Ontario Curriculum
A1.1: formulate scientific questions about observed relationships, ideas, problems, and/or issues, make predictions, and/or formulate hypotheses to focus inquiries or research
Coral Reefs 2 - Biotic Factors
Pendulum Clock
Sight vs. Sound Reactions
A1.5: conduct inquiries, controlling some variables, adapting or extending procedures as required, and using standard equipment and materials safely, accurately, and effectively, to collect observations and data
Coral Reefs 2 - Biotic Factors
Sight vs. Sound Reactions
A1.6: gather data from laboratory and other sources, and organize and record the data using appropriate formats, including tables, flow charts, graphs, and/or diagrams
Earthquakes 1 - Recording Station
A1.8: analyse and interpret qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis, identifying possible sources of error, bias, or uncertainty
A1.10: draw conclusions based on inquiry results and research findings, and justify their conclusions
Coral Reefs 2 - Biotic Factors
Diffusion
Pendulum Clock
A1.13: express the results of any calculations involving data accurately and precisely
Diffusion
Earthquakes 1 - Recording Station
Unit Conversions 2 - Scientific Notation and Significant Digits
B2.1: use appropriate terminology related to human cells, tissues, organs, and systems, including, but not limited to: absorption, anaphase, capillaries, concentration, differentiation, diffusion, interphase, metaphase, osmosis, prophase, red blood cells, regeneration, and telophase
B3.3: explain cell organization by describing the link between cells, tissues, organs, and systems in the human body
B3.4: explain the general function of some of the systems in the human body (e.g., the function of the circulatory system is to transport materials through the body; the function of the digestive system is to absorb nutrients; the function of the respiratory system is to bring oxygen into and remove carbon dioxide from the body)
Circulatory System
Digestive System
C2.1: use appropriate terminology related to chemical reactions, including, but not limited to: antacid, dilute, neutralization, product, reactant, and word equation
Chemical Changes
Chemical Equations
Equilibrium and Concentration
C2.2: construct molecular models of simple chemical reactions (e.g., C + O2 --> CO2; 2H2 + O2 --> 2H2O), and produce diagrams of these models
C2.3: conduct and observe inquiries related to simple chemical reactions, including synthesis, decomposition, and displacement reactions, and represent them using a variety of formats (e.g., word equations, balanced chemical equations, molecular models)
Chemical Changes
Dehydration Synthesis
C2.4: 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
Chemical Changes
Chemical Equations
C2.5: use an inquiry process to investigate acid– base neutralization reactions (e.g., neutralize a dilute solution of sodium hydroxide with dilute hydrochloric acid and extract the sodium chloride produced)
C2.6: conduct an inquiry to classify some common substances as acidic, basic, or neutral (e.g., use acid–base indicators or pH strips to classify common household substances)
pH Analysis
pH Analysis: Quad Color Indicator
C3.1: describe the relationships between chemical formulae, composition, and names of simple compounds (e.g., carbon dioxide, CO2, has one more oxygen atom than carbon monoxide, CO)
C3.2: name and write the formulae for simple ionic and molecular compounds (e.g., NaCl, NaOH, H2O, CO2)
C3.3: write word equations and balanced chemical equations for simple chemical reactions (e.g., 2H2 + O2 --> 2H2O)
Balancing Chemical Equations
Chemical Equations
Equilibrium and Concentration
C3.4: describe the process of neutralization for simple acid–base reactions (i.e., an acid reacts with a base to form a salt and often water)
D1.1: analyse, on the basis of research, various ways in which living things and natural systems have been affected by climate change (e.g., the effect of loss of permafrost on northern roads and housing; the effect of longer growing seasons in some regions on farmers; the effect of warming oceans on coral reefs), and communicate their findings
Coral Reefs 1 - Abiotic Factors
D1.2: analyse ways in which human actions (e.g., burning fossil fuels, implementing tree-planting programs) have increased or decreased the production of greenhouse gases
Carbon Cycle
Greenhouse Effect - Metric
D2.1: use appropriate terminology related to Earth’s dynamic climate, including, but not limited to: anthropogenic, atmosphere, carbon footprint, carbon sink, climate, greenhouse gases, hydrosphere, and weather
D2.2: investigate the principles of the natural greenhouse effect, using simulations, diagrams, and/or models, and compare these principles to those of an actual greenhouse
Carbon Cycle
Greenhouse Effect - Metric
D2.4: conduct an inquiry to determine how different factors (e.g., an increase in surface temperature, an increase in water temperature) affect global warming and climate change
Coral Reefs 1 - Abiotic Factors
Greenhouse Effect - Metric
D3.2: describe the natural greenhouse effect, its importance for life, and the difference between it and the anthropogenic greenhouse effect
Carbon Cycle
Greenhouse Effect - Metric
D3.4: identify different greenhouse gases (e.g., carbon dioxide, methane, water vapour, nitrous oxide), and explain how they are produced naturally in the environment
D3.5: describe methods by which greenhouse gases are produced by humans (e.g., burning of biomass, chemical reactions involving pollutants)
Carbon Cycle
Greenhouse Effect - Metric
D3.6: identify the natural and human causes of climate change in the world and, in particular, how Canada contributes to climate change
Coral Reefs 1 - Abiotic Factors
E2.1: use appropriate terminology related to light and optics, including, but not limited to: angle of incidence, angle of reflection, angle of refraction, centre of curvature, focal length, luminescence, magnification, principal axis, radius of curvature, and vertex
Basic Prism
Ray Tracing (Lenses)
Ray Tracing (Mirrors)
Refraction
E2.3: use an inquiry process to investigate the refraction of light as it passes through a variety of media (e.g., the angles of incidence and refraction as light passes through a clear acrylic block)
E2.4: predict the qualitative characteristics of images (e.g., location, orientation, size, type) formed by converging lenses, test their predictions through inquiry, and draw ray diagrams to record their observations
E2.7: construct an optical device (e.g., a funhouse mirror, a device that produces an optical illusion, a solar oven) that uses a variety of mirrors
E3.1: describe various types of light emissions (e.g., chemiluminescence, bioluminescence, incandescence, electric discharge) and how they produce light
E3.2: identify and label the visible and invisible regions of the electromagnetic spectrum, and identify the colours that make up visible white light
Basic Prism
Herschel Experiment - Metric
E3.3: explain the laws of reflection of light, and identify ways in which light reflects from various types of mirrors (e.g., plane, converging, diverging)
E3.4: describe qualitatively how visible light is refracted at the interface between two different media
E3.6: use subtractive colour theory to describe the effect of colour filters on white light
Correlation last revised: 9/16/2020