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

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
Evolution

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

Coral Reefs 2 - Biotic Factors
Diffusion
Pendulum Clock

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

Diffusion
Earthquakes 1 - Recording Station

B: Biology: Tissues, Organs, and Systems of Living Things

B2: investigate cell division, cell specialization, organs, and systems in animals and plants, using research and inquiry skills, including various laboratory techniques;

B2.3: examine different plant and animal cells (e.g., cheek cells, onion cells) under a microscope or similar instrument, and draw labelled biological diagrams to show how the cells’ organelles differ

RNA and Protein Synthesis

B3: demonstrate an understanding of the hierarchical organization of cells, from tissues, to organs, to systems in animals and plants.

B3.4: explain the primary functions of a variety of systems in animals (e.g., the circulatory system transports materials through the organism; the respiratory system supplies oxygen to and removes carbon dioxide from the body)

Circulatory System
Digestive System

C: Chemistry: Chemical Reactions

C2: investigate, through inquiry, the characteristics of chemical reactions;

C2.1: use appropriate terminology related to chemical reactions, including, but not limited to: compounds, product, and reactant

Chemical Equations
Equilibrium and Concentration

C2.2: construct molecular models to illustrate the structure of molecules in simple chemical reactions (e.g., C + O2 --> CO2; 2H2 + O2 --> 2H2O), and produce diagrams of these models

Chemical Equations

C2.3: investigate simple chemical reactions, including synthesis, decomposition, and displacement reactions, and represent them using a variety of formats (e.g., molecular models, word equations, balanced chemical equations)

Chemical Changes
Dehydration Synthesis

C2.4: use an inquiry process to investigate the law of conservation of mass in a chemical reaction (e.g., compare the values before and after the reaction), and account for any discrepancies

Chemical Changes
Chemical Equations

C2.5: plan and conduct an inquiry to identify the evidence of chemical change (e.g., the formation of a gas or precipitate, a change in colour or odour, a change in temperature)

Chemical Changes

C2.6: plan and conduct an inquiry to classify some common substances as acidic, basic, or neutral (e.g., use acid–base indicators or pH test strips to classify common household substances)

pH Analysis
pH Analysis: Quad Color Indicator

C3: demonstrate an understanding of the general principles of chemical reactions, and various ways to represent them.

C3.1: describe the relationships between chemical formulae, composition, and names of binary compounds (e.g., carbon dioxide, CO2, has two oxygen atoms and one carbon atom)

Chemical Equations

C3.2: explain, using the law of conservation of mass and atomic theory, the rationale for balancing chemical equations

Balancing Chemical Equations
Chemical Equations

C3.3: describe the types of evidence that indicate chemical change (e.g., changes in colour, the production of a gas, the formation of a precipitate, the production or absorption of heat, the production of light)

Chemical Changes

C3.4: write word equations and balanced chemical equations for simple chemical reactions (e.g., 2H2 + O2 --> 2H2O)

Balancing Chemical Equations
Chemical Equations
Equilibrium and Concentration

C3.5: describe, on the basis of observation, the reactants in and products of a variety of chemical reactions, including synthesis, decomposition, and displacement reactions (e.g., reactions occurring when magnesium burns or in the production of oxygen from hydrogen peroxide; the reaction of iron and copper sulphate; reactions occurring when fossil fuels burn)

Balancing Chemical Equations
Chemical Equations
Dehydration Synthesis
Equilibrium and Concentration

C3.6: describe the process of acid–base neutralization (i.e., an acid reacts with a base to form a salt and often water)

Titration

C3.7: describe how the pH scale is used to classify solutions as acidic, basic, or neutral (e.g., a solution with a pH of 1 is highly acidic; a solution with a pH of 7 is neutral)

pH Analysis
pH Analysis: Quad Color Indicator

C3.8: identify simple ionic compounds (e.g., NaCl), simple compounds involving polyatomic ions (e.g., KNO3, NaOH), molecular compounds (e.g., CO2, H2O, NH3), and acids (e.g., HCl(aq), H2SO4(aq)), using the periodic table and a list of the most common polyatomic ions (e.g., OH–, SO4(2-)), and write the formulae

Chemical Equations
Ionic Bonds

D: Earth and Space Science: Climate Change

D1: analyse some of the effects of climate change around the world, and assess the effectiveness of initiatives that attempt to address the issue of climate change;

D1.1: analyse current and/or potential effects, both positive and negative, of climate change on human activity and natural systems (e.g., loss of habitat for Arctic mammals such as polar bears and loss of traditional lifestyles for Inuit as Arctic ice shrinks; famine as arable land is lost to desertification; an increase in water-borne disease and human resettlement as coastal lands are flooded; expansion of the growing season in some regions)

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

D2: investigate various natural and human factors that influence Earth’s climate and climate change;

D2.2: design and build a model to illustrate the natural greenhouse effect, and use the model to explain the anthropogenic greenhouse effect

Greenhouse Effect - Metric

D3: demonstrate an understanding of natural and human factors, including the greenhouse effect, that influence Earth’s climate and contribute to climate change.

D3.3: describe the natural greenhouse effect, explain its importance for life, and distinguish it from the anthropogenic greenhouse effect

Carbon Cycle
Greenhouse Effect - Metric

D3.4: identify natural phenomena (e.g., plate tectonics, uplift and weathering, solar radiance, cosmic ray cycles) and human activities (e.g., forest fires, deforestation, the burning of fossil fuels, industrial emissions) known to affect climate, and describe the role of both in Canada’s contribution to climate change

Coral Reefs 1 - Abiotic Factors

D3.5: describe the principal sources and sinks, both natural and/or anthropogenic, of greenhouse gases (e.g., carbon dioxide, methane, nitrous oxide, halocarbons, water vapour)

Carbon Cycle
Greenhouse Effect - Metric

D3.7: describe, in general terms, the causes and effects of the anthropogenic greenhouse effect, the depletion of stratospheric and tropospheric ozone, and the formation of ground-level ozone and smog

Coral Reefs 1 - Abiotic Factors
Greenhouse Effect - Metric

E: Physics: Light and Geometric Optics

E2: investigate, through inquiry, the properties of light, and predict its behaviour, particularly with respect to reflection in plane and curved mirrors and refraction in converging lenses;

E2.1: use appropriate terminology related to light and optics, including, but not limited to: angle of incidence, angle of reflection, angle of refraction, focal point, luminescence, magnification, mirage, and virtual image

Basic Prism
Ray Tracing (Lenses)
Ray Tracing (Mirrors)
Refraction

E2.2: use an inquiry process to investigate the laws of reflection, using plane and curved mirrors, and draw ray diagrams to summarize their findings

Ray Tracing (Mirrors)

E2.3: predict the qualitative characteristics of images formed by plane and curved mirrors (e.g., location, relative distance, orientation, and size in plane mirrors; location, orientation, size, type in curved mirrors), test their predictions through inquiry, and summarize their findings

Ray Tracing (Mirrors)

E2.4: use an inquiry process to investigate the refraction of light as it passes through media of different refractive indices, compile data on their findings, and analyse the data to determine if there is a trend (e.g., the amount by which the angle of refraction changes as the angle of incidence increases varies for media of different refractive indices)

Basic Prism
Refraction

E2.5: predict, using ray diagrams and algebraic equations, the position and characteristics of an image produced by a converging lens, and test their predictions through inquiry

Ray Tracing (Lenses)

E2.6: calculate, using the indices of refraction, the velocity of light as it passes through a variety of media, and explain the angles of refraction with reference to the variations in velocity

Refraction

E3: demonstrate an understanding of various characteristics and properties of light, particularly with respect to reflection in mirrors and reflection and refraction in lenses.

E3.1: describe and explain various types of light emissions (e.g., chemiluminescence, bioluminescence, incandescence, fluorescence, phosphorescence, triboluminescence; from an electric discharge or light-emitting diode [LED])

Basic Prism
Refraction

E3.2: identify and label the visible and invisible regions of the electromagnetic spectrum

Herschel Experiment - Metric

E3.3: describe, on the basis of observation, the characteristics and positions of images formed by plane and curved mirrors (e.g., location, orientation, size, type), with the aid of ray diagrams and algebraic equations, where appropriate

Ray Tracing (Mirrors)

E3.4: explain the conditions required for partial reflection/refraction and for total internal reflection in lenses, and describe the reflection/ refraction using labelled ray diagrams

Basic Prism

E3.5: describe the characteristics and positions of images formed by converging lenses (e.g., orientation, size, type), with the aid of ray diagrams

Ray Tracing (Lenses)

E3.6: identify ways in which the properties of mirrors and lenses (both converging and diverging) determine their use in optical instruments (e.g., cameras, telescopes, binoculars, microscopes)

Ray Tracing (Lenses)
Ray Tracing (Mirrors)

E3.7: identify the factors, in qualitative and quantitative terms, that affect the refraction of light as it passes from one medium to another

Basic Prism
Refraction

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.