Ontario Curriculum
IiE.2.2: design and construct a model ecosystem (e.g., a composter, a classroom terrarium, a greenhouse), and use it to investigate interactions between the biotic and abiotic components in an ecosystem
Coral Reefs 1 - Abiotic Factors
Pond Ecosystem
IiE.2.3: use scientific inquiry/research skills to investigate occurrences (e.g., a forest fire, a drought, an infestation of invasive species such as zebra mussels in a local lake or purple loosestrife in a wetland habitat) that affect the balance within a local ecosystem
Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
Rabbit Population by Season
IiE.2.4: use appropriate science and technology vocabulary, including sustainability, biotic, ecosystem, community, population, and producer, in oral and written communication
IiE.2.5: use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., design a multimedia presentation explaining the interrelationships between biotic and abiotic components in a specific ecosystem)
Forest Ecosystem
Graphing Skills
IiE.3.1: demonstrate an understanding of an ecosystem (e.g., a log, a pond, a forest) as a system of interactions between living organisms and their environment
Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
Food Chain
Forest Ecosystem
Plants and Snails
IiE.3.2: identify biotic and abiotic elements in an ecosystem, and describe the interactions between them (e.g., between hours of sunlight and the growth of plants in a pond; between a termite colony and a decaying log; between the soil, plants, and animals in a forest)
Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
Food Chain
Pond Ecosystem
IiE.3.3: describe the roles and interactions of producers, consumers, and decomposers within an ecosystem (e.g., Plants are producers in ponds. They take energy from the sun and produce food, oxygen, and shelter for the other pond life. Black bears are consumers in forests. They eat fruits, berries, and other consumers. By eating other consumers, they help to keep a balance in the forest community. Bacteria and fungi are decomposers. They help to maintain healthy soil by breaking down organic materials such as manure, bone, spider silk, and bark. Earthworms then ingest the decaying matter, take needed nutrients from it, and return those nutrients to the soil through their castings.)
Coral Reefs 1 - Abiotic Factors
Food Chain
Forest Ecosystem
IiE.3.4: describe the transfer of energy in a food chain and explain the effects of the elimination of any part of the chain
IiE.3.5: describe how matter is cycled within the environment and explain how it promotes sustainability (e.g., bears carry salmon into the forest, where the remains decompose and add nutrients to the soil, thus supporting plant growth; through crop rotation, nutrients for future crops are created from the decomposition of the waste matter of previous crops)
IiE.3.7: explain why an ecosystem is limited in the number of living things (e.g., plants and animals, including humans) that it can support
Food Chain
Forest Ecosystem
Prairie Ecosystem
Rabbit Population by Season
IiE.3.8: describe ways in which human activities and technologies alter balances and interactions in the environment (e.g., clear-cutting a forest, overusing motorized water vehicles, managing wolf-killings in Yukon)
Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
Pond Ecosystem
FaF.2.7: use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., use a graphic organizer to show the steps taken in designing and making a product)
Graphing Skills
Hearing: Frequency and Volume
Ocean Mapping
PSaM.2.6: use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., using appropriate mathematical conventions, make a scatter plot to show the relationship between solute, solvent, and temperature)
Graphing Skills
Hearing: Frequency and Volume
PSaM.3.2: state the postulates of the particle theory of matter (all matter is made up of particles; all particles are in constant motion; all particles of one substance are identical; temperature affects the speed at which particles move; in a gas, there are spaces between the particles; in liquids and solids, the particles are close together and have strong forces of attraction between them)
Temperature and Particle Motion
PSaM.3.6: identify the components of a solution (e.g., solvent, solute)
PSaM.3.8: describe the concentration of a solution in qualitative terms (e.g., dilute, concentrated) and in quantitative terms (e.g., 5 grams of salt in 1000 ml of water)
HiE.2.4: use scientific inquiry/experimentation skills to investigate heat transfer through conduction, convection, and radiation
Conduction and Convection
Heat Absorption
Heat Transfer by Conduction
Radiation
HiE.2.5: use appropriate science and technology vocabulary, including heat, temperature, conduction, convection, and radiation, in oral and written communication
HiE.2.6: use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., using the conventions of science, create a labelled diagram to illustrate convection in a liquid or a gas)
Graphing Skills
Hearing: Frequency and Volume
HiE.3.4: explain how heat is transmitted through conduction (e.g., the transmission of heat from a stove burner to a pot and from the pot to the pot handle), and describe natural processes that are affected by conduction (e.g., the formation of igneous and metamorphic rocks and diamonds)
Conduction and Convection
Heat Transfer by Conduction
HiE.3.5: explain how heat is transmitted through convection, and describe natural processes that depend on convection (e.g., thunderstorms, land and sea breezes)
Conduction and Convection
Heat Transfer by Conduction
HiE.3.6: explain how heat is transmitted through radiation, and describe the effects of radiation from the sun on different kinds of surfaces (e.g., an ice-covered lake, a forest, an ocean, an asphalt road)
Heat Absorption
Herschel Experiment - Metric
Radiation
HiE.3.7: describe the role of radiation in heating and cooling the earth, and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere (e.g., The earth is warmed by absorbing radiation from the sun. It cools by radiating thermal energy back to space. Greenhouse gases absorb some of the radiation that the earth emits to space and reradiate it back to the earth?s surface. If the quantity of greenhouse gases in the atmosphere increases, they absorb more outgoing radiation, and the earth becomes warmer.)
HiE.3.8: identify common sources of greenhouse gases (e.g., carbon dioxide comes from plant and animal respiration and the burning of fossil fuels; methane comes from wetlands, grazing livestock, termites, fossil fuel extraction, and landfills; nitrous oxide comes from soils and nitrogen fertilizers), and describe ways of reducing emissions of these gases
Correlation last revised: 9/16/2020