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Grade 6: Earth and Space Systems: Space
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Overall Expectations
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•demonstrate an understanding of the patterns of change
observable on earth as a result of the movement of the different bodies in
the solar system (e.g., solar and lunar eclipses, tides, phases of the
moon, position of the constellations) and of the physical characteristics
of the different components of the solar system;
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•investigate, using models and simulations, the relationship
between the sun, earth, and moon, the patterns of change observable on
earth that result from the movement of these bodies, and the physical
characteristics of the different components of the solar system (e.g., the
sun and planets, inner planets and outer planets);
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•describe technological and scientific advances that enable
humans to study space, and explain how these advances have affected the
quality of life on earth.
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Specific Expectations
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Understanding Basic Concepts
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•describe the physical characteristics of components of the
solar system - the sun, planets, natural satellites, comets, asteroids,
and meteoroids (e.g., relative size, surface temperature);
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•identify the bodies in space that emit light (stars) and
those that reflect light (e.g., moons, planets);
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•describe, using models or simulations, the features of the
moon’s surface (e.g., craters, maria, rills);
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•identify cycles in nature (e.g., cycle of day and night,
cycle of seasons) and describe the changes within the cycles (e.g.,
observe the phases of the moon over several months to determine the
pattern of change, and record these observations);
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•describe, using models or simulations, how the earth’s
rotation causes the cycle of day and night, and how the earth’s revolution
causes the cycle of the seasons;
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•recognize major constellations visible at night and
describe the origins of their names (e.g., Orion, Leo);
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•describe, using models or simulations, the effects of the
relative motion and positions of the earth, moon, and sun (e.g., solar and
lunar eclipses, tides, phases of the moon);
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•follow safety procedures when observing the sun (e.g.,
never look at the sun directly or through a lens or coloured glass; look
only at a projection of the sun’s image; do not use a lens or magnifier to
focus the sun’s rays to a small area; exercise caution when using mirrors
so that they do not reflect the sun’s image directly into someone’s
eyes).
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Developing Skills of Inquiry, Design, and
Communication
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•construct a device that could have been used to tell time
before mechanical clocks were invented (e.g., sundial);
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•formulate questions about and identify needs and problems
related to objects and events in the environment, and explore possible
answers and solutions (e.g., investigate why craters are of different
sizes; use print, media, and electronic resources to identify and
investigate space technologies and to investigate images of space and
identify what they represent; use a computer simulation program to show
the relative size of the planets and their distance from the sun);
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•plan investigations for some of these answers and
solutions, identifying variables that need to be held constant to ensure a
fair test and identifying criteria for assessing solutions;
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•use appropriate vocabulary, including correct science and
technology terminology, in describing their investigations and
observations (e.g., use terms such as constellations, planets, moons,
comets, asteroids, and meteors to describe objects in space);
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•compile data gathered through investigation in order to
record and present results, using tally charts, tables, labelled graphs,
and scatter plots produced by hand or with a computer (e.g., use print and
electronic resources to organize information about the solar
system);
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•communicate the procedures and results of investigations
for specific purposes and to specific audiences, using media works,
written notes and descriptions, charts, graphs, drawings, and oral
presentations (e.g., prepare a multimedia presentation showing Canada’s
contribution to space exploration).
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Relating Science and Technology to the World Outside the
School
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•describe how humans have
improved the tools and techniques used in space exploration (e.g.,
Canadarm, Hubble telescope, Lunar Rover, Sojourner);
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•identify Canadians who
have contributed to space science and technology (e.g., Marc Garneau,
Roberta Bondar, Chris Hatfield, David Levy, Helen Hogg, Bjarni
Tryggvason);
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•explain how astronauts meet their basic needs in space
(e.g., through the use of dehydrated foods, backpacks with an oxygen
supply, a hermetically sealed cabin with temperature and air
controls);
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•identify the technological tools and devices needed for
space exploration (e.g., telescopes, spectroscopes, spacecraft, life
support systems);
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•recognize problems arising from space exploration (e.g.,
space junk, satellites burning in the atmosphere upon re-entry);
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•identify and describe
past and present-day contributions of astronomy to the quality of human
life (e.g., development of the calendar; prediction of events such as
eclipses and seasons; provision of information about space and
time);
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•identify the ways in which the development of materials and
technology for space exploration has led to the use of new technologies
and materials on earth (e.g., micro-electronics, medical imaging, remote
sensing).
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