The Science Curriculum in Primary and Lower Secondary Grades

Similar to the mathematics curriculum, science curriculum documents for primary and lower secondary grades also vary across the country. In order to support the development of curriculum and consistent science learning outcomes across the country, the Common Framework of Science Learning Outcomes K–12 was created. This framework sets out a vision and foundation statements for scientific literacy in Canada, outlines general and specific learning outcomes, and provides illustrative examples for some of these outcomes.⁹ It defines scientific literacy as an evolving combination of the science-related skills, knowledge, and attitudes students need to develop inquiry, problem solving, and decision making abilities to become lifelong learners, and to maintain a sense of wonder about the world around them. Its foundational elements are defined as follows:¹⁰

Science, technology, society, and the environment (STSE)—Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology
Skills—Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions
Knowledge—Students will construct knowledge and understandings of concepts in life sciences, physical sciences, and Earth and space sciences and apply these understandings to interpret, integrate, and extend their knowledge
Attitudes—Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, and the environment

Curricular commonalities in science across jurisdictions are discussed below:

The primary and secondary science curricula across jurisdictions that were in effect for the students assessed in TIMSS 2015 covered the vast majority of topics that were evaluated in the assessment
The science curricula across the country at the fourth and eighth grades encourage the process of scientific inquiry, problem solving, and scientific reasoning to develop the skills and knowledge needed to solve real world problems¹¹
Fourth grade science students across the country are expected to develop knowledge and skills in:
- Life science—The requirements of living organisms; energy sources of living beings; adaptation; and ecology (i.e., habitats, populations, etc.)
- Matter and energy—Properties of matter; physical changes; and energy transformation
- Structures and mechanisms—Pulleys, gears, and simple machines; force and transfer of motion
- Earth and space—Types and characteristics of soil; water cycle and precipitation; forms and sources of energy; and Earth’s rotation and planetary cycles
Eighth grade science students across the country are expected to develop knowledge and skills in:
- Life science—Habitats; species; population; adaptations; taxonomy; introductory genetics; reproduction; contraception; cellular studies; photosynthesis; microscopic studies, osmosis and diffusion
- Matter and energy—Properties of materials; mass, volume and temperature; physical/chemical change; acidity or basicity; conservation of matter; mixtures and solutions; periodic table of elements, atoms, and molecules
- Structures and mechanisms—Raw materials; scales and schemas; systems; energy transformation; simple machines (e.g. force, movement, engineering)
- Earth and space—Earth’s core and types of sediment and minerals; Earth’s atmosphere and air; erosion; earthquakes; wind; the water cycle; renewable energy; gravity, solar system, and space studies; seasons; and eclipses

Please also note that in the majority of English speaking jurisdictions, the French language curriculum is developed, implemented, and revised in parallel with the English language curriculum.