A: Mix and Flow of Matter

1.1: Outcomes for Science, Technology and Society (STS) and Knowledge

A.3: Investigate and compare the properties of gases and liquids; and relate variations in their viscosity, density, buoyancy and compressibility to the particle model of matter

A.3.2: observe the mass and volume of a liquid, and calculate its density using the formula d = m/v [Note: This outcome does not require students to perform formula manipulations or solve for unknown terms other than the density.]

Density Laboratory

A.3.4: describe methods of altering the density of a fluid, and identify and interpret related practical applications (e.g., describe changes in buoyancy resulting from increasing the concentration of salt in water)

Density Laboratory

1.2: Skill Outcomes

A.IP: Initiating and Planning

A.IP.1: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions

A.IP.1.2: identify questions to investigate, arising from practical problems and issues (e.g., identify questions, such as: “What factors affect the speed with which a material dissolves?”)

Pendulum Clock
Sight vs. Sound Reactions

A.IP.1.3: phrase questions in a testable form, and clearly define practical problems (e.g., rephrase a question, such as: “Is salt very soluble?” to become “What is the most salt that can be dissolved in one litre of water at 23ÂșC?”)

Diffusion
Effect of Environment on New Life Form
Growing Plants
Pendulum Clock
Sight vs. Sound Reactions

A.IP.1.4: design an experiment, and identify the major variables (e.g., design or apply a procedure for measuring the solubility of different materials)

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

A.PR: Performing and Recording

A.PR.1: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

A.PR.1.1: carry out procedures, controlling the major variables (e.g., carry out a test of the viscosity of different fluids)

Diffusion
Effect of Environment on New Life Form
Growing Plants
Pendulum Clock
Real-Time Histogram
Sight vs. Sound Reactions
Time Estimation

A.PR.1.2: use instruments effectively and accurately for collecting data (e.g., measure the mass and volume of a given sample of liquid)

Triple Beam Balance

A.PR.1.5: organize data, using a format that is appropriate to the task or experiment (e.g., demonstrate the use of a database or spreadsheet for organizing information)

Diffusion

A.CT: Communication and Teamwork

A.CT.1: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

A.CT.1.3: 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 differences in flow rate, using a data table and diagrams)

Hearing: Frequency and Volume
Identifying Nutrients
Ocean Mapping

B: Cells and Systems

2.1: Outcomes for Science, Technology and Society (STS) and Knowledge

B.1: Investigate living things; and identify and apply scientific ideas used to interpret their general structure, function and organization

B.1.3: illustrate and explain how different organisms have similar functions that are met in a variety of ways (e.g., recognize food gathering as a common function of animals, and note a variety of food-gathering structures)

Pollination: Flower to Fruit

B.2: Investigate and describe the role of cells within living things

B.2.1: describe the role of cells as a basic unit of life

Cell Structure

B.2.2: analyze similarities and differences between single-celled and multicelled organisms (e.g., compare, in general terms, an amoeba and a grizzly bear, a single-celled alga and a poplar tree)

Paramecium Homeostasis

B.2.3: distinguish between plant and animal cells (e.g., distinguish between cell walls and cell membranes)

Cell Structure

B.2.4: describe the movement of gases and liquids into and out of cells during diffusion and osmosis, based on concentration differences

Osmosis

B.3: Interpret the healthy function of human body systems, and illustrate ways the body reacts to internal and external stimuli

B.3.1: describe, in general terms, body systems for respiration, circulation, digestion, excretion and sensory awareness (e.g., describe how blood is circulated throughout the body to carry oxygen and nutrients to the body’s various tissues and organs)

Circulatory System
Digestive System

B.3.2: describe, in general terms, the role of individual organs and tissues in supporting the healthy functioning of the human body (e.g., the role of lungs in exchanging oxygen and carbon dioxide, the role of bronchia in providing a passageway for air)

Digestive System

B.3.3: describe ways in which various types of cells contribute to the healthy functioning of the human body (e.g., describe the roles of individual cells in nerves, muscle, blood, skin and bone)

Digestive System

B.3.4: describe changes in body functions in response to changing conditions (e.g., changes in heart rate in response to exercise, change in metabolism in response to lower temperature, reflex responses to stimuli)

Human Homeostasis

B.4: Describe areas of scientific investigation leading to new knowledge about body systems and to new medical applications

B.4.3: investigate and describe factors that affect the healthy function of the human respiratory, circulatory and digestive systems (e.g., investigate the effect of illness, aging or air quality on the function of the respiratory system)

Circulatory System
Digestive System

2.2: Skill Outcomes

B.IP: Initiating and Planning

B.IP.1: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions

B.IP.1.1: identify questions to investigate (e.g., identify questions that arise from their own observations of plant and animal diversity)

Diffusion
Effect of Environment on New Life Form
Hearing: Frequency and Volume
Pendulum Clock
Sight vs. Sound Reactions

B.IP.1.2: rephrase questions in a testable form (e.g., rephrase a question, such as: “Why this structure?” to become questions, such as: “How is this structure used by the organism?”, “How would the organism be affected if this structure were absent or did not function?” or “What similar structures do we find in other organisms?”)

Hearing: Frequency and Volume
Sight vs. Sound Reactions

B.PR: Performing and Recording

B.PR.1: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

B.PR.1.1: use instruments—including microscopes—effectively and accurately for collecting data (e.g., use a microscope to produce a clear image of cells)

Triple Beam Balance

B.AI: Analyzing and Interpreting

B.AI.1: Analyze qualitative and quantitative data, and develop and assess possible explanations

B.AI.1.3: 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 charts that compare structures of different organisms)

Earthquakes 1 - Recording Station
Identifying Nutrients

B.CT: Communication and Teamwork

B.CT.1: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

B.CT.1.2: communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means

Hearing: Frequency and Volume
Identifying Nutrients
Ocean Mapping
Sight vs. Sound Reactions

C: Light and Optical Systems

3.1: Outcomes for Science, Technology and Society (STS) and Knowledge

C.1: Investigate the nature of light and vision; and describe the role of invention, explanation and inquiry in developing our current knowledge

C.1.1: identify challenges in explaining the nature of light and vision (e.g., recognize that past explanations for vision involved conflicting ideas about the interaction of eyes and objects viewed; identify challenges in explaining upside-down images, rainbows and mirages)

Basic Prism

C.1.3: investigate light beams and optical devices, and identify phenomena that provide evidence of the nature of light (e.g., evidence provided by viewing the passage of light through dusty air or cloudy water)

Basic Prism
Refraction

C.2: Investigate the transmission of light, and describe its behaviour using a geometric ray model

C.2.1: investigate how light is reflected, transmitted and absorbed by different materials; and describe differences in the optical properties of various materials (e.g., compare light absorption of different materials; identify materials that transmit light; distinguish between clear and translucent materials; identify materials that will reflect a beam of light as a coherent beam)

Basic Prism
Color Absorption
Heat Absorption
Refraction

C.2.2: measure and predict angles of reflection

Laser Reflection

C.2.3: investigate, measure and describe the refraction of light through different materials (e.g., measure differences in light refraction through pure water, salt water and different oils)

Basic Prism
Refraction

C.3: Investigate and explain the science of image formation and vision, and interpret related technologies

C.3.1: demonstrate the formation of real images, using a double convex lens, and predict the effects of changes in the lens position on the size and location of images (e.g., demonstrate a method to produce a magnified or reduced image by altering the placement of one or more lenses)

Ray Tracing (Lenses)

3.2: Skill Outcomes

C.IP: Initiating and Planning

C.IP.1: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions

C.IP.1.1: identify questions to investigate (e.g., ask about the role of eyeglasses in improving vision)

Hearing: Frequency and Volume
Pendulum Clock
Sight vs. Sound Reactions

C.IP.1.3: design an experiment, and identify the major variables

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

C.IP.1.4: state a prediction and a hypothesis based on background information or an observed pattern of events (e.g., predict the effect of dissolved materials on the refraction of light in a liquid)

Pattern Finder
Temperature and Sex Determination - Metric

C.PR: Performing and Recording

C.PR.1: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

C.PR.1.1: carry out procedures, controlling the major variables

Diffusion
Effect of Environment on New Life Form
Growing Plants
Pendulum Clock
Real-Time Histogram
Sight vs. Sound Reactions
Time Estimation

C.PR.1.2: observe and record data, and prepare simple line drawings (e.g., prepare a drawing of the path of a light beam toward and away from a mirror)

Diffusion
Pendulum Clock
Seed Germination
Temperature and Sex Determination - Metric

C.PR.1.3: use instruments effectively and accurately for collecting data (e.g., measure angles of reflection; use a light sensor to measure light intensity)

Triple Beam Balance

C.PR.1.4: organize data, using a format that is appropriate to the task or experiment (e.g., demonstrate use of a database or spreadsheet for organizing information)

Diffusion

D: Mechanical Systems

4.1: Outcomes for Science, Technology and Society (STS) and Knowledge

D.2: Analyze machines by describing the structures and functions of the overall system, the subsystems and the component parts

D.2.1: analyze a mechanical device, by:

D.2.1.a: describing the overall function of the device

Ants on a Slant (Inclined Plane)
Pulley Lab

D.2.1.b: describing the contribution of individual components or subsystems to the overall function of the device

Ants on a Slant (Inclined Plane)
Pulley Lab

D.2.1.c: identifying components that operate as simple machines

Ants on a Slant (Inclined Plane)
Levers
Pulley Lab
Wheel and Axle

D.3: Investigate and describe the transmission of force and energy between parts of a mechanical system

D.3.4: identify work input and work output in joules for a simple machine or mechanical system (e.g., use a device to lift a measured mass an identified distance, then calculate the work output)

Ants on a Slant (Inclined Plane)
Pulley Lab

D.4: Analyze the social and environmental contexts of science and technology, as they apply to the development of mechanical devices

D.4.1: evaluate the design and function of a mechanical device in relation to its efficiency and effectiveness, and identify its impacts on humans and the environment

Ants on a Slant (Inclined Plane)
Trebuchet

D.4.3: illustrate how technological development is influenced by advances in science, and by changes in society and the environment

DNA Analysis

4.2: Skill Outcomes

D.IP: Initiating and Planning

D.IP.1: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions

D.IP.1.2: identify questions to investigate arising from practical problems (e.g., “What is the efficiency of this device?”)

Pendulum Clock
Sight vs. Sound Reactions

D.PR: Performing and Recording

D.PR.1: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

D.PR.1.1: research information relevant to a given problem

Effect of Environment on New Life Form

D.PR.1.4: carry out procedures, controlling the major variables (e.g., ensure that materials to be tested are of the same size and are tested under identical conditions)

Diffusion
Effect of Environment on New Life Form
Growing Plants
Pendulum Clock
Real-Time Histogram
Sight vs. Sound Reactions
Time Estimation

D.PR.1.5: organize data, using a format that is appropriate to the task or experiment

Diffusion

D.AI: Analyzing and Interpreting

D.AI.1: Analyze qualitative and quantitative data, and develop and assess possible explanations

D.AI.1.2: evaluate designs and prototypes in terms of function, reliability, safety, efficiency, use of materials and impact on the environment (e.g., test and evaluate the efficiency and reliability of a prototype device to lift a given mass from the floor to a tabletop)

Trebuchet

D.CT: Communication and Teamwork

D.CT.1: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

D.CT.1.1: use specific language that is scientifically and technologically appropriate (e.g., use such terms as “system,” “subsystem,” “component” and “function” in describing a mechanical system)

Element Builder

D.CT.1.2: communicate practical problems, plans and results in a variety of ways, using written and oral language, data tables, graphs, drawings and other means (e.g., describe, using pictures and words, the transmission of a force through a mechanical system)

Hearing: Frequency and Volume
Identifying Nutrients
Sight vs. Sound Reactions

E: Freshwater and Saltwater Systems

5.1: Outcomes for Science, Technology and Society (STS) and Knowledge

E.3: Analyze factors affecting productivity and species distribution in marine and freshwater environments

E.3.3: investigate and interpret examples of seasonal, short-term and long-term change in populations of living things found in aquatic environments (e.g., algal blooms, changes in local freshwater fish populations, cod and salmon stock depletion)

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

E.3.4: analyze relationships between water quality and living things, and infer the quality of water based on the diversity of life supported by it

Pond Ecosystem

E.4: Analyze human impacts on aquatic systems; and identify the roles of science and technology in addressing related questions, problems and issues

E.4.1: analyze human water uses, and identify the nature and scope of impacts resulting from different uses (e.g., identify pollutants in ground water and surface water systems resulting from domestic and industrial use; analyze the effects of agriculture and forestry practices on stream flow and water quality)

Coral Reefs 1 - Abiotic Factors
Pond Ecosystem
Water Pollution

5.2: Skill Outcomes

E.IP: Initiating and Planning

E.IP.1: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions

E.IP.1.2: identify questions to investigate, arising from science-related issues

Pendulum Clock
Sight vs. Sound Reactions

E.IP.1.4: design an experiment, and identify the major variables (e.g., design an experiment to compare the characteristics of two water samples)

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

E.PR: Performing and Recording

E.PR.1: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

E.PR.1.1: research information relevant to a given issue

Effect of Environment on New Life Form

E.AI: Analyzing and Interpreting

E.AI.1: Analyze qualitative and quantitative data, and develop and assess possible explanations

E.AI.1.3: interpret patterns and trends in data, and infer and explain relationships among the variables (e.g., relate climates to proximity to oceans and to the characteristics of ocean currents)

Pendulum Clock

E.CT: Communication and Teamwork

E.CT.1: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

E.CT.1.2: 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., create a concept map, linking the different stages of the water cycle; prepare a multimedia presentation on changing climatic conditions and the effects on glaciers, ice sheets and water levels, incorporating graphics, audio, visuals and text gathered from remote sources)

Hearing: Frequency and Volume
Identifying Nutrients
Sight vs. Sound Reactions

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.