Our curriculum map for the Québec Education Program is here! If you are a Québec educator, read on to explore our rationale for teaching our youth. The list covers grades 3-6 (cycles two and three).

Our goal in educating our youth is to provide them with an experiential, tools-based approach to science & technology through the lens of conservation and monitoring.

  • By focusing on conservation, we can target the science and social sciences curriculums in the elementary and secondary grades.
  • When students work with our data platform, we can also target the mathematics curriculum through data sets, graphs, and analysis of data.

By connecting social, science, and math together in one testing journey, our students (your students) will be able to see water monitoring and conservation in a holistic way. Systemic sustainability education can only be done right when cross-curricular competencies are fostered and developed with intentional programming, and that has been our goal here.

Planning on taking your students out for a water testing excursion?

Here’s how you can target different strands of the science curriculum in grades 3 to 6.

Excerpt from the Québec Education Program

“In Cycles Two and Three, the science and technology program is based on fundamental learnings and organized around the following three competencies:

  • To propose explanations for or solutions to scientific or technological problems
  • To make the most of scientific and technological tools, objects and procedures
  • To communicate in the languages used in science and technology”

These three competencies guide teachers and students through scientific analysis and serve as a way of carrying out experiments, fieldwork, observations, data analysis, and more. These competencies are often reflected in multiple subjects across the elementary curriculum with alterations to structure and wording. The importance of the competencies is the help develop a method for student engagement with real-world problems in math, science, social studies, and more. Below are specific links to the curriculum for grades 3-6, which have been drawn from the Mathematics, Science and Technology program (2006) and from the Progression of Learning document (2009).

Material World


Properties and characteristics of matter in different states:

  • Other physical properties (e.g. elasticity, hardness, permeability and impermeability, solubility) ➌
  • Describes various other physical properties of an object, a substance or a material (e.g. elasticity, hardness, solubility) ➌
  • Recognizes the materials of which an object is made ➌


Forms of energy:

  • Sources of energy (e.g. moving water, chemical reaction in a battery, sunlight) ➌

Transmission of energy:

  • Electrical conductivity (e.g. conductors and insulators)  ➌

Techniques and Instrumentation

Use of simple measuring instruments (e.g. rulers, dropper, balance, thermometer)   ➋ ➌

Earth and Space


Properties and characteristics of matter on Earth:

  • Soil, water and air  ➋
  • Compares the properties of different types of soil (e.g. composition, capacity to retain water, capacity to retain heat) ➋ ➌
  • Describes the various ways in which the quality of water, soil or air affects living things ➋ ➌


Transmission of energy:

  • Thermal and electrical conductivity (e.g. conductors and insulators) ➌
  • Describes methods for transmitting thermal energy (e.g. radiation, convection, conduction) ➌

Techniques and Instrumentation

Use of simple measuring instruments (e.g. rulers, dropper, balance, thermometer)   ➋ ➌

Appropriate Language

Terminology related to an understanding of the material world ➋ ➌

Living Things


Characteristics of living things:

  • Explains the basic needs of the metabolism of living things (e.g.nutrition, respiration)  ➋
  • Describes activities connected to the metabolism of living things (transformation of energy, growth, maintenance of systems and body temperature)   
  • Distinguishes among the different types of embryonic development (viviparous for the majority of mammals, oviparous or ovoviviparous for the rest)   ➋


Sources of energy for living things: 

  • Explains the nutritional needs common to all animals (water, sugars, lipids, proteins, vitamins, minerals) ➋
  • Photosynthesis in plants (e.g. need for water and carbon dioxide) ➌
  • Explains how water, light, mineral salts and carbon dioxide are essential to plants ➌

Systems and Interaction

Interaction between living organisms and their environment:

  • Living things and their habitats ➋ 
  • Identifies habitats and the animal and plant populations found in them ➋
  • Describes how animals meet their basic needs within their habitat ➋

Interaction between humans and their environment:

  • Describes the impact of human activity on the environment (e.g. use of resources, pollution, waste management, land use, urbanization, agriculture) ➋ ➌

Techniques and Instrumentation

Use of simple measuring instruments (e.g. rulers, dropper, balance, thermometer)   ➋ ➌

  • Appropriately uses simple measuring instruments (e.g. rulers, dropper, graduated cylinder, balance, thermometer, wind vane, barometer, anemometer, hygrometer) ➋ ➌

Appropriate Language

Terminology related to an understanding of living things  ➋ ➌

  • Appropriately uses terminology related to an understanding of living things ➊ ➋ ➌
  • Distinguishes between the meaning of a term used in a scientific or technological context and its meaning in everyday language (e.g. habitat, metamorphosis) ➊ ➋ ➌


The Water Rangers Education Testkit is intended to help foster student’s engagement in the scientific method by taking part in live, hands-on tests using real scientific instruments. As such, the testkit helps to connect with all the exploration, information and communication strategies listed under Cycles Two and Three. 

Are you taking a look at our data platform?

With a vast network of accessible data, our platform can give your students real-world applications for core mathematics concepts.

Are you connecting the land with the people who live here?

This is how our waterways can be a part of your social studies conversations with students.