Gizmos for Ontario - Science: 11th Grade Env. Science: College/University Prep. (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 relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research

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

A1.6: : compile accurate 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: : synthesize, analyse, interpret, and evaluate qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and/or error; and suggest improvements to the inquiry to reduce the likelihood of error

A1.10: : draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge

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, to the appropriate number of decimal places or significant figures

B: : Scientific Solutions to Contemporary Environmental Challenges

B2: : investigate a range of perspectives that have contributed to scientific knowledge about the environment, and how scientific knowledge and procedures are applied to address contemporary environmental problems;

B2.3: : investigate, through research or using case studies or computer simulation, how scientific knowledge and procedures are applied to address a particular contemporary environmental issue (e.g., scientific data on the needs and habits of endangered species are used to develop plans to protect threatened species; life-cycle assessments are conducted to determine the total environmental impact of a consumer product)

B3: : demonstrate an understanding of major contemporary environmental challenges and how we acquire knowledge about them.

B3.1: : identify some major contemporary environmental challenges (e.g., global warming, acid precipitation), and explain their causes (e.g., deforestation, carbon and sulfur emissions) and effects (e.g., desertification, the creation of environmental refugees, the destruction of aquatic and terrestrial habitats)

B3.5: : describe a variety of human activities that have led to environmental problems (e.g., burning fossil fuels for transportation or power generation; waste disposal) and/or contributed to their solution (e.g., the development of renewable sources of energy; programs to reduce, reuse, and recycle)

C: : Human Health and the Environment

C2: : investigate environmental factors that can affect human health, and analyse related data;

C2.3: : investigate, through laboratory inquiry or field study, water samples from natural and disturbed environments (e.g., tap water; pond, river, or lake water from disturbed and undisturbed areas; water from an outdoor pool), and analyse the resulting data

C3: : demonstrate an understanding of various environmental factors that can affect human health, and explain how the impact of these factors can be reduced.

C3.5: : identify a variety of populations who are particularly vulnerable to the effects of environmental factors, and explain why these populations are vulnerable (e.g., seniors are vulnerable to extreme temperatures because the ability to regulate body temperature diminishes as people age; Inuit who follow a traditional diet are vulnerable to contaminants that accumulate in the fatty tissue of sea mammals because these animals are their main food source)

D: : Sustainable Agriculture and Forestry

D1: : evaluate the impact of agricultural and forestry practices on human health, the economy, and the environment;

D1.1: : evaluate, on the basis of research, a variety of agricultural and forestry practices (e.g., companion planting, biological pest control, the use of genetically modified seed, forest fire control) with respect to their impact on the economy and the environment (e.g., the use of nematodes eliminates crop damage from grubs, thus contributing to better harvests, while reducing the use of toxic chemical pesticides; under some circumstances, forest thinning can help prevent or reduce the seriousness of forest fire, and its economic and environmental consequences)

D3: : demonstrate an understanding of conditions required for plant growth and of a variety of environmentally sustainable practices that can be used to promote growth.

D3.5: : explain agricultural techniques and forestry practices that aim to maintain both biodiversity and long-term productivity (e.g., growing a variety of species, inter-planting crops, planting native and heritage varietals instead of hybrids or transgenic species, saving seeds, maintaining some older trees and snags for animal habitat)

E: : Reducing and Managing Waste

E1: : analyse economic, political, and environmental considerations affecting waste management strategies;

E1.2: : evaluate the short- and long-term impact on the environment of a specific type of waste (e.g., waste products from animal farming; plastic shopping bags; tailings from mines)

E3: : demonstrate an understanding of the nature and types of waste and strategies for its management.

E3.1: : describe different categories of waste (e.g., biodegradable, recyclable, toxic, organic, inorganic)

F: : Conservation of Energy

F2: : investigate various methods of conserving energy and improving energy efficiency;

F2.2: : investigate energy consumption and costs in their household over a given period of time, and suggest ways in which their household could conserve energy

F2.3: : plan and conduct an energy audit of a home or business, and propose ways to improve its energy efficiency

F3: : demonstrate an understanding of energy production, consumption, and conservation with respect to a variety of renewable and non-renewable sources.

F3.4: : describe methods of energy production and conservation intended to reduce greenhouse gas emissions (e.g., energy production methods at the Prince Edward Island Wind-Hydrogen Village; charging higher prices for energy used during peak hours)

F3.5: : describe technological advances aimed at reducing energy consumption (e.g., programmable thermostats, improved R-value in insulation, compact fluorescent light bulbs, rechargeable batteries, “smart meters”)

Correlation last revised: 9/16/2020

Ontario - Science: 11th Grade Env. Science: College/University Prep.

Ontario Curriculum | Adopted: 2008