Gizmos for Ontario - Science: 8th 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.

C: : Cells

C.2: : investigate functions and processes of plant and animal cells;

C.2.2: : use a microscope correctly and safely to find and observe components of plant and animal cells (e.g., using an onion slice or a prepared slide of a protist) and make accurate drawings of their observations

C.2.4: : use scientific inquiry/experimentation skills to investigate the processes of osmosis and diffusion

C.2.5: : use appropriate science and technology vocabulary, including organelle, diffusion, osmosis, cell theory, selective permeability, membrane, stage, and eyepiece, in oral and written communication

C.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 the conventions of science, make a labelled drawing of a cell; create a slide show to explain the results of investigations into the processes of osmosis and diffusion)

C.3: : demonstrate an understanding of the basic structure and function of plant and animal cells and cell processes.

C.3.1: : demonstrate an understanding of the postulates of the cell theory (e.g., the cell is the basic unit of life; all cells come from pre-existing cells; all living things are made up of one or more cells)

C.3.2: : identify structures and organelles in cells, including the nucleus, cell membrane, cell wall, chloroplasts, vacuole, mitochondria, and cytoplasm, and explain the basic functions of each (e.g., the nucleus holds all the information needed to make every cell in the body)

C.3.3: : compare the structure and function of plant and animal cells

C.3.4: : explain the processes of diffusion and osmosis and their roles within a cell

C.3.5: : identify unicellular organisms (e.g., amoebae) and multicellular organisms (e.g., hydra, invertebrates [worms], vertebrates [frogs]), and compare ways in which they meet their basic needs (e.g., nutrition, movement, gas exchange)

SiA: : Systems in Action

SiA.2: : investigate a working system and the ways in which components of the system contribute to its desired function;

SiA.2.2: : investigate the work done in a variety of everyday activities and record the findings quantitatively (e.g., calculate the work done when lifting dumbbells by measuring the force required to move the dumbbell and multiplying by the distance the dumbbell moves)

SiA.2.3: : use scientific inquiry/experimentation skills to investigate mechanical advantage in a variety of mechanisms and simple machines

SiA.2.4: : use technological problem-solving skills to investigate a system (e.g., an optical system, a mechanical system, an electrical system) that performs a function or meets a need

SiA.2.6: : use appropriate science and technology vocabulary, including mechanical advantage, input, output, friction, gravity, forces, and efficiency, in oral and written communication

SiA.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 appropriate mathematical conventions, create a graph to represent changes in mechanical advantage when certain factors in a mechanism are manipulated)

SiA.3: : demonstrate an understanding of different types of systems and the factors that contribute to their safe and efficient operation.

SiA.3.4: : compare, using examples, the scientific definition with the everyday use of the terms work, force, energy, and efficiency

SiA.3.5: : understand and use the formula work = force × distance (W = F × d) to establish the relationship between work, force, and distance moved parallel to the force in simple systems

SiA.3.6: : calculate the mechanical advantage (MA = force needed without a simple machine divided by force needed with a simple machine) of various mechanical systems (e.g., a wheelbarrow allows a smaller force to lift a larger weight, a hockey stick allows a short movement of hands to move the blade a larger distance, a simple fixed pulley system redirects the effort force)

SiA.3.7: : explain ways in which mechanical systems produce heat, and describe ways to make these systems more efficient (e.g., friction produces heat, which can be reduced by lubrication)

SiA.3.9: : identify social factors that influence the evolution of a system (e.g., growing concern over the amount of waste creates a need for recycling centres, and the recycling centres must grow as population and waste increase; the desire to make tasks easier creates a need for pulley systems, gear systems, and hydraulic and pneumatic systems; changes in traditional work hours created by technological advances can influence changes in a child care system)

F: : Fluids

F.2: : investigate the properties of fluids;

F.2.3: : investigate and compare the density of a variety of liquids (e.g., water, salt water, corn syrup, liquid soap)

F.2.8: : 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 appropriate scientific and/or technological conventions, create a technical drawing of a pneumatic/hydraulic device; create a brochure or a multimedia presentation outlining safe and unsafe uses of the device that was modelled)

F.3: : demonstrate an understanding of the properties and uses of fluids.

F.3.2: : describe the relationship between mass, volume, and density as a property of matter

F.3.3: : explain the difference between solids, liquids, and gases in terms of density, using the particle theory of matter (e.g., in general, solids are more dense than liquids, which are more dense than gases)

F.3.5: : determine the buoyancy of an object, given its density, in a variety of fluids (e.g., less dense objects float, more dense objects sink)

WS: : Water Systems

WS.2: : investigate factors that affect local water quality;

WS.2.6: : use appropriate science and technology vocabulary, including water table, aquifer, polar ice-cap, and salinity, in oral and written communication

WS.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 appropriate scientific conventions, draw a labelled diagram of a water treatment facility; create a brochure about the safe use of wells and septic tanks)

WS.3: : demonstrate an understanding of the characteristics of the earth?s water systems and the influence of water systems on a specific region.

WS.3.4: : identify factors (e.g., annual precipitation, temperature, climate change) that affect the size of glaciers and polar ice-caps, and describe the effects of these changes on local and global water systems

WS.3.5: : explain changes in atmospheric conditions caused by the presence of bodies of water (e.g., differences in temperature near large bodies of water; microclimates; storms off coastal areas)

Correlation last revised: 9/16/2020

Ontario - Science: 8th Grade

Ontario Curriculum | Adopted: 2007

C: : Cells

SiA: : Systems in Action

F: : Fluids

WS: : Water Systems