ALBERTA

ALBERTA.
Canadá
Science
ALBERTA. Canadá
Science Grade 1 - 6 (1996)
Rationale
Children have a natural curiosity about their surroundings-a desire to explore and
investigate, see inside things, find out how things work and find answers to their
questions. Learning about science provides a framework for students to understand
and interpret the world around them.
An elementary science program engages students in a process of inquiry and

problem solving in which they develop both knowledge and skills. The purpose of
the program is to encourage and stimulate children's learning by nurturing their
sense of wonderment, by developing skill and confidence in investigating their
surroundings and by building a foundation of experience and understanding upon
which later learning can be based.
Elementary and secondary science programs help prepare students for life in a
rapidly changing world-a world of expanding knowledge and technology in which
new challenges and opportunities continually arise. Tomorrow's citizens will live in a
changing environment in which increasingly complex questions and issues will need
to be addressed. The decisions and actions of future citizens need to be based on
an awareness and understanding of their world and on the ability to ask relevant
questions, seek answers, define problems and find solutions.
Philosophy
The science program of studies is built on the following principles.
Children's curiosity provides a natural starting point for learning.
Young children are natural inquirers and problem solvers. They have a keen interest
in the materials around them and love naturally into activities that involve
manipulation of materials, exploration and discovery. Science in the elementary
school years should nurture and extend this curiosity, so that students continue to
question, explore and investigate, with increasing levels of insight and skill.
Children's learning builds on what they currently know and can do.
Children's initial concepts of the world influence what they observe and how they
interpret the events they experience. They enter school having learned a great deal
about their world through play and exploration. They show extensive practical
knowledge about materials in their environment, as well as the ability to observe,
question, test, construct and create. Science experiences in the elementary years
are designed to build on the knowledge that students already have and to extend
and sharpen their investigative skills.
As children progress in learning, they add to their knowledge and modify their ideas
and ways of viewing the world. Where, in the early years, children view their
experiences as personal and immediate; in later years, they become aware of order
and continuity in the world extending beyond their personal experience. As they
grow in this awareness, they discover new patterns in things-patterns of structure,
patterns in the order of events and patterns in the way that materials interact. The
science program is designed to assist students in discovering and interpreting these
patterns and to help them connect new ideas with their existing knowledge.
Communication is essential for science learning.
Language provides a means for students to develop and explore their ideas and to
express what they have learned. By communicating their questions, observations,
discoveries, predictions and conclusions, they can refine and consolidate their
learning and identify new connections and avenues to explore. As children relate
their experiences and ideas to one another, they naturally make new connections
that are not fully realized until they are put into words.
Language also plays a role in developing the skills of inquiry and problem solving.
The actions of identifying problems, asking questions and proposing ideas requires
the use of a particular kind of language. The ability to define problems and ask
clear questions is a keystone to growth in this area.
Students learn best when they are challenged and actively involved.
Students learn best when they become personally involved in their learning-not just
when they mechanically follow a set of steps or read and hear about things learned
and done by others. Active inquiry and problem solving can be stimulated by
providing an initial focus and challenge for learning, by engaging students in
developing or adapting a plan of action and by involving students in evaluating
results. By participating in activities and reflecting on the meaning of what they do,
students develop the skills of learning how to learn and achieve depth in their
understanding.
Confidence and self-reliance are important outcomes of learning.
Children develop confidence when their ideas and contributions are valued and
when there is a supportive climate for learning. By providing opportunities for
students to explore ideas and materials, engage in open-ended activities and
evaluate their own progress, they can be encouraged to take initiative in learning.
When questions and problems are referred back to students and their ideas and
decisions are supported, they learn to become more self-reliant. Confidence is
achieved as students recognize that the knowledge and skills they have gained
enable a measure of independent action.
The personal skills that students develop in school-the ability to make decisions, to
plan and to evaluate their own progress-are skills that apply throughout life.
Program Emphasis
Children learn to inquire and solve problems in a variety of contexts. Each subject
area within the elementary program provides a rich source of topics for developing
questions, problems and issues, that provide starting points for inquiry and problem
solving. By engaging in the search for answers, solutions and decisions, students
have a purpose for learning and an opportunity to develop concepts and skills
within a meaningful context.
The learner expectations for the elementary science program are linked to two main
areas of skill emphasis: science inquiry and problem solving through technology.
The skills developed in these two areas are related, but have a somewhat different
focus. In science inquiry, the focus is on asking questions and finding answers
based on evidence. The outcome of inquiry is knowledge. In problem solving
through technology, the focus is on practical tasks - finding ways of making and
doing things to meet a given need, using available materials. The outcome of
problem solving is a product or process that a person can use.
Science Inquiry
Inquiry is the process of finding answers to questions. The skills of science inquiry
include asking questions, proposing ideas, observing, experimenting, and
interpreting the evidence that is gathered. Observation and evidence are key
elements.
An inquiry may be initiated in a variety of ways. It may be based on a question

brought to the classroom by a teacher or student; or it may arise out of an activity,
an interesting observation, an unexplained event or a pattern that appears worth
pursuing. Engagement in inquiry is not a linear process; it can have a variety of
starting points, and the steps followed may vary from one inquiry activity to
another. When an unexpected observation is made or a procedure does not work,
there is opportunity for new ideas to emerge and a new set of procedures to be
followed.
Problem Solving through Technology Problem solving refers to a variety of

processes used to obtain a desired result. The skills of problem solving include
identifying what is needed, proposing ways of solving the problem, trying out ideas
and evaluating how things work.
In problem solving, as in inquiry, the process is usually not a linear one. Often,
processes that will be needed to solve a problem are not foreseen in advance; and
there may be repeated cycles of reflection, developing new ideas and trying new
approaches, all within the larger pattern of the activity.
Challenging problems require persistence. An idea may not work at first; but with
careful observation, adjustment, reflection and refinement, a solution that is close
to the original idea may be found. Student success in inquiry and problem solving is
enhanced when students have the opportunity to explore materials in an
unstructured way, before starting formal investigations. Progress frequently
involves trial and error, in which initial ideas are discarded and new ideas and
processes are developed. A supportive climate for trying new ideas can be critically
important to the development of student confidence and competence in their
investigative skills.
Program Structure
The elementary science program has been designed as a series of five topics for
each grade. Each topic may be developed as a separate unit of study or linked to
other topics and other subject areas.
The order of topics within a grade may be varied as part of the instructional plan.
Some topics lend themselves to development throughout the school year; for
example, Seasonal Changes. Others may be developed as discrete units. Each
grade includes one topic emphasizing problem solving through technology; and,
except for Grade 1, there is a corresponding topic emphasizing science inquiry.
Grade Topic Emphasis
1 A. Creating Colour Science Inquiry
B. Seasonal Changes Science Inquiry
C. Building Things Problem Solving through Technology
D. Senses Science Inquiry
E. Needs of Animals and Plants Science Inquiry
2 A. Exploring Liquids Science Inquiry
B. Buoyancy and Boats Problem Solving through Technology
C. Magnetism Science Inquiry
D. Hot and Cold Temperature Science Inquiry
E. Small Crawling and Flying Animals Science Inquiry
3 A. Rocks and Minerals Science Inquiry
B. Building with a Variety of Materials Problem Solving through Technology
C. Testing Materials and Designs Science Inquiry
D. Hearing and Sound Science Inquiry
E. Animal Life Cycles Science Inquiry
4 A. Waste and Our World Science Inquiry
B. Wheels and Levers Science Inquiry
C. Building Devices and Vehicles that Move Problem Solving through Technology
D. Light and Shadows Science Inquiry
E. Plant Growth and Changes Science Inquiry
5 A. Electricity and Magnetism Science Inquiry
B. Mechanisms Using Electricity Problem Solving through Technology
C. Classroom Chemistry Science Inquiry
D. Weather Watch Science Inquiry
E. Wetland Ecosystems Science Inquiry
6 A. Air and Aerodynamics Science Inquiry
B. Flight Problem Solving through Technology
C. Sky Science Science Inquiry
D. Evidence and Investigation Science Inquiry
E. Trees and Forests Science Inquiry

For each grade, a set of skill and attitude expectations is identified. Skill
expectations are arranged under three headings: Focus, Explore and Investigate,
and Reflect and Interpret. This organization of skill expectations reflects a general
pattern of skill use within science activities, but is not intended as a fixed
instructional sequence. As students proceed through their explorations and
investigations, there likely will be many points where they reflect on the progress of
the activity and set a new focus.
Grade 1
Skills
These skills apply to the five topics of study identified for Grade 1. The organization
of these skills reflects a general pattern of science activity, not a fixed instructional
sequence. At Grade 1, students normally will show independence in exploratory
activities but require teacher direction in following a structured approach to
investigating questions and problems.
Science Inquiry: General Learner Expectations
Students will:
1-1 Bring focus to investigative activities, based on their own questions

and those of others.
1-2 Describe materials and objects that have been observed and
manipulated, and identify what was done and found out.
Science Inquiry: Specific Learner Expectations
Students will:
Focus
 ask questions that lead to exploration and investigation

 predict what they think will happen or what they might find
Explore and Investigate
 manipulate materials and make observations that are relevant to questions

asked
 identify materials used
 recognize and describe steps followed, based on independent activity, on
directed activity and on observing the activity of others
Reflect and Interpret
 describe what was observed, using pictures and oral language

 identify questions being investigated and identify what was learned about
each question
 identify new questions that arise from what was learned.
Problem Solving Through Technology: General Learner
Expectations
Students will:
1-3 Construct, with guidance, an object that achieves a given purpose,

using materials that are provided.
Note: Construction tasks will involve the use of a variety of materials to make
models of familiar objects.
Problem Solving Through Technology: Specific Learner

Expectations
Students will:
Focus
 identify the problem or task: What structure do we need to make?
 attempt, with guidance, one or more strategies to complete the task

 engage in all parts of the task
 identify materials used
 recognize and describe steps followed, based on independent activity, on
directed activity and on observing the activity of others
 describe the product of the activity, using pictures and oral language
 identify processes by which the product was made
 identify how the product might be used.
Attitudes
These attitudes apply across the five topics of study identified for Grade 1.
General Learner Expectations
Students will:
1-4 Demonstrate positive attitudes for the study of science and for the
application of science in responsible ways.
Specific Learner Expectations
Students will show growth in acquiring and applying the following traits:
 curiosity
 confidence in personal ability to explore materials and learn by direct study
 inventiveness
 perseverance: staying with an investigation over a sustained period of time
 appreciation of the value of experience and careful observation
 a willingness to work with others and to consider their ideas
 a sense of responsibility for actions taken
 respect for living things and environments, and commitment for their care.
Understandings - Topic A: Creating Colour

Students explore coloured materials, learning about different colours, how they are
created, what happens when they are mixed and how they can be transferred from
one material to another. Students learn to distinguish and describe colours and
work with a variety of materials to create, modify and apply colours. In the process,
students learn that different materials have particular properties and that the
properties and interactions of materials have to be taken into account when they
are used for a specific purpose.
Students will:
1-5 Identify and evaluate methods for creating colour and for applying
colours to different materials.
Students will:
1. Identify colours in a variety of natural and manufactured objects.

2. Compare and contrast colours, using terms such as lighter than, darker
than, more blue, brighter than.
3. Order a group of coloured objects, based on a given colour criterion.
4. Predict and describe changes in colour that result from the mixing of primary
colours and from mixing a primary colour with white or with black.
5. Create a colour that matches a given sample, by mixing the appropriate
amounts of two primary colours.
6. Distinguish colours that are transparent from those that are not. Students
should recognize that some coloured liquids and gels can be seen through
and are thus transparent and that other colours are opaque.
7. Compare the effect of different thicknesses of paint. Students should
recognize that a very thin layer of paint, or a paint that has been watered
down, may be partly transparent.
8. Compare the adherence of a paint to different surfaces; e.g., different forms
of papers, fabrics and plastics.
9. Demonstrate that colour can sometimes be extracted from one material and
applied to another; e.g., by extracting a vegetable dye and applying it to a
cloth, by dissolving and transferring a water-soluble paint.
10. Demonstrate at least one way to separate sunlight into component colours.
Understandings - Topic B: Seasonal Changes

Students learn that changes in their environment occur in a regular pattern known
as the seasons. They explore weather change, and how the ups and downs of
weather affect their own lives. Looking beyond themselves and beyond the
immediate weather, students are guided to discover that there are larger patterns
of change that affect the life habits of many living things. The interactions among
different parts of the environment, and the recurrence of change as part of a cycle,
are important science ideas that are introduced in this topic.
Students will:
1-6 Describe seasonal changes, and interpret the effects of seasonal

changes on living things.
Students will:
1. Describe the regular and predictable cycle of seasonal changes:

 changes in sunlight
 changes in weather.
2. Identify and describe examples of plant and animal changes that occur on a
seasonal basis:
 changes in form and appearance
 changes in location of living things
 changes in activity; e.g., students should recognize that many living
things go into a dormant period during winter and survive under a
blanket of snow as a seed, egg or hibernating animal
 production of young on a seasonal basis.
3. Identify human preparations for seasonal change and identify activities that
are done on a seasonal basis.
4. Record observable seasonal changes over a period of time.
Understandings - Topic C: Building Things

Students learn about materials by using them to construct a variety of objects,
including model buildings, toys, boats and vehicles. Students select materials to use
and gain experience as they cut and shape, fold, pile materials on top of one
another, join parts, and try different techniques to achieve the result that they
intend. In the process, they learn to look at objects that are similar to what they
are trying to construct and, with guidance, begin to recognize the component parts
that make up the whole.
Students will:
1-7 Construct objects and models of objects, using a variety of different

materials.
1-8 Identify the purpose of different components in a personally
constructed object or model, and identify corresponding components in a
related object or model.
Students will:
1. Select appropriate materials, such as papers, plastics, woods; and design

and build objects, based on the following kinds of construction tasks:
 construct model buildings; e.g., homes (human, animal, from other
cultures), garages, schools
 construct model objects; e.g., furniture, equipment, boats, vehicles
 construct toys; e.g., pop-ups, figures
 create wind- and water-related artifacts; e.g., dams, water wheels,
boats.
2. Identify component parts of personally constructed objects, and describe the
purpose of each part.
3. Compare two objects that have been constructed for the same purpose,
identify parts in one object that correspond to parts in another, and
identify similarities and differences between these parts.
4. Recognize that products are often developed for specific purposes, and
identify the overall purpose for each model and artifact constructed.
Understandings - Topic D: Senses

Students develop an awareness of their own senses and how they are used. They
learn that each of their senses provides information about particular aspects of our
environment; and that, together, the senses enable us to know things and do
things that we would not otherwise be able to do, or at least not as easily. Students
learn about the function of their senses, how they are cared for, how they could be
damaged and how one's own ability to sense things may differ from those of other
people and other living things. Through this topic, students learn to sharpen the
use of their senses and describe as accurately as possible the information that their
senses provide.
Students will:
1-9 Use the senses to make general and specific observations, and
communicate observations orally and by producing captioned pictures.
1-10 Describe the role of the human senses and the senses of other living
things, in enabling perception and action.
Students will:
1. Identify each of the senses, and explain how we use our senses in
interpreting the world.
2. Identify ways that our senses contribute to our safety and quality of life.
3. Apply particular senses to identify and describe objects or materials provided
and to describe living things and environments. Students meeting this
expectation will be able to describe characteristics, such as colour, shape,
size, texture, smell and sound.
4. Recognize the limitations of our senses, and identify situations where our
senses can mislead us; e.g., feeling hot or cold, optical illusions, tasting
with a plugged nose.
5. Recognize that other living things have senses, and identify ways that
various animals use their senses; e.g., sensing danger, finding food,
recognizing their own young, recognizing a potential mate.
6. Describe ways that people adapt to limited sensory abilities or to the loss of
a particular sense; e.g., colour blindness, inability to see objects at close
range.
7. Describe ways to take care of our sensory organs, in particular, our eyes
and ears.
Understandings - Topic E: Needs of Animals & Plants

Students learn about living things and what they need to live and grow. By studying
a variety of living things, students become familiar with similarities and differences
and develop skills for describing and classifying what they see. As the topic
progresses, attention is focused on how living things survive, what they need and
how their needs are met. Through the topic, students become aware that groups of
living things have some common needs and that different animals and plants meet
those needs in different ways. Students also learn about their own responsibility in
caring for living things.
Students will:
1-11 Describe some common living things, and identify needs of those
living things.
Students will:
1. Observe, describe and compare living things.

2. Contrast living and nonliving things.
3. Identify ways in which living things are valued; e.g., as part of a community
of living things; as sources of food, clothing or shelter.
4. Classify some common local plants and animals into groups on the basis of
visible characteristics; e.g., adaptations for survival, such as claws, beaks,
prickles.
5. Identify examples of plants and animals that are normally under human care
(domesticated) and those that are normally independent of human care
(wild).
6. Identify the requirements of animals to maintain life; i.e., air, food, water,
shelter, space; and recognize that we must provide these for animals in
our care.
7. Identify the requirements of plants to maintain life; i.e., air, light, suitable
temperature, water, growing medium, space; and recognize that we must
provide these for plants in our care.
8. Identify ways that land plants depend on soil.
9. Recognize that some plants and animals must adapt to extreme conditions
to meet their basic needs; e.g., arctic and desert plants and animals.
10. Give examples of ways in which animals depend on plants and ways in
which plants depend on animals; e.g., particular plants may serve as a
source of food and shelter, animals may help spread pollen and seeds.
Grade 2
Skills
sequence. At Grade 2, students normally will show independence in exploratory
activities but require teacher direction in developing a structured approach to
investigating questions and problems.
2-1 Investigate, with guidance, the nature of things, demonstrating an

understanding of the procedures followed.
2-2 Recognize pattern and order in objects and events studied; and, with
guidance, record procedures and observations, using pictures and words;
and make predictions and generalizations, based on observations.
Students will:
Focus

 identify one or more possible answers to questions asked by themselves and
others. Ideas may take the form of predictions and hypotheses
 manipulate materials and make observations that are relevant to questions

asked
 carry out simple procedures identified by others
 identify materials used and how they were used
 use, with guidance, print and other sources of information provided. Sources
may include library, classroom, community and computer-based resources
 describe what was observed, using captioned pictures and oral language
 describe and explain results; explanations may reflect an early stage of
concept development
 identify applications of what was learned
 identify new questions that arise from the investigation.

Expectations
Students will:
2-3 Construct, with guidance, an object that achieves a given purpose,

using materials that are provided.
Note:Construction tasks will involve building objects that float and are stable in
water.

Expectations
Students will:
Focus
 identify the purpose of the object to be constructed: What structure do we

need to make? What does it need to do?
 attempt, with guidance, a variety of strategies to complete tasks

 identify steps followed in constructing the object and in testing it to see if it
works
 engage in all parts of the task and allow others to make their contributions
 identify materials used and how they were used
 use, with guidance, print and other sources of information provided. Sources
may include library, classroom, community and computer-based resources
 communicate results of construction activities, using oral language,

captioned pictures and simple graphs (pictographs and bar graphs)
 describe the product and describe and explain the processes by which it was
made
 identify applications for the product that was made.
Attitudes
Students will:
 curiosity
 inventiveness
 perseverance: staying with an investigation over a sustained period of time
 appreciation of the value of experience and careful observation
 a willingness to work with others and to consider their ideas
 a sense of responsibility for actions taken
Understandings - Topic A: Exploring Liquids

Students learn about the nature of liquids and the interactions of liquids with other
materials. They explore liquids by examining droplets, by watching liquids trickle
down slopes, by investigating flow rates and by observing liquid interactions with a
variety of materials. They learn that some materials are impervious to liquids, while
others are absorbent, and that some liquids mix readily while others do not. They
observe that liquid water can be changed to ice or to steam, and back again, if
heated and cooled, and that wet materials dry out when left open to the air.
Through this topic, students learn that water is our most important liquid, that we
use water in many ways, and that water is essential to life.
Students will:
2-5 Describe some properties of water and other liquids, and recognize the
importance of water to living and nonliving things.
2-6 Describe the interaction of water with different materials, and apply
that knowledge to practical problems of drying, liquid absorption and liquid
containment.
Students will:
1. Recognize and describe characteristics of liquids:

 recognize and describe liquid flow
 describe the shape of drops
 describe the surface of calm water.
2. Compare water with one or more other liquids, such as cooking oil, glycerine
or water mixed with liquid detergent. Comparisons may be based on
characteristics, such as colour, ease of flow, tendency of drops to form a
ball shape (bead), interactions with other liquids and interactions with solid
materials.
3. Compare the amount of liquid absorbed by different materials; e.g.,
students should recognize that some forms of paper are very absorbent
but other forms of paper are not.
4. Evaluate the suitability of different materials for containing liquids. Students
should recognize that materials such as writing paper and unglazed pottery
are not waterproof and would not be suitable as containers; but that
waxed paper and glazed pottery are waterproof and, thus, could be used in
constructing or lining a liquid container.
5. Demonstrate an understanding that liquid water can be changed to other
states:
 recognize that on cooling, liquid water freezes into ice and that on
heating, it melts back into liquid water with properties the same as
before
 recognize that on heating, liquid water may be changed into steam or
water vapor and that this change can be reversed on cooling
 identify examples in which water is changed from one form to
another.
6. Predict that the water level in open containers will decrease due to
evaporation, but the water level in closed containers will not decrease.
7. Predict that a wet surface will dry more quickly when exposed to wind or
heating and apply this understanding to practical situations, such as drying
of paints, clothes and hair.
8. Recognize that water is a component of many materials and of living things.
9. Recognize human responsibilities for maintaining clean supplies of water,
and identify actions that are taken to ensure that water supplies are safe.
Understandings - Topic B: Buoyancy & Boats

Students explore what sinks and what floats, and what makes an effective
watercraft. Through building and testing a variety of floating objects, students learn
the importance of selecting appropriate materials and the importance of
workmanship in shaping, positioning, fitting and waterproofing their constructions,
so they will do the intended job. Along the way, students learn about balance and
stability and about different methods that can be used in propelling a watercraft.
The concept of density is informally developed in this topic.
Students will:
2-7 Construct objects that will float on and move through water, and
evaluate various designs for watercraft.
Students will:
1. Describe, classify and order materials on the basis of their buoyancy.

Students who have achieved this expectation will distinguish between
materials that sink in water and those that float. They will also be aware
that some "floaters" sit mostly above water, while others sit mostly below
water. The terms buoyancy and density may be introduced but are not
required as part of this learning expectation.
2. Alter or add to a floating object so that it will sink, and alter or add to a
nonfloating object so that it will float.
3. Assemble materials so they will float, carry a load and be stable in water.
4. Modify a watercraft to increase the load it will carry.
5. Modify a watercraft to increase its stability in water.
6. Evaluate the appropriateness of various materials to the construction of
watercraft, in particular:
 the degree to which the material is waterproof (not porous)
 the ability to form waterproof joints between parts
 the stiffness or rigidity of the material
 the buoyancy of the material.
7. Develop or adapt methods of construction that are appropriate to the design
task.
8. Adapt the design of a watercraft so it can be propelled through water.
9. Explain why a given material, design or component is appropriate to the
design task.
Understandings - Topic C: Magnetism

Students explore the interaction of magnets with a variety of materials found within
their own environment. By testing the effects of one magnet on another, they learn
that magnets show polarity and that the strength of magnetic effects diminishes
with distance. They learn to distinguish materials that are affected by magnets from
those that are not and learn how magnets can be used in sorting objects, moving
things and holding things together.
Students will:
2-8 Describe the interaction of magnets with other magnets and with
common materials.
Students will:
1. Identify where magnets are used in the environment and why they are used.
2. Distinguish materials that are attracted by a magnet from those that are
not.
3. Recognize that magnets attract materials with iron or steel in them; and
given a variety of metallic and nonmetallic objects, predict those that will
be attracted by a magnet.
4. Recognize that magnets have polarity, demonstrate that poles may either
repel or attract each other, and state a rule for when poles will repel or
attract each other.
5. Design and produce a device that uses a magnet.
6. Demonstrate that most materials are transparent to the effects of a magnet.
A magnetic field will pass through such materials, whereas other materials
interact with a magnet.
7. Compare and measure the strength of magnets.
Understandings - Topic D: Hot & Cold Temperature

Students learn that materials are sometimes changed by heating or cooling and
that by observing such changes, they can infer how hot or cold an object is. They
learn that thermometers provide a helpful way to measure and describe the
hotness or coldness of things-a more reliable way than provided by their own
senses. Students observe that temperatures can go up and down, including the
temperature of their surroundings and the temperatures of particular objects within
it. They also learn about methods that are used to control temperature in buildings
and how insulation is used to keep things hot or cold.
Students will:
2-9 Recognize the effects of heating and cooling, and identify methods for
heating and cooling.
Students will:
1. Describe temperature in relative terms, using expressions, such as hotter

than, colder than.
2. Measure temperature in degrees Celsius (°C).
3. Describe how heating and cooling materials can often change them; e.g.,
melting and freezing, cooking, burning.
4. Identify safe practices for handling hot and cold materials and for avoiding
potential dangers from heat sources.
5. Recognize that the human body temperature is relatively constant and that
a change in body temperature often signals a change in health.
6. Identify ways in which the temperature in homes and buildings can be
adjusted; e.g., by turning a thermostat up or down, by opening or closing
windows, by using a space heater in a cold room.
7. Describe, in general terms, how local buildings are heated:
 identify the energy source or fuel
 recognize that most buildings are heated by circulating hot air or hot
water
 describe how heat is circulated through the school building and
through their own homes.
8. Describe the role of insulation in keeping things hot or cold, and identify
places where some form of insulation is used; e.g., clothing, refrigerator,
coolers, homes.
9. Identify materials that insulate animals from the cold; e.g., wool, fur and
feathers; and identify materials that are used by humans for the same
purpose.
10. Design and construct a device to keep something hot or cold.
11. Describe ways in which temperature changes affect us in our daily lives.
Understandings - Topic E: Small Crawling & Flying

Animals
Students learn about the structure and life habits of animals by studying small
animals that live in their own community. By investigating outdoor spaces in and
around the school and their homes, students discover a wide range of animals that
find shelter and food within the local area. In studying these animals, they learn
about where animals live, what they eat, what they are eaten by and features of
the animals that suit them to their particular environment.
Students will:
2-10 Describe the general structure and life habits of small crawling and
flying animals; e.g., insects, spiders, worms, slugs; and apply this
knowledge to interpret local species that have been observed.
Students will:
1. Recognize that there are many different kinds of small crawling and flying
animals, and identify a range of examples that are found locally.
2. Compare and contrast small animals that are found in the local environment.
These animals should include at least three invertebrates-that is, animals
such as insects, spiders, centipedes, slugs, worms.
3. Recognize that small animals, like humans, have homes where they meet
their basic needs of air, food, water, shelter and space; and describe any
special characteristics that help the animal survive in its home.
4. Identify each animal's role within the food chain. To meet this expectation,
students should be able to identify the animals as plant eaters, animal
eaters or decomposers and identify other animals that may use them as a
food source.
5. Describe the relationships of these animals to other living and nonliving
things in their habitat, and to people.
6. Identify and give examples of ways that small animals avoid predators,
including camouflage, taking cover in burrows, use of keen senses and
flight.
7. Describe conditions for the care of a small animal, and demonstrate
responsible care in maintaining the animal for a few days or weeks.
8. Identify ways in which animals are considered helpful or harmful to humans
and to the environment.
Grade 3
Skills
sequence. At Grade 3, students normally will show independence and the ability to
work with others in exploratory activities but will normally require teacher guidance
in developing a structured approach to investigating questions and problems. At
this level, students should recognize the purpose of at least some of the steps
followed in investigating questions and problems.
Students will:
3-1 Investigate the nature of things, demonstrating purposeful action that
leads to observations and inferences.
3-2 Identify patterns and order in objects and events studied; and, with
guidance, record observations, using pictures, words and charts; and make
predictions and generalizations, based on observations.
Students will:
Focus

 identify one or more possible answers to questions by stating predictions or
hypotheses
 identify, with guidance, procedures to be followed in finding answers to

given questions
 carry out procedures developed by themselves or identified by others
 identify materials and how they are used
 work independently or with others to carry out the identified procedures
 identify, with guidance, sources of information and ideas and, with guidance,
access information and ideas from those sources. Sources may include library,
classroom, community and computer-based resources
 record observations and measurements, using captioned pictures and

charts, with guidance in the construction of charts. Computer resources may be
used for record keeping and for display and interpretation of data
 state an inference, based on observations
 identify applications of what was learned
 identify new questions that arise from the investigation.

Expectations
Students will:
3-3 Investigate a practical problem, and develop a possible solution.
Note:The problem will involve building a rigid or semi-rigid structure, using

available materials.

Expectations
Students will:
Focus
 identify the purpose of the object to be constructed: What is to be
developed? What is it for?
 attempt a variety of strategies to complete tasks

 identify steps followed in completing the task and explain the purpose of
each step
 engage in all parts of the task and support the efforts of others
 identify, with guidance, sources of information and ideas and, with guidance,
access information and ideas from those sources. Sources may include library,
 communicate results of construction activities, using written and oral

language and pictures
 evaluate the product and identify possible improvements
 identify new applications for the design or method of construction.
Attitudes
Students will:
 curiosity
 inventiveness and willingness to consider new ideas
 perseverance in the search for understandings and for solutions to problems
 a willingness to base their conclusions and actions on the evidence of their
own experiences
 a willingness to work with others in shared activities and in sharing of
experiences
 appreciation of the benefits gained from shared effort and cooperation
 a sense of responsibility for personal and group actions
Understandings - Topic A: Rocks & Minerals

Students learn about materials found on Earth's surface-rocks, minerals and soil.
By closely examining sample rocks, students discover similarities and differences
and explore these, using simple tests and tools. Students learn that each kind of
rock has a set of characteristics and that these characteristics can be used in
classifying and identifying rocks. In studies of soil, students discover that the
component materials include rock fragments and remains of living things, and that
different soils have different compositions. Students learn that the characteristics of
rock and soil are important to their use within the community.
Students will:
3-5 Demonstrate knowledge of materials that comprise Earth's crust, and

demonstrate skill in classifying these materials.
Students will:
1. Compare samples of various kinds of rock, and identify similarities and

differences.
2. Given a description of the properties of a particular rock or mineral, identify
a sample rock or mineral that matches those properties. Properties that
students should be able to describe and interpret include:
 colour
 lustre or "shininess"; e.g., shiny, dull, glassy, metallic, earthy
 texture; e.g., rough, smooth, uneven
 hardness, based on scratch tests with available materials
 presence of carbonates. Note that the presence of carbonates can be
tested with vinegar or another mild acid
 crystal shape for minerals, or overall pattern of rocks.
3. Describe and classify a group of rocks and minerals, based upon the above
properties.
4. Recognize that rocks are composed of a variety of materials; and given a
coursegrained rock and magnifier, describe some of the component
materials.
5. Recognize and describe the various components within a sample of soil;
e.g., clay, sand, pebbles, decaying plants; and describe differences
between two different soil samples.
6. Describe ways in which rocks break down to become soil, and demonstrate
one or more of these ways; e.g., by shaking a group of small, soft rocks in
a jar of water; by striking rocks together. Note: Safety goggles should be
used.
7. Describe some common uses of rocks and minerals; and identify examples
of those uses within the school, home or local community.
Understandings - Topic B: Building with a Variety of

Materials
Students use a variety of tools and simple techniques to build things for specific
purposes. Their tasks may require that a bridge be built between two desks, a
model lookout tower be constructed, or a water container be made, all from
available materials. Through these projects, students learn the value of safety and
good workmanship and that different materials and designs can be used to obtain
the same result. They learn that working together on a common task is easier when
ideas and materials are shared.
Students will:
3-6 Use, safely, a variety of tools, techniques and materials in construction

activities.
3-7 Construct structures, using a variety of materials and designs, and

compare the effectiveness of the various materials and designs for their
intended purposes.
Students will:
1. Using a variety of materials and techniques, design, construct and test

structures that are intended to:
 support objects
 span gaps
 serve as containers
 serve as models of particular living things, objects or buildings.
2. Select appropriate materials for use in construction tasks, and explain the
choice of materials. Students should demonstrate familiarity with a variety
of materials, such as papers, woods, plastics, clay and metals.
3. Select tools that are suitable to particular tasks and materials, and use them
safely and effectively.
4. Understand and use a variety of methods to join or fasten materials.
5. Identify the intended purpose and use of structures to be built, and explain
how knowing the intended purpose and use helps guide decisions
regarding materials and design.
6. Understand that simple designs are often as effective as more complex
ones, as well as being easier and cheaper to build, and illustrate this
understanding with a practical example.
7. Recognize the importance of good workmanship, and demonstrate growth
toward good workmanship.
8. Maintain and store materials and tools safely and properly.
9. Apply skills of listening, speaking and cooperative decision making in
working with other students on a construction project.
Understandings - Topic C: Testing Materials &

Designs
Students study the materials and designs used in construction tasks. They compare
paper, clay, cardboard, styrofoam or other available materials to see which are the
strongest-which ones resist bending, crushing or tearing-and which are most easily
shaped and joined. They test different shapes and thicknesses to find out what
makes a structure strong and stable and to find out how much material is needed.
Throughout the topic, students learn that many things are considered when
materials and designs are selected and that different tasks may require different
materials and designs.
3-8 Evaluate the suitability of different materials and designs for their use
in a building task.
Students will:
1. Recognize that functional structures must be sufficiently strong and stable

and that unstable or weak structures are often unsafe to use.
2. Compare and evaluate the strength and stability of different models or
objects constructed.
3. Describe the distinctive properties of some common solids, such as wood,
paper or plastic, that make them suitable for use as building materials.
4. Apply procedures to test the strength of construction materials, in particular,
different stocks of papers, plastics or wood.
5. Apply procedures to test different designs.
6. Apply procedures to test the strength of different methods of joining.
7. Identify and apply methods for making a structure stronger and more
stable; e.g., by adding or joining parts to form triangles.
Understandings - Topic D: Hearing & Sound

Students explore the nature of sound, its sources, its qualities and what it is. They
learn that sound is vibration and that changes in vibration can affect the loudness,
pitch and quality of sound. They learn about sound travel by studying what things
carry sound, what things make it louder or softer, and what happens to sound when
it reaches their ears. The sensitivity of human ears and those of other animals is
examined, as students learn about the safe use of this valuable sense.
3-9 Describe the nature of sound, and demonstrate methods for producing
and controlling sound.
Students will:
1. Identify examples of vibration.

2. Recognize that sound is the result of vibration; and demonstrate that the
larger the vibration, the louder the sound.
3. Recognize that there are ways of measuring the loudness of sounds and that
loud sounds pose a danger to the ear.
4. Recognize that pitch is the result of differences in the rate of vibration, and
predict how a change in the rate of vibration will affect a sound.
5. Demonstrate a variety of ways of producing sounds; e.g., by striking an
empty glass, by blowing air into a bottle, by constructing and using a
device that involves vibrating strings.
6. Use sound-producing devices that the student has constructed to
demonstrate methods for controlling the loudness, pitch and quality of
sound produced.
7. Identify examples that show that sound can travel through a variety of
materials, including solids, liquids and air, and that sound travels in all
directions.
8. Describe how the human ear senses vibrations.
9. Compare the range of hearing in humans to that in other animals; e.g., dogs
and bats.
10. Recognize that certain sounds have characteristics that cause them to be
interpreted as pleasant or unpleasant, and identify these characteristics.
11. Describe changes in hearing that result from continued exposure to loud
noise and from the natural process of aging.
12. Construct and evaluate different kinds of soundproofing and sound-
amplifying devices.
13. Explain the role that sound plays in communication.
Understandings - Topic E: Animal Life Cycles

Students learn about the growth and development of animals and discover that
different animals have different life cycles. By observing the life cycle of one small
animal from its earliest stage to adulthood, students acquire a reference point for
the study of other animals and come to appreciate the beauty and fragility of life.
Students learn that the egg, larva, pupa and adult stages that are characteristic of
many insects represent a different life story from that of the egg, young, adult life
cycle that is common to most vertebrate animals. In studying these animals,
students learn about the changes in needs of the young as they grow and develop
and about the changing relationship between these animals and their environment.
Students will:
3-10 Describe the appearances and life cycles of some common animals,
and identify their adaptations to different environments.
3-11 Identify requirements for animal care.
Students will:
1. Classify a variety of animals, based on observable characteristics; e.g.,

limbs, teeth, body covering, overall shape, backbone.
2. Observe and describe the growth and development of at least one living
animal, as the animal develops from early to more advanced stages. The
animal(s) should be from one or more of the following groups: mammals,
birds, fish, reptiles, amphibians, insects. Suggested examples include:
gerbils, guppies, mealworms, tadpoles, worms, butterflies/moths.
Additional examples from other animal groups might also be included:
brine shrimp, isopods, spiders.
3. Predict the next stages in the growth and development of at least one
animal from each of the following groups: mammals, birds, fish, reptiles,
amphibians, insects; and identify similarities and differences in their
developmental sequences. Identify the food needs of at least one animal
from each of the following groups: mammals, birds, fish, reptiles,
amphibians, insects; and describe changes in how each animal obtains
food through different stages of its life.
4. Demonstrate awareness that parental care is characteristic of some animals
and not of others, and identify examples of different forms of parental
care.
5. Demonstrate awareness that animals require different habitats in order to
meet their basic needs of food, water, shelter and space.
6. Recognize adaptations of a young animal to its environment, and identify
changes in its relationship to its environment as it goes through life; e.g.,
tadpoles are adapted for life in an aquatic environment; adult frogs show
adaptations to both terrestrial and aquatic environments.
7. Identify examples of environmental conditions that may threaten animal
survival, and identify examples of extinct animals. Recognize that habitat
preservation can help maintain animal populations, and identify ways that
student actions can assist habitat preservation.
8. Demonstrate knowledge of the needs of animals studied, and demonstrate
skills for their care.
Grade 4
Skills
work with others in exploratory activities and, with guidance, a beginning level of
independence in investigating questions and problems. At this level, students
should be able to recognize the purpose of most steps followed in investigating
questions and problems.
Students will:
4-1 Investigate the nature of things, demonstrating purposeful action that

leads to inferences supported by observations.
4-2 Identify patterns and order in objects and events studied; and record
observations, using pictures, words and charts, with guidance in the
construction of charts; and make predictions and generalizations, based on
observations.
Students will:
Focus

 identify one or more possible answers to questions by stating a prediction or
a hypothesis
 identify, with guidance, ways of finding answers to given questions

 carry out, with guidance, procedures that comprise a fair test
 work independently or with others to carry out the identified procedures
 identify, with guidance, sources of information and ideas and access
information and ideas from those sources. Sources may include library,
 communicate with group members, showing ability to contribute and receive

ideas
 record observations and measurements accurately, using captioned pictures
and charts, with guidance in the construction of charts. Computer resources may
be used for record keeping and for display and interpretation of data
 state an inference, based on observations
 identify possible applications of what was learned

Expectations
Students will:
4-3 Investigate a practical problem, and develop a possible solution.
Note:The problem will involve building a structure with moving parts, using
available materials.

Expectations
Students will:
Focus
 identify the purpose of problem-solving and construction activities: What problem

do we need to solve? What needs must be met?
 identify steps followed in completing the task and in testing the product
 attempt a variety of strategies and modify procedures, as needed
(troubleshoot problems)
 engage in all parts of the task and support the efforts of others
 identify, with guidance, sources of information and ideas and access
information and ideas from those sources. Sources may include library,

 communicate with group members, showing ability to contribute and receive
ideas
 evaluate a product, based on a given set of questions or criteria. The
criteria/questions may be provided by the teacher or developed by the students.
Example criteria include:
 effectiveness--Does it work?
 reliability--Does it work every time?
 durability--Does it stand up to repeated use?
 effort--Is it easy to construct? Is it easy to use?
 safety--Are there any risks of hurting oneself in making it or using it?
 use of materials--Can it be made cheaply with available materials?
Does it use recycled materials, and can the materials be used again?
 identify possible improvements to the product
 identify new applications for the design or method of construction.
Attitudes
Students will:
 curiosity
 inventiveness and willingness to consider new ideas
 a willingness to base their conclusions and actions on the evidence of their
own experiences
experiences
 a sense of responsibility for personal and group actions
Understandings - Topic A: Waste & Our World

Students learn about wastes produced through natural processes and human
technology. In studying natural systems, students learn that all plants, animals and
other living things are made up of materials that are recycled through the
environment again and again. In studying human consumption and wastes,
students identify wastes produced within their community and learn the methods
used for disposal. They learn that some waste materials are biodegradable, that
some are reusable, and that others are toxic. They learn that personal action in
reducing, reusing and recycling materials can help decrease the waste we
accumulate.
Students will:
4-5 Recognize that human activity can lead to the production of wastes,
and identify alternatives for the responsible use and disposal of materials.
Students will:
1. Identify plant and animal wastes, and describe how they are recycled in
nature. For example, plant leaves serve as a source of food for soil insects,
worms and other creatures. The wastes of these animals may then be
further broken down by molds, fungi and bacteria.
2. Identify and classify wastes that result from human activity.
3. Describe alternative methods of disposal, and identify possible advantages
and disadvantages of each.
4. Distinguish between wastes that are readily biodegradable and those that
are not.
5. Compare different kinds of packaging, and infer the relative advantages and
disadvantages of that packaging. In evaluating different forms of
packaging, students should demonstrate the ability to consider a consumer
perspective as well as an environmental perspective.
6. Identify methods of waste disposal currently used within the local
community.
7. Identify kinds of wastes that may be toxic to people and to the
environment.
8. Identify alternative materials and processes that may decrease the amount
of waste produced; e.g., reducing wastage of food, using both sides of a
sheet of paper.
9. Identify ways in which materials can be reused or recycled, including
examples of things that the student has done.
10. Develop a flow chart for a consumer product that indicates the source
materials, final product, its use and method of disposal.
11. Identify actions that individuals and groups can take to minimize the
production of wastes, to recycle or reuse wastes and to ensure the safe
handling and disposal of wastes.
12. Develop and implement a plan to reduce waste, and monitor what happens
over a period of time.
Understandings - Topic B: Wheels & Levers

Students learn about basic components of simple machines: how they are
assembled, how they operate, how they are used. Students explore different
techniques that can be used to transfer motion from one component to another,
using simple connectors and various levers, gears, pulleys and band driven
systems. As they work with these components, they learn the functions that each
can perform, including sample applications and ways that they can be used in a
larger system. As part of their studies, they examine how these simple machines
are used to change the speed or force of movement.
Students will:
4-6 Demonstrate a practical understanding of wheels, gears and levers by

constructing devices in which energy is transferred to produce motion.
Students will:
1. Explain how rollers can be used to move an object, and demonstrate the use
of rollers in a practical situation.
2. Compare the wheel and the roller, and identify examples where each are
used.
3. Construct devices that use wheels and axles, and demonstrate and describe
their use in:
 model vehicles
 pulley systems
 gear systems.
4. Construct and explain the operation of a drive system that uses one or more
of the following:
 wheel-to-wheel contact
 a belt or elastic
 a chain
 cogs or gears.
5. Construct and explain the operation of a drive system that transfers motion
from one shaft to a second shaft, where the second shaft is:
 parallel to the first
 at a 90° angle to the first.
Students who have achieved this expectation will be aware of changes in

speed and direction that result from different ways of linking components.
Introduction of gear ratios, however, is not recommended at this grade
level. Students will have an opportunity to develop the concept of ratio as
part of their junior high mathematics program.
6. Demonstrate ways to use a lever that:

 applies a small force to create a large force
 applies a small movement to create a large movement.
7. Predict how changes in the size of a lever or the position of the fulcrum will
affect the forces and movements involved.
8. Construct models of levers; and explain how levers are involved in such
devices as: teetertotters, scissors, pliers, pry bars, tongs, nutcrackers,
fishing rods, wheelbarrows.
Understandings - Topic C: Building Devices & Vehicles

that Move
Students apply simple techniques and tools in building devices and vehicles that
move. In constructing these objects, students apply previous learnings about
structures and explore new applications for wheels, rollers, gears, pulleys and a
variety of levers and connectors. They learn that different forms of energy can be
used to propel their model devices: in some cases, a direct push; in other cases,
the stored energy from a compressed spring or falling weight. On completing their
projects, students learn to evaluate their work, by describing the effectiveness of
the device and the appropriateness of materials used.
Students will:
4-7 Construct a mechanical device for a designated purpose, using

materials and design suggestions provided. Note: One or more components
of the task will be open-ended and require students to determine the
specific procedure to be followed.
4-8 Explore and evaluate variations to the design of a mechanical device,

demonstrating that control is an important element in the design and
construction of that device.
Students will:
1. Design and construct devices and vehicles that move or have moving parts-
linkages, wheels and axles.
2. Use simple forces to power or propel a device; e.g., direct pushes, pulls,
cranking mechanisms, moving air, moving water and downhill motion.
3. Design and construct devices and vehicles that employ energy-storing or
energy-consuming components that will cause motion; e.g., elastic bands,
springs, gravity, wind, moving water.
4. Recognize the need for control in mechanical devices, and apply control
mechanisms where necessary.
5. Compare two designs, identifying the relative strengths and weaknesses of
each.
6. Identify steps to be used in constructing a device or vehicle, and work
cooperatively with other students to construct the device or vehicle.
7. Design and construct several different models of a device and evaluate each
model, working cooperatively with other students. Suggested evaluation
criteria are identified under the Specific Learner Expectations, Reflect and
Interpret.
Understandings - Topic D: Light & Shadows

Students learn about light by studying the effects of light on things within their
environment. They learn about light sources, about materials that light can pass
through and about what happens when a material blocks or changes the path of
light. By observing shadows and their motions relative to a light source, students
discover that light and shadows fall along a predictable path. They discover that
mirrors, prisms and a variety of other materials can affect that path by reflecting
and refracting light and by splitting light into colours.

Students will:
4-9 Identify sources of light, describe the interaction of light with different
materials, and infer the pathway of a light beam.
Students will:
1. Recognize that eyes can be damaged by bright lights and that one should
not look at the Sun-either directly or with binoculars or telescopes.
2. Identify a wide range of sources of light, including the Sun, various forms of
electric lights, flames, and materials that glow (luminescent materials).
3. Distinguish objects that emit their own light from those that require an
external source of light in order to be seen.
4. Demonstrate that light travels outward from a source and continues unless
blocked by an opaque material.
5. Describe changes in the size and location of Sun shadows during the day-
early morning, to midday, to late afternoon.
6. Recognize that opaque materials cast shadows, and predict changes in the
size and location of shadows resulting from the movement of a light source
or from the movement of a shade-casting object.
7. Distinguish transparent materials from opaque materials by determining if
light passes through them and by examining their shadows.
8. Classify materials as transparent, partly transparent (translucent) or
opaque.
9. Recognize that light can be reflected and that shiny surfaces, such as
polished metals and mirrors, are good reflectors.
10. Recognize that light can be bent (refracted) and that such objects as
aquaria, prisms and lenses can be used to show that light beams can be
bent.
11. Recognize that light can be broken into colours and that different colours of
light can be combined to form a new colour.
12. Demonstrate the ability to use a variety of optical devices, describe how
they are used, and describe their general structure. Suggested examples
include: hand lens, telescope, microscope, pinhole camera, lightsensitive
paper, camera, kaleidoscope. Students meeting this expectation will be
able to provide practical descriptions of the operation of such devices, but
are not required to provide theoretical explanations of how the devices
work.
Understandings - Topic E: Plant Growth & Changes

Students learn about the structure and growth of plants by raising plants in the
classroom and by observing plant growth within the community. They learn to
recognize and describe different forms of leaves, stems, roots and flowers and learn
their functions in supporting the growth and reproduction of the plant. They learn
various ways of starting new plants and the plants' requirements for growth.
Through hands-on activities, students learn that different plants have different
needs, and they gain skills and attitudes for their care.
Students will:
4-10 Demonstrate knowledge and skills for the study, interpretation,
propagation and enhancement of plant growth.
Students will:
1. Describe the importance of plants to humans and their importance to the

natural environment. Students who meet this expectation should be able to
give examples of plants being used as a source of food or shelter, and be
aware of the role plants play in the environment; e.g., preventing erosion,
maintaining oxygen.
2. Identify and describe the general purpose of plant roots, stems, leaves and
flowers.
3. Describe common plants, and classify them on the basis of their
characteristics and uses.
4. Recognize that plant requirements for growth; i.e., air, light energy, water,
nutrients and space; vary from plant to plant and that other conditions;
e.g., temperature and humidity; may also be important to the growth of
particular plants.
5. Identify examples of plants that have special needs.
6. Recognize that a variety of plant communities can be found within the local
area and that differences in plant communities are related to variations in
the amount of light, water and other conditions.
7. Recognize that plants of the same kind have a common life cycle and
produce new plants that are similar, but not identical, to the parent
plants.
8. Describe ways that various flowering plants can be propagated, including
from seed, from cuttings, from bulbs and by runners.
9. Nurture a plant through one complete life cycle-from seed to seed.
10. Describe the care and growth of a plant that students have nurtured, in
particular:
 identify the light, temperature, water and growing medium
requirements of the plant
 identify the life stages of the plant
 identify the reproductive structures of the plant.
11. Describe different ways that seeds are distributed; e.g., by wind, by
animals; and recognize seed adaptations for different methods of
distribution.
Grade 5
Skills
work cooperatively in exploratory activities and, with some guidance, the ability to
work independently or cooperatively in investigative activities. At this level,
students should be able to describe the purpose of most steps followed in
investigative activities.
Students will:
5-1 Design and carry out an investigation, using procedures that provide a
fair test of the question being investigated.
5-2 Recognize the importance of accuracy in observation and

measurement; and, with guidance, apply suitable methods to record,
compile, interpret and evaluate observations and measurements.
Students will:
Focus

a hypothesis
 identify one or more ways of finding answers to given questions

 plan, with guidance, and carry out procedures that comprise a fair test
 identify variables that need to be held constant to ensure a fair test
 select appropriate materials and identify how they will be used
 work individually or cooperatively in planning and carrying out procedures
 identify sources of information and ideas and access information and ideas
from those sources. Sources may include library, classroom, community and
computer-based resources
 communicate with group members to share and evaluate ideas, and assess
progress
 record observations and measurements accurately, using a chart format
where appropriate. Computer resources may be used for record keeping and for
display and interpretation of data
 state an inference, based on results. The inference will identify a cause and
effect relationship that is supported by observations
 evaluate how well the procedures worked and identify possible
improvements

Expectations
Students will:
5-3 Design and carry out an investigation of a practical problem, and

develop a possible solution.
Note:The problem will involve construction of a mechanical device with electrical

components.

Expectations
Students will:
Focus
 identify problems to be solved and the purpose(s) of the problem-solving

activity: What problem(s) are we trying to solve? What conditions must be met?
What controls are required? How will we know that we have done what we set
out to do?
 identify one or more possible approaches to solving the problem and plan,
with guidance, a set of steps to follow
 identify sources of information and ideas and access information and ideas
from those sources. Sources may include library, classroom, community and
computer-based resources
 communicate with group members to share and evaluate ideas, and assess
progress
 evaluate the procedures used to solve the problem and identify possible
improvements
 evaluate a design or product, based on a given set of questions or criteria.
The criteria/questions may be provided by the teacher or developed by the
students. Example criteria include:
 effect on environments
 benefit to society
 identify new applications for the design or problem solution.
Attitudes
Students will:
 curiosity
 confidence in personal ability to learn and develop problem-solving skills
 inventiveness and open-mindedness
 flexibility in considering new ideas
 critical-mindedness in examining evidence and determining what the
evidence means
 a willingness to use evidence as the basis for their conclusions and actions
experiences
 a sense of personal and shared responsibility for actions taken
Understandings - Topic A: Electricity & Magnetism

Students learn about electricity by building and testing circuits. Using batteries,
bulbs and wires, students construct simple circuits and test the effects of various
modifications. Through such tests, they discover that a circuit requires a closed
pathway for electricity and that some materials conduct electricity and others do
not. They learn that an electric current can affect a nearby magnet and that this
property of electricity is used in making electromagnets and motors. Potential
dangers are examined, as students learn about the safe use of electricity.
Students will:
5-5 Demonstrate safe methods for the study of magnetism and electricity,
identify methods for measurement and control, and apply techniques for
evaluating magnetic and electrical properties of materials.
Students will:
1. Recognize and appreciate the potential dangers involved in using sources of

electrical currents:
 understand that household electrical currents are potentially
dangerous and not a suitable source for experimentation
 understand that small batteries are a relatively safe source of
electricity, for experimentation and study, but that care should be taken
to avoid short circuits
 understand that short circuits may cause wires to heat up, as well as
waste the limited amount of energy in batteries.
2. Describe and demonstrate example activities that show that electricity and
magnetism are related:
 demonstrate that electricity can be used to create magnetism
 demonstrate that a moving magnet can be used to generate
electricity.
3. Demonstrate and interpret evidence of magnetic fields around magnets and

around current-carrying wires, by use of iron filings or by use of one or
more compasses.
4. Demonstrate that a continuous loop of conducting material is needed for an
uninterrupted flow of current in a circuit.
5. Distinguish electrical conductors-materials that allow electricity to flow
through them- from insulators-materials that do not allow electricity to
flow through them.
6. Recognize and demonstrate that some materials, including resistors, are
partial conductors of electricity.
7. Predict the effect of placing an electrical resistance in a simple circuit; e.g.,
in a circuit with a light bulb or electric motor.
8. Recognize that the amount of electricity we use in our homes is measured in
kilowatt hours.
9. Interpret and explain:
 the reading on a household electrical meter
 efficiency labels on electrical appliances.
10. Draw and interpret, with guidance, circuit diagrams that include symbols
for switches, power sources, resistors, lights and motors.
Understandings - Topic B: Mechanisms Using

Electricity
Students build electrical devices for a variety of purposes, using knowledge gained
in the previous topic. Tasks that students are assigned may include such things as
making a switch from scrap materials, making a device to control the speed of a
motor, making a burglar alarm and lighting three bulbs from one source. Through
work on these tasks, students learn the role of various components and control
devices that are part of an electrical system. At the same time, they develop skills
of problem solving and teamwork.
Students will:
5-6 Construct simple circuits, and apply an understanding of circuits to the
construction and control of motorized devices.
Students will:
1. Identify example applications of electrical devices in the school and home

environment, and classify the kinds of uses. Categories of electrical use
may include such things as: heating, lighting, communicating, moving,
computing.
2. Design and construct circuits that operate lights and other electrical
devices.
3. Recognize the importance of switches and other control mechanisms to the
design and operation of electrical devices, and identify purposes of
switches in particular applications.
4. Construct and use a variety of switches.
5. Design and construct vehicles or other devices that use a battery-powered
electric motor to produce motion; e.g., model cars, hoists, fans.
6. Design and construct a burglar alarm.
7. Demonstrate different ways of lighting two lights from a single power
source, and compare the results. Students should recognize that wiring
two bulbs in series makes both bulbs glow less brightly than if the bulbs
are wired in parallel. Students may demonstrate this knowledge
operationally and do not need to use the terms series and parallel.
8. Demonstrate different ways of using two batteries to light a bulb, and
compare the results. Students should recognize that wiring the batteries in
series causes the bulb to glow brighter than it would if parallel wiring were
used.
9. Given a design task and appropriate materials, invent and construct an
electrical device that meets the task requirements.
Understandings - Topic C: Classroom Chemistry

Students learn about the properties and interactions of some safe to handle
household liquids and solids. They test a variety of materials to see what happens
when things are mixed together: what dissolves, what reacts and what remains
unaffected. They discover that when a solid material dissolves, it can be recovered
as a crystal by evaporating the liquid. They also learn that when two materials
react to form a new material, the original materials cannot be recovered. As an
example of a chemical reaction, students learn to produce carbon dioxide gas and
show that this gas differs from ordinary air.
Students will:
5-7 Describe the properties and interactions of various household liquids

and solids, and interpret their interactions.
Students will:
1. Recognize and identify examples of the following kinds of mixtures:

 two or more solids; e.g., sand and sugar
 a solid and a liquid; e.g., sugar and water
 two or more liquids; e.g., milk and tea.
2. Apply and evaluate a variety of techniques for separating different
materials.
3. Distinguish substances that will dissolve in a liquid from those that will not,
and demonstrate a way of recovering a material from solution.
4. Demonstrate a procedure for making a crystal.
5. Recognize that the surface of water has distinctive properties, and describe
the interaction of water with other liquids and solids.
6. Produce carbon dioxide gas through the interaction of solids and liquids, and
demonstrate that it is different from air.
7. Distinguish reversible from irreversible changes of materials, and give
examples of each.
8. Recognize and describe evidence of a chemical reaction. Explain how the
products of a reaction differ from the original substances.
9. Use an indicator to identify a solution as being acidic or basic.
Understandings - Topic D: Weather Watch

Students learn about weather phenomena and the methods used for weather study.
They learn to measure temperatures, wind speed and direction, the amounts of rain
and snow, and the amount of cloud cover. In studying causes and patterns of air
movements, students learn about the effects of uneven heating and cooling and
discover the same patterns of air movement in indoor environments as are found
outdoors. They also learn about human actions that can affect weather and climate
and study the design and testing of clothing used as protection against the
weather.
Students will:
5-8 Observe, describe and interpret weather phenomena; and relate

weather to the heating and cooling of Earth's surface.
5-9 Investigate relationships between weather phenomena and human

activity.
Students will:
1. Predict where, within a given indoor or outdoor environment, one is likely to

find the warmest and coolest temperatures.
2. Describe patterns of air movement, in indoor and outdoor environments,
that result when one area is warm and another area is cool.
3. Describe and demonstrate methods for measuring wind speed and for
finding wind direction.
4. Describe evidence that air contains moisture and that dew and other forms
of precipitation come from moisture in the air.
5. Describe and measure different forms of precipitation, in particular, rain,
hail, sleet, snow.
6. Measure at least four different kinds of weather phenomena. Either student-
constructed or standard instruments may be used.
7. Record weather over a period of time.
8. Identify some common types of clouds, and relate them to weather
patterns.
9. Describe the effects of the Sun's energy on daily and seasonal changes in
temperature- 24-hour and yearly cycles of change.
10. Recognize that weather systems are generated because different surfaces
on the face of Earth retain and release heat at different rates.
11. Understand that climate refers to long term weather trends in a particular
region and that climate varies throughout the world.
12. Recognize that human actions can affect climate, and identify human
actions that have been linked to the greenhouse effect.
13. Appreciate how important it is to be able to forecast weather and to have
suitable clothing or shelter to endure various types of weather.
14. Test fabrics and clothing designs to choose those with characteristics that
most effectively meet the challenges of particular weather conditions; e.g.,
water resistance, wind resistance, protection from cold.
Understandings - Topic E: Wetland Ecosystems

Students learn about wetland ecosystems by studying life in a local pond, slough,
marsh, fen or bog. Through classroom studies, and studies in the field, students
learn about organisms that live in, on and around wetlands and about adaptations
that suit pond organisms to their environment. Through observation and research,
students learn about the interactions among wetland organisms and about the role
of each organism as part of a food web. The role of human action in affecting
wetland habitats and populations is also studied.
Students will:
5-10 Describe the living and nonliving components of a wetland ecosystem

and the interactions within and among them.
Students will:
1. Recognize and describe one or more examples of wetland ecosystems found

in the local area; e.g., pond, slough, marsh, bog, fen.
2. Understand that a wetland ecosystem involves interactions between living
and nonliving things, both in and around the water.
3. Identify some plants and animals found at a wetland site, both in and
around the water; and describe the life cycles of these plants and
animals.
4. Identify and describe adaptations that make certain plants and animals
suited for life in a wetland.
5. Understand and appreciate that all animals and plants, not just the large
ones, have an important role in a wetland community.
6. Identify the roles of different organisms in the food web of a pond:
 producers-green plants that make their own food, using sunlight
 consumers-animals that eat living plants and/or animals
 decomposers-organisms, such as molds, fungi, insects and worms,
that reuse and recycle materials that were formerly living.
7. Draw diagrams of food chains and food webs, and interpret such
diagrams.
8. Recognize that some aquatic animals use oxygen from air and others from
water, and identify examples and adaptations of each.
9. Identify human actions that can threaten the abundance or survival of living
things in wetland ecosystems; e.g., adding pollutants, changing the flow of
water, trapping or hunting pond wildlife.
10. Identify individual and group actions that can be taken to preserve and
enhance wetland habitats.
11. Recognize that changes in part of an environment have effects on the
whole environment.
Grade 6
Skills
work cooperatively in exploratory and investigative activities. Limited guidance may
be required in defining problems and selecting appropriate variables. At this level,
students should be able to describe the purpose of each step followed in
investigative activities.
Students will:
6-1 Design and carry out an investigation in which variables are identified
and controlled, and that provides a fair test of the question being
investigated.
6-2 Recognize the importance of accuracy in observation and

measurement; and apply suitable methods to record, compile, interpret
and evaluate observations and measurements.
Students will:
Focus

a hypothesis
 identify one or more ways of finding answers to given questions

 plan and carry out procedures that comprise a fair test
 identify variables:
 identify the variable to be manipulated
 identify variables to be held constant
 identify the variable that will be observed (responding variable)
 modify the procedures as needed
 identify sources of information and ideas and demonstrate skill in accessing
them. Sources may include library, classroom, community and computerbased
resources
 communicate effectively with group members in sharing and evaluating

ideas, and assessing progress
 record observations and measurements accurately, using a chart format
where appropriate. Computer resources may be used for record keeping and for
display and interpretation of data
 evaluate procedures used and identify possible improvements
 state an inference, based on results. The inference will identify a cause and
effect relationship that is supported by observations

Expectations
Students will:
6-3 Design and carry out an investigation of a practical problem, and

develop a possible solution.
Note: The problem will involve construction or modification of a device that moves
through air.

Expectations
Students will:
Focus
 identify problems to be solved and the purpose(s) of problem-solving

activities: What problem(s) are we trying to solve? What resources can we use?
How will we know that we have done what we set out to do? What possible
impacts do we need to consider?
 identify one or more possible approaches and plan a set of steps for solving
the problem
 identify sources of information and ideas and demonstrate skill in accessing
them. Sources may include library, classroom, community and computer-based
resources
 communicate effectively with group members in sharing and evaluating

ideas, and assessing progress
 evaluate procedures used and identify possible improvements
 evaluate a design or product, based on a given set of questions or criteria.
The criteria/questions may be provided by the teacher or developed by the
students. Example criteria include:
 effect on environments
 benefit to society
 identify positive and negative impacts that may arise and potential risks that
need to be monitored: What good effects and what bad effects could this
solution have? What would we need to look for to be sure that it is working as
intended?
 identify new applications for the design or problem solution.
Attitudes
Students will:

 curiosity
 confidence in personal ability to learn and develop problem-solving skills
 inventiveness and open-mindedness
 flexibility in considering new ideas
 critical-mindedness in examining evidence and determining what the
evidence means
 a willingness to use evidence as the basis for their conclusions and actions
experiences
 a sense of personal and shared responsibility for actions taken
Understandings - Topic A: Air & Aerodynamics

Students explore the characteristics of air and the interaction between moving air
and solids. They learn that air is a compressible fluid, that it is composed of many
gases, and that moving air can support solid materials in sustained flight. By
studying birds and airplanes, they learn a variety of adaptations and designs that
make flight possible and that provide for propulsion and control.
Students will:
6-5 Describe properties of air and the interactions of air with objects in
flight.
Students will:
1. Provide evidence that air takes up space and exerts pressure, and identify
examples of these properties in everyday applications.
2. Provide evidence that air is a fluid and is capable of being compressed, and
identify examples of these properties in everyday applications.
3. Describe and demonstrate instances in which air movement across a surface
results in lift- Bernoulli's principle.
4. Recognize that in order for devices or living things to fly, they must have
sufficient lift to overcome the downward force of gravity.
5. Identify adaptations that enable birds and insects to fly.
6. Describe the means of propulsion for flying animals and for aircraft.
7. Recognize that streamlining reduces drag, and predict the effects of specific
design changes on the drag of a model aircraft or aircraft components.
8. Recognize that air is composed of different gases, and identify evidence for
different gases. Example evidence might include: effects on flames, the
"using up" of a particular gas by burning or rusting, animal needs for air
exchange.
Understandings - Topic B: Flight
Students apply their knowledge of aerodynamics to design, build and test a variety
of flying devices. In constructing models, students develop a basic design, then
build it, test it, and solve the problems that inevitably arise. Through teamwork
they learn that planning, communication, cooperation and flexibility are important
to the overall result, even though parts of a task can be worked on individually. In
the process, students learn about the parts of an aircraft, their role in controlled
flight and the differences between aircraft and spacecraft.
Students will:
6-6 Construct devices that move through air, and identify adaptations for
controlling flight.
Students will:
1. Conduct tests of a model parachute design, and identify design changes to

improve the effectiveness of the design.
2. Describe the design of a hot-air balloon and the principles by which its rising
and falling are controlled.
3. Conduct tests of glider designs; and modify a design so that a glider will go
further, stay up longer or fly in a desired way; e.g., fly in a loop, turn to
the right.
4. Recognize the importance of stability and control to aircraft flight; and
design, construct and test control surfaces.
5. Apply appropriate vocabulary in referring to control surfaces and major
components of an aircraft. This vocabulary should include: wing, fuselage,
vertical and horizontal stabilizers, elevators, ailerons, rudder.
6. Construct and test propellers and other devices for propelling a model
aircraft.
7. Describe differences in design between aircraft and spacecraft, and identify
reasons for the design differences.
Note: Model aircraft or rockets may be constructed and used as part of this topic.
It is recommended that these models be simple devices of the student's
construction, not prefabricated models. Propulsion of rockets by chemical fuels is
neither required nor recommended, due to safety considerations.
Understandings - Topic C: Sky Science

Students learn about objects in the day and night sky. Through direct observation
and research, students learn about the motions and characteristics of stars, moons
and planets. Using simple materials, such as balls and beads, students create
models and diagrams which they use to explore the relative position and motion of
objects in space. As a result of these studies, students move from a simple view of
land and sky, to one that recognizes Earth as a sphere in motion within a larger
universe. With new understanding, students revisit the topics of seasonal cycles,
phases of the Moon and the apparent motion of stars.
Students will:
6-7 Observe, describe and interpret the movement of objects in the sky;
and identify pattern and order in these movements.
Students will:
1. Recognize that the Sun and stars emit the light by which they are seen and
that most other bodies in space, including Earth's Moon, planets and their
moons, comets, and asteroids, are seen by reflected light.
2. Describe the location and movement of individual stars and groups of stars
(constellations) as they move through the night sky.
3. Recognize that the apparent movement of objects in the night sky is regular
and predictable, and explain how this apparent movement is related to
Earth's rotation.
4. Understand that the Sun should never be viewed directly, nor by use of
simple telescopes or filters, and that safe viewing requires appropriate
methods and safety precautions.
5. Construct and use a device for plotting the apparent movement of the Sun
over the course of a day; e.g., construct and use a sundial or shadow
stick.
6. Describe seasonal changes in the length of the day and night and in the
angle of the Sun above the horizon.
7. Recognize that the Moon's phases are regular and predictable, and describe
the cycle of its phases.
8. Illustrate the phases of the Moon in drawings and by using improvised
models. An improvised model might involve such things as a table lamp
and a sponge ball.
9. Recognize that the other eight known planets, which revolve around the
Sun, have characteristics and surface conditions that are different from
Earth; and identify examples of those differences.
10. Recognize that not only Earth, but other planets, have moons; and identify
examples of similarities and differences in the characteristics of those
moons.
11. Identify technologies and procedures by which knowledge, about planets
and other objects in the night sky, has been gathered.
12. Understand that Earth, the Sun and the Moon are part of a solar system
that occupies only a tiny part of the known universe.
Understandings - Topic D: Evidence & Investigation

Students sharpen their skills in observing and interpreting what they see by
investigating evidence of human and animal activity. They explore and analyze
indoor and outdoor environments as they look for footprints, markings, evidence of
disturbance and things that are left behind. Through these studies, students learn
to pose questions, devise investigations, recognize patterns and discrepancies, and
think logically about what they have observed.
Students will:
6-8 Apply observation and inference skills to recognize and interpret

patterns and to distinguish a specific pattern from a group of similar
patterns.
6-9 Apply knowledge of the properties and interactions of materials to the

investigation and identification of a material sample.
Students will:
1. Recognize evidence of recent human activity, and recognize evidence of

animal activity in a natural outdoor setting.
2. Observe a set of footprints, and infer the direction and speed of travel.
3. Recognize that evidence found at the scene of an activity may have unique
characteristics that allow an investigator to make inferences about the
participants and the nature of the activity, and give examples of how
specific evidence may be used.
4. Investigate evidence and link it to a possible source; e.g., by:
 classifying footprints, tire prints and soil samples from a variety of
locations
 analyzing the ink from different pens, using paper chromatography
 analyzing handwriting samples to identify the handwriting of a
specific person
 comparing samples of fabric
 classifying fingerprints collected from a variety of surfaces.
Understandings - Topic E: Trees & Forests

Students learn about trees as individual plants and as part of a forest ecosystem.
By examining local species, they learn to recognize the characteristics of different
trees and develop skill in describing and interpreting the structural features of
trees. As part of their studies, students learn about a broad range of living things
found on, under and around trees and study the complex interaction between trees
and the larger environment. In examining human use of forests, they become
aware of a broad range of environmental issues and develop an awareness of the
need for responsible use.
Students will:
6-10 Describe characteristics of trees and the interaction of trees with
other living things in the local environment.
Students will:
1. Identify reasons why trees and forests are valued. Students meeting this
expectation should be aware that forests serve as habitat for a variety of
living things and are important to human needs for recreation, for raw
materials and for a life-supporting environment.
2. Describe kinds of plants and animals found living on, under and among
trees; and identify how trees affect and are affected by those living
things.
3. Describe the role of trees in nutrient cycles and in the production of
oxygen.
4. Identify general characteristics that distinguish trees from other plants, and
characteristics that distinguish deciduous from coniferous trees.
5. Identify characteristics of at least four trees found in the local environment.
Students should be familiar with at least two deciduous trees and two
coniferous trees. Examples should include native species, such as spruce,
birch, poplar, and pine and cultivated species, such as elm and crab
apple.
6. Describe and classify leaf shapes, leaf arrangements, branching patterns and
the overall form of a tree.
7. Interpret the growth pattern of a young tree, distinguishing this year's
growth from that of the previous year and from the year before that.
Students meeting this expectation should recognize differences in
colouration and texture of new growth and old growth, and locate scars
that separate old and new growth.
8. Identify human uses of forests, and compare modern and historical patterns
of use.
9. Identify human actions that enhance or threaten the existence of forests.
10. Identify an issue regarding forest use, identify different perspectives on
that issue, and identify actions that might be taken.
ALBERTA, Canadá.
Science Grade 7 - 9 (2003)
Introduction
Students graduating from Alberta schools require the scientific and related
technological knowledge and skills that will enable them to understand and
interpret their world and become productive members of society. They also need to
develop attitudes that will motivate them to use their knowledge and skills in a
responsible manner. Science programs provide opportunities for students to
develop knowledge, skills and attitudes that they need to explore interests and
prepare for further education and careers.
To become scientifically literate, students must develop a thorough knowledge of

science and its relationship to technologies and society. They must also develop the
broad-based skills needed to identify and analyze problems; explore and test
solutions; and seek, interpret and evaluate information. To ensure that programs
are relevant to students as well as societal needs, a science program must present
science in meaningful context - providing opportunities for students to explore the
process of science, its applications and implications, and to examine related
technological problems and issues. By doing so, students become aware of the role
of science in responding to social and cultural change and in meeting needs for a
sustainable environment, economy and society.
Program Vision
The secondary science program is guided by the vision that all students have the
opportunity to develop scientific literacy. The goal of scientific literacy is to develop
the science-related knowledge, skills and attitudes that students need to solve
problems and make decisions, and at the same time help them become lifelong
learners - maintaining their sense of wonder about the world around them.
Diverse learning experiences within the science program provide students with
opportunities to explore, analyze and appreciate the interrelationships among
science, technology, society and the environment, and develop understandings that
will affect their personal lives, their careers and their futures.
Goals
The following goals for Canadian science education are addressed through the
Alberta science program. Science education will:
 encourage students at all grade levels to develop a critical sense of wonder

and curiosity about scientific and technological endeavours
 enable students to use science and technology to acquire new knowledge
and solve problems, so that they may improve the quality of their own lives and
the lives of others
 prepare students to critically address sciencerelated societal, economic,
ethical and environmental issues
 provide students with a foundation in science that creates opportunities for
them to pursue progressively higher levels of study, prepares them for science-
related occupations, and engages them in science-related hobbies appropriate to
their interests and abilities
 enable students, of varying aptitudes and interests, to develop a knowledge
of the wide spectrum of careers related to science, technology and the
environment.
Program Foundations
To support the development of science literacy, school programs must provide a
foundation of learning experiences that address critical aspects of science and its
application. These critical areas - the foundations of the program - provide general
direction for the program and identify major components of its structure.
Foundation 1
Science, Technology and Society (STS) - Students will develop an understanding of

the nature of science and technology, the relationships between science and
technology, and the social and environmental contexts of science and technology.
Foundation 2
Knowledge - Students will construct knowledge and understandings of concepts in

life science, physical science and Earth and space science, and apply these
understandings to interpret, integrate and extend their knowledge.
Foundation 3
Skills - Students will develop the skills required for scientific and technological
inquiry, for solving problems, for communicating scientific ideas and results, for
working collaboratively and for making informed decisions.
Foundation 4
Attitudes - Students will be encouraged to develop attitudes that support the

responsible acquisition and application of scientific and technological knowledge to
the mutual benefit of self, society and the environment.
Foundation 1: Science, Technology and Society (STS)
Foundation 1 is concerned with understanding the scope and character of science,

its connections to technology, and the social context in which it is developed. The
following is a brief introduction to the major ideas that underlie this component of
the program.
Nature of Science
Science provides an ordered way of learning about the nature of things, based on
observation and evidence. Through science, we explore our environment, gather
knowledge and develop ideas that help us interpret and explain what we see.
Scientific activity provides a conceptual and theoretical base that is used in
predicting, interpreting and explaining natural and technological phenomena.
Science is driven by a combination of specific knowledge, theory and
experimentation. Science-based ideas are continually being tested, modified and
improved as new knowledge and explanations supersede existing knowledge and
explanations.
Science and Technology
Technology is concerned with solving practical problems that arise from human
needs. Historically, the development of technology has been strongly linked to the
development of science, with each making contributions to the other. While there
are important relationships and interdependencies, there are also important
differences. Where the focus of science is on the development and verification of
knowledge, in technology the focus is on the development of solutions, involving
devices and systems that meet a given need within the constraints of the problem.
The test of science knowledge is that it helps us explain, interpret and predict; the
test of technology is that it works - it enables us to achieve a given purpose.
Social and Environmental Contexts of Science and Technology
The history of science shows that scientific development takes place within a social
context. Many examples can be used to show that cultural and intellectual
traditions have influenced the focus and methodologies of science, and that science
in turn has influenced the wider world of ideas. Today, research is often driven by
societal and environmental needs and issues. As technological solutions have
emerged from previous research, many of the new technologies have given rise to
complex social and environmental issues. Increasingly, these issues are becoming
part of the political agenda. The potential of science to inform and empower
decision making by individuals, communities and society is a central role of
scientific literacy in a democratic society.
Foundation 2: Knowledge
Foundation 2 focuses on the subject matter of science, including the theories,

models, concepts and principles that are essential to an understanding of each
science area. For organizational purposes, this foundation is framed using widely
accepted science disciplines.
Life Science
Life science deals with the growth and interactions of life forms within their
environments in ways that reflect their uniqueness, diversity, genetic continuity and
changing nature. Life science includes such fields of study as ecosystems, biological
diversity, the study of organisms, the study of the cell, biochemistry, genetic
engineering and biotechnology.
Physical Science
Physical science, which encompasses chemistry and physics, deals with matter,
energy and forces. Matter has structure, and there are interactions among its
components. Energy links matter to gravitational, electromagnetic and nuclear
forces in the universe. The conservation laws of mass and energy, momentum and
charge, are addressed in physical science.
Earth and Space Science
Earth and space science brings global and universal perspectives to student
knowledge. Earth, our home planet, exhibits form, structure and patterns of
change, as does our surrounding solar system and the physical universe beyond it.
Earth and space science includes such fields of study as geology, meteorology and
astronomy.
Foundation 3: Skills
Foundation 3 is concerned with the skills that students develop in answering

questions, solving problems and making decisions. While these skills are not unique
to science, they play an important role in the development of scientific
understandings and in the application of science and technology to new situations.
Four broad skill areas are outlined in this program of studies. Each skill area is
developed at each grade level with increasing scope and complexity of application.
Initiating and Planning
These are the skills of questioning, identifying problems, and developing

preliminary ideas and plans.
Performing and Recording
These are the skills of carrying out a plan of action that involves gathering evidence
by observation and, in most cases, manipulating materials and equipment.
Analyzing and Interpreting
These are the skills of examining information and evidence; processing and
presenting data so that it can be interpreted; and interpreting, evaluating and
applying the results.
Communication and Teamwork
In science, as in other areas, communication skills are essential at every stage

where ideas are being developed, tested, interpreted, debated and agreed upon.
Teamwork skills are also important, as the development and application of science
ideas is a collaborative process both in society and in the classroom.
Foundation 4: Attitudes
Foundation 4 is concerned with generalized aspects of behaviour - commonly

referred to as attitudes. Attitude outcomes are of a different form than outcomes
for skills and knowledge: they are exhibited in a different way, and they have
deeper roots in the experiences that students bring to school. Attitude development
is a lifelong process that involves the home, the school, the community and society
at large. Attitudes are best shown not by the events of a particular moment but by
the pattern of behaviours over time. Development of positive attitudes plays an
important role in students' growth by interacting with their intellectual development
and creating a readiness for responsible application of what is learned.
Interest in Science
Students will be encouraged to develop enthusiasm and continuing interest in the

study of science.
Mutual Respect
Students will be encouraged to appreciate that scientific understanding evolves

from the interaction of ideas involving people with different views and backgrounds.
Scientific Inquiry
Students will be encouraged to develop attitudes that support active inquiry,

problem solving and decision making.
Collaboration
Students will be encouraged to develop attitudes that support collaborative activity.
Stewardship
Students will be encouraged to develop responsibility in the application of science

and technology in relation to society and the natural environment.
Safety
Students will be encouraged to demonstrate a concern for safety in science and

technology contexts.
Program Organization & Format
This program of studies is organized into units as outlined below.
Unit of Grade 7 Grade 8 Grade 9

Study
A Interactions and Mix and Flow of Matter Biological Diversity

Ecosystems
B Plants for Food and Cells and Systems Matter and Chemical Change
Fibre
C Heat and Temperature Light and Optical Systems Environmental Chemistry
D Structures and Forces Mechanical Systems Electrial Principles and

Technologies
E Planet Earth Freshwater and Saltwater Space Exploration

Systems
Unit Organization
In Grade 7, Grade 8 and Grade 9, five units of study are outlined. Each unit
includes the following components.
Unit Overview
Each unit of study begins with an overview that introduces the contents of the unit
and suggests an approach to its development.
Focusing Questions
These questions frame a context for introducing the unit and suggest a focus for
investigative activities and application of ideas by students.
Key Concepts
Key concepts identify major ideas to be developed in each unit. Some of the key
concepts may be addressed in additional units at the same grade level, as well as
at other grade/course levels. The intended scope of treatment of these concepts is
indicated by the outcomes.
Outcomes
Two levels of outcomes are provided in this program of studies.
 General Outcomes: These are the major outcomes for each unit. For
Foundations 1 and 2 (STS and knowledge), the outcomes are combined and
unique to each unit. For Foundation 3 (skills) and Foundation 4 (attitudes), the
outcomes are common to all units.
 Specific Outcomes: These are detailed outcomes that flesh out the scope of
each unit. They are shown in bulleted form.
Examples
Many of the outcomes are supported by examples. The examples do not form part
of the required program but are provided as an illustration of how the outcomes
might be developed. Illustrative examples are written in italics and are separated
from the outcomes by being placed in parentheses.
Unit Emphases
Each unit of study begins with an overview and a set of focusing questions that
identify a context for study. In defining the context, one of the following areas of
emphasis is identified for each unit.
 Nature of Science Emphasis: In these units, student attention is focused on

the processes by which scientific knowledge is developed and tested, and on the
nature of the scientific knowledge itself. The skills emphasized in these units are
the skills of scientific inquiry.
 Science and Technology Emphasis: In these units, students seek solutions to
practical problems by developing and testing prototypes, products and
techniques to meet a given need. The skills emphasized are those of problem
solving, in combination with the skills of scientific inquiry.
 Social and Environmental Emphasis: In these units, student attention is
focused on issues and decisions relating to how science and technology are
applied. Skill emphasis is on the use of research and inquiry skills to inform the
decision-making process; students seek and analyze information and consider a
variety of perspectives.
Developing a Nature of Science Emphasis (Grades 7-9)
An emphasis on the Nature of Science provides opportunities to develop the

following concepts and skills.
Concepts
 The goal of science is knowledge about the natural world.

 Scientific knowledge develops through observation, experimentation, the
discovery of patterns and relationships, and the proposal of explanations.
 Scientific knowledge results from the shared work of many people over time.
 Scientific knowledge is subject to change as new evidence is gathered and
new interpretations of data are made.
 The process of scientific investigation includes:
 clearly defining research questions or ideas to be tested
 developing procedures for investigation
 preparing accurate records of observations and measurements
 evaluating ideas through critical examination of evidence.
 Scientific ideas are conceptual inventions that help organize, interpret and
explain findings.
 Models and theories are often used in interpreting and explaining
observations, and in predicting future observations.
 Conventions of nomenclature and notation provide a basis for
organizing and communicating science knowledge; e.g., chemical symbols.
 Scientific language is precise, and specific terms may be used in each
field of study.
 Science cannot provide complete answers to all questions.
Skills (focus on scientific inquiry)
Initiating and Planning; e.g.,

 identify questions to investigate
 define and delimit questions to facilitate investigation
 state a prediction and a hypothesis based on background information or an
observed pattern of events
 select appropriate methods and tools for collecting data and information.
Performing and Recording; e.g.,
 carry out procedures, controlling the major variables

 use appropriate instruments effectively and accurately for collecting data
 organize data, using a format that is appropriate to the task or
experiment
 use apparatus safely.
Analyzing and Interpreting; e.g.,
 interpret patterns and trends in data, and infer and explain relationships
among the variables
 predict the value of a variable by interpolating or extrapolating from
graphical data
 identify and suggest explanations for discrepancies in data
 state a conclusion, based on experimental data, and explain how evidence
gathered supports or refutes an initial idea.
Communication and Teamwork; e.g.,
 work cooperatively with team members to develop and carry out a plan and
troubleshoot problems as they arise
 recommend an appropriate way of summarizing and interpreting findings
 evaluate individual and group processes used in planning and carrying out
investigative tasks.
Developing a Science and Technology Emphasis (Grades 7-9)
An emphasis on the Science - Technology connection provides opportunities to

develop the following concepts and skills.
Concepts
 The goal of technology is to provide solutions to practical problems.

 Technological development may involve trial and error, as well as application
of knowledge from related scientific fields.
 Technological problems often lend themselves to multiple solutions,
involving different designs, materials and processes.
 Scientific knowledge may lead to the development of new technologies, and
new technologies may lead to scientific discovery.
 The process for technological development includes:
 clearly defining problems to be solved and requirements to be met
 developing designs and prototypes
 testing and evaluating designs and prototypes.
 The products of technology are devices, systems and processes that meet
given needs.
 The appropriateness of technologies needs to be assessed for each potential
application - a proposed technological solution may not be appropriate to the
context.
Skills (focus on problem solving)
 define practical problems

 identify questions to investigate arising from practical problems
 propose alternative solutions to a given practical problem, select one, and
develop a plan
 select appropriate methods and tools for collecting data and information and
for solving problems.
 research information relevant to a given problem

 construct and test prototype designs
 use tools and apparatus safely.
 identify and troubleshoot problems, and refine the operation of prototype

devices
 evaluate designs and prototypes in terms of function, reliability, safety,
efficient use of materials and impact on the environment
 identify and evaluate potential applications of findings
 identify new questions and problems that arise from what was learned.
 recommend an approach to solving a given problem, based on findings
problem-solving tasks.
Developing a Social and Environmental Emphasis (Grades 7-9)
An emphasis on the Social - Environmental connection provides opportunities to

develop the following concepts and skills.
Concepts
 Science and technology are developed to meet human needs and expand
human capability.
 Science and technology have contributed to human well-being and have
influenced, and been influenced by, social development.
 Science and technology have both intended and unintended consequences
for humans and the environment.
 Society provides direction for scientific and technological development.
 Canadian society supports scientific research and technological
development that helps achieve a sustainable society, economy and
environment.
 Decisions regarding scientific and technological development involve
a variety of considerations, including social, environmental, ethical and
economic considerations.
 Society supports scientific and technological development by
recognizing accomplishments, publishing and disseminating results, and
providing financial support.
 Scientific and technological activity may arise from, and give rise to, such
personal and social values as accuracy, honesty, perseverance, tolerance, open-
mindedness, critical-mindedness, creativity and curiosity.
 Science and technology provide opportunities for a diversity of careers, for
the pursuit of hobbies and interests, and for meeting personal needs.
Skills (focus on research and inquiry skills to inform the decision-making

process)
 identify science-related issues

 identify questions to investigate arising from science-related issues
 select appropriate methods and tools for collecting relevant data and
information.
 research information relevant to a given question, problem or issue

 identify information and data that are relevant to the issue
 select and integrate information from various print and electronic sources, or
from several parts of the same source.
 apply given criteria for evaluating evidence and sources of information

 identify new questions and problems that arise from what was learned
 identify and evaluate potential applications of findings.
 defend a given position on an issue, based on findings
 evaluate individual and group processes used in investigating an issue and in
evaluating alternative decisions.
Grade 7
Unit A: Interactions & Ecosystems

Unit A: Interactions and Ecosystems (Social and Environmental Emphasis)
Overview: Ecosystems develop and are maintained by natural processes and are
affected by human action. To foster an understanding of ecosystems, this unit
develops student awareness of ecosystem components and interactions, as well as
natural cycles and processes of change. Building on this knowledge, students
investigate human impacts and engage in studies that involve environmental
monitoring and research. By reflecting on their findings, students become aware of
the intended and unintended consequences of human activity, and recognize the
need for responsible decision making and action.
Focusing Questions: How do human activities affect ecosystems? What methods

can we use to observe and monitor changes in ecosystems, and assess the impacts
of our actions?
Key Concepts
The following concepts are developed in this unit and may also be addressed in
other units at other grade levels. The intended level and scope of treatment is
defined by the outcomes below.
 interactions and interdependencies

 environmental monitoring
 environmental impacts
 producers, consumers, decomposers
 nutrient cycles and energy flow
 species distribution
 succession
 endangered species
 extinction
 environmental management
Outcomes for Science, Technology & Society (STS) &

Knowledge
Students will:
1. Investigate and describe relationships between humans and their environments,

and identify related issues and scientific questions
 illustrate how life-supporting environments meet the needs of living things

for nutrients, energy sources, moisture, suitable habitat, and exchange of
gases
 describe examples of interaction and interdependency within an
ecosystem (e.g., identify examples of dependency between species, and
describe adaptations involved; identify changing relationships between humans
and their environments, over time and in different cultures - as, for example, in
aboriginal cultures)
 identify examples of human impacts on ecosystems, and investigate and
analyze the link between these impacts and the human wants and needs that
give rise to them(e.g., identify impacts of the use of plants and animals as
sources of food, fibre and other materials; identify potential impacts of waste
products on environments)
 analyze personal and public decisions that involve consideration of
environmental impacts, and identify needs for scientific knowledge that can
inform those decisions
2. Trace and interpret the flow of energy and materials within an ecosystem
 analyze an ecosystem to identify biotic and abiotic components, and

describe interactions among these components
 analyze ecosystems to identify producers, consumers and decomposers; and
describe how energy is supplied to and flows through a food web, by:
 describing and giving examples of energy and nutrient storage in
plants and animals
 describing how matter is recycled in an ecosystem through
interactions among plants, animals, fungi, bacteria and other microorganisms
 interpreting food webs, and predicting the effects of changes to any
part of a web
 describe the process of cycling carbon and water through an ecosystem

 identify mechanisms by which pollutants enter and move through the
environment, and can become concentrated in some organisms (e.g., acid rain,
mercury, PCBs, DDT)
3. Monitor a local environment, and assess the impacts of environmental factors on

the growth, health and reproduction of organisms in that environment
 investigate a variety of habitats, and describe and interpret distribution

patterns of living things found in those habitats (e.g., describe and compare two
areas within the school grounds - a relatively undisturbed site and a site that has
been affected by heavy use; describe and compare a wetland and a dryland area
in a local parkland)
 investigate and interpret evidence of interaction and change (e.g.,
population fluctuations, changes in weather, availability of food or introduction of
new species into an ecosystem)
 identify signs of ecological succession in local ecosystems (e.g., emergence
of fireweed in recently cut forest areas, replacement of poplar by spruce in
maturing forests, reestablishment of native plants on unused farmland)
4. Describe the relationships among knowledge, decisions and actions in

maintaining life-supporting environments
 identify intended and unintended consequences of human activities within

local and global environments (e.g., changes resulting from habitat loss, pest
control or from introduction of new species; changes leading to species
extinction)
 describe and interpret examples of scientific investigations that serve to
inform environmental decision making
 illustrate, through examples, the limits of scientific and technological
knowledge in making decisions about life-supporting environments (e.g., identify
limits in scientific knowledge of the impact of changing land use on individual
species; describe examples in which aboriginal knowledge - based on long-term
observation - provides an alternative source of understanding)
 analyze a local environmental issue or problem based on evidence from a
variety of sources, and identify possible actions and consequences (e.g., analyze
a local issue on the control of the beaver population in a nearby wetland, and
identify possible consequences)
Skill Outcomes
Skill Outcomes (focus on the use of research and inquiry skills to inform the
decision-making process)
Students will: Ask questions about the relationships between and among
observable variables, and plan investigations to address those questions
 identify science-related issues (e.g., identify a specific issue regarding

human impacts on environments)
 identify questions to investigate arising from practical problems and
issues (e.g., identify questions, such as: "What effects would an urban or
industrial development have on a nearby forest or farming community?")
observed pattern of events (e.g., predict changes in the population of an
organism if factor X were increased, or if a species were introduced or removed
from the ecosystem; propose factors that will affect the population of a given
animal species)
 select appropriate methods and tools for collecting data and
information (e.g., select or develop a method for estimating a plant population
within a given study plot; design a survey as a first step in investigating an
environmental issue)
Students will: Conduct investigations into the relationships between and among
observations, and gather and record qualitative and quantitative data
 research information relevant to a given problem or issue

 select and integrate information from various print and electronic sources or
from several parts of the same source (e.g., compile information on a global
environmental issue from books, magazines, pamphlets and Internet sites, as
well as from conversations with experts)
 use tools and apparatus effectively and accurately for collecting data (e.g.,
measure factors, such as temperature, moisture, light, shelter and potential
sources of food, that might affect the survival and distribution of different
organisms within a local environment)
 estimate measurements (e.g., estimate the population of a given plant in a
one square metre quadrat, and use this figure to estimate the population within
an area of 100 square metres)
Students will: Analyze qualitative and quantitative data, and develop and assess
possible explanations
 identify strengths and weaknesses of different methods of collecting and

displaying data (e.g., compare two different approaches to measuring the
amount of moisture in an environment; analyze information presented by
proponents on two sides of an environmental issue)
 compile and display data, by hand or computer, in a variety of formats,
including diagrams, flow charts, tables, bar graphs and line graphs (e.g.,
illustrate a food web, based on observations made within a given environment)
 classify organisms found in a study plot
Students will: Work collaboratively on problems; and use appropriate language and
formats to communicate ideas, procedures and results
 communicate questions, ideas, intentions, plans and results, using lists,

notes in point form, sentences, data tables, graphs, drawings, oral language and
other means (e.g., present findings from an analysis of a local issue, such as the
control of the beaver population in a nearby wetland)
 evaluate individual and group processes used in planning, problem solving,
decision making and completing a task
 defend a given position on an issue, based on their findings (e.g., make a
case for or against on an issue, such as: "Should a natural gas plant be located
near a farming community?")
Attitude Outcomes
Interest in Science
Students will be encouraged to: Show interest in science-related questions and

issues, and pursue personal interests and career possibilities within science-related
fields (e.g., take an interest in media reports on environmental issues, and seek out
further information; express an interest in conducting scientific investigations of
their own design; develop an interest in careers related to environmental sciences)
Mutual Respect
Students will be encouraged to: Appreciate that scientific understanding evolves

from the interaction of ideas involving people with different views and
backgrounds (e.g., show awareness of and respect for aboriginal perspectives on
the link between humans and the environment)
Scientific Inquiry
Students will be encouraged to: Seek and apply evidence when evaluating
alternative approaches to investigations, problems and issues (e.g., take the time
to accurately gather evidence and use instruments carefully; consider observations,
ideas and perspectives from a number of sources during investigations and before
drawing conclusions and making decisions)
Collaboration
Students will be encouraged to: Work collaboratively in carrying out investigations

and in generating and evaluating ideas (e.g., consider alternative ideas,
perspectives and approaches suggested by members of the group; share the
responsibility for carrying out decisions)
Stewardship
Students will be encouraged to: Demonstrate sensitivity and responsibility in

pursuing a balance between the needs of humans and a sustainable
environment (e.g., assume personal responsibility for their impact on the
environment; predict consequences of proposed personal actions on the
environment; consider both immediate and long-term consequences of group
actions; identify, objectively, potential conflicts between responding to human
wants and needs and protecting the environment)
Safety
Students will be encouraged to: Show concern for safety in planning, carrying out
and reviewing activities (e.g., select safe methods and tools for collecting evidence
and solving problems; assume personal responsibility for their involvement in a
breach of safety or in waste disposal procedures)
Unit B: Plants for Food & Fibre

Unit B: Plants for Food and Fibre (Science and Technology Emphasis)
Overview: Humans have always depended on plants as a source of food and fibre,
and to meet a variety of other needs. To better meet these needs, technologies
have been developed for selecting and breeding productive plant varieties and for
maximizing their growth by modifying growing environments. Long-term
sustainability requires an awareness of the practices humans use and an
examination of the impacts of these practices on the larger environment.
Focusing Questions: How do we produce useful plant products? What techniques

do we use, what knowledge are these techniques based on, and how do we apply
these techniques in a sustainable way?
Key Concepts
 needs and uses of plants

 plant propagation and reproduction
 life processes and structure of plants
 fertilizers and soil nutrients
 chemical and biological controls
 plant varieties
 selective breeding
 monocultures
 resource management
 sustainability

Knowledge
Students will:
1. Investigate plant uses; and identify links among needs, technologies, products
and impacts
 illustrate and explain the essential role of plants within the environment
 describe human uses of plants as sources of food and raw materials, and
give examples of other uses (e.g., identify uses of plants as herbs or medicines;
describe plant products, and identify plant sources on which they depend)
 investigate trends in land use from natural environments (e.g., forests,
grasslands) to managed environments (e.g., farms, gardens, greenhouses) and
describe changes
 investigate practical problems and issues in maintaining productive plants
within sustainable environments, and identify questions for further study (e.g.,
investigate the long-term effects of irrigation practices or fertilizer use)
2. Investigate life processes and structures of plants, and interpret related

characteristics and needs of plants in a local environment
 describe the general structure and functions of seed plants (e.g., describe
the roots, stem, leaves and flower of a common local plant)
 investigate and interpret variations in plant structure, and relate these to
different ways that plants are adapted to their environment (e.g., distinguish
between plants with shallow spreading roots and those with deep taproots;
describe and interpret differences in flower form and in the timing of flower
production)
 investigate and interpret variations in needs of different plants and their
tolerance for different growing conditions (e.g., tolerance for drought, soil
salinization or short growing seasons)
 describe the processes of diffusion, osmosis, conduction of fluids,
transpiration, photosynthesis and gas exchange in plants [Note: This item
requires a general understanding of the processes; it does not require
knowledge of the specific biochemistry of these processes.]
 describe life cycles of seed plants, and identify example methods used to
ensure their germination, growth and reproduction (e.g., describe propagation of
plants from seeds and vegetative techniques, such as cuttings; conduct a
germination study; describe the use of beehives to support pollination)
3. Analyze plant environments, and identify impacts of specific factors and controls
 describe methods used to increase yields, through modifying the

environment and by creating artificial environments (e.g., describe processes
used in raising bedding plants or in vegetable production through hydroponics)
 investigate and describe characteristics of different soils and their major
component(e.g., distinguish among clayey soils, sandy soils and soils rich in
organic content; investigate and describe particle sizes, compaction and
moisture content of soil samples)
 identify practices that may enhance or degrade soils in particular
applications
 describe and interpret the consequences of using herbicides, pesticides and
biological controls in agriculture and forestry
4. Identify and interpret relationships among human needs, technologies,

environments, and the culture and use of living things as sources of food and fibre
 investigate and describe the development of plant varieties through selective

breeding, and identify related needs and problems (e.g., identify needs leading
to the development of new grain varieties; identify problems arising from the
development of new plant varieties that require extensive fertilization)
 investigate and identify intended and unintended consequences of
environmental management practices (e.g., identify problems arising from
monocultural land use in agricultural and forestry practices, such as
susceptibility to insect infestation or loss of diversity)
 identify the effects of different practices on the sustainability of agriculture
and environmental resources (e.g., identify positive and negative effects of using
chemical fertilizers and pesticides and of using organic farming practices)
Skill Outcomes
Skill Outcomes (focus on problem solving)
 define practical problems (e.g., identify problems in growing plants under

dry conditions)
issues (e.g., What methods will help limit moisture loss from plants and soil?
What reduction in the loss of soil moisture can be achieved through the use of a
plastic ground sheet or through the use of a plastic canopy?)
 rephrase questions in a testable form, and clearly define practical
problems (e.g., rephrase a broad question, such as: "What amount of fertilizer is
best?" to become "What effect will the application of different quantities of
fertilizer X have on the growth of plant Y and its environment?")
observed pattern of events (e.g., predict the effect of a particular plant
treatment)
 formulate operational definitions (e.g., define the health of a plant in terms
of its colour and growth pattern)

 construct and test a prototype design to achieve a specific purpose (e.g.,
develop and test a device for watering house plants over a two-week absence)
 observe and record data, and create simple line drawings (e.g., describe
plant growth, using qualitative and quantitative observations; draw and describe
plant changes resulting from an experimental procedure)
 estimate measurements (e.g., estimate plant populations; estimate the
surface area of a leaf)

displaying data (e.g., compare two different ways to measure the amount of
moisture in soil; evaluate different ways of presenting data on the health and
growth of plants)
 use and/or construct a classification key (e.g., distinguish among several
grain varieties, using a classification guide or key)
prepare a record of a plant's growth that charts its development in terms of
height, leaf development, flowering and seed production)
 receive, understand and act on the ideas of others (e.g., adopt and use an
agreed procedure for counting or estimating the population of a group of plants)
other means (e.g., show the growth of a group of plants over time through a
data table and diagrams)
decision making and completing a task
Attitude Outcomes
Interest in Science

fields (e.g., observe plants in the local community, and ask questions about plants
with unusual characteristics; pursue a hobby related to the study of living things;
express an interest in science-related/technology-related careers)
Mutual Respect

backgrounds (e.g., show awareness of the diversity of agricultural practices used by
societies around the world at different times through history; appreciate the role of
Aboriginal knowledge in identifying useful herbs and medicines)
Scientific Inquiry
alternative approaches to investigations, problems and issues (e.g., consider the
nutrient content of food they eat and the potential presence of residues; consider
observations and ideas from a number of sources, during investigations and before
drawing conclusions)
Collaboration

and in generating and evaluating ideas (e.g., assume responsibility for their share
of work in preparing for investigations and in gathering and recording evidence;
consider alternative ideas and approaches suggested by members of the group;
share the responsibility for difficulties encountered in an activity)
Stewardship

environment (e.g., voluntarily care for plants in a school or home environment;
assume personal responsibility for their impact on the environment; recognize that
their consumption habits have environmental consequences)
Safety
and reviewing activities (e.g., read the labels on materials before using them, and
ask for help if safety symbols are not clear or understood; clean their work area
during and after an activity)
Unit C: Heat & Temperature

Unit C: Heat and Temperature (Social and Environmental Emphasis)
Overview: The production, transfer and transformation of heat energy plays an

important role in meeting human needs. In learning about heat, students
investigate sources and uses of heat energy and consider the impact of resource
usage on our long-term ability to meet energy needs. In focusing their studies,
students explore different applications, investigate the scientific principles involved
and consider questions about the nature of heat. The particle model of matter is
introduced to help students explain their observations and understand relationships
between heat and temperature.
Focusing Questions: What heat-related technologies do we use to meet human

needs? Upon what scientific principles are these technologies based? What
implications do these technologies have for sustainable use of resources?
Key Concepts
 heat energy needs and technologies

 thermal energy*
 particle model of matter
 temperature
 thermal expansion
 change of state
 heat transfer
 insulation and thermal conductivity
 thermal energy sources
 energy conservation
* Note: The terms heat energy and thermal energy may both be used in this
unit. Heat energy is the more familiar term for younger students and is useful in
introducing the topic.Thermal energy is the preferred scientific term and should be
introduced during the unit to help prepare students for later grades.
Knowledge
Students will:
1. Illustrate and explain how human needs have led to technologies for obtaining
and controlling thermal energy and to increased use of energy resources
 investigate and interpret examples of heat-related technologies and energy

use in the past (e.g., investigate uses of heat for domestic purposes, such as
cooking or home heating, and for industrial processes, such as ceramics,
metallurgy or use of engines)
 trace linkages between human purposes and the development of heat-
related materials and technologies (e.g., development of hair dryers and clothes
dryers; development of protective clothing, such as oven mitts, ski suits and
survival clothing)
 identify and explain uses of devices and systems to generate, transfer,
control or remove thermal energy (e.g., describe how a furnace and wall
thermostat keep a house at a constant temperature)
 identify examples of personal and societal choices in using energy resources
and technology (e.g., identify choices that affect the amount of hot water used
in their daily routines; identify choices in how that water is heated)
2. Describe the nature of thermal energy and its effects on different forms of
matter, using informal observations, experimental evidence and models
 compare heat transmission in different materials (e.g., compare conduction

of heat in different solids; compare the absorption of radiant heat by different
surfaces)
 explain how heat is transmitted by conduction, convection and radiation in
solids, liquids and gases
 describe the effect of heat on the motion of particles; and explain changes of
state, using the particle model of matter
 distinguish between heat and temperature; and explain temperature, using
the concept of kinetic energy and the particle model of matter
 investigate and describe the effects of heating and cooling on the volume of
different materials, and identify applications of these effects (e.g., use of
expansion joints on bridges and railway tracks to accommodate thermal
expansion)
3. Apply an understanding of heat and temperature in interpreting natural

phenomena and technological devices
 describe ways in which thermal energy is produced naturally (e.g., solar

radiation, combustion of fuels, living things, geothermal sources and
composting)
 describe examples of passive and active solar heating, and explain the
principles that underlie them (e.g., design of homes to maximize use of winter
sunshine)
 compare and evaluate materials and designs that maximize or minimize
heat energy transfer (e.g., design and build a device that minimizes energy
transfer, such as an insulated container for hot drinks; evaluate different window
coatings for use in a model home)
 explain the operation of technological devices and systems that respond to
temperature change (e.g., thermometers, bimetallic strips, thermostatically-
controlled heating systems)
 describe and interpret the function of household devices and systems for
generating, transferring, controlling or removing thermal energy (e.g., describe
in general terms the operation of heaters, furnaces, refrigerators and air
conditioning devices)
 investigate and describe practical problems in controlling and using thermal
energy(e.g., heat losses, excess energy consumption, damage to materials
caused by uneven heating, risk of fire)
4. Analyze issues related to the selection and use of thermal technologies, and
explain decisions in terms of advantages and disadvantages for sustainability
 identify and evaluate different sources of heat and the environmental

impacts of their use (e.g., identify advantages and disadvantages of fossil fuel
use; compare the use of renewable and nonrenewable sources in different
applications)
 compare the energy consumption of alternative technologies for heat
production and use, and identify related questions and issues (e.g., compare the
energy required in alternative cooking technologies, such as electric stoves, gas
stoves, microwave ovens and solar cookers; identify issues regarding safety of
fuels, hot surfaces and combustion products)
 identify positive and negative consequences of energy use, and describe
examples of energy conservation in their home or community
Skill Outcomes
 identify science-related issues (e.g., identify an economic issue related to

heat loss in a building)
 identify questions to investigate arising from a problem or issue (e.g., ask a
question about the source of cold air in a building, or about ways to prevent cold
areas)
 phrase questions in a testable form, and clearly define practical
problems (e.g., rephrase a general question, such as: "How can we cut heat loss
through windows?" to become "What effect would the addition of a plastic layer
have on heat loss through window glass?" or "How would the use of double- or
triple-paned windows affect heat loss?")
 design an experiment, and control the major variables (e.g., design an
experiment to evaluate two alternative designs for solar heating a model house)
 identify data and information that are relevant to a given problem or issue
from several parts of the same source (e.g., describe current solar energy
applications in Canada, based on information from a variety of print and
electronic sources)
 use instruments effectively and accurately for collecting data (e.g.,
accurately read temperature scales and use a variety of thermometers;
demonstrate skill in downloading text, images, and audio and video files on
methods of solar heating)
 carry out procedures, controlling the major variables (e.g., show appropriate
attention to controls in investigations of the insulative properties of different
materials)

construct a database to enter, compare and present data on the insulative
properties of different materials)
 identify, and suggest explanations for, discrepancies in data
 identify and evaluate potential applications of findings (e.g., the application
of heat transfer principles to the design of homes and protective clothing)
 test the design of a constructed device or system (e.g., test a personally-
constructed heating or cooling device)

other means (e.g., use electronic hardware to generate data summaries and
graphs of group data, and present these findings)
 defend a given position on an issue, based on their findings (e.g., defend the
use of a particular renewable or nonrenewable source of heat energy in a
particular application)
Attitude Outcomes
Interest in Science

fields (e.g., apply ideas learned in asking and answering questions about everyday
phenomena related to heat; show interest in a broad scope of science-related fields
in which heat plays a significant role)
Mutual Respect

backgrounds (e.g., appreciate Aboriginal home designs of the past and present that
use locally-available materials; recognize that science and technology develop in
response to global concerns, as well as to local needs; consider more than one
factor or perspective when making decisions on STS issues)
Scientific Inquiry
alternative approaches to investigations, problems and issues (e.g., view a situation
from different perspectives; propose options and compare them when making
decisions or taking action)
Collaboration

and in generating and evaluating ideas (e.g., choose a variety of strategies, such as
active listening, paraphrasing and questioning, in order to understand other points
of view; seek consensus before making decisions)
Stewardship

environment (e.g., recognize the distinction between renewable and nonrenewable
resources and the implications this has for responsible action; objectively identify
potential conflicts between responding to human wants and needs and protecting
the environment)
Safety
and reviewing activities (e.g., demonstrate concern for self and others in planning
and carrying out experimental activities involving the heating of materials; select
safe methods for collecting evidence and solving problems)
Unit D: Structures & Forces

Unit D: Structures and Forces (Science and Technology Emphasis)
Overview: Structures can be found in both natural and human-constructed

environments, serving a variety of purposes and taking a wide range of forms. In
learning about structures, students investigate the properties of materials used,
and test them under different loads and forces. They examine different ways that
structural components are configured, analyze forces involved, and investigate
resulting effects on structural strength and stability. As part of their study, students
also examine construction methods used in the past and the present, and learn how
science and technology link together in developing safe and efficient designs that
meet human needs.
Focusing Questions: How do structures stand up under load? What forces act on
structures, and what materials and design characteristics contribute to structural
strength and stability?
Key Concepts
 structural forms
 material strength and stiffness
 joints
 forces on and within structures (loads and stresses)
 direction of forces
 deformation
 structural stability
 modes of failure
 performance requirements
 margin of safety

Knowledge
Students will:
1. Describe and interpret different types of structures encountered in everyday

objects, buildings, plants and animals; and identify materials from which they are
made
 recognize and classify structural forms and materials used in

construction (e.g., identify examples of frame structures, such as goal posts and
girder bridges, examples of shell structures, such as canoes and car roofs, and
examples of frame-and-shell structures, such as houses and apartment
buildings)
 interpret examples of variation in the design of structures that share a
common function, and evaluate the effectiveness of the designs (e.g., compare
and evaluate different forms of roofed structures, or different designs for
communication towers)
 describe and compare example structures developed by different cultures
and at different times; and interpret differences in functions, materials and
aesthetics (e.g., describe traditional designs of indigenous people and peoples of
other cultures; compare classical and current designs; investigate the role of
symmetry in design)
 describe and interpret natural structures, including the structure of living
things and structures created by animals (e.g., skeletons, exoskeletons, trees,
birds' nests)
 identify points of failure and modes of failure in natural and built
structures (e.g., potential failure of a tree under snow load, potential failure of
an overloaded bridge)
2. Investigate and analyze forces within structures, and forces applied to them
 recognize and use units of force and mass, and identify and measure forces
and loads
 identify examples of frictional forces and their use in structures (e.g., friction
of a nail driven into wood, friction of pilings or footings in soil, friction of stone
laid on stone)
 identify tension, compression, shearing and bending forces within a
structure; and describe how these forces can cause the structure to fail (e.g.,
identify tensile forces that cause lengthening and possible snapping of a
member; identify bending forces that could lead to breakage)
 analyze a design, and identify properties of materials that are important to
individual parts of the structure (e.g., recognize that cables can be used as a
component of structures where only tensile forces are involved; recognize that
beams are subject to tension on one side and compression on the other;
recognize that flexibility is important in some structures)
 infer how the stability of a model structure will be affected by changes in the
distribution of mass within the structure and by changes in the design of its
foundation(e.g., infer how the stability of a structure will be affected by
increasing the width of its foundation)
3. Investigate and analyze the properties of materials used in structures
 devise and use methods of testing the strength and flexibility of materials
used in a structure (e.g., measure deformation under load)
 identify points in a structure where flexible or fixed joints are required, and
evaluate the appropriateness of different types of joints for the particular
application (e.g., fixed jointing by welding, gluing or nailing; hinged jointing by
use of pins or flexible materials)
 compare structural properties of different materials, including natural
materials and synthetics
 investigate and describe the role of different materials found in plant and
animal structures (e.g., recognize the role of bone, cartilage and ligaments in
vertebrate animals, and the role of different layers of materials in plants)
4. Demonstrate and describe processes used in developing, evaluating and

improving structures that will meet human needs with a margin of safety
 demonstrate and describe methods to increase the strength of materials

through changes in design (e.g., corrugation of surfaces, lamination of adjacent
members, changing the shape of components, changing the method of
fastening)
 identify environmental factors that may affect the stability and safety of a
structure, and describe how these factors are taken into account (e.g., recognize
that snow load, wind load and soil characteristics need to be taken into account
in building designs; describe example design adaptations used in earthquake-
prone regions)
 analyze and evaluate a technological design or process on the basis of
identified criteria, such as costs, benefits, safety and potential impact on the
environment
Skill Outcomes
 identify practical problems (e.g., identify a problem related to the stability of

a structure)
 propose alternative solutions to a practical problem, select one, and develop
a plan(e.g., propose an approach to increasing the stability of a structure)
 select appropriate methods and tools for collecting data to solve
problems (e.g., use or develop an appropriate method for determining if the
mass of a structure is well distributed over its foundation)
 formulate operational definitions of major variables and other aspects of
their investigations (e.g., define flexibility of a component as the amount of
deformation for a given load)

experiment (e.g., use a database or spreadsheet for recording the deformation
of components under different loads)
 carry out procedures, controlling the major variables (e.g., ensure that tests
to determine the effect of any one variable are based on changes to that
variable only)
 use tools and apparatus safely (e.g., select appropriate tools, and safely
apply methods for joining materials; use saws and other cutting tools safely)

including diagrams, flow charts, tables, bar graphs, line graphs and
scatterplots (e.g., plot a graph, showing the deflection of different materials
tested under load)
 identify and evaluate potential applications of findings (e.g., identify possible
applications of materials for which they have studied the properties)
 test the design of a constructed device or system (e.g., test and evaluate a
prototype design of a foundation for a model building to be constructed on sand)
efficiency, use of materials and impact on the environment
 identify and correct practical problems in the way a prototype or constructed
device functions

other means (e.g., produce a work plan, in cooperation with other team
members, that identifies criteria for selecting materials and evaluating designs)
 work cooperatively with team members to develop and carry out a plan, and
Attitude Outcomes
Interest in Science

fields (e.g., apply knowledge of structures in interpreting a variety of structures
within their home community; ask questions about techniques and materials used,
and show an interest in construction and engineering)
Mutual Respect

backgrounds (e.g., recognize that a variety of structural forms have emerged from
different cultures at different times in history)
Scientific Inquiry
alternative approaches to investigations, problems and issues (e.g., report the
limitations of their designs; continue working on a problem or research project until
the best possible solutions or answers are uncovered)
Collaboration

and in generating and evaluating ideas (e.g., accept various roles within a group,
including that of leadership; remain interested and involved in decision making that
requires full-group participation; understand that they may disagree with others but
still work in a collaborative manner)
Stewardship

environment (e.g., consider the cause-and-effect relationships of personal actions
and decisions)
Safety
and reviewing activities (e.g., readily alter a procedure to ensure the safety of
members of the group; carefully manipulate materials, using skills learned in class
or elsewhere; listen attentively to safety procedures given by the teacher)
Unit E: Planet Earth

Unit E: Planet Earth (Nature of Science Emphasis)
Overview: The scientific study of Earth is based on direct observation of landforms

and materials that make up Earth's surface and on the sample evidence we have of
Earth's interior. By studying this evidence, we discover patterns in the nature and
distribution of Earth's materials, and in the kinds of changes that take place. This
knowledge can be used in developing models for geologic structures and processes
- models that help both scientists and students enlarge their understanding of their
observations, and guide further investigation and research.
Focusing Questions: What do we know about Earth - about its surface and what
lies below? What evidence do we have, and how do we use this evidence in
developing an understanding of Earth and its changes?
Key Concepts
 strata
 rocks and minerals
 rock cycle: formation of igneous rock, metamorphism and sedimentary
processes
 mountain formation: folding and faulting
 crustal movement/plate tectonics
 geological time scale
 fossil formation
 weathering and erosion
 sudden and gradual/incremental change
 development of models based on observation and evidence

Knowledge
Students will:
1. Describe and demonstrate methods used in the scientific study of Earth and in
observing and interpreting its component materials
 investigate and interpret evidence that Earth's surface undergoes both

gradual and sudden change (e.g., recognize earthquakes, volcanoes and
landslides as examples of sudden change; recognize glacial erosion and river
erosion as examples of gradual/incremental change)
 interpret models that show a layered structure for Earth's interior; and
describe, in general terms, evidence for such models
 identify and explain the purpose of different tools and techniques used in the
study of Earth (e.g., describe and explain the use of seismographs and coring
drills, as well as tools and techniques for the close examination of rocks;
describe methods used in oil and gas exploration)
 explain the need for common terminology and conventions in describing
rocks and minerals, and apply suitable terms and conventions in describing
sample materials (e.g., use common terms in describing the lustre,
transparency, cleavage and fracture of rocks and minerals; apply the Mohs' scale
in describing mineral hardness)
2. Identify evidence for the rock cycle, and use the rock cycle concept to interpret
and explain the characteristics of particular rocks
 distinguish between rocks and minerals
 describe characteristics of the three main classes of rocks - igneous,
sedimentary and metamorphic - and describe evidence of their formation (e.g.,
describe evidence of igneous rock formation, based on the study of rocks found
in and around volcanoes; describe the role of fossil evidence in interpreting
sedimentary rock)
 describe local rocks and sediments, and interpret ways they may have
formed
 investigate and interpret examples of weathering, erosion and
sedimentation
3. Investigate and interpret evidence of major changes in landforms and the rock
layers that underlie them
 investigate and interpret patterns in the structure and distribution of

mountain formations (e.g., describe and interpret mountain formations of the
North American cordillera)
 interpret the structure and development of fold and fault mountains
 describe evidence for crustal movement, and identify and interpret patterns
in these movements (e.g., identify evidence of earthquakes and volcanic action
along the Pacific Rim; identify evidence of the movement of the Pacific plate
relative to the North American plate)
 identify and interpret examples of gradual/incremental change, and predict
the results of those changes over extended periods of time (e.g., identify
evidence of erosion, and predict the effect of erosional change over a year,
century and millennium; project the effect of a given rate of continental drift
over a period of one million years)
4. Describe, interpret and evaluate evidence from the fossil record
 describe the nature of different kinds of fossils, and identify hypotheses

about their formation (e.g., identify the kinds of rocks where fossils are likely to
be found; identify the portions of living things most likely to be preserved;
identify possible means of preservation, including replacement of one material
by another and formation of molds and casts)
 explain and apply methods used to interpret fossils (e.g., identify techniques
used for fossil reconstruction, based on knowledge of current living things and
findings of related fossils; identify examples of petrified wood and bone)
 describe patterns in the appearance of different life forms, as indicated by
the fossil record (e.g., construct and interpret a geological time scale; and
describe, in general terms, the evidence that has led to its development)
 identify uncertainties in interpreting individual items of fossil evidence; and
explain the role of accumulated evidence in developing accepted scientific ideas,
theories and explanations
Skill Outcomes
Skill Outcomes (focus on scientific inquiry)

 identify questions to investigate (e.g., How are rocks formed?)

 define and delimit questions to facilitate investigation (e.g., ask a question
about a sample group of rocks from a specific region, or about a specific type of
rock or rock formation)
observed pattern of events (e.g., predict where an outcrop of a given rock will
appear, based on observations at nearby sites)
their investigations (e.g., define hardness by reference to a set of mineral
samples, or by reference to the Mohs' scale of hardness)

 estimate measurements (e.g., estimate the thickness of sedimentary layers)
 research information relevant to a given question (e.g., research information
regarding the effect of acid rain on the rate of rock weathering)
from several parts of the same source (e.g., demonstrate proficiency in
uploading and downloading text, image, audio and video files)
experiment (e.g., use diagrams to show the shape and thickness of different
layers in a rock outcrop)
 use or construct a classification key (e.g., apply a classification key to

identify a group of rocks from a local gravel yard)
among the variables (e.g., interpret example graphs of seismic data, and explain
the lag time between data received at different locations)
 predict the value of a variable, by interpolating or extrapolating from
data (e.g., determine, in a stream table study, the quantity of sediment carried
over a half-hour period, then extrapolate the amount that would be carried if the
time were extended to a day, month, year or millennium)
 identify and suggest explanations for discrepancies in data (e.g., suggest
explanations for an igneous rock being found in a sedimentary formation)
 identify new questions and problems that arise from what was learned (e.g.,
identify new questions that arise after learning about plate tectonics)
troubleshoot problems as they arise (e.g., each group member is assigned a
task to investigate a particular mineral, and the results are pooled in a common
data table)
decision making and completing a task (e.g., evaluate the relative success and
scientific merits of an Earth science field trip organized and guided by
themselves)
Attitude Outcomes
Interest in Science

fields (e.g., recognize potential careers related to Earth science fields; pursue
interests in rocks, through museum visits, personal collections or recreational
reading)
Mutual Respect

backgrounds (e.g., appreciate the idea of "Mother Earth," and recognize different
forms of this idea developed by different cultures; recognize the role of legend and
myth in conveying understandings about Earth; recognize that scientific ideas about
Earth have developed over time)
Scientific Inquiry
alternative approaches to investigations, problems and issues (e.g., critically
evaluate inferences and conclusions, basing their arguments on facts rather than
opinions; identify evidence to support ideas; take the time to accurately gather
evidence and use instruments carefully)
Collaboration

and in generating and evaluating ideas (e.g., listen to the ideas and points of view
of others; consider alternative ideas and interpretations suggested by members of
the group)
Stewardship

environment (e.g., recognize that fossils are a part of public heritage and that they
should not be defaced or removed from where they are found; consider the needs
of other people and the precariousness of the environment when making decisions
and taking action)
Safety
and reviewing activities (e.g., wear safety goggles when testing the cleavage or
fracture of rocks; ensure the proper disposal of materials)
Grade 8
Unit A: Mix & Flow of Matter

Unit A: Mix and Flow of Matter (Science and Technology Emphasis)
Overview: The materials that we use - including natural and manufactured ones -
often take the form of fluids. Students learn that such diverse substances as air,
natural gas, water and oil are fluids. In further investigations, they discover that
many common household materials are aqueous solutions or suspensions in which
the main component is water. Students learn that the properties of individual fluids
are important to their use, including such properties as density, buoyancy, viscosity
and the fluid's response to changes in temperature and pressure. The particle
model of matter is introduced to help students make a conceptual link between the
nature of matter and the specific behaviour of fluids.
Focusing Questions: What are fluids? What are they made of and how do we use
them? What properties of fluids are important to their use?
Key Concepts
 WHMIS symbols and nomenclature

 pure substances, mixtures and solutions
 solute and solvent
 concentration
 solubility and saturation points
 particle model of matter
 properties of fluids
 viscosity and flow rate
 mass, volume, density
 pressure
 buoyancy

Knowledge
Students will:
1. Investigate and describe fluids used in technological devices and everyday

materials
 investigate and identify examples of fluids in household materials,

technological devices, living things and natural environments
 explain the Workplace Hazardous Materials Information System (WHMIS)
symbols for labelling substances; and describe the safety precautions to follow
when handling, storing and disposing of substances at home and in the
laboratory
 describe examples in which materials are prepared as fluids in order to
facilitate transport, processing or use (e.g., converting mineral ores to liquids or
slurries to facilitate transport, use of paint solvents to facilitate mixing and
application of pigments, use of soapy water to carry away unwanted particles of
material)
 identify properties of fluids that are important in their selection and
use (e.g., lubricant properties of oils, compressibility of gases used in tires)
2. Investigate and describe the composition of fluids, and interpret the behaviour of
materials in solution
 distinguish among pure substances, mixtures and solutions, using common

examples(e.g., identify examples found in households)
 investigate the solubility of different materials, and describe their
concentration (e.g., describe concentration in grams of solute per 100 mL of
solution)
 investigate and identify factors that affect solubility and the rate of
dissolving a solute in a solvent (e.g., identify the effect of temperature on
solubility; identify the effect of particle size and agitation on rate of dissolving)
 relate the properties of mixtures and solutions to the particle model of
matter (e.g., recognize that the attraction between particles of solute and
particles of solvent helps keep materials in solution)
3. Investigate and compare the properties of gases and liquids; and relate
variations in their viscosity, density, buoyancy and compressibility to the particle
model of matter
 investigate and compare fluids, based on their viscosity and flow rate, and
describe the effects of temperature change on liquid flow
 observe the mass and volume of a liquid, and calculate its density using the
formula d = m/v [Note: This outcome does not require students to perform
formula manipulations or solve for unknown terms other than the density.]
 compare densities of materials; and explain differences in the density of
solids, liquids and gases, using the particle model of matter
 describe methods of altering the density of a fluid, and identify and interpret
related practical applications (e.g., describe changes in buoyancy resulting from
increasing the concentration of salt in water; observe and describe density
currents)
 describe pressure as a force per unit area by using the formula p = F/A, and
describe applications of pressure in fluids and everyday situations (e.g., describe
pressure exerted by water in hoses, air in tires, carbon dioxide in fire
extinguishers; explain the effects of flat heels and stiletto heels, using the
concept of pressure)
 investigate and compare the compressibility of liquids and gases
4. Identify, interpret and apply technologies based on properties of fluids
 describe technologies based on the solubility of materials (e.g., mining salt

or potash by dissolving)
 describe and interpret technologies based on flow rate and viscosity (e.g.,
heavy oil extraction from tar sands, development of motor oils for different
seasons, ketchup/mustard squeeze bottles)
 describe and interpret technologies for moving fluids from one place to
another (e.g., intravenous lines, pumps and valves, oil and gas pipelines)
 construct a device that uses the transfer of fluids to apply a force or to
control motion(e.g., construct a model hydraulic lift; construct a submersible
that can be made to sink or float by transfer of a fluid; construct a model of a
pump)
Skill Outcomes
 define practical problems (e.g., the need to remove a salt coating from a
bicycle or vehicle)
 identify questions to investigate, arising from practical problems and
issues (e.g., identify questions, such as: "What factors affect the speed with
which a material dissolves?")
problems (e.g., rephrase a question, such as: "Is salt very soluble?" to become
"What is the most salt that can be dissolved in one litre of water at 23°C?")
 design an experiment, and identify the major variables (e.g., design or apply
a procedure for measuring the solubility of different materials)
observations, and gather and recordqualitative and quantitative data
 carry out procedures, controlling the major variables (e.g., carry out a test
of the viscosity of different fluids)
 use instruments effectively and accurately for collecting data (e.g., measure
the mass and volume of a given sample of liquid)
 construct and test prototype designs and systems (e.g., construct a model
submarine that is controlled by an air hose connected to a syringe)
 use tools and apparatus safely (e.g., wear safety goggles during
investigations of solution properties)
experiment (e.g., demonstrate the use of a database or spreadsheet for
organizing information)
 identify and suggest explanations for discrepancies in data (e.g., explain a

loss in the volume of a liquid, by identifying such factors as evaporation or
absorption by a filtering material)
graphical data(e.g., extrapolate results to predict how much solute will dissolve
in a given solvent at a given temperature)
identify questions, such as: "What techniques are used to remove pollutants
from air and water?")

device functions (e.g., identify and seal leaks in a model fluid system)
other means (e.g., show the differences in flow rate, using a data table and
diagrams)
Attitude Outcomes
Interest in Science

fields (e.g., attempt at home to repeat or extend a science investigation done at
school; investigate applications of fluid properties in technologies used in the local
community)
Mutual Respect

backgrounds (e.g., show awareness that knowledge of fluid characteristics has
developed in many societies and cultures, based on practical experience with
materials in the environment)
Scientific Inquiry
alternative approaches to investigations, problems and issues (e.g., regularly
repeat measurements or observations to increase the precision of evidence)
Collaboration

Stewardship

environment (e.g., recognize that the disposal of materials through drains creates
needs for waste water treatment and may result in downstream environmental
impacts)
Safety
and reviewing activities (e.g., take the time to organize their work area so that
accidents can be prevented; read the labels on materials before using them, and
during and after an activity)
Unit B: Cells & Systems

Unit B: Cells and Systems (Nature of Science Emphasis)
Overview: Living things take a variety of forms as reflected in their structures,

internal processes and ways of responding to their environments. Finding pattern
within this diversity has been a major challenge for the biological sciences and has
led to the development of ideas, such as systems, cells, structures and functions -
ideas developed from the study of all living things. Using these ideas, students
learn to interpret life at a variety of levels, from individual cells to complex
organisms. To develop their understanding, students investigate ways that
components of a living system work together and, through these studies, learn that
healthy organisms - including healthy humans - function as balanced systems
within a life-supporting environment.
Focusing Questions: How can we make sense of the vast diversity of living
things? What do living things have in common - from the smallest to the largest -
and what variations do we find in the structure and function of living things?
Key Concepts
 organisms
 cells
 organs
 tissues
 structure and function
 systems
 response to stimuli
 health and environmental factors

Knowledge
Students will:
1. Investigate living things; and identify and apply scientific ideas used to interpret
their general structure, function and organization
 investigate and describe example scientific studies of the characteristics of

living things(e.g., investigate and describe an ongoing scientific study of a
locally-found organism)
 apply the concept of system in describing familiar organisms and analyzing
their general structure and function
 illustrate and explain how different organisms have similar functions that are
met in a variety of ways (e.g., recognize food gathering as a common function of
animals, and note a variety of food-gathering structures)
2. Investigate and describe the role of cells within living things
 describe the role of cells as a basic unit of life

 analyze similarities and differences between single-celled and multicelled
organisms(e.g., compare, in general terms, an amoeba and a grizzly bear, a
single-celled alga and a poplar tree)
 distinguish between plant and animal cells (e.g., distinguish between cell
walls and cell membranes)
 describe the movement of gases and liquids into and out of cells during
diffusion and osmosis, based on concentration differences [Note: This outcome
requires a general understanding of processes, not a detailed analysis of
mechanisms.]
 examine plant and animal structures; and identify contributing roles of cells,
tissues and organs
3. Interpret the healthy function of human body systems, and illustrate ways the
body reacts to internal and external stimuli
 describe, in general terms, body systems for respiration, circulation,

digestion, excretion and sensory awareness (e.g., describe how blood is
circulated throughout the body to carry oxygen and nutrients to the body's
various tissues and organs)
 describe, in general terms, the role of individual organs and tissues in
supporting the healthy functioning of the human body (e.g., the role of lungs in
exchanging oxygen and carbon dioxide, the role of bronchia in providing a
passageway for air)
 describe ways in which various types of cells contribute to the healthy
functioning of the human body (e.g., describe the roles of individual cells in
nerves, muscle, blood, skin and bone)
 describe changes in body functions in response to changing conditions (e.g.,
changes in heart rate in response to exercise, change in metabolism in response
to lower temperature, reflex responses to stimuli)
4. Describe areas of scientific investigation leading to new knowledge about body

systems and to new medical applications
 identify examples of research into functions and dysfunctions of human

cells, organs or body systems
 describe ways in which research about cells, organs and systems has
brought about improvements in human health and nutrition (e.g., development
of medicines; immunization procedures; diets based on the needs of organs,
such as the heart)
 investigate and describe factors that affect the healthy function of the
human respiratory, circulatory and digestive systems (e.g., investigate the effect
of illness, aging or air quality on the function of the respiratory system)
Skill Outcomes
 identify questions to investigate (e.g., identify questions that arise from

their own observations of plant and animal diversity)
 rephrase questions in a testable form (e.g., rephrase a question, such as:
"Why this structure?" to become questions, such as: "How is this structure used
by the organism?", "How would the organism be affected if this structure were
absent or did not function?" or "What similar structures do we find in other
organisms?")
their investigations (e.g., define body systems in terms of the functions they
perform)
 use instruments - including microscopes - effectively and accurately for

collecting data(e.g., use a microscope to produce a clear image of cells)
 estimate measurements (e.g., estimate the size of an object viewed under a
microscope)
 observe and record data, and produce simple line drawings (e.g., draw cells
and organisms)
experiment (e.g., compare the structure and function of two or more organisms,
using charts and drawings)

displaying data (e.g., compare methods of measuring heart rate)
 identify and suggest explanations for discrepancies in data (e.g., explain
variations in the heart rate and blood pressure of the same individual at different
times during the day)
prepare charts that compare structures of different organisms)
 receive, understand and act on the ideas of others (e.g., adopt and use an
agreed procedure for preparing diagrams and charts)
other means
 work cooperatively with team members to develop and carry out a
plan (e.g., prepare a class presentation on the digestive system, including a
model constructed by the group)
decision making and completing a task (e.g., evaluate processes used in
completing a cooperative group project)
Attitude Outcomes
Interest in Science

fields (e.g., select and explore media on topics related to the diversity of living
things and the maintenance of health; express interest in science-related/
technology-related careers that contribute to the welfare of living things)
Mutual Respect

backgrounds (e.g., recognize that a wide range of people working in different fields
have contributed to scientific and medical knowledge)
Scientific Inquiry
alternative approaches to investigations, problems and issues (e.g., consider a wide
variety of possible interpretations of their observations of animal structures and
functions; critically evaluate inferences and conclusions, basing their arguments on
fact rather than opinion)
Collaboration

Stewardship

environment (e.g., show interest in the health of individuals in their family and
community; assume personal responsibility for the impact of their actions on the
health of others and for the welfare and survival of other living things)
Safety
and reviewing activities (e.g., wear proper safety attire, without having to be
reminded; follow appropriate safety procedures in handling biological material;
clean their work area during and after an activity; ensure the proper disposal of
materials)
Unit C: Light & Optical Systems

Unit C: Light and Optical Systems (Nature of Science Emphasis)
Overview: Our understanding of the world is based largely on what we see - both
directly, and aided by optical devices that improve and extend our vision. Such
tools as the microscope and telescope have helped extend knowledge in a variety of
science fields, from the study of cells and stars to studies of the nature of light
itself. In learning about light, students investigate its interactions with different
materials and interpret its behaviour using a geometric ray model. Students then
use their understanding of light to interpret a variety of light-based technologies
and envisage new technologies we may use in the future.
Focusing Questions: What do we know about the nature of light? What

technologies have been developed that use light, and what principles of light do
they show?
Key Concepts
 microscopes and telescopes

 contribution of technologies to scientific development
 transmission and absorption of light
 sources of light
 reflection and refraction
 images
 vision and lenses
 imaging technologies

Knowledge
Students will:
1. Investigate the nature of light and vision; and describe the role of invention,
explanation and inquiry in developing our current knowledge
 identify challenges in explaining the nature of light and vision (e.g.,

recognize that past explanations for vision involved conflicting ideas about the
interaction of eyes and objects viewed; identify challenges in explaining upside-
down images, rainbows and mirages)
 investigate the development of microscopes, telescopes and other optical
devices; and describe how these developments contributed to the study of light
and other areas of science
 investigate light beams and optical devices, and identify phenomena that
provide evidence of the nature of light (e.g., evidence provided by viewing the
passage of light through dusty air or cloudy water)
2. Investigate the transmission of light, and describe its behaviour using a

geometric ray model
 investigate how light is reflected, transmitted and absorbed by different

materials; and describe differences in the optical properties of various
materials (e.g., compare light absorption of different materials; identify
materials that transmit light; distinguish between clear and translucent
materials; identify materials that will reflect a beam of light as a coherent
beam)
 measure and predict angles of reflection
 investigate, measure and describe the refraction of light through different
materials(e.g., measure differences in light refraction through pure water, salt
water and different oils)
 investigate materials used in optical technologies; and predict the effects of
changes in their design, alignment or composition
3. Investigate and explain the science of image formation and vision, and interpret
related technologies
 demonstrate the formation of real images, using a double convex lens, and
predict the effects of changes in the lens position on the size and location of
images (e.g., demonstrate a method to produce a magnified or reduced image
by altering the placement of one or more lenses)
 demonstrate and explain the use of microscopes; and describe, in general
terms, the function of eyeglasses, binoculars and telescopes
 explain how objects are seen by the eye, and compare eyes with
cameras (e.g., compare focusing mechanisms; compare the automatic functions
of the eye with functions in an automatic camera)
 compare the function and design of the mammalian eye with that of other
vertebrates and invertebrates (e.g., amphibians; fish; squid; shellfish; insects,
such as the housefly)
 investigate and describe the development of new technologies to enhance
human vision(e.g., laser surgery on eyes, development of technologies to extend
night vision)
 investigate and interpret emerging technologies for storing and transmitting
images in digital form (e.g., digital cameras, infrared imaging, remote imaging
technologies)
Skill Outcomes
 identify questions to investigate (e.g., ask about the role of eyeglasses in

improving vision)
 define and delimit questions to facilitate investigation (e.g., rephrase a
question, such as: "Is plastic the best material to use in eyeglasses?" to become
"Which material refracts light the most?")
 design an experiment, and identify the major variables
observed pattern of events (e.g., predict the effect of dissolved materials on the
refraction of light in a liquid)
their investigations (e.g., operationally define "refraction" and "beam of light")

 observe and record data, and prepare simple line drawings (e.g., prepare a
drawing of the path of a light beam toward and away from a mirror)
 use instruments effectively and accurately for collecting data (e.g., measure
angles of reflection; use a light sensor to measure light intensity)
experiment (e.g., demonstrate use of a database or spreadsheet for organizing
information)
 use tools and apparatus safely (e.g., use lasers only in ways that do not
create a risk of light entering anyone's eyes)
 predict the value of a variable by interpolating or extrapolating from

graphical data(e.g., predict the angle of a refracted beam of light)
 identify strengths and weaknesses of different ways of collecting and
displaying data(e.g., evaluate different approaches to testing a lens)
gathered supports or refutes an initial idea (e.g., write a conclusion on the effect
of dissolved materials on the refraction of light through water)
ask questions about new technologies for improving human vision and about the
principles on which these technologies are based)
 receive, understand and act on the ideas of others (e.g., act on the
suggestions of others in testing and manipulating various lens combinations)
 recommend an appropriate way of summarizing and interpreting their
findings (e.g., prepare a drawing and description of an improvised optical
device)
Attitude Outcomes
Interest in Science

fields (e.g., choose to investigate challenging topics; seek information from a
variety of sources; express interest in science- and technology-related careers)
Mutual Respect

backgrounds (e.g., show awareness of and respect for the research, care and
craftsmanship involved in developing means to enhance human vision)
Scientific Inquiry
alternative approaches to investigations, problems and issues (e.g., ask questions
to clarify meaning or confirm their understanding; take the time to accurately
gather evidence and use instruments carefully; consider observations and ideas
from a number of sources during investigations and before drawing conclusions)
Collaboration

of view; consider alternative ideas and interpretations suggested by members of
the group)
Stewardship

environment (e.g., recognize that light can contribute to light pollution)
Safety
and reviewing activities (e.g., select safe methods in using optical devices; readily
alter a procedure to ensure the safety of members of the group)
Unit D: Mechanical Systems

Unit D: Mechanical Systems (Science and Technology Emphasis)
Overview: Machines are used for many purposes in our daily lives when we need
to transfer energy into motion or move materials in a controlled way. In learning
about mechanical devices, students investigate how components are linked so that
energy is transferred efficiently and desired functions are performed. A comparison
of past and present technologies helps students recognize that different approaches
have been used over time to meet common needs. Evaluations of efficiency,
effectiveness and impacts on daily life, the community and the environment are
important considerations in this unit.
Focusing Questions: How is energy transferred in mechanical devices? How do

mechanical devices provide for controlled application of energy in ways that are
efficient, effective and responsible?
Key Concepts
 design and function

 systems and subsystems
 transmission of force and motion
 simple machines
 mechanical advantage, speed ratios and force ratios
 hydraulics and pneumatics
 measurement of work in joules

Knowledge
Students will:
1. Illustrate the development of science and technology by describing, comparing

and interpreting mechanical devices that have been improved over time
 investigate and provide examples of mechanical devices used in the past to

meet particular needs (e.g., describe and interpret devices developed to move
water or be moved by water, such as the Persian wheel, Archimedes' screw, mill
wheel)
 illustrate how a common need has been met in different ways over
time (e.g., development of different kinds of lifting devices)
 illustrate how trial and error and scientific knowledge both play a role in
technological development (e.g., development of aircraft)
2. Analyze machines by describing the structures and functions of the overall

system, the subsystems and the component parts
 analyze a mechanical device, by:

 describing the overall function of the device
 describing the contribution of individual components or subsystems
to the overall function of the device
 identifying components that operate as simple machines
 identify the source of energy for some familiar mechanical devices
 identify linkages and power transmissions in a mechanical device, and
describe their general function (e.g., identify the purpose and general function of
belt drives and gear systems within a mechanical device)
3. Investigate and describe the transmission of force and energy between parts of a
mechanical system
 analyze mechanical devices to determine speed ratios and force ratios
 build or modify a model mechanical system to provide for different turning
ratios between a driving and driven shaft, or to achieve a given force ratio
 compare theoretical and actual values of force ratios, and propose
explanations for discrepancies (e.g., identify frictional forces, and estimate their
effect on efficiency)
 identify work input and work output in joules for a simple machine or
mechanical system(e.g., use a device to lift a measured mass an identified
distance, then calculate the work output)
 describe fluid pressure qualitatively and quantitatively, by:
 explaining how forces are transferred in all directions
 describing pressure in units of force per unit area
 describe how hydraulic pressure can be used to create a mechanical
advantage in a simple hydraulic jack (e.g., describe the relationship among
force, piston size and distance moved, using different sized syringes linked by
tubing)
 describe and interpret technologies based on hydraulics and
pneumatics (e.g., applications in hydraulic lifts and air-driven tools)
4. Analyze the social and environmental contexts of science and technology, as

they apply to the development of mechanical devices
 evaluate the design and function of a mechanical device in relation to its

efficiency and effectiveness, and identify its impacts on humans and the
environment
 develop and apply a set of criteria for evaluating a given mechanical device,
and defend those criteria in terms of relevance to social and environmental
needs
 illustrate how technological development is influenced by advances in
science, and by changes in society and the environment
Skill Outcomes
 identify practical problems (e.g., identify problems related to the

effectiveness or efficiency of a mechanical device)
 identify questions to investigate arising from practical problems (e.g., "What
is the efficiency of this device?")
 propose alternative solutions to a practical problem, select one, and develop
a plan
 select appropriate methods and tools for collecting data to solve
problems (e.g., develop or apply appropriate methods for measuring speed
ratios and force ratios; plan and conduct a search, using a wide variety of
electronic sources)
their investigations (e.g., define "frictional force" by identifying a method to be
used for measuring it)


from several parts of the same source
 construct and test prototype designs and systems
 carry out procedures, controlling the major variables (e.g., ensure that
materials to be tested are of the same size and are tested under identical
conditions)
 organize data, using a format that is appropriate to the task or experiment
 use tools and apparatus safely

device functions
efficiency, use of materials and impact on the environment (e.g., test and
evaluate the efficiency and reliability of a prototype device to lift a given mass
from the floor to a tabletop)
 identify and evaluate potential applications of findings (e.g., identify possible
applications of a simple machine or mechanical system they have studied)
 use specific language that is scientifically and technologically

appropriate (e.g., use such terms as "system," "subsystem," "component" and
"function" in describing a mechanical system)
 communicate practical problems, plans and results in a variety of ways,
using written and oral language, data tables, graphs, drawings and other
means (e.g., describe, using pictures and words, the transmission of a force
through a mechanical system)
Attitude Outcomes
Interest in Science

fields (e.g., investigate examples of mechanical devices in their home and
community; ask questions about techniques and materials used; show an interest
in related careers and hobbies)
Mutual Respect
backgrounds (e.g., recognize that varied solutions to similar problems have been
developed by different cultures throughout history; appreciate that different
approaches to problems lead to different solutions, and that each may have merits
for particular applications)
Scientific Inquiry
alternative approaches to investigations, problems and issues (e.g., report the
limitations of their designs; continue working on a problem or research project until
the best possible solutions or answers are uncovered)
Collaboration

and in generating and evaluating ideas (e.g., accept various roles within a group,
including that of leadership; understand that they can disagree with others but still
work in a collaborative manner; share the responsibility for difficulties encountered
during an activity)
Stewardship

environment (e.g., consider the impacts of their designs on society and the
environment; participate in discussions on the appropriateness of a given
technology)
Safety
and reviewing activities (e.g., readily alter a procedure to ensure the safety of
members of the group; carefully manipulate materials, using skills learned in class
or elsewhere; listen attentively to safety procedures given by the teacher)
Unit E: Freshwater & Saltwater Systems

Unit E: Freshwater and Saltwater Systems (Social and Environmental Emphasis)
Overview: Earth is sometimes described as the water planet: over two-thirds of

Earth's surface is covered by oceans and freshwater features. By exploring
examples of aquatic systems, students come to appreciate the dynamic nature of
these systems and learn about the interaction of landforms, sediments, water and
climate. Students also investigate factors that affect the distribution and health of
living things in aquatic environments and the supply and quality of water for human
use.
Focusing Questions: How do water, land and climate interact? What are the
characteristics of freshwater and saltwater systems, and how do they affect living
things, including humans?
Key Concepts
 water quality
 water-borne materials
 erosion and deposition
 stream characteristics
 continental drainage systems
 ocean basins
 climate
 glaciers and icecaps
 adaptations to aquatic ecosystems
 human impact

Knowledge
Students will:
1. Describe the distribution and characteristics of water in local and global

environments, and identify the significance of water supply and quality to the needs
of humans and other living things
 describe, in general terms, the distribution of water in Alberta, Canada and

the world; and interpret information about water characteristics (e.g., identify
glaciers, snow, polar icecaps, ground water and oceans as components of Earth's
water; interpret graphical information on the availability of potable water)
 recognize that fresh water and salt water contain varying amounts of
dissolved materials, particulates and biological components; and interpret
information on these component materials
 identify major factors used in determining if water is potable, and describe
and demonstrate tests of water quality (e.g., investigate and describe the
physical characteristics of a sample of water, such as clarity, salinity and
hardness; investigate biological tests)
 describe, in general terms, methods for generating fresh water from salt
water, based on evaporation, distillation and reverse osmosis
2. Investigate and interpret linkages among landforms, water and climate
 describe the processes of erosion and deposition resulting from wave action
and water flow, by:
 identifying dissolved solids and sediment loads, and identifying
sources and endpoints for these materials
 describing how waves and tides are generated and how they interact
with shorelines
 investigate and describe stream characteristics (e.g., describe the slope,

flow rate and stream profile characteristics of a model stream on a stream table)
 describe processes leading to the development of ocean basins and
continental drainage systems (e.g., describe the formation of geological features
on the ocean floor, such as continental shelves and trenches)
 identify evidence of glacial action, and analyze factors affecting the growth
and attrition of glaciers and polar icecaps (e.g., identify factors that affect the
size of polar ice sheets and the Columbia Icefield)
 describe the movement of ocean currents and its impact on regional
climates (e.g., effects of the Gulf Stream, Labrador Current, El Niño, La Niña)
3. Analyze factors affecting productivity and species distribution in marine and

freshwater environments
 investigate life forms found in fresh water and salt water, and identify and
interpret examples of adaptations to these environments (e.g., describe and
interpret examples of fish and invertebrate species found in a local freshwater
environment)
 analyze factors that contribute to the development of adaptations in species
found in saltwater and freshwater environments
 investigate and interpret examples of seasonal, short-term and long-term
change in populations of living things found in aquatic environments (e.g., algal
blooms, changes in local freshwater fish populations, cod and salmon stock
depletion)
 analyze relationships between water quality and living things, and infer the
quality of water based on the diversity of life supported by it
4. Analyze human impacts on aquatic systems; and identify the roles of science and
technology in addressing related questions, problems and issues
 analyze human water uses, and identify the nature and scope of impacts
resulting from different uses (e.g., identify pollutants in ground water and
surface water systems resulting from domestic and industrial use; analyze the
effects of agriculture and forestry practices on stream flow and water quality)
 identify current practices and technologies that affect water quality, evaluate
environmental costs and benefits, and identify and evaluate alternatives (e.g.,
research and analyze alternatives for ensuring safe supplies of potable water;
research, analyze and debate alternatives for a specific water quality issue, such
as the location and design of a landfill, the protection of a natural waterway, the
use of secondary and tertiary wastewater treatment, the salinization of soils due
to irrigation, the eutrophication of ponds and streams due to excess use of
phosphates in fertilizers and detergents, or a proposal to export water
resources)
 illustrate the role of scientific research in monitoring environments and
supporting development of appropriate environmental technologies (e.g.,
describe a local example of aquatic monitoring, and describe how this research
contributes to watershed management)
 provide examples of problems that cannot be solved using scientific and
technological knowledge alone (e.g., the need to prevent pollutants from
entering aquatic environments, the need to avoid damage from ice sheets and
icebergs)
Skill Outcomes
 identify science-related issues and problems

 identify questions to investigate, arising from science-related issues
 select appropriate methods and tools for collecting relevant data and
information (e.g., plan and conduct a search, using a wide variety of electronic
sources)
 design an experiment, and identify the major variables (e.g., design an
experiment to compare the characteristics of two water samples)
 research information relevant to a given issue

from several parts of the same source (e.g., summarize information on a river
basin)
displaying data (e.g., identify strengths and weaknesses of technologies used to
monitor and map changes in stream flow)
 apply given criteria for evaluating evidence and sources of information (e.g.,
assess the authenticity and reliability of electronic sources)
graphical data(e.g., predict future stocks of fish based on long-term data)
among the variables (e.g., relate climates to proximity to oceans and to the
characteristics of ocean currents)
 identify new questions and problems arising from what was learned (e.g.,
identify questions, such as: "Can ocean currents be modified?", "Is kelp a viable
source of food?", "How would icecap melting change Canadian coastlines?")
 use appropriate vocabulary, including correct science and technology

terminology, to communicate ideas, procedures and results (e.g., use such
terms as salinity, currents and basins when describing oceans and their
characteristics)
other means (e.g., create a concept map, linking the different stages of the
water cycle; prepare a multimedia presentation on changing climatic conditions
and the effects on glaciers, ice sheets and water levels, incorporating graphics,
audio, visuals and text gathered from remote sources)
decision making and completing a task (e.g., discuss advantages and
disadvantages of different research methods and sources used to gather
information on an ocean basin)
 defend a given position on an issue, based on their findings
Attitude Outcomes
Interest in Science

fields (e.g., express interest in conducting scientific investigations of their own
design; take an interest in media reports on environmental issues, and seek out
further information from a variety of sources; take an interest in observing and
interpreting their environment during personal and group excursions)
Mutual Respect

backgrounds (e.g., show awareness of and respect for the contributions of
ndigenous peoples to knowledge of the environment)
Scientific Inquiry
alternative approaches to investigations, problems and issues (e.g., seek data that
is accurate and based on appropriate methods of investigation; consider
observations and ideas from a number of sources before drawing conclusions)
Collaboration

and in generating and evaluating ideas (e.g., share observations and ideas with
other members of a group, and consider alternative ideas suggested by other group
members; share the responsibility for carrying out decisions)
Stewardship

environment (e.g., consider immediate and long-term consequences of personal
and group actions; objectively identify potential conflicts between responding to
human wants and needs and protecting the environment)
Safety
and solving problems; readily alter a procedure to ensure the safety of members of
the group)
Grade 9
Unit A: Biological Diversity
Unit A: Biological Diversity (Social and Environmental Emphasis)
Overview: Biological diversity is reflected in the range of species found in local and
global environments and by subtle variations in characteristics found within
individual species. In this unit, students learn that diversity is maintained through
natural processes of sexual and asexual reproduction, though the survival of
individual species - and variations within those species - may be influenced by
ecological and human-caused factors. Students examine trends toward loss of
diversity and examine related issues concerning environmental quality and the
impact of technologies.
This unit builds on ideas introduced in Grade 7 Science, Unit A: Interactions and
Ecosystems and introduces ideas that will be developed further in Science 20, Unit
B: Changes in Living Systems.
Focusing Questions: What is biological diversity, and by what processes do

diverse living things pass on their characteristics to future generations? What
impact does human activity have on biological diversity?
Key Concepts
 biological diversity
 species
 diversity within species
 habitat diversity
 niches
 populations
 asexual and sexual reproduction
 inheritance
 chromosomes, genes and DNA (introductory treatment)
 cell division - includes binary fission and formation of sex cells
 natural and artificial selection of genetic characteristics
Knowledge
Students will:
1. Investigate and interpret diversity among species and within species, and
describe how diversity contributes to species survival
 observe variation in living things, and describe examples of variation among

species and within species (e.g., observe and describe characteristics that
distinguish two closely related species)
 identify examples of niches, and describe the role of variation in enabling
closely related living things to survive in the same ecosystem (e.g., investigate
different bird species found in a local park ecosystem, and infer how each is
adapted to life within that ecosystem)
 investigate and interpret dependencies among species that link the survival
of one species to the survival of others
 identify examples of symbiotic relationships (e.g., organisms that
benefit other organisms by providing habitat, food, means of fertilization, or a
source of oxygen)
 classify symbiotic relationships as mutualism, commensalism,
parasitism
 identify the role of variation in species survival under changing

environmental conditions(e.g., resistance to disease, ability to survive in severe
environments)
2. Investigate the nature of reproductive processes and their role in transmitting

species characteristics
 distinguish between sexual and asexual reproduction, and identify and

interpret examples of asexual and sexual reproduction in different species, by:
 describing mechanisms of asexual reproduction including binary
fission, budding and the production of spores
 describing mechanisms of sexual reproduction (e.g., cross-
fertilization in seed plants, sexual reproduction in mammals)
 describing examples of organisms that show both sexual and asexual
reproduction(e.g., yeasts that reproduce both by budding and sexual
reproduction; plants that reproduce through suckering, runners or bulbs, as
well as by seed production)
 describing the formation of zygote and embryo in plant and animal
reproduction
 describe examples of variation of characteristics within a species, and

identify examples of both discrete and continuous variation (e.g., hand clasping
preference is an example of a discrete variation, the length of human hands
varies on a continuum)
 investigate the transmission of characteristics from parents to offspring, and
identify examples of characteristics in offspring that are:
 the same as the characteristics of both parents
 the same as the characteristics of one parent
 intermediate between parent characteristics
 different from both parents
 distinguish those characteristics that are heritable from those that are not
heritable, and identify characteristics for which heredity and environment may
both play a role(e.g., recognize that eye colour is heritable but that scars are
not; recognize that a person's height and weight may be largely determined by
heredity but that diet may also play a role)
 identify examples of dominant and recessive characteristics and recognize
that dominance and recessiveness provide only a partial explanation for the
variation of characteristics in offspring
3. Describe, in general terms, the role of genetic materials in the continuity and
variation of species characteristics; and investigate and interpret related
technologies
 describe, in general terms, the relationship of chromosomes, genes and

DNA; and interpret their role as repositories of genetic information
 distinguish between cell division that leads to identical daughter cells, as in
binary fission and mitosis, and cell division that leads to formation of sex cells,
as in meiosis; and describe, in general terms, the synthesis of genetic materials
that takes place during fertilization [Note: At this level, students should
understand that the formation of sex cells involves the halving of the parent
cell's genetic materials and that this process leads to zygote formation.
Opportunity for further study of the specific mechanisms of cell division - mitosis
and meiosis - will be provided in senior high school courses.]
 compare sexual and asexual reproduction, in terms of the advantages and
disadvantages (e.g., recognize that asexual reproduction provides an efficient
means of transmitting characteristics and that sexual reproduction provides an
opportunity for recombination of characteristics)
 distinguish between, and identify examples of, natural and artificial
selection (e.g., evolution of beak shapes in birds, development of high milk
production in dairy cows)
 describe, in simple terms, some of the newly emerging technologies for
recombining genetic material; and identify questions and issues related to their
application
4. Identify impacts of human action on species survival and variation within

species, and analyze related issues for personal and public decision making
 describe the relative abundance of species on Earth and in different

environments(e.g., note the overall abundance of insect species; note that in
harsh environments there are relatively fewer species found than in temperate
and tropical environments)
 describe ongoing changes in biological diversity through extinction and
extirpation of native species, and investigate the role of environmental factors in
causing these changes (e.g., investigate the effect of changing river
characteristics on the variety of species living in the river; investigate the effect
of changing land use on the survival of wolf or grizzly bear populations)
 evaluate the success and limitations of various local and global strategies for
minimizing loss of species diversity (e.g., breeding of endangered populations in
zoos, development of seed banks, designating protected areas, development of
international treaties regulating trade of protected species and animal parts)
 investigate and describe the use of biotechnology in environmental,
agricultural or forest management; and identify potential impacts and
issues (e.g., investigate issues related to the development of patented crop
varieties and varieties that require extensive chemical treatments; identify
issues related to selective breeding in game farming and in the rearing of fish
stocks)
Skill Outcomes
 identify science-related issues (e.g., identify issues related to loss of species

diversity)
 identify questions to investigate arising from science-related issues (e.g.,
"What factors affect the ability of organisms to survive and reproduce in this
ecosystem?")
observed pattern of events (e.g., predict changes to an area of local parkland
that is subject to intense use; hypothesize means of impact, such as soil
compaction and disturbance of nest sites)
 define and delimit questions and problems to facilitate investigation (e.g.,
delimit an electronic search for information on species survival by framing a
question about a specific group of organisms or a specific ecosystem)
 observe and record data, and prepare simple line drawings (e.g., compare
two related plants by measuring, describing and drawing them)
 estimate measurements (e.g., estimate the population of a given plant
species within a study plot)
 research information related to a given issue (e.g., conduct an electronic
search for information on factors that affect the reproduction and survival of
wood frogs)
 identify strengths and weaknesses of different ways of displaying data (e.g.,
compare different ways of recording and displaying data on plant variation in a
study plot)
among the variables (e.g., interpret data on changing animal populations, and
infer possible causes)
evaluate sources based on their currency, credibility and the extent to which
claims are supported by data)

other means (e.g., illustrate and compare methods of reproduction in sample
organisms studied)
 evaluate individual and group processes used in investigating an issue and
evaluating alternative decisions (e.g., evaluate strategies for locating
information, such as the use of particular key words or search tools; evaluate
approaches for sharing work on a given research task and for synthesizing the
information found)
 defend a given position on an issue, based on their findings (e.g., defend a
position on a proposed measure to protect a particular plant or animal
population)
Attitude Outcomes
Interest in Science

issues, and confidently pursue personal interests and career possibilities within
science-related fields(e.g., select and explore media on topics related to species
diversity; express interest in hobbies and careers that involve the care, culture and
study of living things)
Mutual Respect

backgrounds (e.g., show awareness that the scientific study of changing animal and
plant populations can arise from a variety of global needs, involving many
individuals and organizations)
Scientific Inquiry
alternative approaches to investigations, problems and issues (e.g., strive to assess
a problem accurately by careful analysis of evidence gathered; critically consider
ideas and perceptions, recognizing that the obvious is not always right)
Collaboration
of view; accept various roles within a group, including that of leader)
Stewardship

environment (e.g., consider implications of changing land use on the welfare and
survival of living things; identify potential conflicts between attempting to meet the
wants and needs of humans and, at the same time, providing life-supporting
environments for all living things; minimize environmental impact during studies by
avoiding sampling that will affect an animal or plant population)
Safety
and reviewing activities (e.g., follow safety procedures in outdoor investigations)
Unit B: Matter & Chemical Change
Unit B: Matter and Chemical Change (Nature of Science Emphasis)
Overview: Different materials have different properties. The ability to distinguish

between different substances and make sense of their properties, interactions and
changes requires the development of ideas about chemical substance.
In this unit, students are introduced to the formal study of chemical substance
through laboratory investigations and introductory studies of chemical theory. In
the laboratory, students observe and compare chemical substances and, with
guidance on safety, investigate the properties of materials and the ways they
interact. In conjunction with these studies, students are introduced to ideas about
elements and compounds, and corresponding structural ideas about atoms and
molecules. Theoretical ideas are introduced as means for explaining, interpreting
and extending their laboratory findings; these ideas include a general introduction
to the periodic table, chemical nomenclature and simplified ways of representing
chemical reactions.
This unit builds on ideas introduced in Grade 8 Science, Unit A: Mix and Flow of
Matter and introduces ideas that will be developed further in Science 10, Unit A:
Energy and Matter in Chemical Change.
Focusing Questions: What are the properties of materials, and what happens to
them during chemical change? What evidence do we have of chemical change; and
what ideas, theories or models help us explain that evidence?
Key Concepts
 Workplace Hazardous Materials Information System (WHMIS) and safety

 substances and properties
 endothermic and exothermic reactions
 reactants and products
 conservation of mass
 factors affecting reaction rates
 periodic table
 elements, compounds and atomic theory
 chemical nomenclature (introductory treatment)

Knowledge
Students will:
1. Investigate materials, and describe them in terms of their physical and chemical
properties
 investigate and describe properties of materials (e.g., investigate and

describe the melting point, solubility and conductivity of materials observed)
 describe and apply different ways of classifying materials based on their
composition and properties, including:
 distinguishing between pure substances, solutions and mechanical
mixtures
 distinguishing between metals and nonmetals
 identifying and applying other methods of classification
 identify conditions under which properties of a material are changed, and
critically evaluate if a new substance has been produced
2. Describe and interpret patterns in chemical reactions
 identify and evaluate dangers of caustic materials and potentially explosive

reactions
 observe and describe evidence of chemical change in reactions between
familiar materials, by:
 describing combustion, corrosion and other reactions involving
oxygen
 observing and inferring evidence of chemical reactions between
familiar household materials
 distinguish between materials that react readily and those that do not (e.g.,
compare reactions of different metals to a dilute corrosive solution)
 observe and describe patterns of chemical change, by:
 observing heat generated or absorbed in chemical reactions, and
identifying examples of exothermic and endothermic reactions
 identifying conditions that affect rates of reactions (e.g., investigate
and describe how factors such as heat, concentration, surface area and
electrical energy can affect a chemical reaction)
 identifying evidence for conservation of mass in chemical reactions,
and demonstrating and describing techniques by which that evidence is
gathered.
3. Describe ideas used in interpreting the chemical nature of matter, both in the
past and present, and identify example evidence that has contributed to the
development of these ideas
 demonstrate understanding of the origins of the periodic table, and relate
patterns in the physical and chemical properties of elements to their positions in
the periodic table—focusing on the first 18 elements
 distinguish between observation and theory, and provide examples of how
models and theoretical ideas are used in explaining observations (e.g., describe
how observations of electrical properties of materials led to ideas about electrons
and protons; describe how observed differences in the densities of materials are
explained, in part, using ideas about the mass of individual atoms)
 use the periodic table to identify the number of protons, electrons and other
information about each atom; and describe, in general terms, the relationship
between the structure of atoms in each group and the properties of elements in
that group(e.g., use the periodic table to determine that sodium has 11
electrons and protons and, on average, about 12 neutrons; infer that different
rows (periods) on the table reflect differences in atomic structure; interpret
information on ion charges provided in some periodic tables) [Note: Knowledge
of specific orbital structures for elements and groups of elements is not required
at this grade level.]
 distinguish between ionic and molecular compounds, and describe the
properties of some common examples of each
4. Apply simplified chemical nomenclature in describing elements, compounds and

chemical reactions
 read and interpret chemical formulas for compounds of two elements, and
give the IUPAC (International Union of Pure and Applied Chemistry) name and
common name of these compounds (e.g., give, verbally and in writing, the name
for NaCl(s) (sodium chloride), CO2(g) (carbon dioxide), MgO(s) (magnesium oxide),
NH3(g) (nitrogen trihydride or ammonia), CH4(g) (carbon tetrahydride or
methane), FeCl2(s) (iron(II) chloride), FeCl3(s) (iron(III) chloride)
 identify/describe chemicals commonly found in the home, and write the
chemical symbols (e.g., table salt [NaCl(s)], water [H2O(l)], sodium hydroxide
[NaOH(aq)] used in household cleaning supplies)
 identify examples of combining ratios/number of atoms per molecule found
in some common materials, and use information on ion charges to predict
combining ratios in ionic compounds of two elements (e.g., identify the number
of atoms per molecule signified by the chemical formulas for CO (g) and CO2(g);
predict combining ratios of iron and oxygen based on information on ion charges
of iron and oxygen)[Prerequisite Skill: Grade 8 Mathematics, Number,
Specific Outcome 15]
 assemble or draw simple models of molecular and ionic compounds (e.g.,
construct models of some carbon compounds using toothpicks, peas and cubes
of potato) [Note: Diagrams and models should show the relative positions of
atoms. Diagrams of orbital structures are not required at this grade level.]
 describe familiar chemical reactions, and represent these reactions by using
word equations and chemical formulas and by constructing models of reactants
and products(e.g., describe combustion reactions, such as: carbon + oxygen →
carbon dioxide [C(s)+ O2(g) → CO2(g)]; describe corrosion reactions, such as: iron
+ oxygen→ iron(II) oxide [Fe(s) + O2(g)→ FeO(s)]; describe replacement
reactions, such as the following: zinc + copper(II) sulfate→ zinc sulfate + copper
[Zn(s) + CuSO4(aq) → ZnSO4(aq) + Cu(s)]) [Note 1: This outcome does not require
students to explain the formation of polyatomic ions. Some chemicals with
polyatomic ions may nevertheless be introduced; e.g., a brief introduction to
CuSO4(s), ZnSO4(s) and H2SO4(aq) can help prepare students for further study of
these materials in units C and D.] [Note 2: At this grade level, students are not
required to balance reactants and products in chemical equations. Teachers may
want to inform students about opportunities for further study of chemistry in
Science 10 and in Science 14-24.]
Skill Outcomes
 identify questions to investigate (e.g., ask questions about the reactivity of

particular materials or about conditions that affect the rate of reaction, after
observing that materials react at different rates)
 define and delimit questions and problems to facilitate investigation (e.g.,
reframe a general question, such as: "What affects the speed of reactions?" to
become one or more specific questions, such as: "How will temperature affect
the rate of reaction between materials x and y?" or "How will moisture affect the
rate of reaction between x and y?")
observed pattern of events
for solving problems (e.g., plan and conduct a search for information about
chemical elements, using appropriate print and electronic sources)
 carry out procedures, controlling the major variables (e.g., investigate the
effect of particle size on a chemical reaction, taking care to identify and control
other potentially relevant variables)
 observe and record data, and prepare simple drawings (e.g., represent a
molecule studied through a drawing)
 demonstrate knowledge of WHMIS standards, by using proper techniques for
handling and disposing of laboratory materials
 research information relevant to a given question (e.g., research properties
of materials)

including diagrams, flow charts, tables, bar graphs, line graphs and
scatterplots (e.g., present data on different chemical substances in a form that
facilitates interpretation)[Prerequisite Skill: Grade 7 Mathematics,
Statistics and Probability, Specific Outcome 4; Related Skills: Grade 9
Mathematics, Statistics and Probability, Specific Outcomes 2, 3]
 calculate theoretical values of a variable (e.g., predict the total mass of the
products of a chemical reaction, based on the mass of the reactants used)
[Note: In this example, students can apply the law of conservation of mass.]
 identify and suggest explanations for discrepancies in data
gathered supports or refutes an initial idea
identify new questions, such as: "Why do different compounds containing the
same elements behave differently?" or "How do atoms stick together in a
molecule?")
 receive, understand and act on the ideas of others (e.g., follow given safety
procedures)
investigative tasks (e.g., evaluate the relative success and scientific merits of
different approaches to drawing and making models of molecules)
Attitude Outcomes
Interest in Science

science-related fields(e.g., express a degree of satisfaction at understanding
science concepts that are challenging)
Mutual Respect

backgrounds (e.g., show an interest in the contributions that women and men -
from many cultural backgrounds and different times - have made to the
development of modern science; recognize that work done to investigate chemical
properties and to develop models are both important steps toward scientific
understanding)
Scientific Inquiry
alternative approaches to investigations, problems and issues (e.g., seek data that
is accurate and based on appropriate methods of investigation; consider
observations and ideas from a number of sources during investigations and before
drawing conclusions; honestly report and record all observations, even when the
evidence is unexpected)
Collaboration

and in generating and evaluating ideas (e.g., demonstrate interest and become
involved in decision making that requires full-group participation; assume
responsibility for their share of the work to be done; work with other individuals)
Stewardship
environment (e.g., recognize that the materials people develop may have
environmental consequences when people dispose of them; participate in school
projects that address a chemical pollution issue)
Safety
and reviewing activities (e.g., read the labels of materials before using them, and
ask for help if safety symbols are not clear or understood; carefully manipulate
materials, using skills learned in class; wear proper safety attire without having to
be reminded; ensure the proper disposal of materials; readily alter a procedure to
ensure the safety of members of the group; immediately advise the teacher of
spills, and use appropriate techniques and materials to clean up)
Unit C: Environmental Chemistry
Unit C: Environmental Chemistry (Social and Environmental Emphasis)
Overview: Environments are often viewed from a physical and biological

perspective, but to fully understand how they function, it is important to view them
from a chemical perspective as well. A study of environmental chemistry helps
students understand that chemical substances make up the underlying fabric of the
world and are part of the process in all natural cycles and changes. Through this
unit, students also become aware of human-produced chemical substances that
enter and interact with environments, and they investigate potential impacts of
different substances on the distribution and abundance of living things.
This unit builds on ideas introduced in Grade 8 Science, Unit A: Mix and Flow of
Matter, Unit B: Cells and Systems and Unit E: Freshwater and Saltwater Systems,
and on ideas introduced in Grade 9 Science, Unit B: Matter and Chemical Change.
The unit introduces ideas that will be developed further in Science 10, Unit C: Flow
of Matter in Living Systems and in Science 20, Unit B: Changes in Living Systems.
Focusing Questions: What substances do we find in local and global

environments? What role do they play, and how do changes in their concentration
and distribution affect living things?
Key Concepts
 chemicals essential to life

 substrates and nutrients
 air and water quality
 organic and inorganic material
 acids and bases
 ingestion and absorption of materials
 concentration and dispersal
 evidence of toxicity
 stability and biodegradability
 hazards, probabilities and risk assessment
 uncertainties in environmental monitoring and in assessing toxicity and risk

Knowledge
Students will:
1. Investigate and describe, in general terms, the role of different substances in the
environment in supporting or harming humans and other living things
 identify common organic and inorganic substances that are essential to the
health and growth of humans and other living things, and illustrate the roles
served by these materials (e.g., identify calcium as an essential material for
bones; identify minerals that are known to enhance plant growth but that limit
growth if too little or too much is available)
 describe, in general terms, the forms of organic matter synthesized by
plants and animals, including carbohydrates, proteins and lipids
 describe and illustrate processes by which chemicals are introduced to the
environment or their concentrations are changed (e.g., dilution in streams,
biomagnification through food chains)
 describe the uptake of materials by living things through ingestion or
absorption, and investigate and describe evidence that some materials are
difficult for organisms to break down or eliminate (e.g., DDT, mercury)
 identify questions that may need to be addressed in deciding what
substances - in what amounts - can be safely released into the
environment (e.g., identify questions and considerations that may be important
in determining how much phosphate can be released into river water without
significant harm to living things)
2. Identify processes for measuring the quantity of different substances in the

environment and for monitoring air and water quality
 identify substrates and nutrient sources for living things within a variety of
environments
 describe and illustrate the use of biological monitoring as one method for
determining environmental quality (e.g., assess water quality, by observing the
relative abundance of various vertebrate and invertebrate species)
 identify chemical factors in an environment that might affect the health and
distribution of living things in that environment (e.g., available oxygen, pH,
dissolved nutrients in soil)
 apply and interpret measures of chemical concentration in parts per million,
billion or trillion [Prerequisite Skills: Grade 8 Mathematics, Number,
Specific Outcomes 14, 15]
 identify acids, bases and neutral substances, based on measures of their
pH (e.g., use indicator solutions or pH meters to measure the pH of water
samples)
 investigate, safely, and describe the effects of acids and bases on each other
and on other substances (e.g., investigate and describe the reaction that results
when baking powder is dissolved; describe the role of acids and bases in
neutralizing each other)
 describe effects of acids and bases on living things (e.g., acid rain in lakes,
antacids for upset stomachs, pH in shampoos and conditioners)
3. Analyze and evaluate mechanisms affecting the distribution of potentially

harmful substances within an environment
 describe mechanisms for the transfer of materials through air, water and
soil; and identify factors that may accelerate or retard distribution (e.g., wind
speed, soil porosity)
 describe mechanisms for biodegradation, and interpret information on the
biodegradability of different materials
 comprehend information on the biological impacts of hazardous chemicals on
local and global environments, by:
 interpreting evidence for environmental changes in the vicinity of a
substance release
 interpreting LD50 data and other information on toxicity [Note: LD50
refers to the amount of a substance found to be lethal to 50% of a
population, if ingested.]
 identifying concerns with the disposal of domestic wastes, such as
paints and oils, and industrial wastes
 investigate and evaluate potential risks resulting from consumer practices
and industrial processes, and identify processes used in providing information
and setting standards to manage these risks (e.g., interpret and explain the
significance of manufacturer's information on how wood preservatives can be
safely applied; recognize that some individuals may have greater sensitivity to
particular chemical substances than do others in the general population)
 identify and evaluate information and evidence related to an issue in which
environmental chemistry plays a major role (e.g., evaluate evidence that the use
of insecticides to control mosquitoes has an effect/has no effect on bird
populations)
Skill Outcomes
 identify science-related issues (e.g., identify issues regarding the use of soil
fertilizers)
 identify questions arising from practical problems and issues (e.g., ask
questions about the needs of different living things for nutrients and about the
mechanisms by which these nutrients are obtained)
 state a prediction and a hypothesis about the concentration or dispersal of a
chemical substance within an environment (e.g., state a hypothesis that relates
the amount of oxygen in a local water sample to the presence or absence of
dissolved nutrients)
for solving problems (e.g., design an investigation to compare the chemical
characteristics of two soils)
 identify data and information that are relevant to the issue

 select and integrate information that is relevant to the issue (e.g.,
demonstrate proficiency in uploading and downloading text, image, audio and
video files)
 use instruments and materials effectively and accurately for collecting
data (e.g., measure and compare the pH in household products, foods and
environments)
 organize data, using a format that is appropriate to the task or experiment
 use tools and apparatus safely
 identify strengths and weaknesses of different ways of displaying data

 identify and suggest explanations for discrepancies in data (e.g., identify
possible reasons for variation in the measured concentration of a chemical,
where one sample is very different from others or where one group has a very
different result from others)
 identify the line of best fit on a scatterplot, and interpolate or extrapolate
based on the line of best fit (e.g., interpret class data on the effects of acidity on
mould growth, graph the data, prepare a line of best fit, and predict the amount
of growth that might be expected at different acidity values) [Related Skills:
Grade 9 Mathematics, Statistics and Probability, Specific Outcomes 4, 5]
use scatterplot data in evaluating how strong a relationship exists between two
variables; evaluate claims of environmental impacts, based on the scope and
relevance of supporting evidence) [Related Skills: Grade 9 Mathematics,
Statistics and Probability, Specific Outcomes 2, 3] identify new
questions and problems that arise from what was learned
 receive, understand and act on the ideas of others (e.g., seek and achieve
group consensus on procedures to be used in an investigative activity, and act
on that consensus)
 defend a given position on an issue or problem, based on their
findings (e.g., provide a clear rationale for a choice between alternative chemical
products in a consumer application)
Attitude Outcomes
Interest in Science

science-related fields(e.g., actively participate in extracurricular activities, such as
science fairs, science clubs, or science and technology challenges)
Mutual Respect
backgrounds (e.g., consider more than one perspective when formulating
conclusions, solving problems or making decisions on environmental quality issues)
Scientific Inquiry
alternative approaches to investigations, problems and issues (e.g., consider
observations and ideas from a number of sources during investigations and before
drawing conclusions; strive to assess a problem or situation accurately, by careful
analysis of evidence gathered)
Collaboration

consider alternative ideas and approaches suggested by members of the group)
Stewardship

environment (e.g., show respect for all forms of life; modify their behaviour in light
of an issue related to conservation and protection of the environment; recognize
that the materials people use may have environmental consequences when people
dispose of them)
Safety
and reviewing activities (e.g., take the time to organize their work area so that
accidents can be prevented; read the labels on materials before using them, and
during and after an activity; use safety precautions without being reminded)
Unit D: Electrical Principles & Technologies

Unit D: Electrical Principles and Technologies (Science and Technology
Emphasis)
Overview: Electricity provides the means to energize many devices, systems and
processes that are part of our technological environment. Electrical devices are
used to transfer and transform energy, to provide mechanisms for control and to
transmit information in a variety of forms. In this unit, students learn the principles
that underlie electrical technologies, by studying the form and function of electrical
devices and by investigating ways to transfer, modify, measure, transform and
control electrical energy. Using a problem-solving approach, students create and
modify circuits to meet a variety of needs. Students also develop skills for
evaluating technologies, by comparing alternative designs and by considering their
efficiency, effectiveness and environmental impact.
This unit builds on ideas introduced in Grade 8 Science, Unit D: Mechanical Systems
and introduces ideas that will be developed further in Science 10, Unit B: Energy
Flow in Technological Systems and in Science 30, Unit C: Electromagnetic Energy.
Focusing Questions: How do we obtain and use electrical energy? What scientific
principles are involved? What approaches can we use in selecting, developing and
using energy-consuming devices that are efficient and effective in their energy use?
Key Concepts
 forms of energy
 energy transformation
 generation of electrical energy
 electric charge and current
 circuits
 electrical energy storage
 energy transmission
 measures and units of electrical energy
 electrical resistance and Ohm's law
 renewable and nonrenewable energy

Knowledge
Students will:
1. Investigate and interpret the use of devices to convert various forms of energy
to electrical energy and electrical energy to other forms of energy
 identify, describe and interpret examples of mechanical, chemical, thermal,

electrical and light energy
 investigate and describe evidence of energy transfer and
transformation (e.g., mechanical energy transformed into electrical energy,
electrical energy transferred through power grids, chemical energy converted to
electrical energy and then to light energy in a flashlight, thermal energy
converted to electrical energy in a thermocouple)
 investigate and evaluate the use of different electrodes, electrolytes and
electrolytic concentrations in designing electrical storage cells
 construct, use and evaluate devices for transforming mechanical energy into
electrical energy and for transforming electrical energy into mechanical
energy
 modify the design of an electrical device, and observe and evaluate resulting
changes(e.g., investigate the effect of changes in the orientation and placement
of magnets, commutator and armature in a St. Louis motor or in a personally-
built model of a motor)
2. Describe technologies for transfer and control of electrical energy

 assess the potential danger of electrical devices, by referring to the voltage
and current rating (amperage) of the devices; and distinguish between safe and
unsafe activities
 distinguish between static and current electricity, and identify example
evidence of each
 identify electrical conductors and insulators, and compare the resistance of
different materials to electric flow (e.g., compare the resistance of copper wire
and nickel-chromium/Nichrome wire; investigate the conduction of electricity
through different solutions; investigate applications of electrical resistance in
polygraph or lie detector tests)
 use switches and resistors to control electrical flow, and predict the effects
of these and other devices in given applications (e.g., investigate and describe
the operation of a rheostat)
 describe, using models, the nature of electrical current; and explain the
relationship among current, resistance and voltage (e.g., use a hydro-flow model
to explain current, resistance and voltage)
 measure voltages and amperages in circuits (e.g., determine the resistance
in a circuit with a dry cell and miniature light; determine the resistances of
copper, nickel-chromium/ Nichrome wire, pencil leads and salt solution)
 apply Ohm’s law to calculate resistance, voltage and current in simple
circuits[Prerequisite Skill: Grade 8 Mathematics, Patterns and
Relations, Specific Outcome 5]
 develop, test and troubleshoot circuit designs for a variety of specific

purposes, based on low voltage circuits (e.g., develop and test a device that is
activated by a photoelectric cell; develop a model hoist that will lift a load to a
given level, then stop and release its load; test and evaluate the use of series
and parallel circuits for wiring a set of lights)
 investigate toys, models and household appliances; and draw circuit
diagrams to show the flow of electricity through them (e.g., safely dismantle
discarded devices, such as heating devices or motorized toys, and draw
diagrams to show the loads, conductors and switching mechanisms)
 identify similarities and differences between microelectronic circuits and
circuits in a house (e.g., compare switches in a house with transistors in a
microcircuit)
3. Identify and estimate energy inputs and outputs for example devices and
systems, and evaluate the efficiency of energy conversions
 identify the forms of energy inputs and outputs in a device or system

 apply appropriate units, measures and devices in determining and describing
quantities of energy transformed by an electrical device, by:
 measuring amperage and voltage, and calculating the number of
watts consumed by an electrical device, using the formula P = IV [power (in
watts) = current (in amps) × voltage (in volts)]
 calculating the quantity of electric energy, in joules, transformed by
an electrical device, using the formula E = P × t [energy (in joules) = power
(in watts) × time (in seconds)]
[Prerequisite Skill: Grade 8 Mathematics, Patterns and Relations,
Specific Outcome 5]
 apply the concepts of conservation of energy and efficiency to the analysis
of energy devices (e.g., identify examples of energy dissipation in the form of
heat, and describe the effect of these losses on useful energy output)
 compare energy inputs and outputs of a device, and calculate its efficiency,
using the formula, percent efficiency = energy output/energy input × 100 (e.g.,
compare the number of joules of energy used with the number of joules of work
produced, given information on electrical consumption and work output of a
motor-driven device)[Prerequisite Skills: Grade 7 Mathematics, Number,
Specific Outcome 18; Grade 8 Mathematics, Number, Specific Outcome
12]
 investigate and describe techniques for reducing waste of energy in common
household devices (e.g., by eliminating sources of friction in mechanical
components, using more efficient forms of lighting, reducing overuse of
appliances as in "overdrying" of clothes)
4. Describe and discuss the societal and environmental implications of the use of
electrical energy
 identify and evaluate sources of electrical energy, including oil, gas, coal,
biomass, wind and solar (e.g., identify and evaluate renewable and
nonrenewable sources for generating electricity; evaluate the use of batteries as
an alternative to internal combustion engines)
 describe the by-products of electrical generation and their impacts on the
environment(e.g., identify by-products and potential impacts of coal-fired
electricity generation)
 identify example uses of electrical technologies, and evaluate technologies in
terms of benefits and impacts (e.g., identify benefits and issues related to the
use of electrical technologies for storing and transmitting personal information)
 identify concerns regarding conservation of energy resources, and evaluate
means for improving the sustainability of energy use
Skill Outcomes

develop a plan
issues (e.g., identify questions, such as: "How can the amount of electric current
in a circuit be controlled?")
problems (e.g., rephrase questions, such as: "Why do we use parallel circuits
rather than series circuits in household wiring?" to become "How do series
circuits and parallel circuits respond differently under load?")
observed pattern of events (e.g., predict the amount of current in a circuit of
known resistance and applied voltage)
 formulate operational definitions of major variables in the study of electrical
circuits(e.g., provide operational definitions for current, resistance, voltage,
polarity)
 use tools and apparatus safely (e.g., use appropriate sources of electrical
energy, and follow procedures to ensure personal and group safety)
 estimate measurements (e.g., estimate the efficiency of a mechanical
device)
 use instruments effectively and accurately for collecting data (e.g., use
ammeters and voltmeters)
 test the design of a constructed device or system

efficiency, use of materials and impact on the environment (e.g., evaluate the
safety, durability, efficiency and environmental impact of a personally-
constructed wet cell design)
device functions
 identify and suggest explanations for discrepancies in data (e.g., measure
the current in similar circuits, and provide possible explanations for differences
in current flow)
 identify potential sources of error, and determine the amount of error in a
given measurement (e.g., identify the precision of voltmeters and ammeters
used to measure current flow)
other means (e.g., use charts to present data on the voltage, current
(amperage) and resistance found in series and parallel circuits)
 defend a given position on an issue or problem based on their findings (e.g.,
develop and defend a proposal on the appropriateness of an alternative energy
source in a given application)
Attitude Outcomes
Interest in Science

science-related fields(e.g., actively participate in extracurricular activities, such as
science fairs or science and technology challenges; pursue a science- or
technology-related hobby; choose to investigate topics related to electrical
technologies)
Mutual Respect

backgrounds (e.g., show awareness of and respect for the scientific thinking,
craftsmanship and collaborative effort that goes into the development of electrical
devices and systems)
Scientific Inquiry
alternative approaches to investigations, problems and issues (e.g., strive to assess
a problem or situation accurately, by careful analysis of evidence gathered; ask
questions to clarify meaning or confirm their understanding; report the limitations
of their designs; continue working on a problem or research project until the best
possible solutions or answers are found)
Collaboration

and in generating and evaluating ideas (e.g., demonstrate interest and become
involved in decision making that requires full-group participation; consider
alternative ideas and interpretations suggested by members of the group; share the
responsibility for difficulties encountered in an activity)
Stewardship

environment (e.g., objectively identify potential conflicts between responding to
Safety
and reviewing activities (e.g., select safe methods in using electrical devices;
readily alter a procedure to ensure the safety of members of the group; stay at
their own work area during an activity, respecting others' space, materials and
work)
Unit E: Space Exploration
Unit E: Space Exploration (Science and Technology Emphasis)
Overview: Technologies have played an essential role in the study of space and in
the emerging use of space environments. Our modern understanding of space has
developed in conjunction with advances in techniques for viewing distant objects,
for transmitting images and data through space, and for manned and unmanned
space exploration. A study of space exploration provides an opportunity for
students to examine how science and technology interact and to learn how one
process augments the other. Students become aware that technologies developed
to meet the challenges of space are applied to new purposes.
This unit builds on ideas introduced in Grade 6 Science, Topic C: Sky Science and
introduces ideas that will be developed further in Science 30, Unit C:
Electromagnetic Energy.
Focusing Questions: How have humans attained a presence in space? What

technologies have been developed and on what scientific ideas are they based?
How has the development of these technologies contributed to the exploration, use
and understanding of space and to benefits on Earth?
Key Concepts
 technologies for space exploration and observation

 reference frames for describing position and motion in space
 satellites and orbits
 distribution of matter through space
 composition and characteristics of bodies in space
 life-support technologies
 communication technologies

Knowledge
Students will:
1. Investigate and describe ways that human understanding of Earth and space has
depended on technological development
 identify different ideas about the nature of Earth and space, based on
culture and science (e.g., compare geocentric and heliocentric models [Note:
knowledge of epicycles is not required]; describe Aboriginal views of space and
those of other cultures; describe the role of observation in guiding scientific
understanding of space)
 investigate and illustrate the contributions of technological advances -
including optical telescopes, spectral analysis and space travel - to a scientific
understanding of space
 describe, in general terms, the distribution of matter in star systems,
galaxies, nebulae and the universe as a whole
 identify evidence for, and describe characteristics of, bodies that make up
the solar system; and compare their composition and characteristics with those
of Earth
 describe and apply techniques for determining the position and motion of
objects in space, including:
 constructing and interpreting drawings and physical models that
illustrate the motion of objects in space (e.g., represent the orbit of comets
around the Sun, using a looped-string model)
 describing in general terms how parallax and the Doppler effect are
used to estimate distances of objects in space and to determine their
motion
 describing the position of objects in space, using angular
coordinates (e.g., describe the location of a spot on a wall, by identifying its
angle of elevation and its bearing or azimuth; describe the location of the Sun
and other stars using altitude-azimuth coordinates, also referred to as horizon
coordinates or local coordinates) [Note: A description of star positions based
on right ascension and declination is not required.] [Prerequisite Skills:
Grade 7 Mathematics, Shape and Space, Specific Outcomes 11, 13;
Related Skills: Grade 9 Mathematics, Shape and Space, Specific
Outcomes 13, 14]
 investigate predictions about the motion, alignment and collision of bodies in

space; and critically examine the evidence on which they are based (e.g.,
investigate predictions about eclipses; identify uncertainties in predicting and
tracking meteor showers)
2. Identify problems in developing technologies for space exploration, describe

technologies developed for life in space, and explain the scientific principles
involved
 analyze space environments, and identify challenges that must be met in

developing life-supporting systems (e.g., analyze implications of variations in
gravity, temperature, availability of water, atmospheric pressure and
atmospheric composition)
 describe technologies for life-support systems, and interpret the scientific
principles on which they are based (e.g., investigate systems that involve the
recycling of water and air)
 describe technologies for space transport, and interpret the scientific
principles involved (e.g., describe the development of multistage rockets,
shuttles and space stations; build a model vehicle to explore a planet or moon)
 identify materials and processes developed to meet needs in space, and
identify related applications (e.g., medicines, remote sensing, microelectronics,
polymers, medical imaging, wireless communication technologies, synthesis of
fuels)
 describe the development of artificial satellites, and explain the major
purposes for which they are used (e.g., communication, GPS - global positioning
system, weather observation)
3. Describe and interpret the science of optical and radio telescopes, space probes
and remote sensing technologies
 explain, in general terms, the operation of optical telescopes, including
telescopes that are positioned in space environments
 explain the role of radio and optical telescopes in determining characteristics
of stars and star systems
 describe and interpret, in general terms, the technologies used in global
positioning systems and in remote sensing (e.g., use triangulation to determine
the position of an object, given information on the distance from three different
points) [Note: This example involves the use of geometric approaches rather
than mathematical calculations.]
4. Identify issues and opportunities arising from the application of space

technology, identify alternatives involved, and analyze implications
 recognize risks and dangers associated with space exploration (e.g., space
junk, fuel expenditure, satellites burning up in the atmosphere, solar radiation)
 describe Canadian contributions to space research and development and to
the astronaut program (e.g., Canadarm)
 identify and analyze factors that are important to decisions regarding space
exploration and development (e.g., identify examples of costs and potential
benefits that may be considered; investigate and describe political,
environmental and ethical issues related to the ownership and use of resources
in space)
Skill Outcomes
 identify practical problems (e.g., identify problems that must be addressed

in developing a lifesupporting space environment)
develop a plan (e.g., design and describe a model of a technology to be used in
a space station)
observed pattern of events (e.g., predict the next appearance of a comet, based
on past observations; develop a hypothesis about the geologic history of a
planet or its moon, based on recent data)

from several parts of the same source (e.g., compile and compare information
about two exploratory missions)
experiment (e.g., maintain a log of observed changes in the night sky; prepare a
data table to compare various planets)
 test the design of a constructed device or system (e.g., create and test a
model device for remote manipulation of materials)
device functions (e.g., identify and correct problems in the functioning of a
model "remote transportation device" that they have designed and built)
 identify the strengths and weaknesses of different methods of collecting and
displaying data (e.g., compare Earth-based observations with those made from
spacecraft)
identify questions to guide further investigation, such as: "What limits the
travelling distance and duration of space exploration?", "How old are the planets,
and how did they form?")
 receive, understand and act on the ideas of others (e.g., take into account
advice provided by other students or individuals in designing a model space suit
or space vehicle)
troubleshoot problems as they arise (e.g., write and act out a skit to
demonstrate tasks carried out by astronauts on a mission)
 defend a given position on an issue or problem, based on their
findings (e.g., conduct appropriate research to justify their position on the
economic costs or benefits of space exploration)
Attitude Outcomes
Interest in Science

science-related fields(e.g., express interest in and describe media programs on
space science and technology; take an interest in directly observing and
interpreting space environments and in personal and group excursions to a space
science centre)
Mutual Respect

backgrounds (e.g., show an interest in the contributions that women and men from
many cultural backgrounds have made to the development of modern science and
technology)
Scientific Inquiry
alternative approaches to investigations, problems and issues (e.g., seek accurate
data that is based on appropriate methods of investigation; consider observations
and ideas from a number of sources before drawing conclusions)
Collaboration

and in generating and evaluating ideas (e.g., work with others to identify problems
and explore possible solutions; share observations and ideas with other members of
the group, and consider alternative ideas suggested by other group members;
share the responsibility for carrying out decisions)
Stewardship

environment (e.g., consider immediate and long-term consequences of personal
and group actions; objectively identify potential conflicts between responding to
Safety
and solving problems; readily alter a procedure to ensure the safety of members of
the group)
ALBERTA, Canadá.
Science 10 (2005)
Program Rationale & Philosophy

Students graduating from Alberta schools require the scientific and related
technological knowledge and skills that will enable them to understand and
interpret their world and become productive members of society. They also need to
develop attitudes that will motivate them to use their knowledge and skills in a
responsible manner. Science programs provide opportunities for students to
develop knowledge, skills and attitudes that they need to explore interests and
prepare for further education and careers.
To become scientifically literate, students must develop a thorough knowledge of

science and its relationship to technologies and society. They must also develop the
broad-based skills needed to identify and analyze problems; explore and test
solutions; and seek, interpret and evaluate information. To ensure that the science
program is relevant to students as well as societal needs, it must present science in
meaningful context - providing opportunities for students to explore the process of
science, its applications and implications, and to examine related technological
problems and issues. By doing so, students become aware of the role of science in
responding to social and cultural change and in meeting needs for a sustainable
environment, economy and society.
Program Vision
The secondary science program is guided by the vision that all students have the
opportunity to develop scientific literacy. The goal of scientific literacy is to develop
the science-related knowledge, skills and attitudes that students need to solve
problems and make decisions, and at the same time help them become lifelong
learners - maintaining their sense of wonder about the world around them.
Diverse learning experiences within the Science 10 program provide students with
opportunities to explore, analyze and appreciate the interrelationships among
science, technology, society and the environment, and to develop understandings
that will affect their personal lives, their careers and their futures.
Goals
The following goals for Canadian science education are addressed through the
Alberta science program. Science education will:
 encourage students at all grade levels to develop a critical sense of wonder

and curiosity about scientific and technological endeavours
 enable students to use science and technology to acquire new knowledge
and solve problems, so that they may improve the quality of their own lives and
the lives of others
 prepare students to critically address science-related societal, economic,
ethical and environmental issues
 provide students with a foundation in science that creates opportunities for
them to pursue progressively higher levels of study, prepares them for science-
related occupations, and engages them in science-related hobbies appropriate to
their interests and abilities
 enable students, of varying aptitudes and interests, to develop a knowledge
of the wide spectrum of careers related to science, technology and the
environment.
Aboriginal Perspectives
Science 10 incorporates Aboriginal perspectives in order to develop, in all students,

an appreciation of the cultural diversity and achievements of First Nations, Métis
and Inuit (FNMI) peoples. Science 10 is designed to:
 acknowledge the contributions of Aboriginal peoples to understandings of

the natural world
 support relational thinking by integrating learning from various disciplines of
science
 develop the concept of our connectivity to the natural world and the
importance of caring for the environment
 foster the development of positive attitudes by providing experiences that
encourage all students to feel confident about their ability to succeed in science.
Program Foundations
To support the development of science literacy, school programs must provide a
foundation of learning experiences that address critical aspects of science and its
application. These critical areas - the foundations of the program - provide general
direction for the program and identify major components of its structure.
Foundation 1
Science, Technology and Society (STS)- Students will develop an understanding

of the nature of science and technology, the relationships between science and
technology, and the social and environmental contexts of science and technology.
Foundation 2
Knowledge- Students will construct knowledge and understandings of concepts in

life science, physical science and Earth and space science, and apply these
understandings to interpret, integrate and extend their knowledge.
Foundation 3
Skills- Students will develop the skills required for scientific and technological
inquiry, for solving problems, for communicating scientific ideas and results, for
working collaboratively and for making informed decisions.
Foundation 4
Attitudes- Students will be encouraged to develop attitudes that support the

responsible acquisition and application of scientific and technological knowledge to
the mutual benefit of self, society and the environment.
Foundation 1: Science, Technology and Society (STS)
Foundation 1 is concerned with understanding the scope and character of science,

its connections to technology, and the social context in which it is developed. The
following is a brief introduction to the major ideas that underlie this component of
the program.
Nature of Science
Science provides an ordered way of learning about the nature of things, based on
observation and evidence. Through science, we explore our environment, gather
knowledge and develop ideas that help us interpret and explain what we see.
Scientific activity provides a conceptual and theoretical base that is used in
predicting, interpreting and explaining natural and technological phenomena.
Science is driven by a combination of specific knowledge, theory and
experimentation. Science-based ideas are continually being tested, modified and
improved as new knowledge and explanations supersede existing knowledge and
explanations.
Science and Technology
Technology is concerned with solving practical problems that arise from human
needs. Historically, the development of technology has been strongly linked to the
development of science, with each making contributions to the other. While there
are important relationships and interdependencies, there are also important
differences. Where the focus of science is on the development and verification of
knowledge, in technology the focus is on the development of solutions, involving
devices and systems that meet a given need within the constraints of the problem.
The test of science knowledge is that it helps us explain, interpret and predict; the
test of technology is that it works - it enables us to achieve a given purpose.
Social and Environmental Contexts of Science and Technology
The history of science shows that scientific development takes place within a social
context. Many examples can be used to show that cultural and intellectual
traditions have influenced the focus and methodologies of science, and that science
in turn has influenced the wider world of ideas.
Today, research is often driven by societal and environmental needs and issues. As
technological solutions have emerged from previous research, many of the new
technologies have given rise to complex social and environmental issues.
Increasingly, these issues are becoming part of the political agenda. The potential
of science to inform and empower decision making by individuals, communities and
society is a central role of scientific literacy in a democratic society.
Foundation 2: Knowledge
Foundation 2 focuses on the subject matter of science, including the theories,

models, concepts and principles that are essential to an understanding of each
science area. For organizational purposes, this foundation is framed using widely
accepted science disciplines.
Life Science
Life science deals with the growth and interactions of life forms within their
environments in ways that reflect their uniqueness, diversity, genetic continuity and
changing nature. Life science includes such fields of study as ecosystems, biological
diversity, the study of organisms, the study of the cell, biochemistry, genetic
engineering and biotechnology.
Physical Science
Physical science, which encompasses chemistry and physics, deals with matter,
energy and forces. Matter has structure, and there are interactions among its
components. Energy links matter to gravitational, electromagnetic and nuclear
forces in the universe. The conservation laws of mass and energy, and of
momentum and charge, are addressed in physical science.
Earth and Space Science
Earth and space science brings global and universal perspectives to student
knowledge. Earth, our home planet, exhibits form, structure and patterns of
change, as does our surrounding solar system and the physical universe beyond it.
Earth and space science includes such fields of study as geology, meteorology and
astronomy.
Foundation 3: Skills
Foundation 3 is concerned with the skills that students develop in answering

questions, solving problems and making decisions. While these skills are not unique
to science, they play an important role in the development of scientific
understandings and in the application of science and technology to new situations.
Four broad skill areas are outlined in this program of studies.

These are the skills of questioning, identifying problems and developing preliminary
ideas and plans.
These are the skills of carrying out a plan of action that involves gathering evidence
by observation and, in most cases, manipulating materials and equipment.
These are the skills of examining information and evidence; processing and
presenting data so that it can be interpreted; and interpreting, evaluating and
applying the results.
In science, as in other areas, communication skills are essential at every stage

where ideas are being developed, tested, interpreted, debated and agreed upon.
Teamwork skills are also important, as the development and application of science
ideas is a collaborative process both in society and in the classroom.
Foundation 4: Attitudes
Foundation 4 is concerned with generalized aspects of behaviour - commonly

referred to as attitudes. Attitude outcomes are of a different form than outcomes
for skills and knowledge; they are exhibited in a different way, and they have
deeper roots in the experiences that students bring to school. Attitude development
is a lifelong process that involves the home, the school, the community and society
at large. Attitudes are best shown not by the events of a particular moment but by
the pattern of behaviours over time. Development of positive attitudes plays an
important role in students' growth by interacting with their intellectual development
and creating a readiness for responsible application of what is learned.
Interest in Science
Students will be encouraged to develop enthusiasm and continuing interest in the

study of science.
Mutual Respect
Students will be encouraged to appreciate that scientific understanding evolves

from the interaction of ideas involving people with different views and backgrounds.
Scientific Inquiry
Students will be encouraged to develop attitudes that support active inquiry,

problem solving and decision making.
Collaboration
Students will be encouraged to develop attitudes that support collaborative activity.
Stewardship
Students will be encouraged to develop responsibility in the application of science
and technology in relation to society and the natural environment.
Safety
Students will be encouraged to demonstrate a concern for safety in science and

technology contexts.
Program Organization & Format

This program of studies is organized into units as outlined below.
Unit Title Emphasis
A Energy and Matter in Chemical Change Nature of Science
B Energy Flow in Technological Systems Science and Technology
C Cycling of Matter in Living Systems Nature of Science
D Energy Flow in Global Systems Social and Environmental Contexts
Unit Organization
In Science 10, four units of study are outlined. Each unit includes the following
components.
Unit Overview
Each unit of study begins with an overview that introduces the contents of the unit
and suggests an approach to its development.
Focusing Questions
These questions frame a context for introducing the unit and suggest a focus for
investigative activities and application of ideas by students.
Science and Mathematics Prerequisites
This section lists the mathematics and science concepts and skills, relevant to the
unit, that students studied in junior high school.
Key Concepts
Key concepts identify major ideas to be developed in each unit. Some of the key
concepts may be addressed in additional units of the same course, as well as at
other grade/course levels. The intended scope of treatment of these concepts is
indicated by the outcomes.
Outcomes
Two levels of outcomes are provided in this program of studies.

 General Outcomes: These are the major outcomes for each unit. For
Foundations 1 and 2 (STS and knowledge), the outcomes are combined and
unique to each unit. For Foundation 3 (skills) and Foundation 4 (attitudes), the
outcomes are common to all units.
 Specific Outcomes: These are detailed outcomes that flesh out the scope of
each unit. They are shown in bulleted form.
Examples
Many of the outcomes are supported by examples. The examples do not form part
of the required program but are provided as an illustration of how the outcomes
might be developed. Illustrative examples are written in italics and are separated
from the outcomes by being placed in parentheses.
Unit Emphases
Each unit of study begins with an overview and a set of focusing questions that
identify a context for study. In defining the context, one of the following areas of
emphasis is identified for each unit.
 Nature of Science Emphasis: In these units, student attention is focused on

the processes by which scientific knowledge is developed and tested, and on the
nature of the scientific knowledge itself. The skills emphasized in these units are
the skills of scientific inquiry.
 Science and Technology Emphasis: In these units, students seek solutions to
practical problems by developing and testing prototypes, products and
techniques to meet a given need. The skills emphasized are those of problem
solving, in combination with the skills of scientific inquiry.
 Social and Environmental Contexts Emphasis: In these units, student
attention is focused on issues and decisions relating to how science and
technology are applied. Skill emphasis is on the use of research and inquiry skills
to inform the decision-making process; students seek and analyze information
and consider a variety of perspectives.
Developing a Nature of Science Emphasis
The following concepts and skills are developed through this program emphasis.
Concepts
 The goal of science is knowledge about the natural world.

 Scientific knowledge and theories develop through hypotheses, collection of
evidence through experimentation and the ability to provide explanations.
 Scientific knowledge results from peer review and replication of the research
of others.
 Scientific knowledge is subject to change as new evidence comes to light
and as laws and theories are tested and subsequently restricted, revised or
reinforced.
 The process of scientific investigation includes:
 - identifying the theoretical basis of the investigation
 - clearly defining and delimiting research questions or ideas to be
tested
 - designing the investigation
 - evaluating and selecting means to collect and record evidence
 - analyzing the evidence, and providing explanations based upon
scientific theories and concepts.
 Scientific paradigms are conceptual inventions that help organize, interpret
and explain findings.
 - Concepts, models and theories are often used in interpreting and
explaining observations, and in predicting future observations.
 - Conventions of mathematics, nomenclature and notation provide a
basis for organizing and communicating scientific theory, relationships and
concepts; e.g., chemical symbols.
 - Scientific language is precise, and specific terms may be used in
each field of study.
 Scientific inquiry is limited to certain questions.
Skills (focus on scientific inquiry)
Initiating and Planning; e.g,
 identify questions to investigate

 define and delimit questions to facilitate investigation
 state a prediction and a hypothesis based on available evidence, background
information or theory
 evaluate and select appropriate procedures and instruments for collecting
evidence and information, including appropriate sampling procedures.
 carry out procedures, controlling the major variables, and adapt or extend
procedures, if needed
 use appropriate instruments effectively and accurately for collecting data
 select and collect information from various print and electronic sources
 organize and integrate data, using a format that is appropriate to the task or
experiment
 select and use apparatus safely, and apply Workplace Hazardous Materials
Information System (WHMIS) standards to handle and dispose of materials.
 compile and display findings by hand or computer, using a variety of formats

 interpret patterns and trends in data, and infer and calculate linear and
nonlinear relationships among the variables
graphical data or from a line of best fit
 identify and explain sources of error; and evaluate the relevance, reliability
and adequacy of data and data collection methods
 state a conclusion, based on experimental data; and explain how evidence
gathered supports or refutes a hypothesis, prediction or theory.
 select and use appropriate numeric, symbolic, graphical and linguistic modes
of representation to communicate findings and conclusions
investigative tasks.
Developing a Science and Technology Emphasis
Concepts
 The goal of technology is to provide solutions to practical problems.

 Technological development may involve creation of prototypes and testing,
as well as application of knowledge from related scientific and interdisciplinary
fields.
 Technological problems often lend themselves to multiple solutions,
involving different designs, materials and processes, and have intended and
unintended consequences.
 Scientific knowledge may lead to the development of new technologies, and
new technologies may lead to scientific discovery.
 The process for technological development includes:
 - clearly defining and delimiting the problems to be solved, and
establishing criteria to assess the technological solution
 - identifying the constraints and trade-offs
 - developing designs and prototypes
 - testing and evaluating designs and prototypes on the basis of
established criteria.
 The products of technology are devices, systems and processes that meet
given needs; however, these products cannot solve all problems.
 The appropriateness, risks and benefits of technologies need to be assessed
for each potential application from a variety of perspectives, including
sustainability.
Skills (focus on problem solving)
 define practical problems

 identify questions to investigate arising from practical problems
 assess and propose alternative solutions to a given practical problem, select
one and develop a plan
 evaluate and select appropriate procedures and instruments for collecting
data and information and for solving problems.
 research and synthesize information relevant to a given problem, using

various print and electronic sources
 construct and test a prototype device or system, and troubleshoot problems
as they arise
 select and use tools and apparatus safely.
 identify and troubleshoot problems, and refine the operation of prototype

devices
 evaluate designs and prototypes on the basis of self-developed criteria; e.g.,
function, reliability, safety, efficient use of materials, impact on the environment
 identify new questions and problems that arise from what was learned.
 assess and recommend an approach to solving a given problem, based on
findings of investigations
problem-solving tasks.
Developing a Social and Environmental Contexts Emphasis
Concepts
 Science and technology are developed to meet societal needs and expand
human capability.
 Science and technology are influenced and supported by society and have
influenced, and been influenced by, historical development and societal needs.
 Science and technology have both intended and unintended consequences
for humans and the environment.
 Society provides direction for scientific and technological development.
 - Canadian society supports scientific research and technological
development that helps achieve a sustainable society, economy and
environment.
 - Decisions regarding the application of scientific and technological
development involve a variety of perspectives, including social, cultural,
environmental, ethical and economic considerations.
 - Society supports scientific and technological development by
recognizing accomplishments, publishing and disseminating results, and
providing financial support.
 Scientific and technological activity may arise from, and give rise to, such
personal and social values as accuracy, honesty, perseverance, tolerance, open-
mindedness, critical-mindedness, creativity and curiosity.
 Science and technology provide opportunities for a diversity of careers based
on post-secondary studies, for the pursuit of hobbies and interests, and for
lifelong learning.
Skills (focus on the use of research and inquiry skills to inform

the decision-making process)
 identify science-related issues

 identify questions to investigate arising from science- and technology-
related issues
 assess and develop appropriate procedures and instruments for collecting
relevant data and information.
 research and synthesize information relevant to a given question, problem

or issue
 identify data and information, from various print and electronic sources, that
are relevant to the issue
 select and integrate information from various print and electronic sources, or
from several parts of the same source.
 apply given criteria for evaluating evidence and sources of information

 apply a variety of perspectives in assessing the risks and benefits of
scientific and technological developments
 identify and evaluate potential applications of findings from a variety of
scientific, technological and environmental perspectives.
 assess potential decisions; and recommend the best decision, based on
findings
 make clear and logical arguments to defend a given decision on an issue,
based on findings
 evaluate individual and group processes used in investigating an issue and in
assessing alternative decisions.
Science 10
Unit A: Energy & Matter in Chemical Change

Unit A: Energy and Matter in Chemical Change (Nature of Science Emphasis)
Overview: Chemical changes involve energy and transformations of matter. A

knowledge of the underlying structure of matter and the basic chemical species is
important in understanding chemical changes. As students explore the properties of
molecular and ionic compounds, including acids and bases, they begin to appreciate
the need for a classification scheme and a system of nomenclature. Students
classify, name compounds and write balanced chemical equations to represent
chemical changes. As well, students are introduced to the law of conservation of
mass and the mole concept.
Focusing Questions: How has knowledge of the structure of matter led to other
scientific advancements? How do elements combine? Can these combinations be
classified and the products be predicted and quantified? Why do scientists classify
chemical change, follow guidelines for nomenclature and represent chemical change
with equations?
Science Prerequisites
Concepts:
 particle model of matter - This concept may be found in the following

course: Grade 7 Science, Unit C: Heat and Temperature.
 WHMIS symbols, pure substances, mixtures and solutions - These concepts
may be found in the following course: Grade 8 Science, Unit A: Mix and Flow of
Matter.
 reactants, products, conservation of mass, periodic table, elements,
compounds, atomic theory, chemical nomenclature - These concepts may be
found in the following course: Grade 9 Science, Unit B: Matter and Chemical
Change.
 acids and bases - This concept may be found in the following course: Grade
9 Science, Unit C: Environmental Chemistry.
Mathematics Prerequisites
Concepts:
 translating between written and algebraic expressions - This concept may be

found in the following course: Grade 8 Mathematics, Patterns and Relations.
 adding, subtracting, multiplying and dividing decimals - This concept may be
found in the following course: Grade 7 Mathematics, Number.
 using ratio and proportion in problem-solving contexts - This concept may
be found in the following course: Grade 8 Mathematics, Number.
 using scientific (SI) notation with the help of a calculator - This concept may
be found in the following courses: Grade 8 Mathematics, Number and Grade 9
Mathematics, Number.
Key Concepts
other units at other grade/course levels. The intended level and scope of treatment
is defined by the outcomes below.
 - how chemical substances meet human needs

 - Workplace Hazardous Materials Information System (WHMIS) and safe
practices
 - International Union of Pure and Applied Chemistry (IUPAC) nomenclature,
ionic and molecular compounds, acids and bases
 - evidence of chemical change
 - role and need for classification of chemical change
 - writing and balancing equations
 - law of conservation of mass and the mole concept

Knowledge
Students will:
1. Describe the basic particles that make up the underlying structure of matter,
and investigate related technologies
 identify historical examples of how humans worked with chemical
substances to meet their basic needs (e.g., how pre-contact First Nations
communities used biotic and abiotic materials to meet their needs)
 outline the role of evidence in the development of the atomic model
consisting of protons and neutrons (nucleons) and electrons; i.e., Dalton,
Thomson, Rutherford, Bohr
 identify examples of chemistry-based careers in the community (e.g.,
chemical engineering, cosmetology, food processing)
2. Explain, using the periodic table, how elements combine to form
compounds, and follow IUPAC guidelines for naming ionic compounds and
simple molecular compounds
 illustrate an awareness of WHMIS guidelines, and demonstrate safe
practices in the handling, storage and disposal of chemicals in the
laboratory and at home
 explain the importance of and need for the IUPAC system of naming
compounds, in terms of the work that scientists do and the need to
communicate clearly and precisely
 explain, using the periodic table, how and why elements combine to
form compounds in specific ratios
 predict formulas and write names for ionic and molecular compounds
and common acids (e.g., sulfuric, hydrochloric, nitric, ethanoic), using a
periodic table, a table of ions and IUPAC rules
 classify ionic and molecular compounds, acids and bases on the basis
of their properties; i.e., conductivity, pH, solubility, state
 predict whether an ionic compound is relatively soluble in water,
using a solubility chart
 relate the molecular structure of simple substances to their
properties (e.g., describe how the properties of water are due to the
polar nature of water molecules, and relate this property to the transfer
of energy in physical and living systems)
 outline the issues related to personal and societal use of potentially
toxic or hazardous compounds (e.g., health hazards due to excessive
consumption of alcohol and nicotine; exposure to toxic substances;
environmental concerns related to the handling, storage and disposal of
heavy metals, strong acids, flammable gases, volatile liquids)
3. Identify and classify chemical changes, and write word and balanced
chemical equations for significant chemical reactions, as applications of
Lavoisier's law of conservation of mass
 provide examples of household, commercial and industrial processes
that use chemical reactions to produce useful substances and
energy (e.g., baking powder in baking, combustion of fuels, electrolysis
of water into H2(g) and O2(g))
 identify chemical reactions that are significant in societies (e.g.,
reactions that maintain living systems, such as photosynthesis and
respiration; reactions that have an impact on the environment, such as
combustion reactions and decomposition of waste materials)
 describe the evidence for chemical changes; i.e., energy change,
formation of a gas or precipitate, colour or odour change, change in
temperature
 differentiate between endothermic and exothermic chemical
reactions (e.g., combustion of gasoline and other natural and synthetic
fuels, photosynthesis)
 classify and identify categories of chemical reactions; i.e., formation
(synthesis), decomposition, hydrocarbon combustion, single replacement,
double replacement
 translate word equations to balanced chemical equations and vice
versa for chemical reactions that occur in living and nonliving systems
 predict the products of formation (synthesis) and decomposition,
single and double replacement, and hydrocarbon combustion chemical
reactions, when given the reactants
 define the mole as the amount of an element containing 6.02 x
1023 atoms (Avogadro's number) and apply the concept to calculate
quantities of substances made of other chemical species (e.g., determine
the quantity of water that contains 6.02 x1023 molecules of H2O)
 interpret balanced chemical equations in terms of moles of chemical
species, and relate the mole concept to the law of conservation of
mass
Skill Outcomes
Students will:
Ask questions about observed relationships, and plan investigations of questions,

ideas, problems and issues
 define and delimit problems to facilitate investigation

 design an experiment, identifying and controlling major variables (e.g.,
design an experiment to differentiate between categories of matter, such as
acids, bases and neutral solutions, and identify manipulated and responding
variables)
 state a prediction and a hypothesis based on available evidence and
background information (e.g., state a hypothesis about what happens to baking
soda during baking)
 evaluate and select appropriate instruments for collecting evidence and
appropriate processes for problem solving, inquiring and decision making (e.g.,
list appropriate technology for classifying compounds, such as litmus paper or
conductivity tester)
Students will:
Conduct investigations into relationships between and among observable variables,

and use a broad range of tools and techniques to gather and record data and
information
 carry out procedures, controlling the major variables and adapting or

extending procedures (e.g., when performing an experiment to illustrate
conservation of mass, demonstrate an understanding of closed and open
systems and control for loss or gain of matter during a chemical change)
 use library and electronic research tools to collect information on a given
topic (e.g., information on compounds we use and their toxicity, using standard
references, such as the Merck Index, as well as Internet searches)
from several parts of the same source (e.g., collect information on research into
subatomic matter, research how pre-contact First Nations communities used
available materials such as brain tissue for tanning hides)
 demonstrate a knowledge of WHMIS standards by selecting and applying
proper techniques for the handling and disposal of laboratory materials (e.g.,
recognize and use Material Safety Data Sheets [MSDS] information)
 select and use apparatus, technology and materials safely (e.g., use
equipment, such as Bunsen burners, electronic balances, laboratory glassware,
electronic probes and calculators correctly and safely)
Students will:
Analyze data and apply mathematical and conceptual models to develop and assess
possible solutions
 describe and apply classification systems and nomenclature used in the

sciences (e.g., investigate periodicity in the periodic table, classify matter, and
name elements and compounds based on IUPAC guidelines)
 apply and assess alternative theoretical models for interpreting knowledge in
a given field (e.g., compare models for the structure of the atom)
 compare theoretical and empirical values and account for
discrepancies (e.g., measure the mass of a chemical reaction system before and
after a change, and account for any discrepancies)
 identify and explain sources of error and uncertainty in measurement, and
express results in a form that acknowledges the degree of uncertainty (e.g.,
measure and record the mass of a material, use significant digits appropriately)
 identify new questions or problems that arise from what was learned (e.g.,
how did ancient peoples discover how to separate metals from their ores?;
evaluate the traditional Aboriginal method for determining alkaline properties of
substances)
Students will:
Work as members of a team in addressing problems, and apply the skills and
conventions of science in communicating information and ideas and in assessing
results
 communicate questions, ideas and intentions; and receive, interpret,

understand, support and respond to the ideas of others (e.g., use appropriate
communication technology to elicit feedback from others)
of representation to communicate ideas, plans and results (e.g., use appropriate
scientific [SI] notation and IUPAC nomenclature)
Attitude Outcomes
Interest in Science
Students will be encouraged to:
Show interest in science-related questions and issues, and confidently pursue

personal interests and career possibilities within science-related fields (e.g., apply
concepts learned in the classroom to the everyday use of chemicals; show interest
in a broad scope of chemistry-related careers)
Mutual Respect
Appreciate that scientific understanding evolves from the interaction of ideas

involving people with different views and backgrounds (e.g., recognize the
contributions of Canadians to contemporary knowledge of the structure of matter;
show awareness of and respect for traditional Aboriginal knowledge about the use
of biotic and abiotic materials)
Scientific Inquiry
Seek and apply evidence when evaluating alternative approaches to investigations,

problems and issues (e.g., evaluate inferences and conclusions based on particles
of matter that cannot be observed directly)
Collaboration
Work collaboratively in planning and carrying out investigations, as well as in

generating and evaluating ideas (e.g., contribute to group work willingly, assume a
variety of roles and accept responsibility for any problems that arise)
Stewardship
Demonstrate sensitivity and responsibility in pursuing a balance between the needs

of humans and a sustainable environment (e.g., recognize that environmental
consequences may arise from the development, use and disposal of chemical
materials)
Safety
Show concern for safety in planning, carrying out and reviewing activities (e.g.,
acknowledge the need for regulations to govern the storage, handling and disposal
of potentially hazardous materials in the school laboratory and at home or in the
workplace)
Unit B: Energy Flow in Technological Systems

Unit B: Energy Flow in Technological Systems (Science and Technology Emphasis)
Overview: The first and second laws (conservation and conversion) of

thermodynamics have been useful in the development of modern and efficient
energy conversion devices. Students investigating mechanical energy conversions
and transfers in systems will recognize that while energy is conserved, useful
energy diminishes with each conversion. Students learn that energy can be
observed only when it is being transferred, and that mechanical energy can be
quantified. Energy conservation and conversion concepts are applied by students to
explain energy conversions in natural and technological systems, and to investigate
the design and function of energy conversion technologies.
Focusing Questions: Which came first, science or technology, and is it possible

for technological development to take place without help from pure science? How
did efforts to improve the efficiency of heat engines result in the formulation of the
first and second laws of thermodynamics? How can the analysis of moving objects
help in the understanding of changes in kinetic energy, force and work? Why are
efficiency and sustainability important considerations in designing energy
conversion technologies?
Concepts:
 heat energy needs and technologies, thermal energy, heat transfer, energy
conservation -These concepts may be found in the following course: Grade 7
Science, Unit C: Heat and Temperature.
 forces on and within structures, direction of forces - These concepts may be
found in the following course: Grade 7 Science, Unit D: Structures and Forces.
 transmission of force and motion, simple machines, measurement of work in
joules - These concepts may be found in the following course: Grade 8 Science,
Unit D: Mechanical Systems.
 forms of energy, energy transformation, renewable and nonrenewable
energy - These concepts may be found in the following course: Grade 9 Science,
Unit D: Electrical Principles and Technologies.
Concepts:
 solving one-step and two-step linear equations - This concept may be found
in the following course: Grade 8 Mathematics, Patterns and Relations.
 solving one-step and two-step equations where the unknown quantity is part
of a fraction - This concept may be found in the following course: Grade 9
Mathematics, Patterns and Relations.
 solving equations involving squares and square roots - This concept may be
found in the following courses: Grade 8 Mathematics, Number and Grade 9
 creating and interpreting scatterplots, using experimental data that connects
the manipulated and responding variables - This concept may be found in the
following course: Grade 9 Mathematics, Statistics and Probability.
 determining a line of best fit from a scatterplot by inspection; making
predictions from the line of best fit - These concepts may be found in the
following course: Grade 9 Mathematics, Statistics and Probability.
 using algebraic and graphical techniques for analyzing contexts involving
variables - This concept may be found in the following courses: Grade 7
Mathematics, Patterns and Relations, Grade 8 Mathematics, Patterns and
Relations and Grade 9 Mathematics, Patterns and Relations.
Key Concepts
 - forms and interconversions of energy

 - technological innovations of engines that led to the development of the
concept of energy
 - one-dimensional motion
 - mechanical energy conversions and work
 - design and function of technological systems and devices involving
potential and kinetic energy and thermal energy conversions
 - efficient use of energy, and the environmental impact of inefficient use of
energy

Knowledge
Students will:
1. Analyze and illustrate how technologies based on thermodynamic principles

were developed before the laws of thermodynamics were formulated
 illustrate, by use of examples from natural and technological
systems, that energy exists in a variety of forms (e.g., mechanical,
chemical, thermal, nuclear, solar)
 describe, qualitatively, current and past technologies used to
transform energy from one form to another, and that energy transfer
technologies produce measurable changes in motion, shape or
temperature (e.g., hydroelectric and coal-burning generators, solar
heating panels, windmills, fuel cells; describe examples of Aboriginal
applications of thermodynamics in tool making, design of structures and
heating)
 identify the processes of trial and error that led to the invention of
the engine, and relate the principles of thermodynamics to the
development of more efficient engine designs (e.g., the work of James
Watt; improved valve designs in car engines)
 analyze and illustrate how the concept of energy developed from
observation of heat and mechanical devices (e.g., the investigations of
Rumford and Joule; the development of pre-contact First Nations and
Inuit technologies based on an understanding of thermal energy and
transfer)
2. Explain and apply concepts used in theoretical and practical measures of
energy in mechanical systems
 describe evidence for the presence of energy; i.e., observable
physical and chemical changes, and changes in motion, shape or
temperature
 define kinetic energy as energy due to motion, and define potential
energy as energy due to relative position or condition
 describe chemical energy as a form of potential energy (e.g., energy
stored in glucose, adenosine triphosphate [ATP], gasoline)
 define, compare and contrast scalar and vector quantities
 describe displacement and velocity quantitatively
 define acceleration, quantitatively, as a change in velocity during a
time interval:
 explain that, in the absence of resistive forces, motion at constant
speed requires no energy input
 recall, from previous studies, the operational definition for force as a
push or a pull, and for work as energy expended when the speed of an
object is increased, or when an object is moved against the influence of
an opposing force
 define gravitational potential energy as the work against gravity
 relate gravitational potential energy to work done using Ep= mgh and
W = Fd and show that a change in energy is equal to work done on a
system: ΔE = W
 quantify kinetic energy using Ek = 1/2 mv2 and relate this concept to
energy conservation in transformations (e.g., for an object falling a
distance "h" from rest: mgh = Fd = 1/2 mv2)
 derive the SI unit of energy and work, the joule, from fundamental
units
 investigate and analyze one-dimensional scalar motion and work
done on an object or system, using algebraic and graphical
techniques (e.g., the relationships among distance, time and velocity;
determining the area under the line in a force - distance graph)
3. Apply the principles of energy conservation and thermodynamics to
investigate, describe and predict efficiency of energy transformation in
technological systems
 describe, qualitatively and in terms of thermodynamic laws, the
energy transformations occurring in devices and systems (e.g.,
automobile, bicycle coming to a stop, thermal power plant, food chain,
refrigerator, heat pump, permafrost storage pits for food)
 describe how the first and second laws of thermodynamics have
changed our understanding of energy conversions (e.g., why heat
engines are not 100% efficient)
 define, operationally, "useful" energy from a technological
perspective, and analyze the stages of "useful" energy transformations in
technological systems(e.g., hydroelectric dam)
 recognize that there are limits to the amount of "useful" energy that
can be derived from the conversion of potential energy to other forms in
a technological device (e.g., when the potential energy of gasoline is
converted to kinetic energy in an automobile engine, some is also
converted to heat; when electrical energy is converted to light energy in
a light bulb, some is also converted to heat)
 explain, quantitatively, efficiency as a measure of the "useful" work
compared to the total energy put into an energy conversion process or
device
 apply concepts related to efficiency of thermal energy conversion to
analyze the design of a thermal device (e.g., heat pump, high efficiency
furnace, automobile engine)
 compare the energy content of fuels used in thermal power plants in
Alberta, in terms of costs, benefits, efficiency and sustainability
 explain the need for efficient energy conversions to protect our
environment and to make judicious use of natural resources (e.g.,
advancement in energy efficiency; Aboriginal perspectives on taking care
of natural resources)
Skill Outcomes
Students will:


design an experiment involving a combustion reaction to demonstrate the
conversion of chemical potential energy to thermal energy)
 formulate operational definitions of major variables (e.g., predict or
hypothesize the conversion of energy from potential form to kinetic form, in an
experiment using a pendulum or free fall)
Students will:

information

extending procedures (e.g., perform an experiment to demonstrate the
equivalency of work done on an object and the resulting kinetic energy; design a
device that converts mechanical energy into thermal energy)
 compile and organize data, using appropriate formats and data treatments
to facilitate interpretation of the data (e.g., use a computer-based laboratory to
compile and organize data from an experiment to demonstrate the equivalency
of work done on an object and the resulting kinetic energy)
topic (e.g., compile information on the energy content of fuels used in Alberta
power plants; trace the flow of energy from the Sun to the lighting system in the
school, identifying what changes are taking place at each stage of the process)
from several parts of the same source (e.g., create electronic documents,
containing multiple links, on using alternative energy sources, such as wind or
solar, to generate electricity in Alberta; relate the importance of the
development of effective and efficient engines to the time of the Industrial
Revolution and to present-day first-world economics)
Students will:
possible solutions
 compile and display evidence and information, by hand or using technology,

in a variety of formats, including diagrams, flow charts, tables, graphs and
scatterplots (e.g., plot distance - time, velocity - time and force - distance
graphs; manipulate and present data through the selection of appropriate tools,
such as scientific instrumentation, calculators, databases or spreadsheets)
 identify limitations of data or measurement (e.g., recognize that the
measure of the local value of gravity varies globally; use significant digits
appropriately)
 interpret patterns and trends in data, and infer or calculate linear and
nonlinear relationships among variables (e.g., interpret a graph of changing
kinetic and potential energy from a pendulum during one-half of a period of
oscillation; calculate the slope of the line in a distance - time graph; analyze a
simple velocity - time graph to describe acceleration; calculate the area under
the line in a force - distance graph)
 compare theoretical and empirical values and account for
discrepancies (e.g., determine the efficiency of thermal energy conversion
systems)
 state a conclusion based on experimental data, and explain how evidence
gathered supports or refutes the initial hypothesis (e.g., explain the discrepancy
between the theoretical and actual efficiency of a thermal energy conversion
system)
 construct and test a prototype of a device or system, and troubleshoot
problems as they arise (e.g., design and build an energy conversion device)
 propose alternative solutions to a given practical problem, identify the
potential strengths and weaknesses of each and select one as the basis for a
plan (e.g., assess whether coal or natural gas should be used to fuel thermal
power plants in Alberta)
 evaluate a personally designed and constructed device on the basis of self-
developed criteria (e.g., evaluate an energy conversion device based on a
modern or traditional design)
Students will:
results
scientific [SI] notation, fundamental and derived units; use advanced menu
features within a word processor to accomplish a task and to insert tables,
graphs, text and graphics)
to troubleshoot problems as they arise (e.g., develop a plan to build an energy
conversion device, seek feedback, test and review the plan, make revisions, and
implement the plan)
Attitude Outcomes
Interest in Science
Show interest in science-related questions and issues, and pursue personal

interests and career possibilities within science-related fields (e.g., apply concepts
learned in the classroom to everyday phenomena related to energy; show interest
in a broad scope of science-related fields in which energy plays a significant role)
Mutual Respect

involving people with different views and backgrounds (e.g., appreciate Aboriginal
technologies of the past and present that use locally-available materials and apply
scientific principles; recognize that science and technology develop in response to
global concerns, as well as to local needs)
Scientific Inquiry

problems and issues (e.g., assess problem using a variety of criteria; respect
alternative solutions; honestly evaluate limitations of their designs; be persistent in
finding the best possible answer or solution to a question or problem)
Collaboration
Work collaboratively in carrying out investigations and in generating and evaluating

ideas(e.g., select a variety of strategies, such as group brainstorming, active
listening, paraphrasing and questioning, to find the best possible solution to a
problem; work as a team member when assigning and performing tasks; accept
responsibility for problems that arise)
Stewardship

of humans and a sustainable environment (e.g., recognize that their choices and
actions, and the choices and actions that technologists make, can have an impact
on others and on the environment)
Safety
demonstrate concern for self and others in planning and carrying out experimental
activities and the design of devices; select safe methods for collecting evidence and
solving problems)
Unit C: Cycling of Matter in Living Systems

Unit C: Cycling of Matter in Living Systems (Nature of Science Emphasis)
Overview: The fundamental unit of life, the cell, is an example of an efficient open
system comprised of a cell membrane and organelles that carry out the basic
functions of all living organisms. Students will learn that technological
advancements in microscopy have enhanced the study of cells and cellular
processes. The understanding of life processes at the cellular level can also be
applied to multicellular organisms.
Focusing Questions: How did the cell theory replace the concept of "spontaneous
generation" and revolutionize the study of life sciences? How do single-celled
organisms carry out life functions? How do plants use specialized cells and
processes to accomplish the same functions as a single cell, but on a larger scale?
How does imaging technology further our understanding of the structure and
function of cells?
Concepts:
 life processes, and structure of plants -These concepts may be found in the
following course: Grade 7 Science, Unit B: Plants for Food and Fibre.
 organisms, cells, system organs, tissues - These concepts may be found in
the following course: Grade 8 Science, Unit B: Cells and Systems.
Concepts:
 estimating and calculating surface areas and volumes of simple and

composite objects - This concept may be found in the following courses: Grade 8
Mathematics, Shape and Space and Grade 9 Mathematics, Shape and Space.
 drawing, interpreting and analyzing enlargements, reductions and scale
drawings - This concept may be found in the following course: Grade 8
Mathematics, Shape and Space.
 collecting, displaying and analyzing data using sketches and computer
analyses - This concept may be found in the following courses: Grade 8
Mathematics, Statistics and Probability and Grade 9 Mathematics, Statistics and
Probability.
Key Concepts
 - microscopy and the emergence of cell theory

 - cellular structures and functions, and technological applications
 - active and passive transport of matter
 - relationship between cell size and shape, and surface area to volume ratio
 - use of explanatory and visual models in science
 - cell specialization in multicellular organisms; i.e., plants
 - mechanisms of transport, gas exchange, and environmental response in
multicellular organisms; i.e., plants
Knowledge
Students will:
1. Explain the relationship between developments in imaging technology and

the current understanding of the cell
 trace the development of the cell theory: all living things are made
up of one or more cells and the materials produced by these, cells are
functional units of life, and all cells come from pre-existing cells (e.g.,
from Aristotle to Hooke, Pasteur, Brown, and Schwann and Schleiden;
recognize that there are sub-cellular particles, such as viruses and prions,
which have some characteristics of living cells)
 describe how advancements in knowledge of cell structure and
function have been enhanced and are increasing as a direct result of
developments in microscope technology and staining techniques (e.g.,
electron microscope, confocal laser scanning microscope [CLSM])
 identify areas of cell research at the molecular level (e.g., DNA and
gene mapping, transport across cell membranes)
2. Describe the function of cell organelles and structures in a cell, in terms of
life processes, and use models to explain these processes and their
applications
 compare passive transport of matter by diffusion and osmosis with
active transport in terms of the particle model of matter, concentration
gradients, equilibrium and protein carrier molecules(e.g., particle model
of matter and fluid-mosaic model)
 use models to explain and visualize complex processes like diffusion
and osmosis, endo- and exocytosis, and the role of cell membrane in
these processes
 describe the cell as a functioning open system that acquires
nutrients, excretes waste, and exchanges matter and energy
 identify the structure and describe, in general terms, the function of
the cell membrane, nucleus, lysosome, vacuole, mitochondrion,
endoplasmic reticulum, Golgi apparatus, ribosomes, chloroplast and cell
wall, where present, of plant and animal cells
 compare the structure, chemical composition and function of plant
and animal cells, and describe the complementary nature of the structure
and function of plant and animal cells
 describe the role of the cell membrane in maintaining equilibrium
while exchanging matter
 describe how knowledge about semi-permeable membranes, diffusion
and osmosis is applied in various contexts(e.g., attachment of HIV drugs
to cells and liposomes, diffusion of protein hormones into cells, staining of
cells, desalination of sea water, peritoneal or mechanical dialysis,
separation of bacteria from viruses, purification of water, cheese making,
use of honey as an antibacterial agent and berries as a preservative
agent by traditional First Nations communities)
 describe cell size and shape as they relate to surface area to volume
ratio, and explain how that ratio limits cell size (e.g., compare nerve cells
and blood cells in animals, or plant root hair cells and chloroplast-
containing cells on the surface of leaves)
3. Analyze plants as an example of a multicellular organism with specialized
structures at the cellular, tissue and system levels
 explain why, when a single-celled organism or colony of single-celled
organisms reaches a certain size, it requires a multicellular level of
organization, and relate this to the specialization of cells, tissues and
systems in plants
 describe how the cells of the leaf system have a variety of specialized
structures and functions; i.e., epidermis including guard cells, palisade
tissue cells, spongy tissue cells, and phloem and xylem vascular tissue
cells to support the process of photosynthesis
 explain and investigate the transport system in plants; i.e., xylem
and phloem tissues and the processes of transpiration, including the
cohesion and adhesion properties of water, turgor pressure and osmosis;
diffusion, active transport and root pressure in root hairs
 explain and investigate the gas exchange system in plants; i.e.,
lenticels, guard cells, stomata and the process of diffusion
 explain and investigate phototropism and gravitropism as examples
of control systems in plants
 trace the development of theories of phototropism and
gravitropism (e.g., from Darwin and Boysen-Jensen to Went)
Skill Outcomes
Students will:

 define and delimit problems to facilitate investigation (e.g., how do plants

adjust to accommodate different environmental conditions such as varying levels
of light and fertilizer)
design an investigation to determine the effect of CO2(g) concentration on the
number of chloroplasts found in an aquatic plant cell)
 state a prediction and a hypothesis based on available evidence and
background information (e.g., hypothesize how biochemical interconversions of
starch and glucose might regulate the turgor pressure of cells; hypothesize the
direction of root and plant growth of a bean plant growing on a rotating
turntable, and predict the effects of varying RPMs on the angle of growth)
 identify the theoretical basis of an investigation, and develop a prediction
and a hypothesis that are consistent with the theoretical basis (e.g., use the
particle theory to hypothesize how the rate of diffusion is affected by varying
particle size, and then predict the rates of diffusion of a sucrose solution and a
starch solution when placed into dialysis tubing in a beaker of water)
 formulate operational definitions of major variables (e.g., define
concentration gradient, equilibrium)
Students will:
information

extending procedures (e.g., perform an experiment to determine the effect of
tonicity on plasmolysis and deplasmolysis in plant cells, such as staminal hairs or
aquatic leaf cells, identify variables that do affect plasmolysis, such as the
amount of light and heat, and control these variables)
 use instruments effectively and accurately for collecting data (e.g., use a
microscope to observe movement of water in plants; prepare wet mounts of
tissue from flowering plants, and observe cellular structures specific to plant and
animal cells; stain cells to make them visible)
 estimate quantities (e.g., compare sizes of various types of cells under the
microscope; calculate magnification, field of view and scale)
to facilitate interpretation of the data (e.g., organize data obtained from
measuring daily temperature and bloom dates of plant species, such as aspen,
poplar, common purple lilac and crocus to determine a relationship between the
two variables)
topic (e.g., upload and download text, image, audio and video files on emerging
technologies for studying cells)
from several parts of the same source (e.g., create electronic documents
containing multiple links, or summarize articles based on the scientific principles
and/or technological developments)
Students will:
possible solutions
 compile and display, by hand or computer, evidence and information in a

variety of formats, including diagrams, flow charts, tables, graphs and
scatterplots (e.g., collect data on the number of stomata per unit area on
various plant leaves that grow in areas of differing humidity, and compile this
data in a spreadsheet and graph it to determine whether there is a relationship
between the variables)
nonlinear relationships among variables (e.g., compare the surface area to
volume ratio of various cells, and relate the findings to the function of each cell;
trace ingredients in modern medicines to their traditional counterparts)
gathered supports or refutes the initial hypothesis (e.g., observe and record
macroscopic and microscopic changes in a growing plant for evidence of
differentiation)
 explain how data support or refute a hypothesis or prediction
 construct and test a prototype of a device or system, and troubleshoot
problems as they arise (e.g., create a model of a cell to illustrate a certain
function, for example, use a balloon and tape to represent a guard cell)
 identify new questions or problems that arise from what was learned (e.g.,
determine the purpose of cellular structures from observations of fresh and
prepared materials, using dissecting and compound microscopes, or
micrographs)
Students will:
results
 communicate questions, ideas and intentions; and receive, interpret,

understand, support and respond to the ideas of others (e.g., describe
cytoplasmic streaming in a single-celled organism, and communicate an
inference about similar movement in the cells of a multicellular organism)
of representation to communicate ideas, plans and results (e.g., draw analogies
between division of labour in cells and in communities; record and explain the
movement of water in plants)
Attitude Outcomes
Interest in Science

personal interests and career possibilities within science-related fields (e.g., apply
concepts learned in the classroom to everyday phenomena related to cells and
multicellular organisms; investigate careers in fields, such as botany, forestry,
horticulture, cytology, genetics and health care)
Mutual Respect

involving people with different views and backgrounds (e.g., value the roles and
contributions of men and women from many cultures in using science and
technology to further our understanding of the cell and of living systems, recognize
and appreciate the contributions of the traditional knowledge of Aboriginal peoples
to science and technology)
Scientific Inquiry

problems and issues (e.g., recognize that traditional Aboriginal cultures employed
the principles of scientific inquiry through observation and experimentation to solve
a variety of unique challenges)
Collaboration
Work collaboratively in planning and carrying out investigations, as well as in

generating and evaluating ideas (e.g., assume responsibility for their share of the
work in preparing for investigations, gathering and recording data; consider
alternative approaches suggested by group members)
Stewardship

of humans and a sustainable environment (e.g., show care and respect for all forms
of life; evaluate the impact on the environment of personal choices, as well as the
choices scientists make when carrying out an investigation)
Safety
activities; select safe methods of collecting evidence and solving problems)
Unit D: Energy Flow in Global Systems

Unit D: Energy Flow in Global Systems (Social and Environmental Contexts
Emphasis)
Overview: Solar energy sustains life and drives the global climate systems on
Earth. Without solar energy there would be no heat or precipitation and, therefore,
no life on Earth. Students will gain an understanding that the absorption and
transfer of thermal energy at and near Earth's surface results in a variety of climate
zones with characteristic weather patterns and biomes. Climatic factors largely
determine the flora and fauna found in each of the world's major biomes.
The United Nations Intergovernmental Panel on Climate Change has stated that the
balance of evidence suggests a human influence on global climate. Scientists from
various fields are studying this relationship to determine the potential impact on
biomes.
Focusing Questions: Are there relationships between solar energy, global energy
transfer processes, climate and biomes? What evidence suggests our climate may
be changing more rapidly than living species can adapt? Is human activity causing
climate change? How can we reduce our impact on the biosphere and on global
climate, while still meeting human needs?
Concepts:
 environmental monitoring, environmental impacts, energy flow,

environmental management -These concepts may be found in the following
course: Grade 7 Science, Unit A: Interactions and Ecosystems.
 thermal energy, change of state, heat transfer - These concepts may be
found in the following course: Grade 7 Science, Unit C: Heat and Temperature.
 climate, glaciers and icecaps - These concepts may be found in the following
course: Grade 8 Science, Unit E: Freshwater and Saltwater Systems.
 biological diversity, habitat diversity - These concepts may be found in the
following course: Grade 9 Science, Unit A: Biological Diversity.
Concepts:
 adding, subtracting, multiplying and dividing decimals - This concept may be

found in the following course: Grade 7 Mathematics, Number.
 calculating combined percentages - This concept may be found in the
following course: Grade 8 Mathematics, Number .
 collecting, displaying and analyzing data using both sketches and computer
analyses - This concept may be found in the following courses: Grade 8
Mathematics, Statistics and Probability and Grade 9 Mathematics, Statistics and
Probability.
 using interpolation and extrapolation to make predictions - This concept may
be found in the following course: Grade 7 Mathematics, Patterns and Relations.
 solving one-step and two-step linear equations - This concept may be found
in the following courses: Grade 8 Mathematics, Patterns and Relations and Grade
9 Mathematics, Patterns and Relations.
 solving one-step and two-step linear equations where the unknown quantity
is part of a fraction - This concept may be found in the following course: Grade 9
Mathematics, Patterns and Relations.
Key Concepts
 - social and environmental contexts for investigating climate change

 - solar radiation budget
 - climate zones, transfer of thermal energy by the hydrosphere and the
atmosphere
 - hydrologic cycle and phase change
 - relationship between biomes, solar energy and climate
 - human activity and climate change

Knowledge
Students will:
1. Describe how the relationships among input solar energy, output terrestrial
energy and energy flow within the biosphere affect the lives of humans and
other species
 explain how climate affects the lives of people and other species, and
explain the need to investigate climate change (e.g., describe the
responses of human and other species to extreme climatic conditions;
describe housing designs, animal habitats, clothing and fur in conditions
of extreme heat, cold, dryness or humidity, wind)
 identify the Sun as the source of all energy on Earth
 analyze, in general terms, the net radiation budget, using per cent;
i.e., solar energy input, terrestrial energy output, net radiant energy
 describe the major characteristics of the atmosphere, the
hydrosphere and the lithosphere, and explain their relationship to Earth's
biosphere
 describe and explain the greenhouse effect, and the role of various
gases - including methane, carbon dioxide and water vapour - in
determining the scope of the greenhouse effect
2. Analyze the relationships among net solar energy, global energy transfer
processes - primarily radiation, convection and hydrologic cycle - and
climate.
 describe, in general terms, how thermal energy is transferred
through the atmosphere (i.e., global wind patterns, jet stream, Coriolis
effect, weather systems) and through the hydrosphere (i.e., ocean
currents, large bodies of water) from latitudes of net radiation surplus to
latitudes of net radiation deficit, resulting in a variety of climatic
zones (e.g., analyze static and animated satellite images)
 investigate and describe, in general terms, the relationships among
solar energy reaching Earth's surface and time of year, angle of
inclination, length of daylight, cloud cover, albedo effect and aerosol or
particulate distribution
 explain how thermal energy transfer through the atmosphere and
hydrosphere affects climate
 investigate and interpret how variations in thermal properties of
materials can lead to uneven heating and cooling
 investigate and explain how evaporation, condensation, freezing and
melting transfer thermal energy; i.e., use simple calculations of heat of
fusion and vaporization , and Q=mcΔt to convey
amounts of thermal energy involved, and link these processes to the
hydrologic cycle.
3. Relate climate to the characteristics of the world's major biomes, and
compare biomes in different regions of the world
 describe a biome as an open system in terms of input and output of
energy and matter and exchanges at its boundaries (e.g., compare and
contrast cells and biomes as open systems)
 relate the characteristics of two major biomes (i.e., grassland,
desert, tundra, taiga, deciduous and rain forest) to net radiant energy,
climatic factors (temperature, moisture, sunlight and wind) and
topography (mountain ranges, large bodies of water)
 analyze the climatographs of two major biomes (i.e., grasslands,
desert, tundra, taiga, deciduous and rain forest) and explain why biomes
with similar characteristics can exist in different geographical locations,
latitudes and altitudes
 identify the potential effects of climate change on environmentally
sensitive biomes (e.g., impact of a reduction in the Arctic ice pack on
local species and on Aboriginal societies that rely on traditional
lifestyles)
4. Investigate and interpret the role of environmental factors on global energy
transfer and climate change
 investigate and identify human actions affecting biomes that have a
potential to change climate (e.g., emission of greenhouse gases, draining
of wetlands, forest fires, deforestation) and critically examine the
evidence that these factors play a role in climate change (e.g., global
warming, rising sea level(s))
 identify evidence to investigate past changes in Earth's climate (e.g.,
ice core samples, tree ring analysis)
 describe and evaluate the role of science in furthering the
understanding of climate and climate change through international
programs (e.g., World Meteorological Organization, World Weather
Watch, Global Atmosphere Watch, Surface Heat Budget of the Arctic
Ocean (SHEBA) project, The Intergovernmental Panel on Climate Change
(IPCC); the study of paleoclimates and models of future climate
scenarios)
 describe the role of technology in measuring, modelling and
interpreting climate and climate change (e.g., computer models, devices
to take measurements of greenhouse gases, satellite imaging technology)
 describe the limitations of scientific knowledge and technology in
making predictions related to climate and weather (e.g., predicting the
direct and indirect impacts on Canada's agriculture, forestry and oceans
of climate change, or from changes in energy transfer systems, such as
ocean currents and global wind patterns)
 assess, from a variety of perspectives, the risks and benefits of
human activity, and its impact on the biosphere and the climate (e.g.,
compare the Gaia hypothesis with traditional Aboriginal perspectives on
the natural world; identify and analyze various perspectives on reducing
the impact of human activity on the global climate)
Skill Outcomes
Students will:

 identify questions to investigate that arise from practical problems and

issues (e.g., develop questions related to climate change, such as "How will
global warming affect Canada's northern biomes?"; "How will a species be
affected by an increase or decrease in average temperature?"
 design an experiment, and identify specific variables (e.g., investigate the
heating effect of solar energy, using variables, such as temperature, efficiency
and materials used)
 formulate operational definitions of major variables (e.g., define heat of
fusion or vaporization as the quantity of energy to change the state of one mole
of matter at its melting or boiling point in the absence of temperature change)

Students will:

information

extending procedures where required (e.g., perform an experiment to determine
the ability of various materials to absorb or reflect solar energy)
 use instruments, effectively and accurately, to collect data (e.g., use a
barometer, rain gauge, thermometer, anemometer)
to facilitate interpretation of the data (e.g., organize data to prepare
climatographs for comparing biomes)
topic (e.g., research sources of greenhouse gases; research protocols to control
human sources of greenhouse gases)
from several parts of the same source (e.g., collect weather and climate data,
both historic and current, from the Internet)
Students will:
possible solutions
 compile and display, by hand or computer, evidence and information in a

variety of formats, including diagrams, flow charts, tables, graphs and
scatterplots (e.g., construct climate graphs to compare any two of the following
biomes: grassland, desert, tundra, taiga, deciduous forest, rain forest)
 identify and apply criteria for evaluating evidence and sources of
information, including identifying bias (e.g., investigate the issue of global
climate change)
nonlinear relationships among variables (e.g., analyze a graph of mean monthly
temperatures for cities that are at similar latitudes but have different climates)
 identify limitations of data, evidence or measurement (e.g., list the
limitations of data and evidence of past climate changes, evaluate the validity of
interpolations and extrapolations, use significant digits appropriately)
gathered supports or refutes the initial hypothesis (e.g., summarize an analysis
of the relationship between human activity and changing biomes)
 explain how data support or refute a hypothesis or a prediction (e.g.,
provide evidence for or against the hypothesis that human activity is responsible
for climate change)
 propose alternative solutions to a given practical problem, identify the
potential strengths and weaknesses of each, and select one as the basis for a
plan (e.g., design a home for a specific climate; analyze traditional Aboriginal
home designs for their suitability in particular climates)
Students will:
results
scientific (SI) notation, fundamental and derived units, significant digits)
 synthesize information from multiple sources or from complex and lengthy
texts, and make inferences based on this information (e.g., use integrated
software effectively and efficiently to produce work that incorporates data,
graphics and text)
 identify multiple perspectives that influence a science-related decision or
issue (e.g., consult a wide variety of electronic sources that reflect varied
viewpoints and economic, social, scientific and other perspectives on global
warming and climate change)
 develop, present and defend a position or course of action, based on
findings (e.g., a strategy to reduce greenhouse gas emissions caused by the
transportation of people and goods)
Interest in Science

personal interests and career possibilities within science-related fields (e.g., expand
their inquiries beyond the classroom and into their everyday lives; show interest in
careers related to climate and the environment)
Mutual Respect

involving people with different views and backgrounds (e.g., appreciate Aboriginal
clothing and home designs of the past and present that use locally-available
materials to adapt to climate; recognize that science and technology develop in
response to global concerns, as well as to local needs; consider more than one
factor or perspective when making decisions on Science, Technology and Society
[STS] issues)
Scientific Inquiry

problems and issues (e.g., view a situation from different perspectives, propose
options and compare them when making decisions or taking action; evaluate
inferences and conclusions with a critical mind and without bias, being cognizant of
the many factors involved in experimentation)
Collaboration

Work collaboratively in carrying out investigations and in generating and evaluating
ideas(e.g., choose a variety of strategies, such as active listening, paraphrasing and
questioning, in order to understand other points of view; consider a variety of
perspectives and seek consensus before making decisions)
Stewardship

of humans and a sustainable environment (e.g., recognize that human actions
today may affect the sustainability of biomes for future generations; identify,
without bias, potential conflicts between responding to human wants and needs and
protecting the environment)
Safety
activities involving the heating of materials; select safe methods for collecting
evidence and solving problems)

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An elementary science program engages students in a process of inquiry and

Children's curiosity provides a natural starting point for learning.

Communication is essential for science learning.

Confidence and self-reliance are important outcomes of learning.

An inquiry may be initiated in a variety of ways. It may be based on a question

Problem Solving through Technology Problem solving refers to a variety of

1 A. Creating Colour Science Inquiry

B. Seasonal Changes Science Inquiry

C. Building Things Problem Solving through Technology

D. Senses Science Inquiry

E. Needs of Animals and Plants Science Inquiry

2 A. Exploring Liquids Science Inquiry

B. Buoyancy and Boats Problem Solving through Technology

C. Magnetism Science Inquiry

D. Hot and Cold Temperature Science Inquiry

E. Small Crawling and Flying Animals Science Inquiry

3 A. Rocks and Minerals Science Inquiry

B. Building with a Variety of Materials Problem Solving through Technology

C. Testing Materials and Designs Science Inquiry

D. Hearing and Sound Science Inquiry

E. Animal Life Cycles Science Inquiry

4 A. Waste and Our World Science Inquiry

B. Wheels and Levers Science Inquiry

D. Light and Shadows Science Inquiry

E. Plant Growth and Changes Science Inquiry

5 A. Electricity and Magnetism Science Inquiry

B. Mechanisms Using Electricity Problem Solving through Technology

C. Classroom Chemistry Science Inquiry

D. Weather Watch Science Inquiry

E. Wetland Ecosystems Science Inquiry

6 A. Air and Aerodynamics Science Inquiry

B. Flight Problem Solving through Technology

C. Sky Science Science Inquiry

D. Evidence and Investigation Science Inquiry

E. Trees and Forests Science Inquiry

Science Inquiry: General Learner Expectations

1-1 Bring focus to investigative activities, based on their own questions

Science Inquiry: Specific Learner Expectations

 ask questions that lead to exploration and investigation

Explore and Investigate

 manipulate materials and make observations that are relevant to questions

Reflect and Interpret

 describe what was observed, using pictures and oral language

1-3 Construct, with guidance, an object that achieves a given purpose,

Problem Solving Through Technology: Specific Learner

 identify the problem or task: What structure do we need to make?

Explore and Investigate

 attempt, with guidance, one or more strategies to complete the task

Reflect and Interpret

General Learner Expectations

Specific Learner Expectations

Understandings - Topic A: Creating Colour

General Learner Expectations

Specific Learner Expectations

1. Identify colours in a variety of natural and manufactured objects.

Understandings - Topic B: Seasonal Changes

General Learner Expectations

1-6 Describe seasonal changes, and interpret the effects of seasonal

Specific Learner Expectations

1. Describe the regular and predictable cycle of seasonal changes:

Understandings - Topic C: Building Things

General Learner Expectations