Observe, using all of their senses, physical properties of air (e.g., generally invisible, odourless, and fills and assumes shape of container) and of water (e.g., assumes shape of container, clear, tasteless, and odourless).

Select appropriate tools (e.g., thermometer, wind sock, rain gauge, garden hose, fan, oar, propeller, and vacuum) and materials to carry out safely their own explorations of air and water in their environment through processes such as collecting dew, rainfall, and snow; measuring wind speed; and measuring temperature.

Measure amounts of air and water using non-standard measurements (e.g., dropper, spoonful, container, pop bottle, garbage can, aquarium, straw, and zip-lock bag).

Provide evidence indicating air takes up space, has mass, and can be felt when it moves.

Categorize examples of water in indoor and outdoor environments, and in living things, including themselves, according to state of matter (i.e., solid, liquid, and gaseous).

Investigate physical (e.g., mass, shape, texture, colour, and odour) changes in water during each change of state (i.e., freezing, melting, evaporation, condensation, sublimation, and deposition).

Carry out procedures to investigate methods of increasing or decreasing the rate water changes state (i.e., freezing or boiling).

Collaboratively design and construct a device that is powered by wind or water and that meets a student-identified purpose.

Classify or sequence materials according to attributes such as how quickly they absorb water, how much water they absorb, and whether they are waterproof or water repellent.

Communicate procedures and results of observations of the physical properties of air and water, using drawings, demonstrations, and written and oral descriptions.