Grade 2: Energy and Control: Energy From Wind and Moving Water |
Achievement
Level
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Overall Expectations
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1
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2
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3
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4
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•demonstrate an understanding of the movement of air
and of water as sources of energy; |
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•design and construct devices that are propelled by moving
air or moving water; |
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•identify wind and moving water as renewable sources
of energy and determine the advantages and disadvantages of using them. |
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Specific Expectations
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Understanding Basic Concepts |
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•identify movement as an outcome of energy input (e.g.,
fuel enables cars, trucks, and buses to move; electricity enables the fan
in the kitchen to move; food enables humans to move); |
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•recognize that it is the movement of air and water that
produces energy and that air and water are not by themselves sources of
energy; |
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•identify various ways in which moving water is used
as a form of energy (e.g., hydroelectricity, tidal energy). |
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Developing Skills of Inquiry, Design, and Communication |
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•design and construct a device propelled by air (e.g.,
a kite, a pinwheel, a balloon rocket); |
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•design and construct a system that controls the flow
of water and/or air using a variety of mechanisms (e.g., a musical instrument,
a fountain, valves, a dam); |
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•ask questions about and identify needs and problems
related to the use of wind and moving water as energy sources, and explore
possible answers and solutions (e.g., describe how moving water is used
to produce electricity; describe how windmills were used to grind grain
into flour); |
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•plan investigations to answer some of these questions
or solve some of these problems, and describe the steps involved; |
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•use appropriate vocabulary in describing their investigations,
explorations, and observations (e.g., use terms such as renewable and movement
when describing energy); |
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•record relevant observations, findings, and measurements,
using written language, pictures, and charts (e.g., draw a diagram of their
device; prepare a chart to present data on the distance travelled by their
device over time); |
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•communicate the procedures and results of investigations
and explorations for specific purposes, using drawings, demonstrations,
and oral and written descriptions (e.g., prepare a showcase of different
devices that are propelled by wind energy; explain the effect of wind direction
and speed on the displacement of windpropelled devices). |
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Relating Science and Technology to the World Outside
the School |
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•identify devices that use moving air and moving water
as energy sources (e.g., windmills, water wheels), and describe what happens
to these devices when the air or water is still; |
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•list activities that are affected by moving water and
wind (e.g., fishing, sailing, flying a plane); |
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•recognize that moving air and moving water can be sources
of energy for electrical power; |
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•describe how gravity and the shape of different structures
affect the behaviour and use of moving water (e.g., water in waterfalls,
taps, fountains). |
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Student Name: |
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