Gizmos for Ontario - Science: 11th Grade Env. Science: Workplace 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: : Students will: 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: : Students will: 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: : Students will: 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: : Students will: 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: : Students will: draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge

A1.11: : Students will: 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, graphic organizers, simulations, models, workplace labels)

A1.12: : Students will: use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of measurement (e.g., SI and imperial units)

A1.13: : Students will: express the results of any calculations involving data accurately and precisely, to the appropriate number of decimal places or significant figures

B: : Human Impact on the Environment

B1: : analyse selected current environmental problems in terms of the role human activities have played in creating or perpetuating them, and propose possible solutions to one such problem;

B1.1: : Students will: propose possible solutions, on the basis of research, to a current practical environmental problem that is caused, directly or indirectly, by human activities

B2: : investigate air, soil, and water quality in natural and disturbed environments, using appropriate technology;

B2.3: : Students will: plan and conduct an inquiry, using appropriate technology, to compare water quality in natural and disturbed environments (e.g., compare the pH, ion content, temperature, dissolved oxygen content, hardness, turbidity, biological oxygen demand [BOD], and/or fecal coliform of tap water, water from a pond or stream, and water from a drainage ditch)

B3: : demonstrate an understanding of some of the ways in which human activities affect the environment and how the impact of those activities is measured and monitored.

B3.1: : Students will: identify the basic components of soil, water, and air, and describe some of the effects of human activity on soil, water, and air quality (e.g., the effects of industrial or vehicle emissions on air quality; of chemical spills on soil quality; of chlorination on water quality)

B3.5: : Students will: explain the effects of human activity on an aquatic or terrestrial ecosystem (e.g., the impact of fertilizer run-off, acid precipitation, or an oil spill on an aquatic ecosystem)

B3.6: : Students will: explain how human activities (e.g., agriculture, travel, the purchase of exotic pets, importing and exporting, releasing domesticated fish into fresh water environments, the use of live bait) have led to the introduction of invasive species, and why it is important to measure and monitor the impact of invasive species on native species

D: : Energy Conservation

D2: : investigate various methods of conserving energy and improving energy efficiency;

D2.1: : Students will: use appropriate terminology related to energy conservation and consumption, including, but not limited to: conventional source, alternative source, efficiency, watt, kilowatt-hour [kWh], joule, BTU, gas meter, electric meter, thermostat, and EnerGuide

D2.2: : Students will: determine the energy consumption of their household over a given time period by reading and interpreting gas and/or electric meters, calculate the cost of consumption (e.g., the number of kWh × cost per kWh, cubic meters of gas × cost per cubic meter), and suggest ways in which the household could conserve energy

D2.3: : Students will: use a research or inquiry process to compare the efficiency of different types or brands of a common household appliance (e.g., different brands of kettles, fans, or refrigerators; natural gas and electric water heaters) or of audio-visual equipment (e.g., different types of computer monitors), and report their findings

D3: : demonstrate an understanding of the basic principles of energy production, with reference to both renewable and non-renewable sources, and of various methods of energy conservation.

D3.3: : Students will: describe methods of energy conservation (e.g., the replacement of incandescent bulbs with compact fluorescent bulbs, the replacement of a manual thermostat with a programmable one, the installation of more energy-efficient windows) and some policies that are intended to manage energy demand in the home and the workplace (e.g., variable pricing, which increases the price of electricity during peak hours)

E: : Natural Resource Science and Management

E2: : investigate methods scientists use to classify and monitor natural resources, and conduct investigations using those methods;

E2.1: : Students will: use appropriate terminology related to natural resources and resource management, including, but not limited to: population, bioamplification, sampling size, sustainability, ore, mineral, tailings, and succession

E2.3: : Students will: investigate, through laboratory inquiry, field study, or simulations, some of the methods and procedures used by scientists to monitor biodiversity in different environments (e.g., making plant tallies in forests; tagging or marking ground vegetation species in fields; tagging and tracking wildlife with the global positioning system in remote areas; using aquatic dip nets for sampling organisms in shallow ponds or streams)

E3: : demonstrate an understanding of the sustainable use of resources and its relationship to the biodiversity and sustainability of ecosystems.

E3.5: : Students will: explain the importance of biodiversity to the sustainability of life within an ecosystem (e.g., variability among biotic and abiotic factors within an ecosystem decreases the chance that any organism within that ecosystem will become extinct)

Correlation last revised: 11/5/2024

Ontario - Science: 11th Grade Env. Science: Workplace Prep.

Ontario Curriculum | Adopted: 2008

A: : Scientific Investigation Skills and Career Exploration

B: : Human Impact on the Environment

D: : Energy Conservation

E: : Natural Resource Science and Management