Page 17 - The Ontario Curriculum, Grades 9 and 10: Science, 2008 (revised)

Each Grade 9 and 10 science course is organized into five strands, numbered A, B, C, D, and E.
The overall expectations describe in general terms the knowledge and skills students are expected to demonstrate by the end of each course. Two or three overall expectations are provided for each strand in every course. The numbering of overall expectations indicates the strand to which they belong (e.g., D1 through D3 are the overall expectations for strand D).
Grade 10, Applied
A numbered subheading identifies each group of specific expectations and relates to one particular overall expectation (e.g., “D1. Relating Science to Technology, Society, and the Environment” relates to overall expectation D1).
The sample issues provide a broader context for expectations in the Relating Science to Technology, Society, and the Environment strand. They are examples of current, relevant, open-ended issues related to the topic of the expectation
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Science that students can explore and debate, forming and justifying their own conclusions.
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The sample questions are intended to help teachers initiate open discussions on a range of current issues related to the topic of the expectation. They can also provide students with a focus for inquiry and/or research.
by keeping their vehicle in good operating condi- tion; or by driving a hybrid vehicle.
Sample questions: Why do government and/or industry offer rebates to consumers buying pro- grammable thermostats and compact fluorescent light bulbs? How does the production of oil from the Alberta oil sands contribute to greenhouse gas emissions? What is the difference in green- house gas emissions between a traditional SUV and a hybrid vehicle? What is “clean coal”, and what is its impact on greenhouse gas emissions? How does large-scale livestock farming increase the production of greenhouse gases? What ac- tions have you and/or your community taken to help reduce levels of greenhouse gases?
By the end of this course, students will:
D2.1 use appropriate terminology related to Earth’s dynamic climate, including, but not limited to: anthropogenic, atmosphere, carbon footprint, carbon sink, climate, greenhouse gases, hydrosphere, and weather [C]
D2.2 investigate the principles of the natural greenhouse effect, using simulations, diagrams, and/or models, and compare these principles to those of an actual greenhouse [PR, AI]
D2.3 use a research process to investigate a source of greenhouse gases (e.g., decaying garbage, animal digestive processes, burning biomass)
The specific expectations describe the expected knowledge and skills in greater detail. The expectation number identifies the strand to which the expectation belongs and the overall expectation to which it relates (e.g., D2.1, D2.2, and D2.3 relate to the second overall expectation in strand D).
The examples are meant to illustrate the kind of knowledge or skills, the specific area of learning, the depth of learning, and/or the level of complexity that the expectation entails. The examples are illustrations only, not requirements. They appear in parentheses within specific expectations.
D. EARTH AND SPACE SCIENCE: EARTH’S DYNAMIC CLIMATE
OVERALL EXPECTATIONS
By the end of this course, students will:
SPECIFIC EXPECTATIONS
By the end of this course, students will:
D1.1 analyse, on the basis of research, various ways in which living things and natural systems have been affected by climate change (e.g., the effect of loss of permafrost on northern roads and housing; the effect of longer growing sea- sons in some regions on farmers; the effect of warming oceans on coral reefs), and communi- cate their findings [IP, PR, AI, C]
Sample issue: Some areas of Canada have been experiencing hotter and drier summers, resulting in poor harvests, loss of wetland habitat, and in- creased incidence of forest fires. However, in other areas, an increase in the number of frost-free days has extended the agricultural growing season.
Sample questions: What effect does climate change have on air quality and extreme weath- er phenomena? How does global warming increase the vulnerability of Canadian forests to fire and pests? How does the destruction of for- ests affect animals and humans?
D1.2 analyse ways in which human actions (e.g., burning fossil fuels, implementing tree-planting programs) have increased or decreased the pro- duction of greenhouse gases [AI, C]
Sample issue: Motor vehicle emissions are a major contributor to greenhouse gases. People can reduce such emissions by walking, biking, or using public transportation instead of driving;
D1. analyse effects of human activity on climate change, and effects of climate change on living things and natural systems;
D2. investigate various natural and human factors that have an impact on climate change and global warming;
D3. demonstrate an understanding of various natural and human factors that contribute to climate change and global warming.
D1. Relating Science to Technology, Society, and the Environment
D2. Developing Skills of Investigation and Communication
The abbreviations in square brackets following many specific expectations link the expectation to one or more of the four broad areas of scientific investigation skills (see p. 19). In achieving the expectation, students are expected to apply skills from the area(s) specified by the abbreviation(s).
THE PROGRAM IN SCIENCE
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