Information Studies: Appendix B - Science and Technology

Appendix B. Planning for Interdisciplinary Learning
Sample Connections for Science and Technology and Information Studies
The Ontario Curriculum:
Science and Technology Gr. 1-8
Specific Expectation (unless otherwise stated) Information Studies:
Kindergarten - Gr. 12
Specific Expectation (unless otherwise stated)

1
use appropriate vocabulary in describing their investigations, explorations, and observations (e.g., use body, legs, wings and feelers in describing an insect).
Life Systems: Characteristics and Needs of Living Things: Developing Skills of Inquiry, Design and Communication
use draw applications to create simple pictures.
Information Technologies: Applying

2
ask questions about and identify some needs of different animals with which they are familiar, and explore possible answers to these questions and ways of meeting these needs.
Life systems: Growth and Change in Animals: Developing Skills of Inquiry, Design and Communication
articulate questions.
Inquiry and Research: Concepts/ Reasoning

3
plan investigations to answer some of these questions or solve some of these problems and explain the steps involved.
Matter and Materials: Magnetic and Charged Materials: Developing Skills of Inquiry, Design and Communication
outline necessary resources and plan steps to obtain resources.
Inquiry and Research: Concepts/ Reasoning

4
communicate the procedures and results of investiga-tions for specific purposes and to specific audiences, using oral presentations, written notes and descriptions, drawings, and charts.
Matter and Materials: Materials That Transmit, Reflect, or Absorb Light or Sound: De-veloping. Skills of Inquiry, Design, and Communication
share findings in electronic format, e.g. keypals, conferencing and databases.
Inquiry and Research: Communicating

5
compile data gathered through investigation in order to record and present results, using tally charts, tables, and labeled graphs produced by hand or with a computer.
Energy and Control: Conservation of Energy: Developing Skills of Inquiry, Design, and Communication
create simple databases and spreadsheets and output data in a variety of ways.
Inquiry and Research: Organizing

6
identify through experimentation ways in which chemical energy can be transformed into electrical energy.
Energy and Control: Underlying Concepts: Understanding Basic Concepts
make judgments and draw conclusions to solve problems.
Inquiry and Research: Applying

7
tell the "story" of a product used every day identifying the need it meets and describing its production, use, and eventual disposal.
Structural Strength and Stability: Relating Science and Technology to the World Outside of the School
use a variety of electronic reference and telecommunication tools to investigate a topic.
Information Technologies: Applying

8
identify ways in which humans have tried to contain damage caused by water.
Earth and Space Systems: Water Systems: Relating Science and Technology to the World Outside of the School
identify cause and effect relationships in information.
Inquiry and Research: Applying

	The Ontario Curriculum: Science and Technology Gr. 1-8 Specific Expectation (unless otherwise stated)	Information Studies: Kindergarten - Gr. 12 Specific Expectation (unless otherwise stated)
1	use appropriate vocabulary in describing their investigations, explorations, and observations (e.g., use body, legs, wings and feelers in describing an insect). Life Systems: Characteristics and Needs of Living Things: Developing Skills of Inquiry, Design and Communication	use draw applications to create simple pictures. Information Technologies: Applying
2	ask questions about and identify some needs of different animals with which they are familiar, and explore possible answers to these questions and ways of meeting these needs. Life systems: Growth and Change in Animals: Developing Skills of Inquiry, Design and Communication	articulate questions. Inquiry and Research: Concepts/ Reasoning
3	plan investigations to answer some of these questions or solve some of these problems and explain the steps involved. Matter and Materials: Magnetic and Charged Materials: Developing Skills of Inquiry, Design and Communication	outline necessary resources and plan steps to obtain resources. Inquiry and Research: Concepts/ Reasoning
4	communicate the procedures and results of investiga-tions for specific purposes and to specific audiences, using oral presentations, written notes and descriptions, drawings, and charts. Matter and Materials: Materials That Transmit, Reflect, or Absorb Light or Sound: De-veloping. Skills of Inquiry, Design, and Communication	share findings in electronic format, e.g. keypals, conferencing and databases. Inquiry and Research: Communicating
5	compile data gathered through investigation in order to record and present results, using tally charts, tables, and labeled graphs produced by hand or with a computer. Energy and Control: Conservation of Energy: Developing Skills of Inquiry, Design, and Communication	create simple databases and spreadsheets and output data in a variety of ways. Inquiry and Research: Organizing
6	identify through experimentation ways in which chemical energy can be transformed into electrical energy. Energy and Control: Underlying Concepts: Understanding Basic Concepts	make judgments and draw conclusions to solve problems. Inquiry and Research: Applying
7	tell the "story" of a product used every day identifying the need it meets and describing its production, use, and eventual disposal. Structural Strength and Stability: Relating Science and Technology to the World Outside of the School	use a variety of electronic reference and telecommunication tools to investigate a topic. Information Technologies: Applying
8	identify ways in which humans have tried to contain damage caused by water. Earth and Space Systems: Water Systems: Relating Science and Technology to the World Outside of the School	identify cause and effect relationships in information. Inquiry and Research: Applying