Gizmos for Ontario - Science: 9th Grade Academic (Ontario Curriculum adopted 2008)

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

A: : Scientific Investigation Skills and Career Exploration

A1: : demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

A1.1: : formulate scientific questions about observed relationships, ideas, problems, and/or issues, make predictions, and/or formulate hypotheses to focus inquiries or research

A1.5: : conduct inquiries, controlling some variables, adapting or extending procedures as required, and using standard equipment and materials safely, accurately, and effectively, to collect observations and data

A1.6: : gather data from laboratory and other sources, and organize and record the data using appropriate formats, including tables, flow charts, graphs, and/or diagrams

A1.8: : analyse and interpret qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis, identifying possible sources of error, bias, or uncertainty

A1.10: : draw conclusions based on inquiry results and research findings, and justify their conclusions

A1.11: : communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

A1.13: : express the results of any calculations involving data accurately and precisely

B: : Biology: Sustainable Ecosystems

B1: : assess the impact of human activities on the sustainability of terrestrial and/or aquatic ecosystems, and evaluate the effectiveness of courses of action intended to remedy or mitigate negative impacts;

B1.1: : assess, on the basis of research, the impact of a factor related to human activity (e.g., urban sprawl, introduction of invasive species, overhunting/overfishing) that threatens the sustainability of a terrestrial or aquatic ecosystem

B1.2: : evaluate the effectiveness of government initiatives in Canada (federal, provincial, municipal), and/or the efforts of societal groups or non-governmental organizations, such as Aboriginal communities, environmental groups, or student organizations, with respect to an environmental issue that affects the sustainability of terrestrial or aquatic ecosystems (e.g., wetland restoration, recycling programs, Canada– Ontario Environmental Farm Plans, stewardship of national and provincial parks)

B2: : investigate factors related to human activity that affect terrestrial and aquatic ecosystems, and explain how they affect the sustainability of these ecosystems;

B2.1: : use appropriate terminology related to sustainable ecosystems, including, but not limited to: bioaccumulation, biosphere, diversity, ecosystem, equilibrium, sustainability, sustainable use, protection, and watershed

B2.4: : plan and conduct an investigation, involving both inquiry and research, into how a human activity affects water quality (e.g., leaching of organic or inorganic fertilizers or pesticides into water systems, changes to watersheds resulting from deforestation or land development, diversion of ground water for industrial uses), and, extrapolating from the data and information gathered, explain the impact of this activity on the sustainability of aquatic ecosystems

B2.5: : analyse the effect of human activity on the populations of terrestrial and aquatic ecosystems by interpreting data and generating graphs (e.g., data from Statistics Canada, Parks Canada, and other websites on: the concentration in water of chemicals from fertilizer run-off and their effect on the growth of algae; stressors associated with human use of natural areas, such as trampled vegetation, wildlife mortality from motor vehicles, and the removal of plants, animals, and/or natural objects; suburban developments and their impact on the food supply for animals such as foxes and racoons)

B3: : demonstrate an understanding of the dynamic nature of ecosystems, particularly in terms of ecological balance and the impact of human activity on the sustainability of terrestrial and aquatic ecosystems.

B3.1: : compare and contrast biotic and abiotic characteristics of sustainable and unsustainable terrestrial and aquatic ecosystems

B3.2: : describe the complementary processes of cellular respiration and photosynthesis with respect to the flow of energy and the cycling of matter within ecosystems (i.e., carbon dioxide is a by-product of cellular respiration and is used for photosynthesis, which produces oxygen needed for cellular respiration), and explain how human activities can disrupt the balance achieved by these processes (e.g., automobile use increases the amount of carbon dioxide in the atmosphere; planting more trees decreases the amount of carbon dioxide in the atmosphere)

B3.3: : describe the limiting factors of ecosystems (e.g., nutrients, space, water, energy, predators), and explain how these factors affect the carrying capacity of an ecosystem (e.g., the effect of an increase in the moose population on the wolf population in the same ecosystem)

B3.4: : identify the earth’s four spheres (biosphere, hydrosphere, lithosphere, atmosphere), and describe the relationship that must exist between these spheres if diversity and sustainability are to be maintained

B3.5: : identify various factors related to human activity that have an impact on ecosystems (e.g., the introduction of invasive species; shoreline development; industrial emissions that result in acid rain), and explain how these factors affect the equilibrium and survival of ecosystems (e.g., invasive species push out native species and upset the equilibrium in an ecosystem; shoreline development affects the types of terrestrial and aquatic life that can live near lake shores or river banks; acid rain changes the pH of water, which affects the type of aquatic life that can survive in a lake)

C: : Chemistry: Atoms, Elements, and Compounds

C2: : investigate, through inquiry, the physical and chemical properties of common elements and compounds;

C2.3: : plan and conduct an inquiry into the properties of common substances found in the laboratory or used in everyday life (e.g., starch, table salt, wax, toothpaste), and distinguish the substances by their physical and chemical properties (e.g., physical properties: hardness, conductivity, colour, melting point, solubility, density; chemical properties: combustibility, reaction with water)

C3: : demonstrate an understanding of the properties of common elements and compounds, and of the organization of elements in the periodic table.

C3.2: : describe the characteristics of neutrons, protons, and electrons, including charge, location, and relative mass

C3.5: : describe patterns in the arrangements of electrons in the first 20 elements of the periodic table, using the Bohr-Rutherford model

C3.6: : explain the relationship between the atomic structure of an element and the position of that element in the periodic table

C3.8: : identify and use the symbols for common elements (e.g., C, Cl, S, N) and the formulae for common compounds (e.g., H2O, CO2, NaCl, O2)

D: : Earth and Space Science: The Study of the Universe

D2: : investigate the characteristics and properties of a variety of celestial objects visible from Earth in the night sky;

D2.1: : use appropriate terminology related to the study of the universe, including, but not limited to: celestial objects, orbital radius, retrograde motion, and satellite

D3: : demonstrate an understanding of the major scientific theories about the structure, formation, and evolution of the universe and its components and of the evidence that supports these theories.

D3.1: : describe observational and theoretical evidence relating to the origin and evolution of the universe (e.g., evidence supporting the big bang theory)

D3.5: : explain the causes of astronomical phenomena (e.g., the aurora borealis, solar eclipses, phases of the moon, comets) and how various phenomena can best be observed from Earth (e.g., solar eclipses should be viewed through a suitable solar filter or by projection, not with the naked eye)

E: : Physics: The Characteristics of Electricity

E1: : assess some of the costs and benefits associated with the production of electrical energy from renewable and non-renewable sources, and analyse how electrical efficiencies and savings can be achieved, through both the design of technological devices and practices in the home;

E1.3: : produce a plan of action to reduce electrical energy consumption at home (e.g., using EnerGuide information when purchasing appliances), and outline the roles and responsibilities of various groups (e.g., government, business, family members) in this endeavour

E2: : investigate, through inquiry, various aspects of electricity, including the properties of static and current electricity, and the quantitative relationships between potential difference, current, and resistance in electrical circuits;

E2.1: : use appropriate terminology related to electricity, including, but not limited to: ammeter, amperes, battery, current, fuse, kilowatt hours, load, ohms, potential difference, resistance, switch, voltmeter, and volts

E2.3: : predict the ability of different materials to hold or transfer electric charges (i.e., to act as insulators or conductors), and test their predictions through inquiry

E2.4: : plan and carry out inquiries to determine and compare the conductivity of various materials (e.g., metals, plastics, glass, water)

E2.5: : design, draw circuit diagrams of, and construct series and parallel circuits (e.g., a circuit where all light bulbs go out when one light bulb is removed; a circuit that allows one of several light bulbs to be switched on and off independently of the others), and measure electric current I, potential difference V, and resistance R at various points in the circuits, using appropriate instruments and SI units

E2.6: : analyse and interpret the effects of adding an identical load in series and in parallel in a simple circuit

E2.7: : investigate the quantitative relationships between current, potential difference, and resistance in a simple series circuit

E2.9: : determine the energy consumption of various appliances, and calculate their operating costs (e.g., using the kilowatt hour rate from a utility bill)

E3: : demonstrate an understanding of the principles of static and current electricity.

E3.1: : identify electrical quantities (i.e., current, potential difference, resistance, and electrical energy), and list their symbols and their corresponding SI units (e.g., electric current: I, ampere)

E3.4: : identify the components of a simple DC circuit (e.g., electrical source, load, connecting wires, switch, fuse), and explain their functions

E3.5: : explain the characteristics of electric current, potential difference, and resistance in simple series and parallel circuits, noting how the quantities differ in the two circuits

E3.8: : explain how various factors (e.g., wire length, wire material, cross-sectional area of wire) influence the resistance of an electrical circuit

Correlation last revised: 9/16/2020

Ontario - Science: 9th Grade Academic

Ontario Curriculum | Adopted: 2008

A: : Scientific Investigation Skills and Career Exploration

B: : Biology: Sustainable Ecosystems

C: : Chemistry: Atoms, Elements, and Compounds

D: : Earth and Space Science: The Study of the Universe

E: : Physics: The Characteristics of Electricity