Gizmos for Ontario - Science: Grade 10 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);

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

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

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, debates, simulations, models)

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

B: Biology: Tissues, Organs, and Systems of Living Things

B2: investigate cell division, cell specialization, organs, and systems in animals and plants, using research and inquiry skills, including various laboratory techniques;

B2.1: Students will: use appropriate terminology related to cells, tissues, organs, and systems of living things, including, but not limited to: absorption, anaphase, capillaries, concentration, differentiation, diffusion, meristematic, mesophyll, phloem, prophase, red blood cells, regeneration, stomate, and xylem

B2.3: Students will: examine different plant and animal cells (e.g., cheek cells, onion cells) under a microscope or similar instrument, and draw labelled biological diagrams to show how the cells’ organelles differ

B2.4: Students will: investigate, using a microscope or similar instrument, specialized cells in the human body or in plants, focusing on different types of cells (e.g., bone, muscle, leaf, root cells), and draw labelled biological diagrams to show the cells’ structural differences

B2.6: Students will: investigate, through a laboratory or computer-simulated dissection of a plant, worm, fish, or frog, the interrelationships between organ systems of a plant or an animal (e.g., between the root system and leaf system in a plant; between the digestive system and circulatory system in an animal)

B3: demonstrate an understanding of the hierarchical organization of cells, from tissues, to organs, to systems in animals and plants.

B3.3: Students will: explain the links between specialized cells, tissues, organs, and systems in plants and animals (e.g., muscle cells and nerve cells form the tissue found in the heart, which is a component of the circulatory system; granum and thylakoid structures act as solar collectors in the chloroplast to produce carbohydrates for plant growth)

B3.4: Students will: explain the primary functions of a variety of systems in animals (e.g., the circulatory system transports materials through the organism; the respiratory system supplies oxygen to and removes carbon dioxide from the body)

B3.5: Students will: explain the interaction of different systems within an organism (e.g., the respiratory system brings oxygen into the body, and the circulatory system transports the oxygen to cells) and why such interactions are necessary for the organism’s survival

C: Chemistry: Chemical Reactions

C2: investigate, through inquiry, the characteristics of chemical reactions;

C2.1: Students will: use appropriate terminology related to chemical reactions, including, but not limited to: compounds, product, and reactant

C2.3: Students will: investigate simple chemical reactions, including synthesis, decomposition, and displacement reactions, and represent them using a variety of formats (e.g., molecular models, word equations, balanced chemical equations)

C2.4: Students will: use an inquiry process to investigate the law of conservation of mass in a chemical reaction (e.g., compare the values before and after the reaction), and account for any discrepancies

C2.5: Students will: plan and conduct an inquiry to identify the evidence of chemical change (e.g., the formation of a gas or precipitate, a change in colour or odour, a change in temperature)

C2.6: Students will: plan and conduct an inquiry to classify some common substances as acidic, basic, or neutral (e.g., use acid–base indicators or pH test strips to classify common household substances)

C3: demonstrate an understanding of the general principles of chemical reactions, and various ways to represent them.

C3.2: Students will: explain, using the law of conservation of mass and atomic theory, the rationale for balancing chemical equations

C3.3: Students will: describe the types of evidence that indicate chemical change (e.g., changes in colour, the production of a gas, the formation of a precipitate, the production or absorption of heat, the production of light)

C3.5: Students will: describe, on the basis of observation, the reactants in and products of a variety of chemical reactions, including synthesis, decomposition, and displacement reactions (e.g., reactions occurring when magnesium burns or in the production of oxygen from hydrogen peroxide; the reaction of iron and copper sulphate; reactions occurring when fossil fuels burn)

C3.6: Students will: describe the process of acid–base neutralization (i.e., an acid reacts with a base to form a salt and often water)

C3.7: Students will: describe how the pH scale is used to classify solutions as acidic, basic, or neutral (e.g., a solution with a pH of 1 is highly acidic; a solution with a pH of 7 is neutral)

D: Earth and Space Science: Climate Change

D2: investigate various natural and human factors that influence Earth’s climate and climate change;

D2.2: Students will: design and build a model to illustrate the natural greenhouse effect, and use the model to explain the anthropogenic greenhouse effect

D2.5: Students will: investigate, through laboratory inquiry or simulations, the effects of heat transfer within the hydrosphere and atmosphere

D3: demonstrate an understanding of natural and human factors, including the greenhouse effect, that influence Earth’s climate and contribute to climate change.

D3.2: Students will: describe and explain heat transfer in the hydrosphere and atmosphere and its effects on air and water currents

D3.3: Students will: describe the natural greenhouse effect, explain its importance for life, and distinguish it from the anthropogenic greenhouse effect

D3.5: Students will: describe the principal sources and sinks, both natural and/or anthropogenic, of greenhouse gases (e.g., carbon dioxide, methane, nitrous oxide, halocarbons, water vapour)

D3.7: Students will: describe, in general terms, the causes and effects of the anthropogenic greenhouse effect, the depletion of stratospheric and tropospheric ozone, and the formation of ground-level ozone and smog

D3.8: Students will: identify and describe indicators of global climate change (e.g., changes in: glacial and polar ice, sea levels, wind patterns, global carbon budget assessments)

E: Physics: Light and Geometric Optics

E2: investigate, through inquiry, the properties of light, and predict its behaviour, particularly with respect to reflection in plane and curved mirrors and refraction in converging lenses;

E2.1: Students will: use appropriate terminology related to light and optics, including, but not limited to: angle of incidence, angle of reflection, angle of refraction, focal point, luminescence, magnification, mirage, and virtual image

E2.2: Students will: use an inquiry process to investigate the laws of reflection, using plane and curved mirrors, and draw ray diagrams to summarize their findings

E2.3: Students will: predict the qualitative characteristics of images formed by plane and curved mirrors (e.g., location, relative distance, orientation, and size in plane mirrors; location, orientation, size, type in curved mirrors), test their predictions through inquiry, and summarize their findings

E2.4: Students will: use an inquiry process to investigate the refraction of light as it passes through media of different refractive indices, compile data on their findings, and analyse the data to determine if there is a trend (e.g., the amount by which the angle of refraction changes as the angle of incidence increases varies for media of different refractive indices)

E2.5: Students will: predict, using ray diagrams and algebraic equations, the position and characteristics of an image produced by a converging lens, and test their predictions through inquiry

E2.6: Students will: calculate, using the indices of refraction, the velocity of light as it passes through a variety of media, and explain the angles of refraction with reference to the variations in velocity

E3: demonstrate an understanding of various characteristics and properties of light, particularly with respect to reflection in mirrors and reflection and refraction in lenses.

E3.3: Students will: describe, on the basis of observation, the characteristics and positions of images formed by plane and curved mirrors (e.g., location, orientation, size, type), with the aid of ray diagrams and algebraic equations, where appropriate

E3.5: Students will: describe the characteristics and positions of images formed by converging lenses (e.g., orientation, size, type), with the aid of ray diagrams

E3.7: Students will: identify the factors, in qualitative and quantitative terms, that affect the refraction of light as it passes from one medium to another

Correlation last revised: 9/4/2026

Ontario - Science: Grade 10 Academic

Ontario Curriculum | Adopted: 2008

A: Scientific Investigation Skills and Career Exploration

B: Biology: Tissues, Organs, and Systems of Living Things

C: Chemistry: Chemical Reactions

D: Earth and Space Science: Climate Change

E: Physics: Light and Geometric Optics