A: Scientific Investigation Skills and Career Exploration

A1: demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

A1.1: formulate scientific questions about observed relationships, ideas, problems, and/or issues, make predictions, and/or formulate hypotheses to focus inquiries or research

Coral Reefs 2 - Biotic Factors
Pendulum Clock
Sight vs. Sound Reactions

A1.5: conduct inquiries, controlling some variables, adapting or extending procedures as required, and using standard equipment and materials safely, accurately, and effectively, to collect observations and data

Coral Reefs 2 - Biotic Factors
Sight vs. Sound Reactions
Triple Beam Balance

A1.6: gather data from laboratory and other sources, and organize and record the data using appropriate formats, including tables, flow charts, graphs, and/or diagrams

Earthquakes 1 - Recording Station
Graphing Skills
Identifying Nutrients

A1.8: analyse and interpret qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis, identifying possible sources of error, bias, or uncertainty

Seed Germination
Temperature and Sex Determination - Metric
Evolution

A1.10: draw conclusions based on inquiry results and research findings, and justify their conclusions

Coral Reefs 2 - Biotic Factors
Diffusion
Effect of Environment on New Life Form
Pendulum Clock

A1.11: communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

Identifying Nutrients

A1.13: express the results of any calculations involving data accurately and precisely

Diffusion
Earthquakes 1 - Recording Station

B: Biology: Sustainable Ecosystems and Human Activity

B1: analyse the impact of human activity on terrestrial or aquatic ecosystems, and assess the effectiveness of selected initiatives related to environmental sustainability;

B1.1: analyse, on the basis of research, how a human activity (e.g., urban sprawl, use of pesticides and fertilizers, creation of pollution, human interaction with wildlife) threatens the sustainability of a terrestrial or aquatic ecosystem

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

B1.2: assess the effectiveness of a local initiative of personal interest that seeks to ensure the sustainability of a terrestrial or aquatic ecosystem (e.g., greening their school grounds; conservation efforts of local Aboriginal communities; naturalizing banks of local rivers or ponds with native vegetation; adoption of an integrated pest management strategy to combat pests in a local garden), and explain why the initiative is important to the sustainability of the ecosystem

Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors

B2: investigate some factors related to human activity that affect terrestrial or aquatic ecosystems, and describe the consequences that these factors have for the sustainability of these ecosystems;

B2.1: use appropriate terminology related to sustainable ecosystems and human activity, including, but not limited to: biodiversity, biotic, ecosystem, equilibrium, species diversity, sustainability, and watershed

Coral Reefs 1 - Abiotic Factors

B2.2: investigate the characteristics and interactions of biotic and abiotic components of a terrestrial or aquatic ecosystem, and describe the importance of these components in a sustainable ecosystem

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

B2.4: plan and conduct an inquiry into how a factor related to human activity affects a terrestrial or aquatic ecosystem (e.g., how changes to soil composition from the use of different compostable materials or organic or inorganic fertilizers affect the types of plants that can be grown; how lower water levels resulting from water diversion affect waterfowl nesting areas and fish reproduction), and describe the consequences that this factor has for the sustainability of the ecosystem

Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors

B2.5: analyse the effect of factors related to human activity on terrestrial or aquatic ecosystems by interpreting data and generating graphs (e.g., data on the concentration in water of chemicals from fertilizer run-off and their effect on the growth of algae)

Coral Reefs 2 - Biotic Factors
Pond Ecosystem
Photosynthesis

B3: demonstrate an understanding of characteristics of terrestrial and aquatic ecosystems, the interdependence within and between ecosystems, and the impact humans have on the sustainability of these ecosystems.

B3.2: describe the interdependence of the components within a terrestrial and an aquatic ecosystem, and explain how the components of both systems work together to ensure the sustainability of a larger ecosystem

Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors

B3.3: describe the complementary processes of cellular respiration and photosynthesis with respect to the flow of energy and the cycling of matter within ecosystems (e.g., carbon dioxide is a by-product of cellular respiration and is used for photosynthesis, which produces oxygen needed for cellular respiration), and explain how human activities can disrupt the balance achieved by these processes (e.g., automobile use increases the amount of carbon dioxide in the atmosphere; planting trees reduces the amount of carbon dioxide in the atmosphere)

Carbon Cycle
Cell Energy Cycle
Pond Ecosystem
Photosynthesis

B3.4: identify the major limiting factors of ecosystems (e.g., nutrients, space, water, predators), and explain how these factors are related to the carrying capacity of an ecosystem (e.g., how an increase in the moose population in an ecosystem affects the wolf population in the same ecosystem)

Food Chain
Rabbit Population by Season

B3.5: identify some factors related to human activity that have an impact on ecosystems (e.g., the use of fertilizers and pesticides; altered shorelines; organic and conventional farming; urban sprawl), and explain how these factors affect the equilibrium and survival of populations in terrestrial and aquatic ecosystems (e.g., fertilizers change the fertility of soil, affecting what types of plants can grow in it; pesticides leach into water systems, affecting water quality and aquatic life; shoreline development affects the types of aquatic life and terrestrial vegetation that can live by lake shores or river banks; urban sprawl wipes out fields and woods, destroying wildlife habitats)

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

C: Chemistry: Exploring Matter

C2: investigate, through inquiry, physical and chemical properties of common elements and simple compounds;

C2.1: use appropriate terminology related to the exploration of matter, including, but not limited to: combustion, conductor, decomposition, lustrous, precipitate, reaction, and soluble

Mineral Identification

C2.4: investigate and distinguish between the physical and chemical properties of household substances (e.g., starch, table salt, wax, toothpaste)

Density Experiment: Slice and Dice

C2.5: investigate and compare the chemical properties (e.g., combustibility, reaction with water) of representative elements within groups in the periodic table families of elements (e.g., Mg and Ca; N and P)

Electron Configuration
Ionic Bonds

C3: demonstrate an understanding of the properties of common elements and simple compounds, and general features of the organization of the periodic table.

C3.1: identify the characteristics of neutrons, protons, and electrons, including charge, location, and relative mass

Electron Configuration
Element Builder

C3.3: identify general features of the periodic table (e.g., metals appear on the left of the periodic table; non-metals appear on the right; elements within the same group have similar properties)

Electron Configuration
Ionic Bonds

C3.4: explain the relationships between the properties of elements and their position in the periodic table (e.g., with reference to atomic structure, group, and period)

Electron Configuration
Element Builder

C3.6: use symbols and chemical formulae to represent common elements and simple compounds (e.g., C, O, H, H2O, CO2)

Chemical Equations

D: Earth and Space Science: Space Exploration

D2: investigate the properties of different types of celestial objects in the solar system and the universe;

D2.3: use a research process to compile and analyse information on the characteristics of various objects in the universe (e.g., planets, stars, constellations, galaxies)

Star Spectra

D3: demonstrate an understanding of major astronomical phenomena and of the principal components of the solar system and the universe.

D3.2: compare the characteristics and properties of celestial objects that constitute the solar system, including their motion and their distance from other celestial objects in the solar system (e.g., composition, size, rotation, presence and composition of atmosphere, gravitational pull, magnetic field)

Star Spectra

D3.5: describe the causes of major astronomical phenomena (e.g., the aurora borealis, solar/lunar eclipses) and how various phenomena can best be observed from Earth (e.g., solar eclipses should be viewed through a telescope equipped with a solar filter, not with the naked eye)

2D Eclipse
3D Eclipse

E: Physics: Electrical Applications

E1: assess the major social, economic, and environmental costs and benefits of using electrical energy, distinguishing between renewable and non-renewable sources, and propose a plan of action to reduce energy costs;

E1.2: propose a plan of action to decrease household energy costs by applying their knowledge of the energy consumption of different types of appliances (e.g., front-load and top-load washing machines; cathode ray tube [CRT] and liquid crystal display [LCD] computer monitors)

Household Energy Usage

E2: investigate, through inquiry, the properties of static and current electricity and the cost of the consumption of electrical energy;

E2.1: use appropriate terminology related to static and current electricity, including, but not limited to: ammeter, ampere, battery, conductivity, current, energy consumption, fuse, kilowatt hours, load, ohm, potential difference, resistance, switch, voltmeter, and volts

Advanced Circuits
Circuit Builder
Electromagnetic Induction
Household Energy Usage

E2.2: use an inquiry process to determine and compare the conductivity of various materials (e.g., metals, plastic, glass, water)

Circuit Builder

E2.4: design, draw circuit diagrams of, and construct simple series and parallel circuits (e.g., circuits with: one light bulb; two light bulbs of the same brightness; one light bulb on and the other light bulb off)

Advanced Circuits
Circuit Builder
Circuits

E2.5: compare, on the basis of observation, the differences between series and parallel circuits

Circuit Builder
Circuits

E2.6: use an inquiry process to investigate the effects that changing resistance and changing potential difference have on current in a simple series circuit

Advanced Circuits
Circuit Builder
Circuits

E2.7: calculate the costs of running common household electrical devices, and compare their efficiency (e.g., using EnerGuide information)

Household Energy Usage

E3: demonstrate an understanding of the concepts and principles of static and current electricity.

E3.3: identify the components of a simple direct current (DC) electrical circuit (e.g., electrical source, electrical load, switch, fuse), and describe their functions

Advanced Circuits
Circuit Builder
Circuits

E3.5: explain the characteristics of electric current, potential difference, and resistance, in simple series and parallel circuits

Advanced Circuits
Circuit Builder
Circuits

E3.6: describe, qualitatively, the interrelationships between resistance, potential difference, and electric current, in a series circuit (e.g., the effect on current when potential difference is changed)

Advanced Circuits
Circuit Builder
Circuits

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.