Saskatchewan Foundational and Learning Objective
IE7.2.b: Provide examples of ecosystems of varying sizes and locations, including their biotic and abiotic components.
IE7.2.c: Conduct a field study to observe, record (using sketches, notes, tables, photographs, and/or video recordings), and identify biotic and abiotic components of a local ecosystem.
IE7.2.e: Examine the biotic and abiotic components of distant ecosystems using photographs, videos, or online resources.
IE7.2.g: Compile and display ecological data to illustrate the various interactions that occur among biotic and abiotic components of ecosystems.
IE7.2.h: Identify strengths and weaknesses of different methods of collecting and displaying ecological data (e.g., compare field observations of an ecosystem with observations from a video or television program, compare a food chain with a food web).
IE7.2.i: Classify organisms in a variety of ecosystems as producers, consumers, or decomposers and further classify consumers as herbivores, carnivores, or omnivores.
IE7.2.j: Interpret interdependence within natural systems by constructing food chains and food webs to illustrate the interactions among producers, consumers, and decomposers in a particular ecosystem.
IE7.2.k: Construct a classification key, using appropriate scientific terminology, which will enable classmates to differentiate between producers, consumers, and decomposers.
IE7.3.b: Model the carbon, nitrogen, and water cycles to illustrate how matter cycles through ecosystems.
IE7.3.c: Analyze the strengths and limitations of models in science generally, and then apply these criteria to evaluate the efficacy of a student model of a biogeochemical cycle.
IE7.3.d: Explain the role of decomposers in recycling matter in an ecosystem.
IE7.3.e: Describe examples of how scientists collect evidence, search for patterns and relationships in data, and propose explanations to further the development of scientific knowledge about energy and matter flow in ecosystems.
IE7.3.f: Design and conduct an experiment to investigate the conditions essential for the growth of plants (e.g., determine whether nutrients in soil are sufficient to support plant growth, determine the influence of sunlight or other forms of light on plant growth).
IE7.3.h: Describe how energy passes through ecosystems during the processes of photosynthesis and cellular respiration.
IE7.3.i: Identify and evaluate potential impacts on energy flow and the cycling of matter by the removal of one or more living organisms from a specific ecosystem.
IE7.4.c: Predict what a specific ecosystem (e.g., clear-cut forest, abandoned sports field, abandoned farm yard, abandoned rail line, ditch, driveway, or sidewalk) will look like in the future (e.g., 5, 10, and 25 years) based on characteristics of the area and long-term changes observed in similar ecosystems.
IE7.4.d: Identify and refine questions and problems related to the effects of natural or human influences on a particular ecosystem.
IE7.4.e: Select and synthesize information from various sources to develop a response to specific questions related to natural or human influences on a particular ecosystem.
IE7.4.f: Propose a course of action or defend a given position on a local ecological issue or problem related to natural or human influences on a particular ecosystem, taking into account scientific, societal, technological, and environmental factors.
MS7.1.a: Examine a variety of objects and materials, and record qualitative (e.g., colour, texture, and state of matter) and quantitative (e.g., density, melting point, and freezing point) physical properties of those objects in a chart or data table.
HT7.1.b: Communicate questions, ideas, intentions, plans, and results of inquiries related to heat transmission using lists, notes in point form, sentences, data tables, graphs, drawings, oral language, and other means.
HT7.1.d: Compare, in qualitative terms, the heat capacities of some common materials, including water, and explain how heat capacity influences choices of materials used in the development of technologies related to clothing, food, and shelter.
HT7.2.c: Construct and label a heating curve for water, using student-collected data, indicating states of matter and changes of state.
HT7.2.d: Create a visual or dramatic representation to explain changes of state of matter (e.g., melting, freezing, evaporation, condensation, and sublimation) according to the particle model of matter.
HT7.2.e: Choose appropriate instruments (e.g. alcohol thermometer, temperature probe, and thermocouple) and use them safely, effectively, and accurately for collecting temperature data when investigating states of matter and changes of state.
HT7.2.g: Distinguish between heat and temperature using the concept of kinetic energy and the particle model of matter.
HT7.2.h: Explain how evidence gathered while investigating states of matter and changes in states of matter supports or refutes the particle theory of matter.
HT7.3.a: Demonstrate and explain how heat is transferred by the processes of conduction, convection, and radiation in solids, liquids, and gases.
HT7.3.b: Construct a visual or dramatic representation of heat transfer via conduction in a solid.
HT7.3.d: Assess the impacts on self, society, and the environment, of conduction, convection, and radiation in the natural and constructed world (e.g., heating over cities, temperature layers in lakes, thunderstorms, radiant heaters, refrigerators, and convection currents in air or water).
HT7.3.e: Evaluate applications of technologies designed to enhance or restrict the transfer of heat energy via conduction, convection, or radiation (e.g., metal frying pans, radiant heaters, home insulation, ovens, convection ovens, thermoses, winter parkas, and heat exchangers) using student-developed criteria.
HT7.3.f: Design and carry out an experiment to determine differences in the ability of various surfaces to absorb and reflect radiant heat.
EC7.1.a: Trace the development of plate tectonics theory as an explanation for movement of Earthâ??s lithosphere in light of new geological evidence, including knowledge of tectonic plates and movement at plate boundaries.
EC7.1.b: Provide examples of past theories and ideas, including cultural mythology, that explain geological phenomena such as volcanic activity, earthquakes, and mountain building.
EC7.1.d: Create models or simulations of the processes of mountain formation and the folding and faulting of Earthâ??s surface, including movements at diverging, converging, and transform plate boundaries.
EC7.1.g: Organize data on the geographical and chronological distribution of earthquakes, tsunamis, and volcanic eruptions to determine patterns and trends in data and relationships among variables.
EC7.2.c: Classify rocks and minerals based on physical properties such as colour, hardness, cleavage, lustre, and streak.
EC7.3.a: Model the processes of formation of the three major types of rocks: sedimentary, igneous, and metamorphic.
EC7.3.c: Construct a visual representation of the rock cycle (e.g., formation, weathering, sedimentation, and reformation) and relate this representation to the surface geology of Saskatchewan and Canada.
EC7.3.d: Develop and use a classification key for rocks based on physical characteristics and method of formation.
EC7.3.e: Describe examples of mechanical and chemical weathering of rocks.
EC7.3.l: Assess environmental and economic impacts of past and current land use practices in Saskatchewan (e.g., agriculture, urban development, recreation, and road construction), and describe intended and unintended consequences of those practices on self, society, and the environment, including soil degradation.
Correlation last revised: 9/16/2020