Gizmos for Ontario - Science: 6th Grade (Ontario Curriculum adopted 2007)

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.

B: : Biodiversity

B.2: : investigate the characteristics of living things, and classify diverse organisms according to specific characteristics;

B.2.2: : investigate the organisms found in a specific habitat and classify them according to a classification system

B.2.4: : use appropriate science and technology vocabulary, including classification, biodiversity, natural community, interrelationships, vertebrate, invertebrate, stability, characteristics, and organism, in oral and written communication

B.2.5: : use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., use a graphic organizer to show comparisons between organisms in various communities)

B.3: : demonstrate an understanding of biodiversity, its contributions to the stability of natural systems, and its benefits to humans.

B.3.2: : demonstrate an understanding of biodiversity as the variety of life on earth, including variety within each species of plant and animal, among species of plants and animals in communities, and among communities and the physical landscapes that support them

B.3.3: : describe ways in which biodiversity within species is important for maintaining the resilience of those species (e.g., because of genetic differences, not all squirrels are affected equally by infectious diseases such as mange; some species of bacteria have become resistant to antibiotics because resistant individuals have survived and reproduced)

B.3.4: : describe ways in which biodiversity within and among communities is important for maintaining the resilience of these communities (e.g., having a variety of species of wheat allows for some part of the crop to survive adverse conditions)

B.3.5: : describe interrelationships within species (e.g., wolves travel in packs to defend their territory, raise their cubs, and hunt large prey), between species (e.g., the brightly-coloured anemone fish protects its eggs by laying them among the poisonous tentacles of the sea anemone, and in return the fish?s bright colours attract prey for the anemone to eat; birds and bees take sustenance from plants and carry pollen between plants), and between species and their environment (e.g., algae and water lilies compete for sunlight in a pond), and explain how these interrelationships sustain biodiversity

B.3.7: : explain how invasive species (e.g., zebra mussel, Asian longhorned beetle, purple loosestrife) reduce biodiversity in local environments

F: : Flight

F.2: : investigate the properties of air, and apply these properties when designing flying devices;

F.2.6: : use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., using technological conventions, make a drawing of the flying device they constructed)

EED: : Electricity and Electrical Devices

EED.1: : evaluate the impact of the use of electricity on both the way we live and the environment;

EED.1.2: : assess opportunities for reducing electricity consumption at home or at school that could affect the use of non-renewable resources in a positive way or reduce the impact of electricity generation on the environment

EED.2: : investigate the characteristics of static and current electricity, and construct simple circuits;

EED.2.2: : design and build series and parallel circuits, draw labelled diagrams identifying the components used in each, and describe the role of each component in the circuit

EED.2.5: : use technological problem-solving skills to design, build, and test a device that transforms electrical energy into another form of energy in order to perform a function (e.g., a device that makes a sound, that moves, that lights up)

EED.2.7: : use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., using scientific and technological conventions, create a labelled diagram showing the component parts of the device they created to transform electrical energy into another form of energy and perform a function)

EED.3: : demonstrate an understanding of the principles of electrical energy and its transformation into and from other forms of energy.

EED.3.2: : use the principles of static electricity to explain common electrostatic phenomena (e.g., the attraction of hairs to a comb that has been rubbed on a piece of wool; the attraction of small pieces of paper to a plastic ruler that has been rubbed with a rag; the attraction of pieces of clothing to each other when they come out of a clothes dryer)

EED.3.3: : identify materials that are good conductors of electricity (e.g., copper, gold, silver, aluminum, water [when it has a high mineral content]) and good insulators (e.g., glass, plastic, rubber, ceramics)

EED.3.6: : explain the functions of the components of a simple electrical circuit (e.g., a battery is the power source; a length of wire is the conductor that carries the electrical current to the load; a light bulb or motor is the load)

EED.3.7: : describe series circuits (components connected in a daisy chain) and parallel circuits (components connected side by side like the rungs of a ladder), and identify where each is used (e.g., some strings of patio lights are in series circuits ? when one light burns out, the whole string goes out; parallel circuits are used for wiring lighting and electrical outlets in your house ? when one light burns out, the others keep burning)

S: : Space

S.2: : investigate characteristics of the systems of which the earth is a part and the relationship between the earth, the sun, and the moon;

S.2.4: : use appropriate science and technology vocabulary, including axis, tilt, rotation, revolution, planets, moons, comets, and asteroids, in oral and written communication

S.2.5: : use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., use a graphic organizer to identify and order main ideas and supporting details for a report about how science and technology can help humans adapt to life in space)

S.3: : demonstrate an understanding of components of the systems of which the earth is a part, and explain the phenomena that result from the movement of different bodies in space.

S.3.1: : identify components of the solar system, including the sun, the earth, and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their physical characteristics in qualitative terms (e.g., The earth?s surface is very young; much of it is covered with water. The moon is the earth?s only natural satellite. Comets are the largest objects in our solar system; their centres contain rock particles trapped in frozen liquid; their tails are made up of gas and dust.)

S.3.5: : describe the effects of the relative positions and motions of the earth, moon, and sun (e.g., use models or simulations to show solar and lunar eclipses, phases of the moon, tides)

Correlation last revised: 9/16/2020

Ontario - Science: 6th Grade

Ontario Curriculum | Adopted: 2007

B: : Biodiversity

F: : Flight

EED: : Electricity and Electrical Devices

S: : Space