B: Biology: Sustainable Ecosystems and Human Activity

B.1: analyse the impact of human activity on terrestrial or aquatic ecosystems, and assess the effectiveness of selected initiatives related to environmental sustainability;

B.1.1: analyse, on the basis of research, how a human activity (e.g., urban sprawl, use of pesticides and fertilizers, creation of pollution, human interaction with wildlife) threatens the sustainability of a terrestrial or aquatic ecosystem

Forest Ecosystem
Pond Ecosystem
Water Pollution

B.1.2: assess the effectiveness of a local initiative of personal interest that seeks to ensure the sustainability of a terrestrial or aquatic ecosystem (e.g., greening their school grounds; conservation efforts of local Aboriginal communities; naturalizing banks of local rivers or ponds with native vegetation; adoption of an integrated pest management strategy to combat pests in a local garden), and explain why the initiative is important to the sustainability of the ecosystem

Forest Ecosystem
Prairie Ecosystem
Water Pollution

B.2: investigate some factors related to human activity that affect terrestrial or aquatic ecosystems, and describe the consequences that these factors have for the sustainability of these ecosystems;

B.2.1: use appropriate terminology related to sustainable ecosystems and human activity, including, but not limited to: biodiversity, biotic, ecosystem, equilibrium, species diversity, sustainability, and watershed

Food Chain
Forest Ecosystem
Prairie Ecosystem

B.2.2: investigate the characteristics and interactions of biotic and abiotic components of a terrestrial or aquatic ecosystem, and describe the importance of these components in a sustainable ecosystem

Food Chain
Forest Ecosystem
Interdependence of Plants and Animals
Pond Ecosystem
Prairie Ecosystem
Rabbit Population by Season

B.2.3: compile and graph qualitative and quantitative data on organisms within an undisturbed or disturbed ecosystem (terrestrial or aquatic) (e.g., nematode and earthworm populations in soil or compost; bird populations during migration or winter feeding; tadpole and mosquito larvae populations in a local pond)

Food Chain
Forest Ecosystem
Prairie Ecosystem
Rabbit Population by Season

B.2.4: plan and conduct an inquiry into how a factor related to human activity affects a terrestrial or aquatic ecosystem (e.g., how changes to soil composition from the use of different compostable materials or organic or inorganic fertilizers affect the types of plants that can be grown; how lower water levels resulting from water diversion affect waterfowl nesting areas and fish reproduction), and describe the consequences that this factor has for the sustainability of the ecosystem

Forest Ecosystem
Pond Ecosystem
Rabbit Population by Season
Water Pollution

B.2.5: analyse the effect of factors related to human activity on terrestrial or aquatic ecosystems by interpreting data and generating graphs (e.g., data on the concentration in water of chemicals from fertilizer run-off and their effect on the growth of algae)

Pond Ecosystem
Rabbit Population by Season
Water Pollution

B.3: demonstrate an understanding of characteristics of terrestrial and aquatic ecosystems, the interdependence within and between ecosystems, and the impact humans have on the sustainability of these ecosystems.

B.3.2: describe the interdependence of the components within a terrestrial and an aquatic ecosystem, and explain how the components of both systems work together to ensure the sustainability of a larger ecosystem

Forest Ecosystem
Interdependence of Plants and Animals
Prairie Ecosystem

B.3.3: describe the complementary processes of cellular respiration and photosynthesis with respect to the flow of energy and the cycling of matter within ecosystems (e.g., carbon dioxide is a by-product of cellular respiration and is used for photosynthesis, which produces oxygen needed for cellular respiration), and explain how human activities can disrupt the balance achieved by these processes (e.g., automobile use increases the amount of carbon dioxide in the atmosphere; planting trees reduces the amount of carbon dioxide in the atmosphere)

Cell Energy Cycle
Food Chain
Interdependence of Plants and Animals
Photosynthesis Lab
Pond Ecosystem
Water Pollution

B.3.4: identify the major limiting factors of ecosystems (e.g., nutrients, space, water, predators), and explain how these factors are related to the carrying capacity of an ecosystem (e.g., how an increase in the moose population in an ecosystem affects the wolf population in the same ecosystem)

Food Chain
Forest Ecosystem
Prairie Ecosystem
Rabbit Population by Season

B.3.5: identify some factors related to human activity that have an impact on ecosystems (e.g., the use of fertilizers and pesticides; altered shorelines; organic and conventional farming; urban sprawl), and explain how these factors affect the equilibrium and survival of populations in terrestrial and aquatic ecosystems (e.g., fertilizers change the fertility of soil, affecting what types of plants can grow in it; pesticides leach into water systems, affecting water quality and aquatic life; shoreline development affects the types of aquatic life and terrestrial vegetation that can live by lake shores or river banks; urban sprawl wipes out fields and woods, destroying wildlife habitats)

Food Chain
Forest Ecosystem
Pond Ecosystem
Prairie Ecosystem
Rabbit Population by Season

C: Chemistry: Exploring Matter

C.1: analyse how properties of common elements and/or simple compounds affect their use, and assess the social and environmental impact associated with their production or use;

C.1.1: analyse how the chemical and physical properties of common elements and/or simple compounds affect the use of everyday materials that contain those elements and/or compounds

Mineral Identification
Mystery Powder Analysis

C.1.2: assess the social and environmental impact of the production or use of a common element or simple compound

Forest Ecosystem
Prairie Ecosystem

C.2: investigate, through inquiry, physical and chemical properties of common elements and simple compounds;

C.2.1: use appropriate terminology related to the exploration of matter, including, but not limited to: combustion, conductor, decomposition, lustrous, precipitate, reaction, and soluble

Circuit Builder
Conduction and Convection
Mineral Identification
Mystery Powder Analysis

C.2.2: use an inquiry process to identify the physical and chemical properties of common elements and simple common compounds, including gaseous substances (e.g., sulfur is a yellow solid; sodium chloride is water soluble; nitrogen gas is colourless, odourless, and very unreactive)

Mystery Powder Analysis

C.2.3: plan and conduct an investigation to compare and contrast characteristic physical properties of metals with those of non-metals (e.g., most metals are lustrous or shiny and are good conductors of heat; most non-metals in solid form are brittle and are not good conductors of heat)

Circuit Builder
Conduction and Convection
Electron Configuration
Element Builder
Mineral Identification

C.2.4: investigate and distinguish between the physical and chemical properties of household substances (e.g., starch, table salt, wax, toothpaste)

Mystery Powder Analysis

C.2.5: investigate and compare the chemical properties (e.g., combustibility, reaction with water) of representative elements within groups in the periodic table families of elements (e.g., Mg and Ca; N and P)

Electron Configuration

C.2.6: construct and draw models of simple molecules (e.g., H2, NH3, CO2, CH4)

Dehydration Synthesis
Ionic Bonds

C.3: demonstrate an understanding of the properties of common elements and simple compounds, and general features of the organization of the periodic table.

C.3.1: identify the characteristics of neutrons, protons, and electrons, including charge, location, and relative mass

Element Builder
Nuclear Decay

C.3.3: identify general features of the periodic table (e.g., metals appear on the left of the periodic table; non-metals appear on the right; elements within the same group have similar properties)

Electron Configuration
Element Builder

C.3.4: explain the relationships between the properties of elements and their position in the periodic table (e.g., with reference to atomic structure, group, and period)

Bohr Model of Hydrogen
Covalent Bonds
Electron Configuration
Element Builder
Ionic Bonds

C.3.5: describe the characteristic physical and chemical properties of common elements (e.g., density, texture, odour, combustibility, solubility, ability to conduct or absorb heat)

Density Laboratory
Mineral Identification
Mystery Powder Analysis

C.3.6: use symbols and chemical formulae to represent common elements and simple compounds (e.g., C, O, H, H2O, CO2)

Cell Energy Cycle
Chemical Equation Balancing
Element Builder
Nuclear Decay
Stoichiometry

D: Earth and Space Science: Space Exploration

D.2: investigate the properties of different types of celestial objects in the solar system and the universe;

D.2.1: use appropriate terminology related to space exploration, including, but not limited to: astronomical units, gravitational pull, and universe

Gravity Pitch

D.2.2: investigate patterns in the night sky (e.g., constellations) and the motion of celestial objects (e.g., the sun, our moon, planets, stars, galaxies), using direct observation, computer simulations, and/or star charts, and record the information using a graphic organizer or other format

Moon Phases
Rotation/Revolution of Venus and Earth
Solar System Explorer

D.2.3: use a research process to compile and analyse information on the characteristics of various objects in the universe (e.g., planets, stars, constellations, galaxies)

Solar System
Solar System Explorer

D.2.4: investigate a technological challenge related to the exploration of celestial objects that arises from the objects? specific properties, and identify the solution that has been devised (e.g., multiple booster rockets power spacecraft travelling to distant planets; heat shields protect the space shuttle from extreme temperatures when re-entering Earth?s atmosphere)

Solar System Explorer

D.3: demonstrate an understanding of major astronomical phenomena and of the principal components of the solar system and the universe.

D.3.1: describe the major components of the universe (e.g., planets, moons, stars, galaxies), the motion of the different types of celestial objects, and the distances between certain objects, using appropriate scientific terminology and units (e.g., astronomical units, light years)

Rotation/Revolution of Venus and Earth
Solar System Explorer

D.3.2: compare the characteristics and properties of celestial objects that constitute the solar system, including their motion and their distance from other celestial objects in the solar system (e.g., composition, size, rotation, presence and composition of atmosphere, gravitational pull, magnetic field)

Rotation/Revolution of Venus and Earth
Solar System Explorer

D.3.3: identify the factors that make Earth well suited for the existence of life (e.g., a magnetosphere that protects the planet from solar wind; Earth?s distance from the sun; the ability of Earth?s atmosphere to trap heat, preventing extreme fluctuations in temperature)

Calorimetry Lab

D.3.4: describe the characteristics of the sun and the effects of its energy on Earth and Earth?s atmosphere

Seasons Around the World
Seasons in 3D
Seasons: Earth, Moon, and Sun
Seasons: Why do we have them?
Solar System Explorer
Tides

D.3.5: describe the causes of major astronomical phenomena (e.g., the aurora borealis, solar/lunar eclipses) and how various phenomena can best be observed from Earth (e.g., solar eclipses should be viewed through a telescope equipped with a solar filter, not with the naked eye)

2D Eclipse
3D Eclipse

D.3.6: describe the role of celestial objects in the traditions and beliefs of selected cultures and civilizations (e.g., Aboriginal peoples; ancient Greek, Mayan civilizations)

Eclipse

E: Physics: Electrical Applications

E.1: assess the major social, economic, and environmental costs and benefits of using electrical energy, distinguishing between renewable and non-renewable sources, and propose a plan of action to reduce energy costs;

E.1.1: assess social, economic, and environmental costs and benefits of using a renewable and a non-renewable source of electrical energy (e.g., solar, wind, hydro, nuclear, coal, oil, natural gas), taking the issue of sustainability into account

Advanced Circuits
Energy Conversions
Prairie Ecosystem

E.1.2: propose a plan of action to decrease household energy costs by applying their knowledge of the energy consumption of different types of appliances (e.g., front-load and top-load washing machines; cathode ray tube [CRT] and liquid crystal display [LCD] computer monitors)

Household Energy Usage

E.2: investigate, through inquiry, the properties of static and current electricity and the cost of the consumption of electrical energy;

E.2.1: use appropriate terminology related to static and current electricity, including, but not limited to: ammeter, ampere, battery, conductivity, current, energy consumption, fuse, kilowatt hours, load, ohm, potential difference, resistance, switch, voltmeter, and volts

Advanced Circuits
Circuits

E.2.3: conduct inquiries involving conduction and induction to investigate the law of electric charges

Charge Launcher

E.2.4: design, draw circuit diagrams of, and construct simple series and parallel circuits (e.g., circuits with: one light bulb; two light bulbs of the same brightness; one light bulb on and the other light bulb off)

Advanced Circuits
Circuits

E.2.5: compare, on the basis of observation, the differences between series and parallel circuits

Advanced Circuits
Circuits

E.2.6: use an inquiry process to investigate the effects that changing resistance and changing potential difference have on current in a simple series circuit

Advanced Circuits
Circuits

E.2.7: calculate the costs of running common household electrical devices, and compare their efficiency (e.g., using EnerGuide information)

Household Energy Usage
Inclined Plane - Simple Machine

E.2.8: graph and interpret electricity consumption data collected over a period of time from electrical meters at home or in the community (e.g., their school, a local community centre)

Distance-Time Graphs
Force and Fan Carts

E.3: demonstrate an understanding of the concepts and principles of static and current electricity.

E.3.1: compare conductors and insulators, and explain how materials allow static charge to build up or be discharged

Circuit Builder

E.3.3: identify the components of a simple direct current (DC) electrical circuit (e.g., electrical source, electrical load, switch, fuse), and describe their functions

Advanced Circuits
Circuits

E.3.4: identify electrical quantities and their symbols (e.g., electric current I, potential difference V, resistance R), and explain how they are measured using an ammeter, a voltmeter, and a multimeter

Advanced Circuits
Circuits

E.3.5: explain the characteristics of electric current, potential difference, and resistance, in simple series and parallel circuits

Advanced Circuits
Circuits

E.3.6: describe, qualitatively, the interrelationships between resistance, potential difference, and electric current, in a series circuit (e.g., the effect on current when potential difference is changed)

Advanced Circuits
Circuits

E.3.7: explain the practical use of resistance in a common household product (e.g., a toaster or hair dryer)

Advanced Circuits