Innovation Timeline Card Game Curriculum Connections
- agforlife
- Apr 24
- 7 min read
Grade 3 Social Studies
Time and Place: Exploring the dynamic relationships between people, place, and time supports understanding of perspectives and events to make meaning of the world.
Settlers came to the land now known as Alberta for many reasons, including
accessing land for farms and ranches
protecting cultural or religious interests
pursuing opportunities for a better life
Settlers faced a variety of challenges in the land now known as Alberta, including
isolation
unfamiliar environment and weather conditions that affected agriculture
language and cultural barriers
Settlers contributed to the development of the land now known as Alberta by establishing
urban and rural communities
farms, ranches, and homesteads
businesses and industries
places of worship
educational opportunities and schools
cultural associations and centres
Grade 3 Science
Computer Science: Problem solving and scientific inquiry are developed through the knowledgeable application of creativity, design, and computational thinking.
Canadians are responsible for many creative inventions, such as the Canadarm.
Examine a Canadian invention.
Living Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.
First Nations, Métis, and Inuit knowledge of plants and animals within environments includes
animal behaviour
sources of food
migration patterns
seasonal patterns
Discuss First Nations, Métis, and Inuit connection with environments and their knowledge of and relationships with plants and animals.
Grade 4 Social Studies
Time and Place: Exploring the dynamic relationships between people, place, and time supports understanding of perspectives and events to make meaning of the world.
Explorers from Europe began to explore North America (ca. 1500) for various reasons; for example,
pursuing new travel routes
seeking resources for home countries
satisfying curiosity
testing new technologies
Colonists came to the colonies for a variety of opportunities; for example,
access to farmland
business
religious freedom
quality of life
adventure
Loyalists brought language and traditions and established farms and communities in what is now known as Canada.
Grade 4 Science
Computer Science: Problem solving and scientific inquiry are developed through the knowledgeable application of creativity, design, and computational thinking.
Artifacts are objects or products made by humans, machines, or computers through the process of design.
Scientific Methods: Investigation of the physical world is enhanced through the use of scientific methods that attempt to remove human biases and increase objectivity.
Data can be represented as evidence in multiple ways, including
written texts
verbal presentations
oral traditions
graphs
tables
charts
diagrams
simulations
models
Grade 5 Social Studies
Time and Place: Exploring the dynamic relationships between people, place, and time supports understanding of perspectives and events to make meaning of the world.
Information can be gathered from a variety of sources to support understandings of relationships between people, events, and land; for example,
artifacts
maps
environment
timelines
images
Timelines are visual representations of periods of time and events that include features such as
a title
a line
events
a scale
dates
Dates are commonly represented as being from the Common Era, abbreviated as CE, and Before the Common Era, abbreviated as BCE.
Develop a chronology of events on a timeline, using CE and BCE.
Advancements in agriculture, including irrigation and the use of domesticated animals for labour, allowed for more agricultural goods to be produced by fewer people.
Evaluate the significance of agriculture to the development of ancient civilizations.
Conclude how the economic practices of today are influenced by those developed in ancient times.
Changes can be made to the natural environment by people to meet needs; for example,
building irrigation canals to provide water for crops
Systems: Evaluating processes and structures of organizations builds understanding of decision making in the world.
Advances in technology, such as machines, marked an end of ancient civilizations and allowed new civilizations, empires, and dynasties to emerge.
Civilizations have advanced technologies and complex social structures.
Technological innovations contributed to the success of civilizations and empires; for example,
writing systems
architecture
calendars
currency
aqueducts
metallurgy
Technological advancements and interactions resulted in social, political, economic, and environmental transformations of civilizations and empires.
Analyze the impacts of innovations on the growth and expansion of a civilization or empire.
Citizenship: Understanding local, national, and global issues empowers individual and collective action toward an inclusive society.
The study of civilizations and empires contributes to understanding of complex contemporary issues; for example,
how technology created turning points in history
how economics influenced exploration and trade
the successes and failures of systems of government
different beliefs, spiritualities, and religious systems
the intended and unintended consequences of intercultural contact
how worldviews compete
Structures, systems, ideas, and innovations that originated in earlier times evolved to meet the needs and wants of contemporary populations.
Knowledge of the past, including about civilizations and empires, can be used to understand contemporary global issues, opportunities, and challenges.
Grade 5 Science
Scientific Methods: Investigation of the physical world is enhanced through the use of scientific methods that attempt to remove human biases and increase objectivity.
Phenomena are facts or events that can be observed.
Some phenomena can be directly observed using the human senses.
Phenomena that cannot be directly observed using the human senses can be observed and measured using technologies such as telescopes, microscopes, and X-rays.
Investigations can be conducted to better understand phenomena.
Discuss technologies that provide scientists with evidence that cannot be directly observed using the human senses.
Grade 7 Social Studies
Skills and Processes
7.S.2 develop skills of historical thinking:
analyze historical issues to form or support an opinion
use historical and community resources to organize the sequence of historical events
explain the historical contexts of key events of a given time period
distinguish cause, effect, sequence and correlation in historical events, including the long- and short-term causal relations of events create a simulation or a model, using technology that permits the making of inferences identify patterns in organized information
Grade 7 Science
Unit B: Plants for Food and Fibre
4. Identify and interpret relationships among human needs, technologies, environments, and the culture and use of living things as sources of food and fibre
investigate and describe the development of plant varieties through selective breeding, and identify related needs and problems (e.g., identify needs leading to the development of new grain varieties; identify problems arising from the development of new plant varieties that require extensive fertilization)
investigate and identify intended and unintended consequences of environmental management practices (e.g., identify problems arising from monocultural land use in agricultural and forestry practices, such as susceptibility to insect infestation or loss of diversity)
identify the effects of different practices on the sustainability of agriculture and environmental resources (e.g., identify positive and negative effects of using chemical fertilizers and pesticides and of using organic farming practices)
Grade 8 Social Studies
Skills and Processes
8.S.2 develop skills of historical thinking:
distinguish cause, effect, sequence and correlation in historical events, including the long- and short-term causal relations
use historical and community resources to organize the sequence of historical events
analyze the historical contexts of key events of a given time period
o create a simulation or a model by using technology that permits the making of inferences
o identify patterns in organized information
Grade 8 Science
Unit D: Mechanical Systems
1. Illustrate the development of science and technology by describing, comparing and interpreting mechanical devices that have been improved over time
investigate and provide examples of mechanical devices used in the past to meet particular needs (e.g., describe and interpret devices developed to move water or be moved by water, such as the Persian wheel, Archimedes’ screw, mill wheel)
illustrate how a common need has been met in different ways over time (e.g., development of different kinds of lifting devices)
illustrate how trial and error and scientific knowledge both play a role in technological development (e.g., development of aircraft)
4. Analyze the social and environmental contexts of science and technology, as they apply to the development of mechanical devices
evaluate the design and function of a mechanical device in relation to its efficiency and effectiveness, and identify its impacts on humans and the environment
develop and apply a set of criteria for evaluating a given mechanical device, and defend those criteria in terms of relevance to social and environmental needs
illustrate how technological development is influenced by advances in science, and by changes in society and the environment
Grade 9 Social Studies
Skills and Processes
9.S.2 develop skills of historical thinking:
analyze selected issues and problems from the past, placing people and events in a context of time and place
distinguish cause, effect, sequence and correlation in historical events and issues, including the long- and short-term causal relations
use historical and community resources to organize the sequence of historical events
analyze the historical contexts of key events of a given time period
o create a simulation or a model by using technology that permits the making of inferences
o identify patterns in organized information
Grade 9 Science
Unit D: Electrical Principles and Technologies
1. Investigate and interpret the use of devices to convert various forms of energy to electrical energy, and electrical energy to other forms of energy
identify, describe and interpret examples of mechanical, chemical, thermal, electrical and light energy
investigate and describe evidence of energy transfer and transformation (e.g., mechanical energy transformed into electrical energy, electrical energy transferred through power grids, chemical energy converted to electrical energy and then to light energy in a flashlight, thermal energy converted to electrical energy in a thermocouple)
investigate and evaluate the use of different electrodes, electrolytes and electrolytic concentrations in designing electrical storage cells
construct, use and evaluate devices for transforming mechanical energy into electrical energy and for transforming electrical energy into mechanical energy
modify the design of an electrical device, and observe and evaluate resulting changes (e.g., investigate the effect of changes in the orientation and placement of magnets, commutator and armature in a St. Louis motor or in a personally-built model of a motor)
4. Describe and discuss the societal and environmental implications of the use of electrical energy
identify and evaluate sources of electrical energy, including oil, gas, coal, biomass, wind and solar (e.g., identify and evaluate renewable and nonrenewable sources for generating electricity; evaluate the use of batteries as an alternative to internal combustion engines)
describe the by-products of electrical generation and their impacts on the environment (e.g., identify by-products and potential impacts of coal-fired electricity generation)
identify example uses of electrical technologies, and evaluate technologies in terms of benefits and impacts (e.g., identify benefits and issues related to the use of electrical technologies for storing and transmitting personal information)
identify concerns regarding conservation of energy resources, and evaluate means for improving the sustainability of energy use