Page 52 - The Ontario Curriculum, Grades 9 and 10: Science, 2008 (revised)

Grade 9, Academic
B1. assess the impact of human activities on the sustainability of terrestrial and/or aquatic ecosystems, and evaluate the effectiveness of courses of action intended to remedy or mitigate negative impacts;
B2. investigate factors related to human activity that affect terrestrial and aquatic ecosystems, and explain how they affect the sustainability of these ecosystems;
B3. demonstrate an understanding of the dynamic nature of ecosystems, particularly in terms of ecological balance and the impact of human activity on the sustainability of terrestrial and aquatic ecosystems.
B1. Relating Science to Technology, Society, and the Environment
B. Biology: SuStainaBle ecoSyStemS
OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | science
SPECIFIC EXPECTATIONS
By the end of this course, students will:
B1.1 assess, on the basis of research, the impact of a factor related to human activity (e.g., urban sprawl, introduction of invasive species, overhunting/overfishing) that threatens the sustainability of a terrestrial or aquatic eco- system [IP, PR, AI, C]
Sample issue: The Great Lakes constitute an important shipping route. Foreign ships often empty their ballast water, which can contain invasive species, directly into the lakes. The goby, which was likely imported in ballast water, is an aggressive fish that has taken over the spawning grounds of some native species, threatening the balance of the ecosystem.
Sample questions: How has suburban develop- ment on the Niagara Escarpment or the Oak Ridges Moraine affected local ecosystems? How has the zebra mussel population in Lake Erie affected aquatic species and water quality? How has commercial logging affected the sustainability of forests in Northern Ontario?
B1.2 evaluate the effectiveness of government initiatives in Canada (federal, provincial, muni- cipal), and/or the efforts of societal groups or non-governmental organizations, such as Aboriginal communities, environmental groups, or student organizations, with respect to an environmental issue that affects the sustainability of terrestrial or aquatic ecosystems (e.g., wetland restoration, recycling programs, Canada–Ontario Environmental Farm Plans, stewardship of national and provincial parks) [AI, C]
Sample issue: Landfill sites can have negative effects on adjacent ecosystems, attracting pests, leaching toxic chemicals, and producing greenhouse gases. Municipal recycling and composting programs divert garbage, reducing the need for new land- fill sites. However, many people, particularly rural residents and those in apartment buildings, may not be included in these programs.
Sample questions: What provincial or federal legislation attempts to protect special features or sensitive elements of terrestrial or freshwater ecosystems? How could such legislation be more effective? How have the actions of local wetland-reclamation, municipal tree-planting, Aboriginal fisheries-management, Great Lakes– rehabilitation, organic farming, or other groups helped to ensure ecological sustainability? What further action could such groups take?
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