Image of the City of Regina

Science Outcomes

Cooking with the Compost Chef

Science Outcomes:

  • OM1.1 – Investigate observable characteristics and uses of natural and constructed objectives and materials in their environment [CP,SI]

    b. Distinguish between objects and materials found in nature and those constructed by humans.

    d. Record relevant observations about common objects and materials using written language,   pictures, and tables.

    e. Compare the properties (e.g. texture, colour, smell, hardness, and lustre) of materials that appear in familiar nature (e.g. tree, lawn, rock, and creek) and constructed (e.g. clothing, toys, electronics, furniture, and buildings) objects.

    i. Evaluate the suitability of materials for a specific function.
    l. Suggest alternative uses for common objects and materials.

Hazardous Waste Heroes

Science Outcomes:

  • LS2.2 – Investigate interactions between liquids and solids, and technologies based on those interactions. [CP, SI, TPS]

    e. Distinguish between familiar solids (e.g. sand, sugar, salt, gravel, soil, and drink crystals) that dissolve in water and those that do not.

    j. Assess ways people use knowledge of solids and liquids to maintain a clean and healthy environment (e.g. filtering water, sorting solids for recycling, cleaning up a kitchen spill, washing dishes, cleaning paint brushes, using hand cleaners, wearing a paint smock).
  • AW.2 – Assess the importance of air and water for the health and survival of living things, including self, and the environment. [CP, DM]

    d. 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.

    h. Suggest explanation for how air and water in the environment can become polluted.

    i. Suggest ways that individuals can contribute to protecting and improving the quality of air and water in their environment (e.g. conserving water, not pouring chemicals down the drain, not burning hazardous materials, and reducing travel via motorized vehicles).

    j. Propose an answer to a question or problem related to the importance of air and water for living things.

 

3Rrrs Pirate Treasure Hunt

Science Outcomes:

  • HC4.3 – Assess the effects of natural and human activities on habitats and communities, and propose actions to maintain or restore habitats. [CP, DM]

    c. Categorize human activities by the effects they have or may have on habitats and communities.

    d. Assess intended and unintended consequences of natural and human-caused changes to specific habitats.

    f. Explore how human impacts on habitats and communities has been represented through traditional and contemporary music, dance, drama and visual arts.

    h. Create dramatic, visual, musical, or other representations to show how personal actions can help conserve, honour, and respect natural and constructed habitats.

 

Trash Tracker

Science Outcomes:

  • MC5.3 – Assess how the production, use, and disposal of raw materials and manufactured products affects self, society, and the environment. [DM, SI]

    g. Assess the societal and environmental impacts of industrial and agricultural processes that change raw materials into manufactured products, taking into account different perspectives such as consumer, manufacturer, salesperson, and community leader.

    h. Identify potentially harmful products used at home, school, and in communities, including interpreting consumer chemical hazard symbols, and describe practices that individuals can follow to ensure personal and community safety.

    j. Investigate how natural and manufactured products (e.g. tires, computers, trees, garbage, paper, scrap metal, house construction materials, food, clothing, oil, and automobiles) are disposed of personally, in their communities, and in Saskatchewan.

    k. Recognize the need for developing a sense of responsibility towards other people, other living things, and the environment when choosing how to use and dispose of manufactured products.

 

Life of a Landfill

Science Outcomes:

  • IE7.4 – Analyze how ecosystems change in response to natural and human influences, and propose action to reduce the impact of human behaviour on a specific ecosystem. [DM, CP]

    b. Propose ecological questions to investigate arising from practical problems and issues (e.g. “What is the impact of clearing land for farming?”, “How could a community prolong the life of its landfill site?”, “How could a community reduce the amount of garbage it produces?” and “What is the impact of a sports field being constructed in a particular location?”).

    c. Predict what a specific ecosystem (e.g. clear cut forest, abandoned sports field, abandoned farm yard, abandoned rail line, ditch, driveway, or sidewalk) will look like in the future (e.g. 5, 10, 25 years) based on the characteristics of the area and long-term changes observed in similar ecosystems.

    d. Identify and refine questions and problems related to the effects of natural or human influences on a particular ecosystem.

    e. Select and synthesize information from various sources to develop a response to a specific questions related to natural or human influences on a particular ecosystem.

    f. Propose a course of action or defend a given position on a local ecological issue or problem related to natural or human influences on a particular ecosystem, taking into account scientific, societal, technological, and environmental factors.

    g. Be sensitive and responsible in maintaining a balance between human needs and sustainable environment by considering both immediate and long-term effects of their course of action or stated position.

 

Waste: Here, There and Beyond

Science Outcomes:

  • SCI10 – CD1: Assess the consequences of human actions on the local, regional, and global climate and the sustainability of ecosystems. [CP, DM]
    a. Pose questions or problems relating to the effects of human actions on global climate change and the sustainability of ecosystems that arise from personal research. (A, S, STSE)

    b. Reflect upon your personal view of humanity’s relationship with the environment. (STSE, A)
    e. Discuss why it is important to consider economic, social justice, and environmental perspectives when examining sustainability. (STSE, A)

    i. Reflect upon individual and societal behavioural and lifestyle choices that can help minimize anthropogenic sources of global climate change. (K, STSE)

    j. Develop, present, and defend a position or course of action based on personal research related to mitigating the effects of global or local climate change to enhancing the sustainability of an ecosystem, taking into account human and environment needs. (S, A, STSE)

    k. Assess the current and potential future effects of ongoing changes to Earth’s climate systems on the people and the environment in Saskatchewan and Canada’s Arctic region. (K, STSE)

The Boardroom

Science Outcomes:

  • ES20 – HP1: Investigate resource use and waste generation associated with human populations as well as methods and technologies used for mitigation or management.

    h. Design and carry out a waste audit, and propose a plan of action for waste reduction and/or diversion based on the findings. (S, A, K)

    i. Investigate advances in technologies and processes (e.g. sewage treatment plants, incineration, composting, engineered landfills, curbside recycling) used for storing, handling, and disposing of human and/or livestock waste. (K, STSE)

    j. Discuss how population, consumption, technology, and stewardship impact the environment, with references to models such as I = P x A x T or I = (P x A x T)/S
    (I  = Impact, P = Population, A = Affluence, T =Technology, S = Stewardship