Pose questions that lead to exploration and investigation about air and water conditions (e.g., Why does skin feel wet in the summer? Why is it harder to breathe in winter than in summer? Why might people wear a filter over their nose and mouth?).

Describe changes in the location, amount, and form of moisture in different locations in the environment, and factors such as exposure to heat and moving air that can affect these conditions.

Recognize the importance of air and water as two of the four elements (i.e., air, water, earth, fire) in Mother Earth in First Nations, Métis, and other cultures.

Explain how living things, including humans, require clean air and water for breathing, cooling, drinking, cooking, bathing, and prevention of illness to maintain a healthy body.

Explain how water is obtained, distributed, and used in personal, local, and regional environments (e.g., home, classroom, school, town, city, and province).

Communicate questions, ideas, and intentions while conducting personal and group explorations of air and water in the environment.

Record, using tables, diagrams, pictographs, or bar graphs, individual, classroom, and/or household use of water for a given period.

Suggest explanations for how air and water in the environment can become polluted.

Suggest ways that individuals can contribute to protecting and improving the quality of air and water in their environment (e.g., conserving water, not pouring chemicals down the drain, not burning hazardous materials, and reducing travel via motorized vehicles).

Propose an answer to a question or problem related to the importance of air and water for living things.