A: Interactions and Ecosystems (Social and Environmental Emphasis)

A.1: Science, Technology and Society (STS) and Knowledge

A.1.1: Investigate and describe relationships between humans and their environments, and identify related issues and scientific questions

A.1.1.1: illustrate how life-supporting environments meet the needs of living things for nutrients, energy sources, moisture, suitable habitat, and exchange of gases

Coral Reefs 1 - Abiotic Factors
Plants and Snails

A.1.1.2: describe examples of interaction and interdependency within an ecosystem (e.g., identify examples of dependency between species, and describe adaptations involved; identify changing relationships between humans and their environments, over time and in different culturesâ??as, for example, in aboriginal cultures)

Coral Reefs 1 - Abiotic Factors
Food Chain

A.1.1.3: identify examples of human impacts on ecosystems, and investigate and analyze the link between these impacts and the human wants and needs that give rise to them (e.g., identify impacts of the use of plants and animals as sources of food, fibre and other materials; identify potential impacts of waste products on environments)

Coral Reefs 1 - Abiotic Factors
Pond Ecosystem

A.1.1.4: analyze personal and public decisions that involve consideration of environmental impacts, and identify needs for scientific knowledge that can inform those decisions

Water Pollution

A.1.2: Trace and interpret the flow of energy and materials within an ecosystem

A.1.2.1: analyze an ecosystem to identify biotic and abiotic components, and describe interactions among these components

Coral Reefs 1 - Abiotic Factors
Pond Ecosystem

A.1.2.2: analyze ecosystems to identify producers, consumers and decomposers; and describe how energy is supplied to and flows through a food web, by:

A.1.2.2.c: interpreting food webs, and predicting the effects of changes to any part of a web

Forest Ecosystem

A.1.2.3: describe the process of cycling carbon and water through an ecosystem

Carbon Cycle
Cell Energy Cycle
Water Cycle

A.1.2.4: identify mechanisms by which pollutants enter and move through the environment, and can become concentrated in some organisms (e.g., acid rain, mercury, PCBs, DDT)

Coral Reefs 1 - Abiotic Factors

A.1.3: Monitor a local environment, and assess the impacts of environmental factors on the growth, health and reproduction of organisms in that environment

A.1.3.2: investigate and interpret evidence of interaction and change (e.g., population fluctuations, changes in weather, availability of food or introduction of new species into an ecosystem)

Food Chain
Rabbit Population by Season

A.1.4: Describe the relationships among knowledge, decisions and actions in maintaining life-supporting environments

A.1.4.1: identify intended and unintended consequences of human activities within local and global environments (e.g., changes resulting from habitat loss, pest control or from introduction of new species; changes leading to species extinction)

Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
Pond Ecosystem
Rabbit Population by Season
Water Pollution

A.2: Skill Outcomes (focus on the use of research and inquiry skills to inform the decision-making process)

A.2.1: Initiating and Planning

A.2.1.1: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions

A.2.1.1.a: identify science-related issues (e.g., identify a specific issue regarding human impacts on environments)

Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
Pond Ecosystem
Water Pollution

A.2.1.1.d: select appropriate methods and tools for collecting data and information (e.g., select or develop a method for estimating a plant population within a given study plot; design a survey as a first step in investigating an environmental issue)

Triple Beam Balance

A.2.2: Performing and Recording

A.2.2.1: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

A.2.2.1.c: use tools and apparatus effectively and accurately for collecting data (e.g., measure factors, such as temperature, moisture, light, shelter and potential sources of food, that might affect the survival and distribution of different organisms within a local environment)

Triple Beam Balance

A.2.3: Analyzing and Interpreting

A.2.3.1: Analyze qualitative and quantitative data, and develop and assess possible explanations

A.2.3.1.b: compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs and line graphs (e.g., illustrate a food web, based on observations made within a given environment)

Earthquakes 1 - Recording Station
Graphing Skills
Identifying Nutrients

A.2.3.1.c: classify organisms found in a study plot

Dichotomous Keys
Human Evolution - Skull Analysis

A.2.4: Communication and Teamwork

A.2.4.1: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

A.2.4.1.a: communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means (e.g., present findings from an analysis of a local issue, such as the control of the beaver population in a nearby wetland)

Graphing Skills
Hearing: Frequency and Volume
Identifying Nutrients

A.2.4.1.b: evaluate individual and group processes used in planning, problem solving, decision making and completing a task

Estimating Population Size
Pendulum Clock

B: Plants for Food and Fibre (Science and Technology Emphasis)

B.1: Science, Technology and Society (STS) and Knowledge

B.1.1: Investigate plant uses; and identify links among needs, technologies, products and impacts

B.1.1.1: illustrate and explain the essential role of plants within the environment

Coral Reefs 1 - Abiotic Factors
Food Chain
Forest Ecosystem

B.1.1.3: investigate trends in land use from natural environments (e.g., forests, grasslands) to managed environments (e.g., farms, gardens, greenhouses) and describe changes

Coral Reefs 1 - Abiotic Factors

B.1.1.4: investigate practical problems and issues in maintaining productive plants within sustainable environments, and identify questions for further study (e.g., investigate the long-term effects of irrigation practices or fertilizer use)

Pond Ecosystem

B.1.2: Investigate life processes and structures of plants, and interpret related characteristics and needs of plants in a local environment

B.1.2.1: describe the general structure and functions of seed plants (e.g., describe the roots, stem, leaves and flower of a common local plant)

Pollination: Flower to Fruit

B.1.2.3: investigate and interpret variations in needs of different plants and their tolerance for different growing conditions (e.g., tolerance for drought, soil salinization or short growing seasons)

Germination
Growing Plants

B.1.2.4: describe the processes of diffusion, osmosis, conduction of fluids, transpiration, photosynthesis and gas exchange in plants [Note: This item requires a general understanding of the processes; it does not require knowledge of the specific biochemistry of these processes.]

Cell Energy Cycle
Osmosis
Photosynthesis Lab
Plants and Snails

B.1.2.5: describe life cycles of seed plants, and identify example methods used to ensure their germination, growth and reproduction (e.g., describe propagation of plants from seeds and vegetative techniques, such as cuttings; conduct a germination study; describe the use of beehives to support pollination)

Germination
Pollination: Flower to Fruit
Seed Germination

B.2: Skill Outcomes (focus on problem solving)

B.2.1: Initiating and Planning

B.2.1.1: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions

B.2.1.1.c: rephrase questions in a testable form, and clearly define practical problems (e.g., rephrase a broad question, such as: â??What amount of fertilizer is best?â?? to become â??What effect will the application of different quantities of fertilizer X have on the growth of plant Y and its environment?â??)

Sight vs. Sound Reactions

B.2.1.1.d: state a prediction and a hypothesis based on background information or an observed pattern of events (e.g., predict the effect of a particular plant treatment)

Seed Germination
Temperature and Sex Determination - Metric

B.2.2: Performing and Recording

B.2.2.1: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

B.2.2.1.c: observe and record data, and create simple line drawings (e.g., describe plant growth, using qualitative and quantitative observations; draw and describe plant changes resulting from an experimental procedure)

Graphing Skills

B.2.3: Analyzing and Interpreting

B.2.3.1: Analyze qualitative and quantitative data, and develop and assess possible explanations

B.2.3.1.b: use and/or construct a classification key (e.g., distinguish among several grain varieties, using a classification guide or key)

Dichotomous Keys

B.2.3.1.c: compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs and line graphs (e.g., prepare a record of a plantâ??s growth that charts its development in terms of height, leaf development, flowering and seed production)

Earthquakes 1 - Recording Station
Graphing Skills
Identifying Nutrients

B.2.4: Communication and Teamwork

B.2.4.1: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

B.2.4.1.b: communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means (e.g., show the growth of a group of plants over time through a data table and diagrams)

Graphing Skills
Hearing: Frequency and Volume
Identifying Nutrients

B.2.4.1.c: evaluate individual and group processes used in planning, problem solving, decision making and completing a task

Estimating Population Size
Pendulum Clock

C: Heat and Temperature (Social and Environmental Emphasis)

C.1: Science, Technology and Society (STS) and Knowledge

C.1.1: Illustrate and explain how human needs have led to technologies for obtaining and controlling thermal energy and to increased use of energy resources

C.1.1.3: identify and explain uses of devices and systems to generate, transfer, control or remove thermal energy (e.g., describe how a furnace and wall thermostat keep a house at a constant temperature)

Energy Conversion in a System
Temperature and Particle Motion

C.1.1.4: identify examples of personal and societal choices in using energy resources and technology (e.g., identify choices that affect the amount of hot water used in their daily routines; identify choices in how that water is heated)

Household Energy Usage

C.1.2: Describe the nature of thermal energy and its effects on different forms of matter, using informal observations, experimental evidence and models

C.1.2.1: compare heat transmission in different materials (e.g., compare conduction of heat in different solids; compare the absorption of radiant heat by different surfaces)

Conduction and Convection
Heat Transfer by Conduction

C.1.2.2: explain how heat is transmitted by conduction, convection and radiation in solids, liquids and gases

Conduction and Convection
Heat Transfer by Conduction
Radiation

C.1.2.3: describe the effect of heat on the motion of particles; and explain changes of state, using the particle model of matter

Phases of Water
Temperature and Particle Motion

C.1.2.4: distinguish between heat and temperature; and explain temperature, using the concept of kinetic energy and the particle model of matter

Energy Conversion in a System
Temperature and Particle Motion

C.1.3: Apply an understanding of heat and temperature in interpreting natural phenomena and technological devices

C.1.3.3: compare and evaluate materials and designs that maximize or minimize heat energy transfer (e.g., design and build a device that minimizes energy transfer, such as an insulated container for hot drinks; evaluate different window coatings for use in a model home)

Conduction and Convection
Heat Absorption
Heat Transfer by Conduction
Radiation

C.1.3.5: describe and interpret the function of household devices and systems for generating, transferring, controlling or removing thermal energy (e.g., describe in general terms the operation of heaters, furnaces, refrigerators and air conditioning devices)

Energy Conversion in a System
Temperature and Particle Motion

C.2: Skill Outcomes (focus on the use of research and inquiry skills to inform the decision-making process)

C.2.1: Initiating and Planning

C.2.1.1: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions

C.2.1.1.b: identify questions to investigate arising from a problem or issue (e.g., ask a question about the source of cold air in a building, or about ways to prevent cold areas)

Sight vs. Sound Reactions

C.2.1.1.d: design an experiment, and control the major variables (e.g., design an experiment to evaluate two alternative designs for solar heating a model house)

Effect of Environment on New Life Form
Growing Plants
Pendulum Clock
Real-Time Histogram
Time Estimation

C.2.2: Performing and Recording

C.2.2.1: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

C.2.2.1.c: use instruments effectively and accurately for collecting data and information (e.g., accurately read temperature scales and use a variety of thermometers; demonstrate skill in downloading text, images, and audio and video files on methods of solar heating)

Triple Beam Balance

C.2.2.1.d: carry out procedures, controlling the major variables (e.g., show appropriate attention to controls in investigations of the insulative properties of different materials)

Effect of Environment on New Life Form
Growing Plants
Heat Transfer by Conduction
Pendulum Clock
Real-Time Histogram
Seed Germination
Sight vs. Sound Reactions
Temperature and Sex Determination - Metric
Time Estimation

C.2.3: Analyzing and Interpreting

C.2.3.1: Analyze qualitative and quantitative data, and develop and assess possible explanations

C.2.3.1.a: compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs and line graphs (e.g., construct a database to enter, compare and present data on the insulative properties of different materials)

Earthquakes 1 - Recording Station
Graphing Skills
Heat Transfer by Conduction
Identifying Nutrients

C.2.3.1.c: identify and evaluate potential applications of findings (e.g., the application of heat transfer principles to the design of homes and protective clothing)

Heat Absorption
Radiation

C.2.4: Communication and Teamwork

C.2.4.1: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

C.2.4.1.a: communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means (e.g., use electronic hardware to generate data summaries and graphs of group data, and present these findings)

Graphing Skills
Hearing: Frequency and Volume
Identifying Nutrients

D: Structures and Forces (Science and Technology Emphasis)

D.1: Science, Technology and Society (STS) and Knowledge

D.1.1: Describe and interpret different types of structures encountered in everyday objects, buildings, plants and animals; and identify materials from which they are made

D.1.1.2: interpret examples of variation in the design of structures that share a common function, and evaluate the effectiveness of the designs (e.g., compare and evaluate different forms of roofed structures, or different designs for communication towers)

Trebuchet

D.1.2: Investigate and analyze forces within structures, and forces applied to them

D.1.2.4: analyze a design, and identify properties of materials that are important to individual parts of the structure (e.g., recognize that cables can be used as a component of structures where only tensile forces are involved; recognize that beams are subject to tension on one side and compression on the other; recognize that flexibility is important in some structures)

Trebuchet

D.2: Skill Outcomes (focus on problem solving)

D.2.2: Performing and Recording

D.2.2.1: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

D.2.2.1.b: organize data, using a format that is appropriate to the task or experiment (e.g., use a database or spreadsheet for recording the deformation of components under different loads)

Seed Germination

D.2.2.1.c: carry out procedures, controlling the major variables (e.g., ensure that tests to determine the effect of any one variable are based on changes to that variable only)

Effect of Environment on New Life Form
Growing Plants
Pendulum Clock
Real-Time Histogram
Seed Germination
Time Estimation

D.2.3: Analyzing and Interpreting

D.2.3.1: Analyze qualitative and quantitative data, and develop and assess possible explanations

D.2.3.1.a: compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs, line graphs and scatterplots (e.g., plot a graph, showing the deflection of different materials tested under load)

Earthquakes 1 - Recording Station
Graphing Skills
Identifying Nutrients

D.2.3.1.d: evaluate designs and prototypes in terms of function, reliability, safety, efficiency, use of materials and impact on the environment

Coral Reefs 2 - Biotic Factors

D.2.4: Communication and Teamwork

D.2.4.1: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

D.2.4.1.a: communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means (e.g., produce a work plan, in cooperation with other team members, that identifies criteria for selecting materials and evaluating designs)

Graphing Skills
Hearing: Frequency and Volume
Identifying Nutrients

D.3: Attitude Outcomes

D.3.1: Interest in Science

D.3.1.1: Show interest in science-related questions and issues, and pursue personal interests and career possibilities within science-related fields (e.g., apply knowledge of structures in interpreting a variety of structures within their home community; ask questions about techniques and materials used, and show an interest in construction and engineering)

Pendulum Clock

E: Planet Earth (Nature of Science Emphasis)

E.1: Science, Technology and Society (STS) and Knowledge

E.1.1: Describe and demonstrate methods used in the scientific study of Earth and in observing and interpreting its component materials

E.1.1.1: investigate and interpret evidence that Earthâ??s surface undergoes both gradual and sudden change (e.g., recognize earthquakes, volcanoes and landslides as examples of sudden change; recognize glacial erosion and river erosion as examples of gradual/incremental change)

Rock Cycle

E.1.1.4: explain the need for common terminology and conventions in describing rocks and minerals, and apply suitable terms and conventions in describing sample materials (e.g., use common terms in describing the lustre, transparency, cleavage and fracture of rocks and minerals; apply the Mohsâ?? scale in describing mineral hardness)

Mineral Identification

E.1.2: Identify evidence for the rock cycle, and use the rock cycle concept to interpret and explain the characteristics of particular rocks

E.1.2.2: describe characteristics of the three main classes of rocksâ??igneous, sedimentary and metamorphicâ??and describe evidence of their formation (e.g., describe evidence of igneous rock formation, based on the study of rocks found in and around volcanoes; describe the role of fossil evidence in interpreting sedimentary rock)

Rock Classification
Rock Cycle

E.1.2.3: describe local rocks and sediments, and interpret ways they may have formed

Rock Cycle

E.1.2.4: investigate and interpret examples of weathering, erosion and sedimentation

Rock Cycle

E.1.3: Investigate and interpret evidence of major changes in landforms and the rock layers that underlie them

E.1.3.2: interpret the structure and development of fold and fault mountains

Plate Tectonics

E.1.3.3: describe evidence for crustal movement, and identify and interpret patterns in these movements (e.g., identify evidence of earthquakes and volcanic action along the Pacific Rim; identify evidence of the movement of the Pacific plate relative to the North American plate)

Earthquakes 1 - Recording Station
Plate Tectonics

E.1.3.4: identify and interpret examples of gradual/incremental change, and predict the results of those changes over extended periods of time (e.g., identify evidence of erosion, and predict the effect of erosional change over a year, century and millennium; project the effect of a given rate of continental drift over a period of one million years)

Building Pangaea
Rock Cycle

E.1.4: Describe, interpret and evaluate evidence from the fossil record

E.1.4.3: describe patterns in the appearance of different life forms, as indicated by the fossil record (e.g., construct and interpret a geological time scale; and describe, in general terms, the evidence that has led to its development)

Human Evolution - Skull Analysis

E.2: Skill Outcomes (focus on scientific inquiry)

E.2.1: Initiating and Planning

E.2.1.1: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions

E.2.1.1.b: define and delimit questions to facilitate investigation (e.g., ask a question about a sample group of rocks from a specific region, or about a specific type of rock or rock formation)

Hearing: Frequency and Volume
Sight vs. Sound Reactions

E.2.1.1.c: state a prediction and a hypothesis based on background information or an observed pattern of events (e.g., predict where an outcrop of a given rock will appear, based on observations at nearby sites)

Seed Germination
Temperature and Sex Determination - Metric

E.2.2: Performing and Recording

E.2.2.1: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

E.2.2.1.a: carry out procedures, controlling the major variables

Effect of Environment on New Life Form
Growing Plants
Pendulum Clock
Real-Time Histogram
Seed Germination
Time Estimation

E.2.2.1.e: organize data, using a format that is appropriate to the task or experiment (e.g., use diagrams to show the shape and thickness of different layers in a rock outcrop)

Seed Germination

E.2.3: Analyzing and Interpreting

E.2.3.1: Analyze qualitative and quantitative data, and develop and assess possible explanations

E.2.3.1.b: interpret patterns and trends in data, and infer and explain relationships among the variables (e.g., interpret example graphs of seismic data, and explain the lag time between data received at different locations)

Graphing Skills
Pendulum Clock

E.2.3.1.c: predict the value of a variable, by interpolating or extrapolating from data (e.g., determine, in a stream table study, the quantity of sediment carried over a half-hour period, then extrapolate the amount that would be carried if the time were extended to a day, month, year or millennium)

Effect of Environment on New Life Form
Pendulum Clock

E.2.4: Communication and Teamwork

E.2.4.1: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

E.2.4.1.b: evaluate individual and group processes used in planning, problem solving, decision making and completing a task (e.g., evaluate the relative success and scientific merits of an Earth science field trip organized and guided by themselves)

Estimating Population Size
Pendulum Clock

E.3: Attitude Outcomes

E.3.3: Scientific Inquiry

E.3.3.1: Seek and apply evidence when evaluating alternative approaches to investigations, problems and issues (e.g., critically evaluate inferences and conclusions, basing their arguments on facts rather than opinions; identify evidence to support ideas; take the time to accurately gather evidence and use instruments carefully)

Triple Beam Balance

Correlation last revised: 9/24/2019

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.