, and debate which we helped redesign the digital
should inhabit first based on ear thermometer.
research into resources,
A1.1, A1.3, A.1.4 proximity to Earth, etc. Find resources that
Satellite Investigation: Students communicate their explain how anti-shock
Students investigate the use of findings by having a debate sneakers were inspired by
global satellites and their use in and/or writing persuasive astronauts’ special boots
research and technology for arguments. Students also for the moon landing.
helping us understand the effects design, build and test their
of climate change and weather own Canadarm models using Students investigate how
patterns. Students use data from recyclable materials, balsa water treatment and
NASA to investigate seal level wood, syringes, tubing, or potable water were
rise and design, build and test other approved materials. inspired by space
models that show ice melt effects technology, similar to what
on sea level. Students investigate the local astronauts use in space.
First Nations, Metis, and Inuit
ways of knowing about space, Find digital or non-digital
A.2
for example, the names of resources that explain how
Students can use a coding
moon phases for each astronauts eat, sleep
platform to recreate or simulate
month’s moon. and/or complete their
Canadarm. See the resources scientific space research
column for the link. Cross Strand Lessons: (for example, many
Students investigate space lessons can be found on
technology that can predict the official Canadian
A.2
environmental change and its Space Agency site or on
Students can code the solar
impact on society (e.g., Chris Hadfield’s YouTube
system with simple robotics, or a
satellite investigation). channel).
coding platform (for example
(Strand B + E)
using Scratch or Ozobots)
STEM Learning
Students study plants, Challenges year-long
agriculture, and their activities and resources.
A1.1, A1.4, A1.3, A.1.4 sustainability in space. STEM at School by Let’s
Landing on Mars Inquiry Example: The Future of Talk Science.
Students research how space Growing Plants in Space:
missions have used different students research the basics
of growing plants without soil STEM kits and other
strategies to drop payloads on
(like on the Moon and Mars) supplies can be found at
Mars. Students design, build and
and compare different ● Kidder Canada
test parachutes or other devices
technologies such as ● Flinn Scientific
to slow the descent of a ‘space
hydroponics; students design, Canada
lander’ made of an egg in a box
designed to withstand impact and build and test devices that will
dropped from a determined grow plants successfully using The Perimeter Institute
height (e.g. 2m). Students UV lights or sunlight, and of Theoretical Physics has
communicate their findings by without soil (grow towers, activities and resources for
displaying their landers and other constructed devices); teachers about space.
discussing the positives and students communicate their
negatives of their design. findings by creating media
works to inform others of the
pros and cons of hydroponics
in space. (Living Space
A1.2, A1.3, A1.4, A1.5 Project from Let’s Talk
Rocket Investigation Science) This may have been
Students design, build, and test done previously with the
rockets (bottle, straw, or other) Biodiversity unit. (Strand B +
and investigate how changes in E)
nose weight, length, fin size, or
shape affect flight; students
connect their learning to aviation Building a space robot
investigations about various students research robotics,
plane designs (stealth, airbus, the use of robotics in flight
etc) and/or rocket development, and space missions, and how
past, and present (example robots can be used to perform
Dragon X rockets versus early simple functions to help
ones); students communicate humans; students design,
their learning by creating media build and test a ‘space robot’
works that uses a battery, wires, and
either lights, buzzers, and/or
motors as well as recycled
items, dowels, gears, wire,
tape, etc. to move, light up,
and/or make sounds and
perform a simple task without
human assistance; students
describe how their robot could
help on space missions (this
may have been done
previously with the Electricity
unit) (Strand C + E)