Prince Edward Island

Nature of Science

• NoS 1 Understand science as a unique way of knowing.

  • a. describe science as both the body of knowledge concerned with explanations about the natural world, and the processes that are used to develop this knowledge

    • The process of scientific inquiry (9-A.1)

  • b. recognize that people of all genders, societies, cultures, and ethnicities use and contribute to science

  • c. recognize that there are different ways we "know"

  • d. identify concepts that are the focus of scientific studies and those that are not

  • e. identify questions that can be answered by science and those that cannot

    • Identify the experimental question (9-A.4)
    • Identify questions that can be investigated with a set of materials (9-A.5)

  • f. identify characteristic features of the scientific process including asking questions, making observations and proposing hypotheses , testing hypotheses and predicting outcomes of a test, collecting, analyzing, and evaluating data, using analyzed data to support or refute hypotheses, sharing new findings for skeptical review and discussion within the scientific community, using findings to develop and revise explanations, models, and laws

    • The process of scientific inquiry (9-A.1)

  • g. contrast the use of the words theory, fact, hypothesis, and law in science and common language

  • h. use illustration, analogies, or models to convey the complexity and iterative nature of developing scientific knowledge

• NoS 2 Evaluate, with support, if a reported idea or claim is scientifically reasonable.

  • a. use the following vocabulary appropriately: argument, bias, claim, evidence, opinion, pseudoscience, skeptical

  • b. demonstrate skeptical and critical thinking when presented with a claim supposedly based on science

    • How can group behaviour affect survival? Identify evidence to support a claim (9-M.5)

  • c. demonstrate beginning awareness of the difference between inductive and deductive reasoning

  • d. rate the publishing medium in terms of reliability

  • e. assess the credibility of the source of the claim by considering their possible intent or bias, and identifying any other "red flags"

  • f. assess if the vocabulary is non-scientific or overstated

  • g. infer if the argument supporting the claim is scientific by considering if, for example, it is based on testing and data that has been verified by others, is supported by multiple lines of evidence, identifies possible sources of bias present when evidence was collected, keeps possible confounding variables that could have affected the conclusion consistent, is reasonable in consideration of well-established scientific "facts"

  • h. infer if the argument supporting the claim is non-scientific due to its use of testimonials, opinion, personal experience, miraculous claims, conspiracy theories, or results that cannot be repeated by others

  • i. conclude, with justification, if a reported idea or claim is scientifically reasonable

    • How can group behaviour affect survival? Identify evidence to support a claim (9-M.5)
    • Evaluate claims about natural resource use: groundwater (9-V.1)
    • Evaluate claims about natural resource use: fossil fuels (9-V.2)

Procedural Knowledge

• PK 1 Construct meaning from science-based informational text.

  • a. explain the purpose for their reading

  • b. independently locate information in scientific text

  • c. discriminate between relevant and irrelevant information

  • d. ask questions about what they have read

  • e. interpret information presented in text features, not limited to, but including tables, graphs, charts, and diagrams

    • Interpret a Serengeti food web (9-M.1)
    • Interpret an Antarctic food web (9-M.2)
    • Kelp forests: factors affecting biodiversity (9-N.1)
    • The carbon cycle: biosphere processes and interactions (9-W.3)

  • f. summarize (in their own words) information presented in written text

  • g. find information in multiple sources to support a position

  • h. demonstrate comprehension of scientific concepts and vocabulary presented in text by answering questions that are literal, inferential, and evaluative in nature

    • Kelp forests: factors affecting biodiversity (9-N.1)

• PK 2 Compose written reports and arguments to effectively communicate scientific thinking.

  • a. distinguish between a scientific argument and the common use of the term argument

  • b. compose written technical reports that clearly communicate the results of a scientific investigation using conventional organization, features of scientific writing

  • c. demonstrate proficiency using informational text features and scientific writing conventions. This includes creating purposeful tables, graphs, models, and diagrams in a manner that clearly communicates scientific concepts and the nature of data, trends, and other relationships, applying annotations and features of tables, graphs, and diagrams in a manner that clarifies the meaning of the content, using the International Union of Applied and Physical Chemistry (IUPAC) conventions when naming elements, ions, and compounds, using the International System of Units (SI) conventions when writing units of measurement

  • d. understand and avoid plagiarism

  • e. revise their writing to improve communication of the message

• PK 3 Design an investigation to examine a relationship between variables.

  • a. use the following vocabulary appropriately: control, hypothesis, dependent variable, independent variable, prediction, test, variable, and variables to be controlled

    • Identify control and experimental groups (9-A.2)
    • Identify independent and dependent variables (9-A.3)

  • b. propose descriptive and causal questions

    • Identify the experimental question (9-A.4)
    • Identify questions that can be investigated with a set of materials (9-A.5)

  • c. identify independent (cause) and dependent (effect/responding) variables

    • Identify independent and dependent variables (9-A.3)

  • d. formulate hypotheses from causal questions

    • The process of scientific inquiry (9-A.1)

  • e. recognize that only one variable (the independent variable) is manipulated during the course of an experiment

    • Identify independent and dependent variables (9-A.3)

  • f. propose a control for a test where appropriate

    • Identify control and experimental groups (9-A.2)

  • g. predict expected outcomes of an experiment

  • h. identify possible confounding variables

  • i. describe how several possible confounding variables will be controlled

  • j. write step-by-step directions that can be followed by a peer to complete a familiar task

  • k. design or adapt a simple procedure that will allow for the collection of appropriate data that can be used to support or refute the hypothesis

  • l. analyze and evaluate the design of an unfamiliar experiment

    • The process of scientific inquiry (9-A.1)

• PK 4 Apply the engineering design process to develop a technical solution that addresses a need.

  • a. use the following vocabulary appropriately: engineer, collaborate, constraint, design, problem, solution

    • Identify parts of the engineering-design process (9-C.1)

  • b. identify examples of technologies that we use in our everyday life

  • c. describe the need or practical problem to be solved

    • Identify parts of the engineering-design process (9-C.1)
    • Explore the engineering-design process: going to the Moon! (9-C.4)

  • d. identify the success criteria required for a solution

    • Identify parts of the engineering-design process (9-C.1)
    • Evaluate tests of engineering-design solutions (9-C.2)
    • Use data from tests to compare engineering-design solutions (9-C.3)
    • Explore the engineering-design process: going to the Moon! (9-C.4)

  • e. identify the constraints that have been given

    • Identify parts of the engineering-design process (9-C.1)

  • f. collaboratively brainstorm for possible solutions and select one that meets criteria

    • Evaluate tests of engineering-design solutions (9-C.2)
    • Use data from tests to compare engineering-design solutions (9-C.3)

  • g. design, independently or collaboratively, a product or device that would address the identified problem

  • h. demonstrate the ability to encounter challenges with maturity, flexibility, creativity, and persistence

  • i. communicate design concepts using their own technical drawings, models, digital images, prototypes, or other appropriate forms

  • j. reflect upon the successes and difficulties experienced during the design process, both technical and those related to personal understanding and skill

• PK 5 Conduct investigations safely to collect data that can be used to answer questions or learn scientific concepts.

  • a. use the following vocabulary appropriately: data, qualitative and quantitative observation, infer, results, unit

  • b. describe the purpose, question, or hypothesis guiding the investigation, and data to be collected

    • The process of scientific inquiry (9-A.1)

  • c. follow procedural instructions with guidance

    • Understand an experimental protocol about plant growth (8-B.5)
    • Understand an experimental protocol about diffusion (8-B.6)
    • Understand an experimental protocol about evaporation (8-B.7)

  • d. describe their role on the investigating team

  • e. apply safe practices when using techniques, equipment, and chemicals including handling and disposing of lab materials (as directed by the Workplace Hazardous Materials Information System [WHMIS 2015] and provincial regulations), following guidelines communicated by the teacher regarding appropriate use of personal protective equipment, behavioural expectations, and notifying the teacher of accidents and spills

    • Laboratory safety equipment (9-B.3)

  • f. select and use appropriate equipment to mix, set up apparatus, build circuits, measure, and collect data

    • Identify laboratory tools (9-B.1)
    • Identify parts of a light microscope (9-B.2)

  • g. identify appropriate units for measurements, converting and changing scale of measurement where necessary

    • Convert temperature units: Celsius and Kelvin (9-D.4)

  • h. record qualitative and quantitative observations in a systematic and organized manner

  • i. problem-solve as necessary during investigations

• PK 6 Analyze data to determine patterns, trends, and causal relationships.

  • a. distinguish relevant data from irrelevant data or information

  • b. organize data to help visualize patterns, relationships, and trends

  • c. determine the line of best fit

  • d. prepare numerical data for analysis by performing basic statistical calculations where necessary

  • e. classify objects and systems according to similar characteristics

    • Identify ecosystems (10-M.1)
    • Describe ecosystems (10-M.2)

  • f. compare and contrast data sets

  • g. describe and interpret patterns and trends in graphed data

  • h. demonstrate understanding that trends visualized in plotted data can be expressed as mathematical equations, current (I), and resistance (R) have a directly proportional relationship seen as a straight line on a graph and described by the equation V = IR

  • i. calculate an unknown variable by applying a mathematical equation

    • Ohm's law: voltage, current and resistance (9-U.1)

  • j. infer if the state of a system is stable and at equilibrium, or in the process of change

  • k. infer and explain cause and effect relationships

    • Patterns of population growth (9-M.3)
    • Ohm's law: voltage, current and resistance (9-U.1)
    • The carbon cycle: biosphere processes and interactions (9-W.3)
    • The carbon cycle: geosphere processes and interactions (9-W.4)

• PK 7 Evaluate, with support, the strength of evidence resulting from a scientific investigation.

  • a. use the following vocabulary appropriately: bias, precision, random, scientific error

  • b. distinguish between scientific errors and non-scientific errors

  • c. identify one or two potential scientific errors, with prompting, that are specific to an investigation

  • d. explain why sampling techniques are used and describe criteria of a good sampling technique

  • e. qualitatively estimate, with justification, the extent of the impact of errors on the interpretation of data

  • f. identify possible ways to address the identified errors and allow for improved data in future investigations

Content Knowledge

• CK 1 Analyze causal relationships between sustainability of life, biodiversity, population size, and cycling of energy and matter

  • a. use vocabulary including, but not limited to, abiotic, biodiversity, biome, biosphere, biotic, carrying capacity, competition, ecosystem, equilibrium, holistic, invasive species, limiting factor, matter cycle, population, sustainable ecosystem, sustainability, system and component, trophic levels

    • Factors affecting carrying capacity (9-M.4)
    • The carbon cycle: biosphere processes and interactions (9-W.3)
    • The carbon cycle: geosphere processes and interactions (9-W.4)

  • b. illustrate why photosynthesis and respiration are opposite chemical reactions and important to the sustainability of life

    • The chemistry of photosynthesis (9-G.1)
    • The carbon cycle: biosphere processes and interactions (9-W.3)

  • c. demonstrate an understanding of the fundamental concepts of matter cycles and explain why they are important to the sustainability of life

    • Interpret a Serengeti food web (9-M.1)
    • Interpret an Antarctic food web (9-M.2)
    • The carbon cycle: biosphere processes and interactions (9-W.3)
    • The carbon cycle: geosphere processes and interactions (9-W.4)

  • d. predict how a factor impacting one part of a matter cycle might affect the whole cycle or an entire ecosystem

    • The carbon cycle: biosphere processes and interactions (9-W.3)
    • The carbon cycle: geosphere processes and interactions (9-W.4)

  • e. analyze population changes by considering the interplay of births, deaths, and factors that limit the size of populations and influence carrying capacity

    • Patterns of population growth (9-M.3)
    • Factors affecting carrying capacity (9-M.4)

  • f. describe the major human activities that have resulted in an unprecedented rate of decrease in biodiversity in recent years, with a particular emphasis on invasive species in PEI

  • g. describe how changes in biodiversity affect the health and sustainability of ecosystems

    • Kelp forests: factors affecting biodiversity (9-N.1)

• CK 2.1 Examine patterns in the structure and properties of atoms and their elements.

  • a. use vocabulary including, but not limited to,atom, atomic mass, atomic number, chemical and physical property, ductile, electron, element, elemental symbol, energy level (shell), group/family, malleable, matter, neutron, nucleus, period, periodic table, proton, valence electron

    • What are atoms and chemical elements? (9-O.1)

  • b. distinguish between physical properties and chemical properties and provide examples of each

  • c. contrast the three subatomic particles of the atom in terms of their location, and their relative size and charge (i.e., +1, –1, 0)

    • What are atoms and chemical elements? (9-O.1)

  • d. explain briefly how the model of the atom has changed over time

  • e. recognize that the 92 natural elements that exist on Earth are represented in the periodic table

  • f. use Bohr and Lewis diagrams to illustrate differences between types of atoms

    • Count subatomic particles in atoms and ions (9-O.7)

  • g. examine periodic patterns in atomic structure exhibited by the first 20 elements

  • h. perform calculations involving the number of protons, electrons, neutrons, atomic number, and atomic mass

    • Count subatomic particles in atoms and ions (9-O.7)
    • Nuclear notation for atoms and ions (9-O.8)

  • i. deduce a representative element's group/family, atomic structure, and physical properties from its position in the periodic table

    • Count subatomic particles in atoms and ions (9-O.7)

• CK 2.2 Examine patterns in the composition of ionic and molecular compounds.

  • a. use vocabulary including, but not limited to, chemical change, chemical formula, compound, impure substance, ion, ionic charge, ionic compound, molecule, molecular compound, pure substance, ratio

    • How are substances represented by chemical formulas and models? (9-O.2)
    • Introduction to chemical bonding (9-P.1)

  • b. recognize that chemical change is the formation of new substances by rearrangements of atoms

    • Compare physical and chemical changes (9-R.4)

  • c. use any variation of Bohr-Rutherford diagrams to illustrate the loss or gain of valence electrons during ion formation

  • d. compare and contrast an atom with its ion

    • Count subatomic particles in atoms and ions (9-O.7)
    • Nuclear notation for atoms and ions (9-O.8)

  • e. demonstrate understanding that ions combine chemically in predictable ratios to form neutral compounds

    • Introduction to chemical bonding (9-P.1)

  • f. relate sharing of electrons with molecule formation and exchange of electrons with formation of ionic compounds

    • Introduction to chemical bonding (9-P.1)
    • Identify the Lewis structure of a molecule or ion (10-W.1)

  • g. use manipulatives to build molecules and ionic compound formula units

  • h. determine the type of elements and ratio of atoms in a neutral molecular or ionic compound given either the formula, a structural diagram, or a pictorial representation

    • How are substances represented by chemical formulas and models? (9-O.2)
    • Identify elementary substances and compounds using chemical formulas (9-O.3)
    • Describe the atomic composition of molecules (9-O.4)

  • i. deduce the formula of binary ionic compounds formed from the first 20 elements

  • j. distinguish between ionic and molecular compounds using formulas, structural diagrams, models, or pictorial representations

  • k. distinguish between pure substances (elements and compounds) and impure substances (mixtures) using pictorial representations

• CK 3 Investigate to develop understanding of the principles of electricity.

  • a. use vocabulary including, but not limited to, attractive force, current, electrical charge, electrical energy, friction, fuse, grounding, lightning, load, Ohm's law, parallel circuit, repulsive force, resistance, series circuit, shock, short, source, static electricity, switch, voltage, wire

  • b. relate electricity to attractive and repulsive forces between charged particles that originate in atoms

  • c. apply the rule "like charges repel; opposite charges attract" to predict the behaviour of charged objects on each other and on neutral objects

  • d. recognize that movement of electrons, not protons, occurs in static and current electricity

  • e. describe the distribution of charges in neutral and charged objects

  • f. describe ways to create an imbalance of charge and electrical discharge

  • g. illustrate the movement of electrons in a conducting wire and the concept of resistance

  • h. identify and describe the function of the components of an electrical circuit

  • i. apply the law of conservation of energy to electrical energy

  • j. describe, with the support of diagrams, pathways of electrical current through a variety of circuits

  • k. describe the flow of charges during the grounding of an object and the importance of grounding when working with electricity

  • l. assess the risk of electrical shock or fire by considering the amount of voltage, resistance, and current in different situations

  • m. examine the mathematical relationship between voltage, current, and resistance as described by Ohm's law

    • Ohm's law: voltage, current and resistance (9-U.1)

Decisions and Perspectives

• DP 1 Examine the benefits and risks of scientific and technological developments.

  • a. use the following vocabulary appropriately: risk, benefit, advantage, and disadvantage

  • b. explain how science and technology interact and advance one another

  • c. identify a technology or a scientific development that was created to address a human need or practical problem

  • d. recognize that scientific and technological developments always have risks and benefits that are important to consider before the development is adopted

  • e. propose questions that could be used to guide a risk and benefit analysis of new technology or scientific development

  • f. determine the advantages (benefits) and disadvantages (or risks) of a technological or scientific development

• DP 2 Defend decisions or judgments regarding scientific or technological issues, with consideration of multiple perspectives.

  • a. use the following vocabulary appropriately: perspective, ethical decision

  • b. identify past or current controversial issues that have resulted from an advancement in technology or science

  • c. reflect upon their personal perspective regarding an idea, issue, development, or outcome that has resulted from an advancement in science or technology

  • d. recognize how perspectives are influenced by a variety of factors

  • e. project the consequences of proposed decisions beyond the personal

  • f. recognize that multiple perspectives can be correct

  • g. demonstrate respect for the opinion, values, and ideas of others

  • h. justify a decision from several points of view and with consideration of different perspectives

  • i. reflect on why evaluating new ideas and developments with consideration of multiple perspectives can be valuable

• DP 3 Reflect on personal characteristics, skills, and opportunities that connect to a career in science.

  • a. use the following vocabulary appropriately: career, success, and resilience

  • b. identify what they enjoy about science

  • c. describe character traits shared by scientists or engineers

  • d. challenge stereotypes associated with scientists and engineers

  • e. recognize that being self-aware, willing to learn, and open to possibilities are part of the mindset needed for well-being and an enjoyable career

  • f. explain strategies they use when faced with a problem or difficult situation

  • g. identify a variety of courses, activities, or occupations in science, technology, or engineering fields that they would like to explore further

  • h. reflect on the skills and character traits that they have that would make them good scientists