Alberta Curriculum and Program of Studies | Adopted: 2014
This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.
20-A: : Energy and Matter Exchange in the Biosphere
1.1: : Energy, Equilibrium, Matter and Systems
20-A.1: : explain the constant flow of energy through the biosphere and ecosystems
1.1.1.1: : Science, Technology and Society (STS)
20-A1.1sts: : Students will: explain that the process of scientific investigation includes analyzing evidence and providing explanations based upon scientific theories and concepts
20-A1.1sts.1: : evaluate the evidence for the influence of ice and snow on the trapping of solar energy (albedo effect) and hypothesize on the consequences of fluctuations for biological systems
Hydrologic Cycle - High School
Paanee, a city in Northeast India, has been experiencing higher rates of flooding than normal. This surge in flooding has been caused by an increase in the hydrologic cycle’s activity. Students take on the role of a hydrologist to investigate why the hydrologic cycle’s rate has increased and what can be done to manage flooding and reduce flooding.
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20-A1.2s: : Students will: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
20-A1.2s.2: : draw, by hand or using technology, annotated diagrams of food chains, food webs and ecological pyramids
Coral Reefs 1 - Abiotic Factors
Explore the abiotic factors that affect Caribbean coral reefs. Many factors can be manipulated in this simplified reef model, including ocean temperature and pH, storm severity, and input of excess sediments and nutrients from logging, sewage, and agriculture. Click "Advance year" to see how the reef responds to these changes.
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In this ecosystem consisting of hawks, snakes, rabbits and grass, the population of each species can be studied as part of a food chain. Disease can be introduced for any species, and the number of animals can be increased or decreased at any time, just like in the real world.
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Observe the populations of grass, prairie dogs, ferrets and foxes in a prairie ecosystem. Investigate feeding relationships and determine the food chain. Bar graphs and line graphs show changes in populations over time.
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As a national park ranger, students must restore the ecosystem of a park back to normal. They interact with populations of many organisms including wolves, deer and bees. Students learn the importance of food chains and webs, and how human factors can impact the health of an environment.
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20-A1.4s: : Students will: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
20-A1.4s.1: : use appropriate Système international (SI) units, fundamental and derived units and significant digits
Unit Conversions 2 - Scientific Notation and Significant Digits
Use the Unit Conversions Gizmo to explore the concepts of scientific notation and significant digits. Convert numbers to and from scientific notation. Determine the number of significant digits in a measured value and in a calculation.
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20-A.2: : explain the cycling of matter through the biosphere
1.1.2.1: : Science, Technology and Society (STS)
20-A2.1sts: : Students will: explain that science and technology have both intended and unintended consequences for humans and the environment
20-A2.1sts.1: : discuss the influence of human activities on the biogeochemical cycling of phosphorus, sulfur, iron and nitrogen:
20-A2.1sts.1.c: : fertilizer applications
Nitrogen Cycle - High School
An infant on a farm has blue baby syndrome. As an EPA environmental engineer, students must find the cause of the baby's illness. Using environment data, students learn the importance of the nitrogen cycle and how human factors can impact nature.
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An infant on a farm has blue baby syndrome. As an EPA environmental engineer, students must find the cause of the baby's illness. Using environment data, students learn the importance of the nitrogen cycle and how human factors can impact nature.
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20-A2.1sts.2: : discuss the use of water by society, the impact such use has on water quality and quantity in ecosystems, and the need for water purification and conservation:
20-A2.1sts.2.c: : agricultural systems
Nitrogen Cycle - High School
An infant on a farm has blue baby syndrome. As an EPA environmental engineer, students must find the cause of the baby's illness. Using environment data, students learn the importance of the nitrogen cycle and how human factors can impact nature.
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20-A2.1sts.2.e: : domestic daily water consumption
Water Crisis - High School
There has been an outbreak of legionnaires’ disease in a small town. This disease is caused by legionella bacteria that proliferate in contaminated water supplies. Students take on the role of an environmental chemist to investigate the source of legionella and use stoichiometry to decontaminate the water supply and remediate the disease outbreak.
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20-A2.1s: : Students will: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
20-A2.1s.1: : design an experiment to compare the carbon dioxide production of plants with that of animals
Plants and Snails
Study the production and use of gases by plants and animals. Measure the oxygen and carbon dioxide levels in a test tube containing snails and elodea (a type of plant) in both light and dark conditions. Learn about the interdependence of plants and animals.
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20-A2.1s.2: : hypothesize how alterations in the carbon cycle, resulting from the burning of fossil fuels, might affect other cycling phenomena; e.g., sulfur, iron, water
Carbon Cycle
Follow the path of a carbon atom through the atmosphere, biosphere, hydrosphere, and geosphere. Manipulate a simplified model to see how human activities and other factors affect the amount of atmospheric carbon today and in the future.
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20-A2.1s.3: : predict disruptions in the nitrogen and phosphorus cycles that are caused by human activities
Nitrogen Cycle - High School
An infant on a farm has blue baby syndrome. As an EPA environmental engineer, students must find the cause of the baby's illness. Using environment data, students learn the importance of the nitrogen cycle and how human factors can impact nature.
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20-A.3: : explain the balance of energy and matter exchange in the biosphere, as an open system, and explain how this maintains equilibrium.
1.1.3.2: : Skills
20-A.3.2: : Performing and Recording
20-A3.2s: : Students will: conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information
20-A3.2s.1: : collect evidence from various print and electronic sources on how human activities can have a disrupting influence on photosynthetic and cellular respiratory activities
Photosynthesis - High School
As a marine biologist students learn about photosynthesis to help scientists in Australia determine why the coral in the Great Barrier Reef is bleaching.
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20-B.1: : explain that the biosphere is composed of ecosystems, each with distinctive biotic and abiotic characteristics
2.1.1.1: : Science, Technology and Society (STS)
20-B1.1sts: : Students will: explain how science and technology have both intended and unintended consequences for humans and the environment
20-B1.1sts.2: : assess the environmental consequences of the introduction of new species into established ecosystems (such as tropical fish in Banff Hot Springs, starlings, quack grass, scented chamomile, purple loosestrife) and discuss the responsibility of society to protect the environment through science and technology
Coral Reefs 2 - Biotic Factors
In this followup to the Coral Reefs 1 - Abiotic Factors activity, investigate the impacts of fishing, disease, and invasive species on a model Caribbean coral reef. Many variables can be manipulated, included intensity of fishing, presence of black band and white band disease, and the presence of actual and potential invasive species. Click "Advance year" to see the impacts of these biotic changes.
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20-B1.1s: : Students will: formulate questions about observed relationships; plan investigations of questions, ideas, problems and issues; and define and delimit problems to facilitate investigation
20-B1.1s.1: : hypothesize the role of biotic and abiotic factors in ecosystems; e.g., competition and chinooks
Pond Ecosystem
Measure the temperature and oxygen content of a pond over the course of a day. Then go fishing to see what types of fish live in the pond. Many different ponds can be investigated to determine the influence of time, temperature, and farms on oxygen levels.
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20-B1.3s: : Students will: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
20-B1.3s.1: : apply classification and binomial nomenclature systems in a field study
Dichotomous Keys
Use dichotomous keys to identify and classify five types of organisms: California albatrosses, Canadian Rockies buttercups, Texas venomous snakes, Virginia evergreens, and Florida cartilagenous fishes. After you have classified every organism, try making your own dichotomous key!
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20-B1.3s.2: : analyze the interrelationship of biotic and abiotic characteristics that make up the ecosystem studied
Pond Ecosystem
Measure the temperature and oxygen content of a pond over the course of a day. Then go fishing to see what types of fish live in the pond. Many different ponds can be investigated to determine the influence of time, temperature, and farms on oxygen levels.
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20-B.2: : explain the mechanisms involved in the change of populations over time.
2.1.2.2: : Skills
20-B.2.2: : Performing and Recording
20-B2.2s: : Students will: conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information
20-B2.2s.1: : gather data, actual or simulated, on organisms to demonstrate how inherited characteristics change over time, as illustrated by Darwin’s finches, peppered moths, bacteria and domesticated plants and animals
Natural Selection
You are a bird hunting moths (both dark and light) that live on trees. As you capture the moths most easily visible against the tree surface, the moth populations change, illustrating the effects of natural selection.
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Study the thickness of birds' beaks over a five year period as you control the yearly rainfall on an isolated island. As the environmental conditions change, the species must adapt (a real-world consequence) to avoid extinction.
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20-B2.3s: : Students will: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
20-B2.3s.1: : analyze data, actual or simulated, on plants and animals to demonstrate how morphology changes over time; e.g., Darwin’s finches, peppered moths, bacteria, domesticated plants or animals
Natural Selection
You are a bird hunting moths (both dark and light) that live on trees. As you capture the moths most easily visible against the tree surface, the moth populations change, illustrating the effects of natural selection.
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Study the thickness of birds' beaks over a five year period as you control the yearly rainfall on an isolated island. As the environmental conditions change, the species must adapt (a real-world consequence) to avoid extinction.
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20-B2.3s.3: : state a conclusion or generalization based on research data, suggesting how it supports or refutes an explanation for biological change, and identify new questions or problems that arise from what was learned
Natural Selection
You are a bird hunting moths (both dark and light) that live on trees. As you capture the moths most easily visible against the tree surface, the moth populations change, illustrating the effects of natural selection.
5 Minute Preview
Study the thickness of birds' beaks over a five year period as you control the yearly rainfall on an isolated island. As the environmental conditions change, the species must adapt (a real-world consequence) to avoid extinction.
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Working as a CDC researcher, students investigate an outbreak of multi-drug resistant bacterial infections and determine how evolution was involved by tracing the source and cause of the outbreak.
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20-C.1: : relate photosynthesis to storage of energy in organic compounds
3.1.1.1: : Science, Technology and Society (STS)
20-C1.2sts: : Students will: explain that the appropriateness, risks and benefits of technologies need to be assessed for each potential application from a variety of perspectives, including sustainability
20-C1.2sts.1: : research and analyze the effects of herbicides on the biochemistry of photosynthesis.
Photosynthesis - High School
As a marine biologist students learn about photosynthesis to help scientists in Australia determine why the coral in the Great Barrier Reef is bleaching.
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20-C1.1s: : Students will: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
20-C1.1s.1: : identify a testable factor that would affect the rate of photosynthesis
Photosynthesis Lab
Study photosynthesis in a variety of conditions. Oxygen production is used to measure the rate of photosynthesis. Light intensity, carbon dioxide levels, temperature, and wavelength of light can all be varied. Determine which conditions are ideal for photosynthesis, and understand how limiting factors affect oxygen production.
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20-C1.1s.2: : predict and hypothesize the effect of changes in carbon dioxide and oxygen concentration on photosynthesis
Photosynthesis Lab
Study photosynthesis in a variety of conditions. Oxygen production is used to measure the rate of photosynthesis. Light intensity, carbon dioxide levels, temperature, and wavelength of light can all be varied. Determine which conditions are ideal for photosynthesis, and understand how limiting factors affect oxygen production.
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20-D.1: : explain how the human digestive and respiratory systems exchange energy and matter with the environment
4.1.1.2: : Skills
20-D.1.2: : Performing and Recording
20-D1.2s: : Students will: conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information
20-D1.2s.2: : perform experiments, using qualitative tests, to detect the presence of carbohydrates, proteins and lipids
Identifying Nutrients
Use a variety of real-world lab tests to analyze common food samples in order to determine if the food is a carbohydrate, a protein, or a lipid. Tests that can be performed include: Benedict, Lugol, Biuret, and Sudan Red.
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20-D1.2s.3: : perform an experiment to investigate the influence of enzyme concentration, temperature or pH on the activity of enzymes such as pepsin and pancreatin
Enzymes - High School
As a veterinary technician, students learn about enzymes to help a dog that has been eating normally but is losing a lot of weight.
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20-D.2: : explain the role of the circulatory and defence systems in maintaining an internal equilibrium
4.1.2.2: : Skills
20-D.2.2: : Performing and Recording
20-D2.2s: : Students will: conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information
20-D2.2s.3: : select and integrate information from various sources to observe the principal features of a mammalian circulatory system and the direction of blood flow, and identify structures from drawings; e.g., valves, chambers
Circulatory System
Trace the path of blood through a beating heart and the network of blood vessels that supplies blood to the body. Take blood samples from different blood vessels to observe blood cells and measure the levels of oxygen, carbon dioxide, sugar, and urea.
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Students assume the role of a scientist trying to solve a real world problem. They use scientific practices to collect and analyze data, and form and test a hypothesis as they solve the problems.
