Science

Unit 1: Biodiversity

Duration

9 Weeks

Learner Profile Attributes

• Inquirers
• Caring

Key Concept

• Systems

Related Concept(s)

• Consequences
• Interaction

Global Context

• Globalization and Sustainability – Human Impact on the Environment, Diversity, and Interconnection

Statement of Inquiry

Human impact on systems brings about consequences on biodiversity.

Summative Assessment Criteria

• Criterion A
• Criterion D

ATLs (Skills)

• SM – Practice focus and concentration
• SM – Practice strategies to develop mental focus
• SM – Consider content – What did I learn about today?
• SM – Consider content – What don’t I understand yet?
• SM – Consider content – What questions do I have now?

Curriculum Standards:

• B1.1: Assess the benefits of biodiversity and the consequences of the diminishing of biodiversity
• B1.2: Analyze a local issue related to biodiversity while considering different perspectives; plan a course of action in response to the issue; and act on their plan
• B2.1: Describe the distinguishing characteristics of different groups of organisms, and use these characteristics to further classify these organisms using a classification system
• B2.2: Demonstrate an understanding of biodiversity as the diversity of life on Earth, including the diversity of organisms within species, among species in a community, and among communities and the habitats that support them
• B2.3: Describe ways in which biodiversity within species is essential for their survival
• B2.4: Describe ways in which biodiversity within and among communities is essential for maintaining the resilience of these communities
• B2.5: Describe interrelationships within species, between species, and between species and their natural environment, and explain how these interrelationships sustain biodiversity
• B2.6: Explain how invasive species reduce biodiversity in local environments
• B2.7: Explain how climate change contributes to a loss of biodiversity, and describe the impact of this loss
• B2.8: Describe the importance of biodiversity in supporting agriculture, including Indigenous agriculture around the world

Unit 2: Flight

Duration

9 Weeks

Learner Profile Attributes

• Inquirers

Key Concept

• Systems

Related Concept(s)

• Function
• Model

Global Context

• Scientific and Technical Innovation – Modernization, Industrialization, and Engineering

Statement of Inquiry

The function of modern systems can be displayed through models.

Summative Assessment Criteria

• Criterion B
• Criterion C

ATLs（Skills）

• C – Use a variety of speaking techniques to communicate with a variety of audiences
• C – Read critically and for comprehension
• C – Read a variety of sources for information and for pleasure
• C – Paraphrase accurately and concisely

Curriculum Standards

• D1.1: Assess the impacts on society of aviation technologies, while considering both local and global perspectives
• D2.1: Identify flight-related applications of the properties of air
• D2.2: Describe the relationships between the four forces of flight – lift, weight, thrust, and drag – that make flight possible
• D2.3: Describe ways in which flying machines and various organisms use balanced and unbalanced forces to control their flight
• D2.4: Describe ways in which the four forces of flight can be altered
• D2.5: Describe characteristics and adaptations that enable organisms to fly

Unit 3: The Power of Responsibility

Duration

8 Weeks

Learner Profile Attributes

• Principled
• Open-minded

Key Concept

• Change

Related Concept(s)

• Model
• Transformation

Global Context

• Fairness and Development

Statement of Inquiry

Change and transformation can be modeled to help us understand how to be responsible citizens.

Summative Assessment Criteria

• Criterion B
• Criterion C

ATLs (Skills)

• C – Give and receive meaningful feedback
• R – Collect, record and verify data
• R – Collect and analyze data to identify solutions and/or make informed decisions
• R – Process data and report results

Curriculum Standards

• C1.1: Assess the short- and long-term impacts of electrical energy generation technologies in Canada on society and the environment, including impacts on First Nations, Métis, and Inuit communities, and on climate change
• C1.2: Assess choices that reduce personal use of electrical energy from both renewable and non-renewable sources, and advocate for the responsible use of electrical energy by the school community
• C2.1: Explain commonly observed electrostatic phenomena, using the principles of static electricity
• C2.2: Describe current electricity, and compare and contrast current electricity with static electricity
• C2.3: Identify materials that are good conductors of electric current and materials that are good insulators
• C2.4: Describe how technologies transform various forms of energy into electrical energy
• C2.5: Describe ways in which electrical energy is transformed into other forms of energy
• C2.6: Explain the functions of the components of a simple electrical circuit
• C2.7: Distinguish between series and parallel circuits, and identify common uses of each type of circuit

Unit 1: Ecosystems

Duration

9 Weeks

Learner Profile Attributes

• Communicators
• Thinkers

Key Concept

• Systems

Related Concept(s)

• Environment
• Interaction

Global Context

• Orientation in Space and Time

Statement of Inquiry

Interactions and changes occur in environments and ecosystems.

Summative Assessment Criteria

• Criterion A
• Criterion D

ATLs (Skills)

• C – Give and receive meaningful feedback
• C – Share ideas with multiple audiences using a variety of digital environments and media
• C – Make inferences and draw conclusions
• C – Write for different purposes
• C – Take effective notes in class
• T – Interpret data
• T – Draw reasonable conclusions and generalizations

Curriculum Standards

• B1.1: Assess the impact of various technologies on the environment
• B1.2: Assess the effectiveness of various ways of mitigating the negative and enhancing the positive impact of human activities on the environment
• B1.3: Analyze how diverse First Nations, Métis, and Inuit practices and perspectives contribute to environmental sustainability
• B2.1: Explain that an ecosystem is a network of interactions among living organisms and their environment
• B2.2: Identify biotic and abiotic components in an ecosystem, and describe the interactions between them
• B2.3: Describe roles and relationships between producers, consumers, and decomposers within an ecosystem
• B2.4: Describe the transfer of energy in a food chain, and explain the effects of altering any part of the chain
• B2.5: Describe how matter is cycled within the environment, and explain how the cycling of matter promotes sustainability
• B2.6: Explain the differences between primary succession and secondary succession in ecosystems
• B2.7: Explain how biotic and abiotic factors limit the number of organisms an ecosystem can sustain
• B2.8: Describe how different approaches to agriculture and to harvesting food from the natural environment can impact an ecosystem, and identify strategies that can be used to maintain and/or restore balance to ecosystems

Unit 2: Pure Substances

Duration

9 Weeks

Learner Profile Attributes

• Communicators
• Principled
• Caring

Key Concept

• Change

Related Concept(s)

• Evidence
• Form

Global Context

• Fairness and Development – Inequality

Statement of Inquiry

Changes of form provide evidence that can help us understand development and inequality.

Summative Assessment Criteria

• Criterion B
• Criterion C

ATLs (Skills)

• T – Consider multiple alternatives, including those that might be unlikely or impossible
• R – Collect, record and verify data
• R – Access information to be informed and inform others
• T – Create original works and ideas; use existing works and ideas in new ways
• R – Make connections between various sources of information
• R – Present information in a variety of formats and platforms
• R – Collect and analyze data to identify solutions and/or make informed decisions
• R – Process data and report results
• R – Evaluate and select information sources and digital tools based on their appropriateness to specific tasks.
• R – Communicate information and ideas effectively to multiple audiences using a variety of media and formats
• T – Use brainstorming and visual diagrams to generate new ideas and inquiries

Curriculum Standards

• C1.1: Analyze the social and environmental impacts of the use and disposal of pure substances found in technological devices, considering local and global perspectives
• C1.2: Assess environmental and social impacts of different industrial methods used to separate mixtures
• C2.1: Demonstrate an understanding of the particle theory of matter
• C2.2: Use particle theory to distinguish between pure substances and mixtures
• C2.3: Distinguish between homogenous and heterogeneous mixtures
• C2.4: Use the particle theory to describe how different factors affect the solubility of a substance and the rate at which it dissolves
• C2.5: Describe the concentration of a saturated solution in both qualitative and quantitative terms, and differentiate between saturated and unsaturated solutions
• C2.6: Explain why water is referred to as the universal solvent
• C2.7: Explain various processes used to separate mixtures, including solutions, into their components, and identify some applications of these processes
• C2.8: Describe pure substances as elements and compounds consisting of atoms and combinations of atoms

Unit 3: Designing Structures

Duration

9 Weeks

Learner Profile Attributes

• Communicators
• Reflective

Key Concept

• Relationships

Related Concept(s)

• Form
• Function

Global Context

• Personal and Cultural Expression

Statement of Inquiry

The relationship between form and function must be considered when designing structures.

Summative Assessment Criteria

• Criterion B
• Criterion C

ATLs (Skills)

• T – Practice observing carefully in order to recognize problems
• T – Use models and simulations to explore complex systems and issues
• T – Apply existing knowledge to generate new ideas, products or processes

Curriculum Standards

• D1.1: Evaluate environmental, social, and economic factors that should be considered when designing and building structures to meet specific needs for individuals and communities
• D1.2: Evaluate the impact of the ergonomic design of various tools, objects, and workspaces on a user’s health, safety, and ability to work efficiently, and use this information to describe changes that could be made in their own spaces and activities
• D2.1: Classify structures as solid structures, frame structures, or shell structures
• D2.2: Describe ways in which the center of gravity of a structure affects the structure’s stability
• D2.3: Identify the magnitude, direction, point of application, and plane of application of the forces applied to a structure
• D2.4: Describe the role of symmetry in structures, and identify instances of symmetry in various structures
• D2.5: Describe factors that can cause a structure to fail
• D2.6: Identify the factors that determine the suitability of materials for use in manufacturing a product or constructing a structure
• D2.7: Describe methods engineers and other professionals use to assess, improve, and maintain the safety of structures

Unit 4: Heat in the Environment

Duration

8 Weeks

Learner Profile Attributes

• Principled
• Open-minded

Key Concept

• Systems

Related Concept(s)

• Energy
• Movement

Global Context

• Identities and Relationships

Statement of Inquiry

Understanding energy movement in systems may affect our motivations and attitudes.

Summative Assessment Criteria

• Criterion A
• Criterion D

ATLs (Skills)

• R – Access information to be informed and inform others
• R – Process data and report results

Curriculum Standards

• E1.1: Assess the social and environmental benefits of technologies that reduce heat loss in enclosed spaces or heat transfer to surrounding spaces
• E1.2: Analyze various social, economic, and environmental impacts, including impacts related to climate change, of using non-renewable and renewable sources of energy
• E2.1: Use particle theory to explain how heat affects the motion of particles in a solid, a liquid, and a gas
• E2.2: Demonstrate an understanding of various ways in which heat is generated
• E2.3: Use particle theory to explain the effects of heat on volume in solids, liquids, and gases, including during changes of states of matter
• E2.4: Explain how heat is transmitted through conduction, and describe natural processes that are affected by conduction
• E2.5: Explain how heat is transmitted in liquids and gases through convection, and describe natural processes that depend on convection
• E2.6: Explain how heat is transmitted through radiation, and describe the effects of radiation from the Sun on different kinds of surfaces
• E2.7: Describe the role of radiation in heating and cooling Earth, and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere
• E2.8: Identify common sources of greenhouse gases, including sources resulting from human activity, and describe how humans can reduce emissions of these gases

Unit 1: Fluids

Duration

10 Weeks

Learner Profile Attributes

• Knowledgeable

Key Concept

• Relationships

Related Concept(s)

• Evidence
• Models

Global Context

• Globalization and Sustainability – Human impact on the environment, Data-driven decision-making

Statement of Inquiry

Evidence of relationships can be represented through models when planning infrastructure.

Summative Assessment Criteria

• Criterion A
• Criterion D

ATLs (Skills)

• T – Gather and organize relevant information to formulate an argument
• T – Draw reasonable conclusions and generalizations
• T – Use models and simulations to explore complex systems and issues
• T – Make guesses, ask “what if” questions and generate testable hypotheses
• T – Combine knowledge, understanding and skills to create products or solutions

Curriculum Standards

• C1.1: Assess the environmental, social, and economic impacts of various innovations and technologies that are based on the properties of fluids
• C1.2: Assess the environmental and social impacts of fluid spills, including impacts on First Nations, Métis, and Inuit communities, and including the cost and technical challenges related to cleanup and remediation efforts
• C2.1: Demonstrate an understanding of the factors that affect viscosity, and compare the viscosity of various fluids, including volumetric flow rate
• C2.2: Demonstrate an understanding of the relationship between mass, volume, and density
• C2.3: Explain the difference between solids, liquids, and gases in terms of their density, using the particle theory of matter
• C2.4: Explain the difference between liquids and gases in terms of their compressibility and how their compressibility affects their technological applications
• C2.5: Determine the buoyancy of an object, given its density, in a variety of fluids
• C2.6: Explain in qualitative terms the relationship between pressure, volume, and temperature when a liquid or a gas is compressed or heated
• C2.7: Describe how forces are transferred in all directions in fluids, including using Pascal’s law to quantify the transfer of forces in fluids
• C2.8: Describe factors that affect the flow of fluids
• C2.9: Describe the differences between pneumatic and hydraulic systems
• C2.10: Compare how fluids are used and how their flow is regulated in living organisms and in mechanical devices or systems

Unit 2: Cells

Duration

10 Weeks

Learner Profile Attributes

• Inquirers

Key Concept

• Systems

Related Concept(s)

• Function
• Interaction

Global Context

• Scientific and Technical Innovation – Systems, Methods

Statement of Inquiry

Physical development depends on the interaction and function of different systems.

Summative Assessment Criteria

• Criterion B
• Criterion C

ATLs (Skills)

• S – Listen actively to other perspectives and ideas
• S – Encourage others to contribute
• R – Make connections between various sources of information
• R – Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions

Curriculum Standards

• B1.1: Assess how various technologies have enhanced our understanding of cells and cellular processes
• B1.2: Analyze beneficial and harmful effects of developments in cell biology and associated emerging technologies on human health and the environment, while taking different perspectives into consideration
• B2.1: Demonstrate an understanding of cells, using cell theory
• B2.2: Identify organelles and other cell components, including the nucleus, cell membrane, cell wall, chloroplasts, vacuole, mitochondria, and cytoplasm, and explain their basic functions
• B2.3: Compare the structure and function of plant and animal cells
• B2.4: Explain the processes of diffusion and osmosis within a cell
• B2.5: Describe various unicellular and multicellular organisms, and compare ways in which these two types of organisms meet their basic needs
• B2.6: Describe the organization of cells into tissues, organs, and systems

Unit 3: Simple Machines in Action (Interdisciplinary Unit)

Duration

11 Weeks

Learner Profile Attributes

• Thinkers

Key Concept

• Change

Related Concept(s)

• Models
• Movement

Global Context

• Scie

Statement of Inquiry

Models can show us how systems easily create change in our world.

Summative Assessment Criteria

• Criterion B
• Criterion C

ATLs (Skills)

• R – Access information to be informed and inform others
• R – Make connections between various sources of information
• T – Use brainstorming and visual diagrams to generate new ideas and inquiries
• T – Design improvements to existing machines, media and technologies
• T – Design new machines, media and technologies

Curriculum Standards

• D1.1 assess the social, economic, and environmental impacts of automating systems
• D1.2 assess the impact on individuals, society, and the environment of alternative ways of meeting needs that are currently met by existing systems, taking different points of view into consideration
• D2.1 identify various types of systems
• D2.2 describe the purpose, inputs, and outputs of various systems, including systems related to food processing
• D2.3 identify the various processes and components of a system that allow it to perform its function efficiently and safely
• D2.4 use the scientific terms displacement, force, work, energy, and efficiency to describe everyday experiences
• D2.5 demonstrate an understanding of the relationships between work, force, and displacement in simple systems
• D2.6 explain the relationship between input and output forces and determine the mechanical advantage of various mechanical systems, including simple machines
• D2.7 identify ways in which energy can dissipate from mechanical systems, and describe technological innovations that make these systems more efficient
• D2.8 explain how providing information and support to consumers helps to ensure that the systems they use run safely and efficiently
• D2.9 describe technological innovations involving mechanical systems that have increased productivity in various industries
• D2.10 identify social factors that influence the evolution of a system

Unit 4: Landscapes Before and After Human Intervention

Duration

8 Weeks

Learner Profile Attributes

• Caring
• Reflective

Key Concept

• Change

Related Concept(s)

• Balance
• Consequences

Global Context

• Orientation in Space and Time

Statement of Inquiry

Human activity can consequently change balance in natural landscapes.

Summative Assessment Criteria

• Criterion A
• Criterion D

ATLs (Skills)

• C – Organize and depict information logically
• C – Structure information in summaries, essays and reports

Curriculum Standards

• E1.1: Assess the social and environmental impact of the scarcity of fresh water, and propose a plan of action to help address fresh water sustainability issues
• E1.2: Demonstrate an understanding of First Nations, Métis, and Inuit knowledges and values about water, connections to water, and ways of managing water resources sustainably
• E1.3: Assess the impact of scientific discoveries and technological innovations on local and global water systems
• E2.1: Identify the states of water on Earth’s surface, their distribution, relative amounts, and circulation, and the conditions under which they exist
• E2.2: Demonstrate an understanding of a watershed, and explain its importance to water management and planning
• E2.3: Explain how human activity and natural phenomena cause changes in the water table
• E2.4: Identify factors, including climate change, that have contributed to the melting of glaciers and polar ice-caps, and describe the effects of this phenomenon on local and global water systems
• E2.5: Explain changes in atmospheric conditions caused by the presence of bodies of water
• E2.6: Describe various indicators of water quality, and explain the impact of human activity on those indicators
• E2.7: Explain how municipalities process water and manage water usage

Unit 1: Atomic Theory: Models and Patterns

Duration

10 Weeks

Learner Profile Attributes

• Knowledgeable
• Open-minded

Key Concept

• Relationships

Related Concept(s)

• Models
• Patterns

Global Context

• Orientation in Space and Time: Evolution and Constraints and Adaptation

Statement of Inquiry

• We can use models to see patterns and understand how theories evolve over time.

Summative Assessment Criteria

• Criterion A
• Criterion B
• Criterion C

ATLs (Skills)

• C – Use appropriate forms of writing for different purposes and audiences
• C – Paraphrase accurately and concisely
• R – Collect, record and verify data
• R – Collect and analyze data to identify solutions and/or make informed decisions

Curriculum Standards

• C1.1: Assess the usefulness of and/or the hazards associated with common elements or compounds in terms of their physical and chemical properties
• C1.2: Assess social, environmental, and economic impacts of the use of common elements or compounds
• C2.1: Use appropriate terminology related to atoms, elements, and compounds, including, but not limited to: boiling point, mixtures, particle theory, pure substances, and viscosity
• C2.2: Conduct an inquiry to identify the physical and chemical properties of common elements and compounds
• C2.3: Plan and conduct an inquiry into the properties of common substances found in the laboratory or used in everyday life, and distinguish the substances by their physical and chemical properties
• C2.4: Conduct appropriate chemical tests to identify some common gases on the basis of their chemical properties, and record their observations
• C2.5: Construct molecular models to represent simple molecules
• C3.1: Explain how different atomic models evolved as a result of experimental evidence
• C3.2: Describe the characteristics of neutrons, protons, and electrons, including charge, location, and relative mass
• C3.3: Distinguish between elements and compounds
• C3.4: Describe the characteristic physical and chemical properties of common elements and compounds
• C3.5: Describe patterns in the arrangements of electrons in the first 20 elements of the periodic table, using the Bohr-Rutherford model
• C3.6: Explain the relationship between the atomic structure of an element and the position of that element in the periodic table
• C3.7: Compare and contrast the physical properties of elements within a group (e.g., alkali metals) and between groups (e.g., the carbon group and noble gases) in the periodic table
• C3.8: Identify and use the symbols for common elements (e.g., C, Cl, S, N) and the formulae for common compounds (e.g., H2O, CO2, NaCl, O2)

Unit 2: Ecology: Balance in Ecosystems

Duration

10 Weeks

Learner Profile Attributes

• Reflective

Key Concept

• Systems

Related Concept(s)

• Balance
• Interaction

Global Context

• Globalisation and Sustainability

Statement of Inquiry

• Living organisms depend on their interactions with other living and non-living matter, to produce balanced, stable, and sustainable ecosystems, both locally and globally.

Summative Assessment Criteria

• Criterion A
• Criterion D

ATLs (Skills)

• C – Use appropriate forms of writing for different purposes and audiences
• C – Paraphrase accurately and concisely
• R – Collect, record and verify data
• R – Collect and analyze data to identify solutions and/or make informed decisions

Curriculum Standards

• B1.1: Assess, on the basis of research, the impact of a factor related to human activity that threatens the sustainability of a terrestrial or aquatic ecosystem
• B1.2: Evaluate the effectiveness of government initiatives and/or the efforts of societal groups or non-governmental organizations, environmental groups, or student organizations, with respect to an environmental issue that affects the sustainability of terrestrial or aquatic ecosystems
• B2.1: Use appropriate terminology related to sustainable ecosystems, such as:
• B2.2: Interpret qualitative and quantitative data from undisturbed and disturbed ecosystems (terrestrial and/or aquatic), communicate the results graphically, and, extrapolating from the data, explain the importance of biodiversity for all sustainable ecosystems
• B2.3: Plan and conduct an investigation, involving both inquiry and research, into how a human activity affects soil composition or soil fertility (e.g., changes to soil composition resulting from the use of different compostable materials, organic or inorganic fertilizers, or pesticides), and, extrapolating from the data and information gathered, explain the impact of this activity on the sustainability of terrestrial ecosystems
• B2.4: Plan and conduct an investigation, involving both inquiry and research, into how a human activity affects water quality, and, extrapolating from the data and information gathered, explain the impact of this activity on the sustainability of aquatic ecosystems
• B2.5: Analyse the effect of human activity on the populations of terrestrial and aquatic ecosystems by interpreting data and generating graphs
• B3.1: Compare and contrast biotic and abiotic characteristics of sustainable and unsustainable terrestrial and aquatic ecosystems
• B3.2: Describe the complementary processes of cellular respiration and photosynthesis with respect to the flow of energy and the cycling of matter within ecosystems
• B3.3: Describe the limiting factors of ecosystems, and explain how these factors affect the carrying capacity of an ecosystem
• B3.4: Identify the earth’s four spheres (biosphere, hydrosphere, lithosphere, atmosphere), and describe the relationship that must exist between these spheres if diversity and sustainability are to be maintained
• B3.5: Identify various factors related to human activity that have an impact on ecosystems (e.g., the introduction of invasive species; shoreline development; industrial emissions that result in acid rain), and explain how these factors affect the equilibrium and survival of ecosystems

Unit 3: Electrical Consequences: Making Recommendations for Power Generation

Duration

10 Weeks

Learner Profile Attributes

• Inquirers
• Thinkers

Key Concept

• Change

Related Concept(s)

• Consequences
• Energy

Global Context

• Scientific and Technical Innovation

Statement of Inquiry

• Energy transformations help us understand the consequences of scientific progress.

Summative Assessment Criteria

• Criterion A
• Criterion B
• Criterion C

ATLs (Skills)

• T – Interpret data
• T – Evaluate evidence and arguments
• T – Consider multiple alternatives, including those that might be unlikely or impossible
• T – Apply skills and knowledge in unfamiliar situations
• T – Transfer current knowledge to learning of new technologies

Curriculum Standards

• e1.1: Analyse the design of a technological device that improves its electrical efficiency or protects other devices by using or controlling static electricity.
• e1.2: Assess some of the social, economic, and environmental implications of the production of electrical energy in Canada from renewable and non-renewable sources.
• e1.3: Produce a plan of action to reduce electrical energy consumption at home (e.g., using EnerGuide information when purchasing appliances), and outline the roles and responsibilities of various groups.
• e2.1: Use appropriate terminology related to electricity, including, but not limited to: ammeter, amperes, battery, current, fuse, kilowatt hours, load, ohms, potential difference, resistance, switch, voltmeter, and volts.
• e2.2: Conduct investigations into the transfer of static electric charges by friction, contact, and induction, and produce labelled diagrams to explain the results.
• e2.3: Predict the ability of different materials to hold or transfer electric charges (i.e., to act as insulators or conductors), and test their predictions through inquiry.
• e2.4: Plan and carry out inquiries to determine and compare the conductivity of various materials (e.g., metals, plastics, glass, water).
• e2.5: Design, draw circuit diagrams of, and construct series and parallel circuits.
• e2.6: Analyse and interpret the effects of adding an identical load in series and in parallel in a simple circuit.
• e2.7: Investigate the quantitative relationships between current, potential difference, and resistance in a simple series circuit.
• e2.8: Solve simple problems involving potential difference V, electric current I, and resistance R, using the quantitative relationship V = IR.
• e2.9: Determine the energy consumption of various appliances, and calculate their operating costs.
• e2.10: Calculate the efficiency of an energy converter, using the following equation: percent efficiency = (Eout / Ein) × 100%.
• e3.1: Identify electrical quantities (i.e., current, potential difference, resistance, and electrical energy), and list their symbols and their corresponding SI units.
• e3.2: Explain the characteristics of conductors and insulators and how materials allow static charge to build up or be discharged.
• e3.3: Compare and contrast static electricity with alternating current (AC) and direct current (DC).
• e3.4: Identify the components of a simple DC circuit and explain their functions.
• e3.5: Explain the characteristics of electric current, potential difference, and resistance in simple series and parallel circuits, noting how the quantities differ in the two circuits.
• e3.6: Describe, qualitatively, the interrelationships between resistance, potential difference, and electric current.
• e3.7: Explain what different meters (e.g., ammeters, voltmeters, multimeters) measure and how they are connected within an electrical circuit to measure electrical quantities.
• e3.8: Explain how various factors (e.g., wire length, wire material, cross-sectional area of wire) influence the resistance of an electrical circuit.

Unit 4: Theories of Universe

Duration

10 Weeks

Learner Profile Attributes

• Open-minded
• Reflective

Key Concept

• Change

Related Concept(s)

• Evidence
• Development

Global Context

• Orientation in Space and Time

Statement of Inquiry

• Throughout history, evidence has developed and changed our ideas and understanding of the universe.

Summative Assessment Criteria

• Criterion A
• Criterion D

ATLs (Skills)

• C – Use appropriate forms of writing for different purposes and audiences
• C – Structure information in summaries, essays and reports
• R – Use critical literacy skills to analyze and interpret media communication
• R – Compare, contrast and draw connections among (multi)media resources

Curriculum Standards

• D1.1: Assess, on the basis of research, and report on the contributions of Canadian governments, organizations, businesses, and/or individuals to space technology, research, and/or exploration
• D1.2: Assess some of the costs, hazards, and benefits of space exploration
• D2.1: Use appropriate terminology related to the study of the universe, including, but not limited to: celestial objects, orbital radius, retrograde motion, and satellite [C]
• D2.2: Use direct observation, computer simulation, or star charts to determine the location, appearance, and motion of well-known stars and other celestial objects that are visible in the night sky
• D2.3: Plan and conduct a simulation that illustrates the interrelationships between various properties of celestial objects visible in the night sky
• D2.4: Gather and record data, using an inquiry or research process, on the properties of specific celestial objects within the solar system
• D2.5: Compare and contrast properties of celestial objects visible in the night sky, drawing on information gathered through research and using an appropriate format
• D3.1: Describe observational and theoretical evidence relating to the origin and evolution of the universe (e.g., evidence supporting the big bang theory)
• D3.2: Describe observational and theoretical evidence relating to the formation of the solar system
• D3.3: Describe the major components of the solar system and the universe (e.g., planets, stars, galaxies), using appropriate scientific terminology and units
• D3.4: Describe the sun’s composition and energy source, and explain how its energy warms Earth and supports life on the planet
• D3.5: Explain the causes of astronomical phenomena (e.g., the aurora borealis, solar eclipses, phases of the moon, comets) and how various phenomena can best be observed from Earth
• D3.6: Describe various reasons that humankind has had for studying space

Unit 1: Climate Change: A Hopeful Future

Duration

8 Weeks

Learner Profile Attributes

• Thinkers
• Communicators

Key Concept

• Change

Related Concept(s)

• Energy
• Environment

Global Context

• Fairness and Development

Statement of Inquiry

• We can create a better future by changing our energy use and the environment.

Summative Assessment Criteria

• Criteria A i, ii, iii
• Criteria D i, ii, iii, iv

ATLs (Skills)

• R – Collect, record and verify data
• R – Make connections between various sources of information
• R – Collect and analyze data to identify solutions and/or make informed decisions
• T – Interpret data
• T – Evaluate evidence and arguments

Curriculum Standards

• D1.1: Analyse current and/or potential effects, both positive and negative, of climate change on human activity and natural systems.
• D1.2: Assess, on the basis of research, the effectiveness of some current individual, regional, national, or international initiatives that address the issue of climate change and propose a further course of action related to one of these initiatives.
• D2.1: Use appropriate terminology related to climate change, including, but not limited to: albedo, anthropogenic, atmosphere, cycles, heat sinks, and hydrosphere.
• D2.2: Design and build a model to illustrate the natural greenhouse effect, and use the model to explain the anthropogenic greenhouse effect.
• D2.3: Analyse different sources of scientific data for evidence of natural climate change and climate change influenced by human activity.
• D2.4: Investigate a popular hypothesis on a cause-and-effect relationship having to do with climate change, using simulations and/or time-trend data that model climate profiles.
• D2.5: Investigate, through laboratory inquiry or simulations, the effects of heat transfer within the hydrosphere and atmosphere.
• D2.6: Investigate, through laboratory inquiry or simulations, how water in its various states influences climate patterns.
• D2.7: Investigate, through research or simulations, the influence of ocean currents on local and global heat transfer and precipitation patterns.
• D2.8: Classify the climate of their local region using various tools or systems, and compare their region to other regions in Ontario, Canada, and the world.
• D2.9: Compare different perspectives and/or biases evident in discussions of climate change in scientific and non-scientific media.
• D3.1: Describe the principal components of Earth’s climate system and how the system works.
• D3.2: Describe and explain heat transfer in the hydrosphere and atmosphere and its effects on air and water currents.
• D3.3: Describe the natural greenhouse effect, explain its importance for life, and distinguish it from the anthropogenic greenhouse effect.
• D3.4: Identify natural phenomena and human activities known to affect climate, and describe the role of both in Canada’s contribution to climate change.
• D3.5: Describe the principal sources and sinks, both natural and/or anthropogenic, of greenhouse gases.
• D3.6: Describe how different carbon and nitrogen compounds influence the trapping of heat in the atmosphere and hydrosphere.
• D3.7: Describe, in general terms, the causes and effects of the anthropogenic greenhouse effect, the depletion of stratospheric and tropospheric ozone, and the formation of ground-level ozone and smog.
• D3.8: Identify and describe indicators of global climate change.

Unit 2: Chemical Reactions

Duration

8 Weeks

Learner Profile Attributes

• Inquirers
• Caring
• Risk-takers

Key Concept

• Relationships

Related Concept(s)

• Balance

Global Context

• Fairness and Development

Statement of Inquiry

• Conservation can be considered when investigating the evidence of interactions and change.

Summative Assessment Criteria

• Criteria B
• Criteria C

ATLs (Skills)

• C – Use appropriate forms of writing for different purposes and audiences
• C – Interpret and use effectively modes of non-verbal communication
• SM – Focus on the process of creating by imitating the work of others
• SM – Consider ethical, cultural and environmental implications
• SM – Keep a journal to record reflections

Curriculum Standards

• C1.1: Analyse, on the basis of research, various safety and environmental issues associated with chemical reactions and their reactants and/or product(s).
• C1.2: Analyse how an understanding of the properties of chemical substances and their reactions can be applied to solve environmental challenges.
• C2.1: Use appropriate terminology related to chemical reactions, including, but not limited to: compounds, product, and reactant.
• C2.2: Construct molecular models to illustrate the structure of molecules in simple chemical reactions, and produce diagrams of these models.
• C2.3: Investigate simple chemical reactions, including synthesis, decomposition, and displacement reactions, and represent them using a variety of formats.
• C2.4: Use an inquiry process to investigate the law of conservation of mass in a chemical reaction, and account for any discrepancies.
• C2.5: Plan and conduct an inquiry to identify the evidence of chemical change.
• C2.6: Plan and conduct an inquiry to classify some common substances as acidic, basic, or neutral.
• C3.1: Describe the relationships between chemical formulae, composition, and names of binary compounds.
• C3.2: Explain, using the law of conservation of mass and atomic theory, the rationale for balancing chemical equations.
• C3.3: Describe the types of evidence that indicate chemical change.
• C3.4: Write word equations and balanced chemical equations for simple chemical reactions.
• C3.5: Describe, on the basis of observation, the reactants in and products of a variety of chemical reactions, including synthesis, decomposition, and displacement reactions.
• C3.6: Describe the process of acid–base neutralization (i.e., an acid reacts with a base to form a salt and often water).
• C3.7: Describe how the pH scale is used to classify solutions as acidic, basic, or neutral.
• C3.8: Identify simple ionic compounds (e.g., NaCl), simple compounds involving polyatomic ions (e.g., KNO3, NaOH), molecular compounds (e.g., CO2, H2O, NH3), and acids (e.g., HCl(aq), H2SO4(aq)), using the periodic table and a list of the most common polyatomic ions (e.g., OH–, SO4-2), and write the formulae.

Unit 3: Physics: Light and Optics

Duration

8 Weeks

Learner Profile Attributes

• Inquirers
• Thinkers
• Balanced

Key Concept

• Relationships

Related Concept(s)

• Form
• Pattern

Global Context

• Orientation in Space and Time

Statement of Inquiry

• The relationship between objects in variability of forms and patterns.

Summative Assessment Criteria

• Criteria B
• Criteria C

ATLs (Skills)

• C – Negotiate ideas and knowledge with peers and teachers
• C – Collaborate with peers and experts using a variety of digital environments and media
• S – Listen actively to other perspectives and ideas
• S – Negotiate effectively
• S – Encourage others to contribute

Curriculum Standards

• E1.1: Analyse a technological device or procedure related to human perception of light and evaluate its effectiveness.
• E1.2: Analyse a technological device that uses the properties of light, and explain how it has enhanced society.
• E2.1: Use appropriate terminology related to light and optics, including, but not limited to: angle of incidence, angle of reflection, angle of refraction, focal point, luminescence, magnification, mirage, and virtual image.
• E2.2: Use an inquiry process to investigate the laws of reflection, using plane and curved mirrors, and draw ray diagrams to summarize their findings.
• E2.3: Predict the qualitative characteristics of images formed by plane and curved mirrors, test their predictions through inquiry, and summarize their findings.
• E2.4: Use an inquiry process to investigate the refraction of light as it passes through media of different refractive indices, compile data on their findings, and analyse the data to determine if there is a trend.
• E2.5: Predict, using ray diagrams and algebraic equations, the position and characteristics of an image produced by a converging lens, and test their predictions through inquiry.
• E2.6: Calculate, using the indices of refraction, the velocity of light as it passes through a variety of media, and explain the angles of refraction with reference to the variations in velocity.
• E3.1: Describe and explain various types of light emissions.
• E3.2: Identify and label the visible and invisible regions of the electromagnetic spectrum.
• E3.3: Describe, on the basis of observation, the characteristics and positions of images formed by plane and curved mirrors (e.g., location, orientation, size, type), with the aid of ray diagrams and algebraic equations, where appropriate.
• E3.4: Explain the conditions required for partial reflection/refraction and for total internal reflection in lenses, and describe the reflection/refraction using labelled ray diagrams.
• E3.5: Describe the characteristics and positions of images formed by converging lenses (e.g., orientation, size, type), with the aid of ray diagrams.
• E3.6: Identify ways in which the properties of mirrors and lenses (both converging and diverging) determine their use in optical instruments.
• E3.7: Identify the factors, in qualitative and quantitative terms, that affect the refraction of light as it passes from one medium to another.
• E3.8: Describe properties of light, and use them to explain naturally occurring optical phenomena.

Unit 4: Maintaining Healthy Systems

Duration

10 Weeks

Learner Profile Attributes

• Inquirers

Key Concept

• Systems

Related Concept(s)

• Balance
• Function

Global Context

• Identities and Relationships

Statement of Inquiry

• Physical development depends on the function and balance of systems.

Summative Assessment Criteria

• Criteria A
• Criteria D

ATLs (Skills)

• R – Seek a range of perspectives from multiple and varied sources
• R – Compare, contrast and draw connections among (multi)media resources
• T – Compare conceptual understanding across multiple subject groups and disciplines
• T – Make connenctions between subject groups and disciplines
• T – Combine knowledge, understanding and skills to create products or solutions

Curriculum Standards

• B1.1: Analyse, on the basis of research, ethical issues related to a technological development in the field of systems biology, and communicate their findings.
• B1.2: Assess the importance to human health and/or society of medical imaging technologies used in Canada in diagnosing or treating abnormalities.
• B1.3: Describe public health strategies related to systems biology, and assess their impact on society.
• B2.1: Use appropriate terminology related to cells, tissues, organs, and systems of living things, including but not limited to: absorption, anaphase, capillaries, concentration, differentiation, diffusion, meristematic, mesophyll, phloem, prophase, red blood cells, regeneration, stomate, and xylem.
• B2.2: Examine cells under a microscope or similar instrument to identify the various stages of mitosis in plants and animals.
• B2.3: Examine different plant and animal cells (e.g., cheek cells, onion cells) under a microscope or similar instrument, and draw labelled biological diagrams to show how the cells’ organelles differ.
• B2.4: Investigate, using a microscope or similar instrument, specialized cells in the human body or in plants, focusing on different types of cells (e.g., bone, muscle, leaf, root cells), and draw labelled biological diagrams to show the cells’ structural differences.
• B2.5: Investigate the rate of cell division in cancerous and non-cancerous cells, using pictures, videos, or images, and predict the impact of this rate of cell division on an organism.
• B2.6: Investigate, through a laboratory or computer-simulated dissection of a plant, worm, fish, or frog, the interrelationships between organ systems of a plant or an animal.
• B2.7: Use a research process to investigate a disease or abnormality related to tissues, organs, or systems of humans or plants.
• B3.1: Describe the cell cycle in plants and animals, and explain the importance of mitosis for the growth of cells and repair of tissues.
• B3.2: Explain the importance of cell division and cell specialization in generating new tissues and organs.
• B3.3: Explain the links between specialized cells, tissues, organs, and systems in plants and animals.
• B3.4: Explain the primary functions of a variety of systems in animals.
• B3.5: Explain the interaction of different systems within an organism and why such interactions are necessary for the organism’s survival.