2k40 is an original way to explore the world of science and technology. The game is appropriate for primary cycle 2 and 3 groups (grade 3-6). The various modules of the game allow you to segment learning by choosing themes relevant to your other classroom activities. Explore these themes in the following table. You can also view the theme door by door by clicking on its number in the table below.
| Door | ||||||
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| 1 Henry Woodward inventor of the electric light bulb |
2 Archibald G. Huntsman one of Canada’s first oceanographers and fisheries biologists |
3 George J. Klein one of the designers of the Space Shuttle’s Canadarm |
4 William Logan founder of the Geological Survey of Canada |
5 James Gosling inventor of the Java programming language |
6 Reginald Fessenden transmitter of the first wireless voice message |
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| Competencies | ||||||
| 1. To propose explanations for or solutions to scientific or technological problems |  |
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| 2. To make the most of scientific and technological tools, objects and procedures | |
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| 3. To communicate in the languages used in science and technology | |
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| Essential Knowledges | ||||||
| MATERIAL WORLD | ||||||
| Forms of energy | ||||||
| Forms of energy (e.g. mechanical, electrical, chemical, heat, solar, sound, nuclear) solar, sound, nuclear) | |
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| Sources of energy (e.g. moving water, chemical reaction in a battery, sunlight) | |
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| Transmission of energy | ||||||
| Identifying the components of a simple electric circuits | |
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| Describing the role of the components of a simple electric circuits | |
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| Sound waves (e.g. volume, timbre, echo) | |
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| Transformation of energy | ||||||
| Consumption and conservation of energy by human beings (e.g. electric meter, insulation) | |
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| Describing transformations of energy from one form to another (e.g. transformation by machines) | |
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| Identifying transformations of energy from one form to another in different machines | |
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| Magnetism and electromagnetism | ||||||
| Identifying objects that use the principle of electromagnetism | |
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| Characteristics of motion (e.g. direction, speed) | ||||||
| Describing the characteristics of motion | |
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| Systems and interaction | ||||||
| Describing the parts and mechanisms that make up an object | |
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| Identifying the needs behind an object | |
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| Robots and servomechanisms | ||||||
| Recognizing robotic structures using a servomechanism | |
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| Transportation technology (e.g. airplane, boat) | ||||||
| Recognize the influence and impact of transportation technology on the lifestyle and environment of individuals | |
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| Electron technology | ||||||
| Recognizing the influence and impact of electrical appliances on the lifestyle and environment of individuals | |
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| Conventions and types of representations specific to the concepts studied | ||||||
| Communicating using appropriate modes of representation in respect of rules and conventions of science and technology | |
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| EARTH AND SPACE | ||||||
| Properties and characteristics of matter on Earth | ||||||
| Telling a fossil from a rock | |
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| Telling a rock from a mineral | |
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| Classifying rocks and minerals according to their properties | |
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| Techniques and instrumentation | ||||||
| Recognizing the influence and impact of Earth, atmosphere and space technology on the lifestyle and environment of individuals | |
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| LIVING THINGS | ||||||
| Characteristics of living things | ||||||
| Explaining the basic needs for the metabolism of living beings | |
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| Describing the activities related to the metabolism of living beings | |
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| Organization of living things: | ||||||
| Describing the characteristics of the different kingdoms | |
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| Classification of life forms (e.g. microorganisms, fungi, plants, animals) | |
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| Sources of energy for living things | ||||||
| Explaining the nutritional needs common to all animals (e.g. need for water, sugars, lipids, proteins, vitamins, minerals) | |
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| Consumption of living organisms | ||||||
| Giving examples of consumption of living organisms | |
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| Food Technology | ||||||
| Describe the main stages of production of various staple foods | |
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| Exploration strategies | ||||||
| Studying a problem or a phenomenon from different points of view | |
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| Distinguishing between the different types of information useful for solving the problem | |
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| Recalling similar problems that have already been solved | |
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| Exploring various ways of solving the problem | |
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| Anticipating the results of his or her approach | |
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| Taking into account the constraints involved in solving a problem or making an object | |
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| Examining his or her mistakes in order to identify their source | |
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| Using empirical approaches (e.g. trial and error, analysis, exploration using one’s senses) | |
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Door 1: Henry Woodward (inventor of the electric light bulb)
Essential Knowledges :
Material world
Forms of energy
Transmitting power
Energy Transformation
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Earth and space |
Living things |
Exploration strategies:
- Address a problem or phenomenon from different reference frames (eg, social perspectives, environmental, historical, economic)
- Take into account the constraints involved in solving a problem or making an object
Developing Competency 2 :
To make the most of scientific and technological tools, objects and procedures
- Appropriate roles and functions of the modes of energy production and various electrical appliances
- Assess the impact of the use of various electrical appliances
- Relate various electrical appliances to their historical contexts and their uses
Door 2: Archibald G. Huntsman (one of Canada’s first oceanographers and fisheries biologists)
Essential Knowledges :
Material world
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Earth and space
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Living things Characteristics of living
Organization of living
Sources of energy for living things
Use of living to eat
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Exploration strategies :
- Address a problem or phenomenon from different reference frames (eg, social perspectives, environmental, historical, economic)
- Reflect on your mistakes in order to identify the source
Developing Competency 1 :
To propose explanations for or solutions to scientific or technological problems
- Identify the problems associated with each question
- Evaluate the process by correcting its mistakes
- Use varied strategies of exploration to determine the correct answers
Door 3: George J. Klein (one of the designers of the Space Shuttle’s Canadarm)
Essential knowledges :
Material world Forms of energy
Characteristics of a movement
Usual technical subjects
Robots and servomechanisms
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Earth and space
Techniques and instrumentation
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Living things
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Exploration strategies:
- Address a problem or phenomenon from different reference frames (eg, social perspectives, environmental, historical, economic)
- Explore various avenues of solution
- Anticipating the results of his approach
- Use empirical approaches
Developing Competency 2 :
To make the most of scientific and technological tools, objects and procedures
- Appropriate roles and functions of the robotic arm
- Assess the impact of programming on the movements of the robotic arm
- Linking various tools, objects or technological processes to their contexts and their uses
Door 4: William Logan (founder of the Geological Survey of Canada)
Essential knowledges :
Material world
Magnetism and electromagnetism
Transport Technology
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Earth and space
Characteristics and properties of matter terrestrial
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Living things
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Exploration strategies :
- Address a problem or phenomenon from different reference frames (eg, social perspectives, environmental, historical, economic)
- Identifies the relevant resolution of the problem
- Use empirical approaches
Developing Competency 2 :
To make the most of scientific and technological tools, objects and procedures
- Appropriate the roles and functions of the underwater detector
- Assess the impact of electromagnetic detection on finding nickel deposit
- Connect the electromagnetic detection to its contexts and its uses
Door 5: James Gosling (inventor of the Java programming language)
Essential Knowledges :
Material World
Electronic Technology
Conventions and modes of representation-specific concepts in the study
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Earth and space |
Living things |
Exploration strategies:
- Address a problem or phenomenon from different reference frames (eg, social perspectives, environmental, historical, economic)
- Recalling similar problems already solved
Developing Competency 3 :
To communicate in the languages used in science and technology
- Appropriate elements of the binary code
- Exploiting the binary code to determine the direction to take
- Use everyday language and symbolic language related to science and technology
Door 6 : Reginald Fessenden (transmitter of the first wireless voice message)
Essential knowledges :
Material World
Transmitting power
Usual technical subjects
Electronic Technology
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Earth and space |
Living things |
Exploration strategies :
- Address a problem or phenomenon from different reference frames (eg, social perspectives, environmental, historical, economic)
- Take into account the constraints involved in solving a problem or making an object
- Use empirical approaches
Developing Competency 2 :
To make the most of scientific and technological tools, objects and procedures
- Appropriate the roles and functions of transmitting and receiving antennas
- Assess the impact of transmitting and receiving antennas in the transmission of radio waves
- Linking various tools, objects or technological processes to their contexts and their uses
