NL--Newfoundland and Labrador Curriculum
1.1.1: identify questions related to a local ecosystem such as “What types of organisms live in a particular ecosystem?”
1.1.1.a: describe an ecosystem as a group of interacting living and nonliving things
1.1.1.b: identify examples of ecosystems within Newfoundland and Labrador, including:
1.1.1.b.i: coastline and ocean
Coral Reefs 1 - Abiotic Factors
1.1.1.b.ii: freshwater
Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
Pond Ecosystem
1.1.1.b.iv: forest
1.2.1: demonstrate the importance of choosing words that are scientifically appropriate
1.2.1.a: define and use terms in context, including:
1.2.1.a.i: ecosystem
Coral Reefs 1 - Abiotic Factors
1.2.1.a.ii: abiotic
Coral Reefs 1 - Abiotic Factors
1.2.1.a.vi: population
1.2.1.a.vii: community
1.2.1.a.ix: niche
1.2.2: investigate the biotic and abiotic factors of a local ecosystem
1.2.2.a: define range of tolerance
Natural Selection
Rainfall and Bird Beaks - Metric
1.2.2.b: describe the following abiotic factors of local ecosystems
1.2.2.b.i: intensity of sunlight
1.2.2.b.ii: air, soil and water temperature
1.2.2.h: use a key to identify the biotic factors observed in the local ecosystem
1.3.1: describe interactions between biotic and abiotic factors in an ecosystem, including:
1.3.1.i: biotic-abiotic
1.3.1.ii: abiotic-abiotic
Coral Reefs 1 - Abiotic Factors
Pond Ecosystem
1.3.1.iii: biotic-biotic
1.3.2: investigate an interaction between a biotic and an abiotic factor in an ecosystem
1.3.4: organize, compile and display data using tables
1.3.6: identify the niche of producers, consumers, and decomposers in a local ecosystem
1.3.6.a: define and use in context the terms producer, consumer, and decomposer
1.3.6.b: define herbivores, carnivores and omnivores in terms of different types of consumers
Food Chain
Forest Ecosystem
Prairie Ecosystem
1.3.7: given a diverse group of organisms, classify them as producers, consumers, or decomposers
1.4.1: describe how energy is supplied to, and how it flows through, a food chain
1.4.1.a: recognize that producers use light energy, carbon dioxide, and water (photosynthesis) to produce energy for the ecosystem
Cell Energy Cycle
Food Chain
Forest Ecosystem
Photosynthesis Lab
1.4.1.b: define food chain
1.4.1.d: classify the organisms within food chains as producers, herbivores, and carnivores
Food Chain
Forest Ecosystem
Prairie Ecosystem
1.4.2: apply the concept of a food web as a tool for interpreting the structure and interactions of an ecosystem
1.4.2.a: define food web
1.4.3: describe how energy flows through a food chain and food web
1.4.3.a: recognize that energy flows through food chains and food webs from producers to herbivores to carnivores/ omnivores as well as to decomposers
Food Chain
Forest Ecosystem
Prairie Ecosystem
1.6.1: defend a course of action to protect the local habitat of a particular organism
1.6.1.a: recognize that humans have influenced the natural environment Including:
1.6.1.a.i: habitat loss/ destruction
Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
Pond Ecosystem
1.6.1.a.ii: harvesting resources
Coral Reefs 1 - Abiotic Factors
Pond Ecosystem
1.6.1.a.iii: pollution
Coral Reefs 1 - Abiotic Factors
Pond Ecosystem
Water Pollution
1.6.1.a.iv: introduced species
Coral Reefs 2 - Biotic Factors
1.6.1.b: discuss the pros and cons of habitat conservation
1.6.1.b.a: Pros
1.6.1.b.a.ii: preservation of biodiversity
Coral Reefs 1 - Abiotic Factors
1.6.2: recognize that a variety of groups and individuals are interested in protecting the environment
2.1.1: relate personal activities in formal and informal settings to temperature
2.1.1.b: relate temperature to everyday experiences, including:
2.1.1.b.i: daily temperature changes
Coastal Winds and Clouds - Metric
2.1.1.b.iv: average temperatures in different geographic areas
Coastal Winds and Clouds - Metric
2.2.2: identify scales used in temperature measurement, including:
2.2.2.iii: Kelvin
Temperature and Particle Motion
2.3.1: define temperature using the particle theory of matter
2.3.1.b: describe the particle theory of matter, including:
2.3.1.b.ii: these particles are always moving - they have energy and the more energy the particles have, the faster they move
Temperature and Particle Motion
2.3.3: explain changes of state using the particle theory of matter, including:
2.3.3.i: melting
2.3.3.ii: freezing
2.3.3.iii: evaporation
2.3.4: state a hypothesis, carry out an experiment, identify and control major variables and state a conclusion based on experimental data
Seed Germination
Temperature and Sex Determination - Metric
2.3.5: use heating and measuring tools accurately and safely
2.4.1: compare transmission of heat by conduction, convection, and radiation
2.4.1.b: list common examples of the three processes of heat transfer, including:
2.4.1.b.ii: convection - air currents, heating a liquid
Coastal Winds and Clouds - Metric
Conduction and Convection
2.4.1.b.iii: radiation - fireplace, sunlight
Heat Absorption
Herschel Experiment - Metric
Radiation
2.4.2: design and conduct an experiment to test identified questions, state a hypothesis, identify and control major variables
2.4.5: state a conclusion, based on experimental data, and explain how evidence gathered supports or refutes an initial idea
2.4.6: describe how various surfaces absorb radiant heat
Color Absorption
Heat Absorption
Radiation
2.6.1: provide examples of insulating technologies used today and in the past, including:
2.6.1.ii: sod
2.6.1.iii: fibreglass
2.6.1.iv: thermos
2.7.1: compare, in qualitative terms, the specific heat capacities of some common materials
2.7.1.b: define specific heat capacity
2.7.1.c: compare the specific heat capacity of the following substances:
2.7.1.c.iv: steel
2.7.1.c.v: wood
3.1.1: distinguish between pure substances and mixtures using the particle theory of matter
3.1.1.a: define particle theory of matter
4.1.1: classify minerals based on their physical properties
4.1.1.b: list and describe properties of minerals, including:
4.1.1.b.i: colour
Heat Absorption
Mineral Identification
Radiation
4.1.1.b.ii: streak
4.1.1.b.iii: lustre
4.1.1.b.iv: hardness
4.1.3: select appropriate methods and tools for collecting and organizing data to identify minerals
4.1.5: classify rocks based on their characteristics and method of formation
4.1.5.b: define igneous rock and describe their formation
4.1.5.e: define sedimentary rocks and describe their formation
4.2.1: identify questions to investigate arising from the study of the rock cycle
4.2.1.a: sketch and label a diagram of the rock cycle
4.2.1.b: recognize the relationship between various types of rocks (igneous, sedimentary, metamorphic)
4.3.1: describe the characteristics of Earth’s crust and some of the technologies which have allowed scientists to study geological features in and on the Earth’s crust
4.3.1.c: recognize that Earth’s crust is broken into plates and movement occurs where plate margins meet (plate tectonics)
4.4.1: describe how plate tectonic theory has evolved in light of new geological evidence
4.4.1.a: identify Alfred Wegener as the person responsible for proposing the continental drift theory
4.4.1.b: describe the continental drift theory and the evidence supporting it, including evidence from:
4.4.1.b.i: continental fit (paleogeographic)
4.4.1.b.ii: fossils (biological)
4.4.1.b.iii: rock layers (geological)
4.4.1.d: identify types of plate boundaries, including:
4.4.1.d.i: divergent (pulling apart)
4.4.1.d.ii: convergent (pushing together)
4.4.1.d.iii: transform (sliding past)
4.5.1: examine some of the catastrophic events that occur on or near Earth’s surface, including:
4.5.1.i: earthquakes
Earthquakes 1 - Recording Station
Plate Tectonics
4.5.1.ii: volcanic eruptions
4.5.1.1.1: define earthquake
4.5.1.2.1: explain why earthquakes occur using the concept of plate tectonics
4.5.1.3.1: define volcano
4.5.1.4.1: identify how and where volcanoes form. Include
4.5.1.4.1.i: areas where plates converge
4.5.1.4.1.ii: areas where plates diverge
4.5.1.4.1.iii: areas where plates are thin (hot spots)
4.5.3: provide examples of theories used in the past to explain volcanic activity, earthquakes, and mountain building
4.5.3.a: identify explanations of volcanic and earthquake activity from the past, including:
4.5.3.a.i: Pele
4.5.3.a.ii: Glooscap
4.5.4: explain the processes of mountain formation
4.5.4.a: define folding and faulting
4.5.4.b: explain how mountains are formed using the theory of plate tectonics, including:
4.5.4.b.i: folding
4.5.4.b.ii: faulting
4.5.4.b.iii: volcanic eruption
4.8.3: relate porosity and permeability to soil types
4.8.4: carry out procedures controlling the major variables to answer questions arising from practical issues
Correlation last revised: 9/16/2020