A: Biological Diversity (Social and Environmental Emphasis)

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

A.1.1: Investigate and interpret diversity among species and within species, and describe how diversity contributes to species survival

A.1.1.1: observe variation in living things, and describe examples of variation among species and within species (e.g., observe and describe characteristics that distinguish two closely related species)

Evolution: Mutation and Selection

A.1.2: Investigate the nature of reproductive processes and their role in transmitting species characteristics

A.1.2.1: distinguish between sexual and asexual reproduction, and identify and interpret examples of asexual and sexual reproduction in different species, by:

A.1.2.1.d: describing the formation of zygote and embryo in plant and animal reproduction

Pollination: Flower to Fruit

A.1.2.2: investigate the transmission of characteristics from parents to offspring, and identify examples of characteristics in offspring that are:

A.1.2.2.a: the same as the characteristics of both parents

Hardy-Weinberg Equilibrium
Mouse Genetics (One Trait)
Mouse Genetics (Two Traits)

A.1.2.2.b: the same as the characteristics of one parent

Hardy-Weinberg Equilibrium
Mouse Genetics (One Trait)
Mouse Genetics (Two Traits)

A.1.2.2.c: intermediate between parent characteristics

Hardy-Weinberg Equilibrium

A.1.2.2.d: different from both parents

Hardy-Weinberg Equilibrium

A.1.3: Describe, in general terms, the role of genetic materials in the continuity and variation of species characteristics; and investigate and interpret related technologies

A.1.3.1: describe, in general terms, the relationship of chromosomes, genes and DNA; and interpret their role as repositories of genetic information

Human Karyotyping

A.1.3.4: distinguish between, and identify examples of, natural and artificial selection (e.g., evolution of beak shapes in birds, development of high milk production in dairy cows)

Evolution: Mutation and Selection
Evolution: Natural and Artificial Selection
Microevolution
Natural Selection
Rainfall and Bird Beaks - Metric
Evolution

A.1.4: Identify impacts of human action on species survival and variation within species, and analyze related issues for personal and public decision making

A.1.4.1: describe the relative abundance of species on Earth and in different environments (e.g., note the overall abundance of insect species; note that in harsh environments there are relatively fewer species found than in temperate and tropical environments)

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

A.1.4.3: evaluate the success and limitations of various local and global strategies for minimizing loss of species diversity (e.g., breeding of endangered populations in zoos, development of seed banks, designating protected areas, development of international treaties regulating trade of protected species and animal parts)

Coral Reefs 1 - Abiotic Factors

A.2: Skills

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 issues related to loss of species diversity)

Sight vs. Sound Reactions

A.2.1.1.c: state a prediction and a hypothesis based on background information or an observed pattern of events (e.g., predict changes to an area of local parkland that is subject to intense use; hypothesize means of impact, such as soil compaction and disturbance of nest sites)

Temperature and Sex Determination - Metric

A.2.1.1.d: define and delimit questions and problems to facilitate investigation (e.g., delimit an electronic search for information on species survival by framing a question about a specific group of organisms or a specific ecosystem)

Pendulum Clock
Sight vs. Sound Reactions

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: interpret patterns and trends in data, and infer and explain relationships among the variables (e.g., interpret data on changing animal populations, and infer possible causes)

Pendulum Clock

A.2.3.1.d: identify new questions and problems that arise from what was learned

Sight vs. Sound Reactions

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., illustrate and compare methods of reproduction in sample organisms studied)

Identifying Nutrients
Ocean Mapping
Sight vs. Sound Reactions

A.2.4.1.b: evaluate individual and group processes used in investigating an issue and evaluating alternative decisions (e.g., evaluate strategies for locating information, such as the use of particular key words or search tools; evaluate approaches for sharing work on a given research task and for synthesizing the information found)

Diffusion
Effect of Environment on New Life Form
Pendulum Clock

B: Matter and Chemical Change (Nature of Science Emphasis)

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

B.1.2: Describe and interpret patterns in chemical reactions

B.1.2.1: identify and evaluate dangers of caustic materials and potentially explosive reactions

B.1.2.1.a: describing combustion, corrosion and other reactions involving oxygen

Chemical Equations
Equilibrium and Concentration

B.1.2.1.b: observing and inferring evidence of chemical reactions between familiar household materials

Chemical Changes
Equilibrium and Concentration

B.1.2.2: distinguish between materials that react readily and those that do not (e.g., compare reactions of different metals to a dilute corrosive solution)

B.1.2.2.a: observing heat generated or absorbed in chemical reactions, and identifying examples of exothermic and endothermic reactions

Chemical Changes

B.1.2.2.b: identifying conditions that affect rates of reactions (e.g., investigate and describe how factors such as heat, concentration, surface area and electrical energy can affect a chemical reaction)

Collision Theory

B.1.3: Describe ideas used in interpreting the chemical nature of matter, both in the past and present, and identify example evidence that has contributed to the development of these ideas

B.1.3.1: demonstrate understanding of the origins of the periodic table, and relate patterns in the physical and chemical properties of elements to their positions in the periodic table-focusing on the first 18 elements

Electron Configuration

B.1.3.3: use the periodic table to identify the number of protons, electrons and other information about each atom; and describe, in general terms, the relationship between the structure of atoms in each group and the properties of elements in that group (e.g., use the periodic table to determine that sodium has 11 electrons and protons and, on average, about 12 neutrons; infer that different rows (periods) on the table reflect differences in atomic structure; interpret information on ion charges provided in some periodic tables) [Note: Knowledge of specific orbital structures for elements and groups of elements is not required at this grade level.]

Electron Configuration
Element Builder

B.1.3.4: distinguish between ionic and molecular compounds, and describe the properties of some common examples of each

Covalent Bonds
Ionic Bonds

B.1.4: Apply simplified chemical nomenclature in describing elements, compounds and chemical reactions

B.1.4.1: read and interpret chemical formulas for compounds of two elements, and give the IUPAC (International Union of Pure and Applied Chemistry) name and common name of these compounds (e.g., give, verbally and in writing, the name for NaCl(s) (sodium chloride), CO2(g) (carbon dioxide), MgO(s) (magnesium oxide), NH3(g) (nitrogen trihydride or ammonia), CH4(g) (carbon tetrahydride or methane), FeCl2(s) (iron(II) chloride), FeCl3(s) (iron(III) chloride)

Chemical Equations

B.1.4.2: identify/describe chemicals commonly found in the home, and write the chemical symbols (e.g., table salt [NaCl(s)], water [H2O(l)], sodium hydroxide [NaOH(aq)] used in household cleaning supplies)

Chemical Equations

B.1.4.3: identify examples of combining ratios/number of atoms per molecule found in some common materials, and use information on ion charges to predict combining ratios in ionic compounds of two elements (e.g., identify the number of atoms per molecule signified by the chemical formulas for CO(g) and CO2(g); predict combining ratios of iron and oxygen based on information on ion charges of iron and oxygen) [Prerequisite Skill: Grade 8 Mathematics, Number, Specific Outcome 15]

Chemical Equations

B.1.4.5: describe familiar chemical reactions, and represent these reactions by using word equations and chemical formulas and by constructing models of reactants and products (e.g., describe combustion reactions, such as: carbon + oxygen ¡ú carbon dioxide [C(s) + O2(g) ¡ú CO2(g)]; describe corrosion reactions, such as: iron + oxygen¡ú iron(II) oxide [Fe(s) + O2(g)¡ú FeO(s)]; describe replacement reactions, such as the following: zinc + copper(II) sulfate¡ú zinc sulfate + copper [Zn(s) + CuSO4(aq)¡ú ZnSO4(aq) + Cu(s)]) [Note 1: This outcome does not require students to explain the formation of polyatomic ions. Some chemicals with polyatomic ions may nevertheless be introduced; e.g., a brief introduction to CuSO4(s), ZnSO4(s) and H2SO4(aq) can help prepare students for further study of these materials in units C and D.] [Note 2: At this grade level, students are not required to balance reactants and products in chemical equations. Teachers may want to inform students about opportunities for further study of chemistry in Science 10 and in Science 14¨C24.]

Chemical Changes
Chemical Equations
Equilibrium and Concentration

B.2: Skills

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.a: identify questions to investigate (e.g., ask questions about the reactivity of particular materials or about conditions that affect the rate of reaction, after observing that materials react at different rates)

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

B.2.1.1.b: define and delimit questions and problems to facilitate investigation (e.g., reframe a general question, such as: "What affects the speed of reactions?" to become one or more specific questions, such as: "How will temperature affect the rate of reaction between materials x and y?" or "How will moisture affect the rate of reaction between x and y?")

Pendulum Clock
Sight vs. Sound Reactions

B.2.1.1.c: state a prediction and a hypothesis based on background information or an observed pattern of events

Temperature and Sex Determination - Metric

B.2.1.1.d: select appropriate methods and tools for collecting data and information and for solving problems (e.g., plan and conduct a search for information about chemical elements, using appropriate print and electronic sources)

Triple Beam Balance

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.a: carry out procedures, controlling the major variables (e.g., investigate the effect of particle size on a chemical reaction, taking care to identify and control other potentially relevant variables)

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

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.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., present data on different chemical substances in a form that facilitates interpretation) [Prerequisite Skill: Grade 7 Mathematics, Statistics and Probability, Specific Outcome 4; Related Skills: Grade 9 Mathematics, Statistics and Probability, Specific Outcomes 2, 3]

Earthquakes 1 - Recording Station
Identifying Nutrients

B.2.3.1.d: state a conclusion, based on experimental data, and explain how evidence gathered supports or refutes an initial idea

Temperature and Sex Determination - Metric

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: evaluate individual and group processes used in planning and carrying out investigative tasks (e.g., evaluate the relative success and scientific merits of different approaches to drawing and making models of molecules)

Diffusion
Effect of Environment on New Life Form
Pendulum Clock

C: Environmental Chemistry (Social and Environmental Emphasis)

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

C.1.2: Identify processes for measuring the quantity of different substances in the environment and for monitoring air and water quality

C.1.2.1: identify substrates and nutrient sources for living things within a variety of environments

Coral Reefs 1 - Abiotic Factors
Pond Ecosystem

C.1.2.5: identify acids, bases and neutral substances, based on measures of their pH (e.g., use indicator solutions or pH meters to measure the pH of water samples)

pH Analysis
pH Analysis: Quad Color Indicator

C.1.2.6: investigate, safely, and describe the effects of acids and bases on each other and on other substances (e.g., investigate and describe the reaction that results when baking powder is dissolved; describe the role of acids and bases in neutralizing each other)

Titration

C.2: Skills

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.a: identify science-related issues (e.g., identify issues regarding the use of soil fertilizers)

Sight vs. Sound Reactions

C.2.1.1.b: identify questions arising from practical problems and issues (e.g., ask questions about the needs of different living things for nutrients and about the mechanisms by which these nutrients are obtained)

Pendulum Clock
Sight vs. Sound Reactions

C.2.1.1.d: select appropriate methods and tools for collecting data and information and for solving problems (e.g., design an investigation to compare the chemical characteristics of two soils)

Real-Time Histogram
Triple Beam Balance

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 and materials effectively and accurately for collecting data (e.g., measure and compare the pH in household products, foods and environments)

Triple Beam Balance

C.2.2.1.d: organize data, using a format that is appropriate to the task or experiment

Diffusion

D: Electrical Principles and Technologies (Science and Technology Emphasis)

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

D.1.1: Investigate and interpret the use of devices to convert various forms of energy to electrical energy, and electrical energy to other forms of energy

D.1.1.1: identify, describe and interpret examples of mechanical, chemical, thermal (heat) and electrical energy

Energy Conversion in a System
Energy of a Pendulum
Inclined Plane - Sliding Objects
Roller Coaster Physics
Temperature and Particle Motion

D.1.1.2: investigate and describe evidence of energy transfer and transformation (e.g., mechanical energy transformed into electrical energy, electrical energy transferred through power grids, chemical energy converted to electrical energy and then to light energy in a flashlight, thermal energy converted to electrical energy in a thermocouple)

Energy Conversion in a System

D.1.2: Describe technologies for transfer and control of electrical energy

D.1.2.3: identify electrical conductors and insulators, and compare the resistance of different materials to electric flow (e.g., compare the resistance of copper wire and nickel-chromium/Nichrome wire; investigate the conduction of electricity through different solutions; investigate applications of electrical resistance in polygraph or lie detector tests)

Circuit Builder

D.1.2.9: identify similarities and differences between microelectronic circuits and circuits in a house (e.g., compare switches in a house with transistors in a microcircuit)

Circuit Builder
Circuits

D.1.3: Identify and estimate energy inputs and outputs for example devices and systems, and evaluate the efficiency of energy conversions

D.1.3.3: apply the concepts of conservation of energy and efficiency to the analysis of energy devices (e.g., identify examples of energy dissipation in the form of heat, and describe the effect of these losses on useful energy output)

Energy Conversion in a System

D.2: Skills

D.2.1: Initiating and Planning

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

D.2.1.1.c: rephrase questions in a testable form, and clearly define practical problems (e.g., rephrase questions, such as: "Why do we use parallel circuits rather than series circuits in household wiring?" to become "How do series circuits and parallel circuits respond differently under load?")

Sight vs. Sound Reactions

D.2.1.1.d: state a prediction and a hypothesis based on background information or an observed pattern of events (e.g., predict the amount of current in a circuit of known resistance and applied voltage)

Temperature and Sex Determination - Metric

D.2.1.1.e: formulate operational definitions of major variables in the study of electrical circuits (e.g., provide operational definitions for current, resistance, voltage, polarity)

Advanced Circuits
Circuit Builder
Circuits

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.c: use instruments effectively and accurately for collecting data (e.g., use ammeters and voltmeters)

Triple Beam Balance

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: test the design of a constructed device or system

Diffusion
Pendulum Clock
Trebuchet

D.2.3.1.b: evaluate designs and prototypes in terms of function, reliability, safety, efficiency, use of materials and impact on the environment (e.g., evaluate the safety, durability, efficiency and environmental impact of a personally-constructed wet cell design)

Trebuchet

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.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., use charts to present data on the voltage, current (amperage) and resistance found in series and parallel circuits)

Identifying Nutrients
Ocean Mapping
Sight vs. Sound Reactions

E: Space Exploration (Science and Technology Emphasis)

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

E.1.1: Investigate and describe ways that human understanding of Earth and space has depended on technological development

E.1.1.2: investigate and illustrate the contributions of technological advances-including optical telescopes, spectral analysis and space travel-to a scientific understanding of space

Electromagnetic Induction

E.1.1.3: describe, in general terms, the distribution of matter in space (e.g., stars, star systems, galaxies, nebulae)

Star Spectra

E.1.1.1: identify different perspectives on the nature of Earth and space, based on culture and science (e.g., describe cosmologies based on an Earth-centred universe [Note: detailed knowledge of epicycles is not required]; describe aboriginal views of space and those of other cultures; describe the role of observation in guiding scientific understanding of space)

E.1.1.1.a: constructing and interpreting drawings and physical models that illustrate the motion of objects in space (e.g., represent the orbit of comets around the Sun, using a looped-string model)

Orbital Motion - Kepler's Laws

E.2: Skills

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.c: state a prediction and a hypothesis based on background information or an observed pattern of events (e.g., predict the next appearance of a comet, based on past observations; develop a hypothesis about the geologic history of a planet or its moon, based on recent data)

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.c: organize data, using a format that is appropriate to the task or experiment (e.g., maintain a log of observed changes in the night sky; prepare a data table to compare various planets)

Diffusion

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.a: test the design of a constructed device or system (e.g., create and test a model device for remote manipulation of materials)

Pendulum Clock
Trebuchet

E.2.3.1.d: identify new questions and problems that arise from what was learned (e.g., identify questions to guide further investigation, such as: "What limits the travelling distance and duration of space exploration?", "How old are the planets, and how did they form?")

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.