Researching
4-0-2a. Access information using a variety of sources. Examples: school libraries, videos, traditional knowledge, CD-ROMs, Internet… (ELA 3.2.2, 3.2.4, TFS 2.1.1) GLO: C6
4-0-2b. Review information to determine its usefulness to inquiry or research needs. (ELA 3.2.3, 3.3.3) GLO: C6, C8
MediaSmarts Resources
Researching
5-0-2a Access information using a variety of sources. Examples: libraries, magazines, community resource people, outdoor experiences, videos, CD-ROMs, Internet… GLO: C6 (ELA Grade 5, 3.2.3; Math: SP-II.3.1)
5-0-2b Review information to determine its usefulness, using predetermined criteria. GLO: C6, C8
5-0-2c Record information in own words and reference sources appropriately. GLO: C6 (ELA Grade 5, 3.3.2)
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Initiating
6-0-1a Formulate specific questions that lead to investigations. Include: rephrase questions to a testable form; focus research questions. GLO: A1, C2 (ELA Grade 6, 3.1.2; Math: SP-I.1.6)
6-0-1b Identify various methods for finding the answer to a specific question and select one to implement. Examples: generating experimental data; accessing information from a variety of sources… GLO: C2 (ELA Grade 6, 3.2.2; Math: SP-I.2.6, SP-II.1.6)
MediaSmarts Resources
This chart contains media-related learning outcomes from Manitoba, Curriculum for Science Senior 3 Current Topics in the Sciences, with links to supporting resources on the MediaSmarts site.
Overall Expectations
Differentiate between science and technology, recognizing their respective strengths and limitations in furthering our understanding of the material world, and appreciate the relationship between culture and the development of technologies.
Specific Expectations
SLO A1:
Identify and appreciate the manner in which history, circumstance, and culture shape the science of a society and its creation or use of technologies.
This chart contains media-related learning outcomes from Manitoba, Curriculum for Social Studies: Canadian Law 12, with links to supporting resources on the MediaSmarts site.
According to the Newfoundland Elementary Science curriculum guide, “the aim of science education in the Atlantic provinces is to develop scientific literacy. Scientific literacy is an evolving combination of the science-related attitudes, skills, and knowledge 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.
Overall Expectations
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.
Specific Expectations
1.0 propose questions to investigate and practical problems to solve
2.0 rephrase questions in a testable form
3.0 state a prediction and a hypothesis
Students will be expected to demonstrate an understanding of the history and evolution of technology, and of its social and cultural implications.
MediaSmarts Resources
The Nova Scotia Entrepreneurship curriculum has numerous connections to media and digital literacy in the areas of digital ethics and technology.