Innovation Timeline Card Game Curriculum Connections

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