Overall Skills and Attitudes
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 8-0-1A |
Formulate
specific questions that lead to investigations.
|
GLO:
A1, C2 |
| 8-0-1B |
Select
and justify a method to be used in finding the answer
to a specific question. |
GLO:
C2 |
| 8-0-1C |
Identify
practical problems to solve.
Examples: How can
I make water flow uphill? Which type of
bottled water should I buy? |
GLO:
C3 |
| 8-0-1D |
Select
and justify a method to be used in finding a solution
to a practical problem. |
GLO:
C3 |
| 8-0-2A |
Access
information using a variety of sources.
Examples: libraries,
magazines, community resource people, outdoor
experiences, videos, CD-ROMS, Internet |
GLO:
C6 |
| 8-0-2B |
Develop
and use criteria for evaluating information
Include:
Distinguish
between fact and opinion |
GLO:
C6, C8 |
| 8-0-2C |
Make
notes in point form, summarizing major ideas and
supporting details and reference sources. |
GLO:
C6 |
| 8-0-3A |
Formulate
a prediction/hypothesis that identifies a cause and
effect relationship between the dependent and independent
variables. |
GLO:
A2, C2 |
| 8-0-3C |
Create
a written plan to answer a specific question.
Include:
apparatus,
materials, safety considerations, steps to
follow, and variables to control |
GLO:
C2 |
| 8-0-3D |
Develop
criteria to evaluate a prototype or consumer product.
Include:
function,
aesthetics, environmental considerations,
cost, efficiency |
GLO:
C3 |
| 8-0-3E |
Create
a written plan to solve a problem.
Include: materials,
safety considerations, three-dimensional
sketches, steps to follow |
GLO:
C3, C6 |
| 8-0-4A |
Carry
out procedures that comprise a fair test.
Include: controlling
variables, repeating experiments to increase
accuracy and reliability of results |
GLO:
C2 |
| 8-0-4B |
Construct
a prototype. |
GLO:
C3 |
| 8-0-4C |
Work
cooperatively with group members to carry out a plan,
and troubleshoot problems as they arise. |
GLO:
C7 |
| 8-0-4D |
Identify
and assume various roles to achieve group goals. |
GLO:
C7 |
| 8-0-4E |
Demonstrate
work habits that ensure personal safety and the safety
of others and consideration for the environment.
Include: keeping an
uncluttered workspace, putting equipment
away after its use, handling glassware with
care, wearing goggles when required, disposing
of materials in a safe and responsible manner |
GLO:
C1 |
| 8-0-4F |
Identify
WHMIS hazard symbols that provide information on
the safety of substances. |
GLO:
C1 |
| 8-0-5A |
Make
observations that are relevant to a specific question. |
GLO:
A1, A2, C2 |
| 8-0-5B |
Test
a prototype or consumer product with respect to pre-determined
criteria. |
GLO:
C3, C5 |
| 8-0-5C |
Select
and use tools to observe, measure, and construct.
Examples: microscope,
concave and convex mirrors and lenses,
chemical indicators |
GLO:
C2, C3, C5 |
| 8-0-5D |
Use conversions
among commonly used SI units. |
GLO:
C2, C5 |
| 8-0-5E |
Estimate
and measure accurately using SI and other standard
units.
Include: determining
volume by displacement of water |
GLO:
C2, C5 |
| 8-0-5F |
Record,
compile and display observations and data using an
appropriate format. |
GLO:
C2, C6 |
| 8-0-6A |
Construct
graphs to display data, and interpret and evaluate
these and other graphs.
Examples: circle
graphs |
GLO:
C2, C6 |
| 8-0-6B |
Interpret
patterns and trends in data, and infer and explain
relationships. |
GLO:
A1, A2, C2, C5 |
| 8-0-6C |
Identify
strengths and weaknesses of different methods of
collecting and displaying data and potential sources
of error. |
GLO:
A1, A2, C2, C5 |
| 8-0-6D |
Identify
and make improvements to a prototype and explain
the rationale for the changes. |
GLO:
C3, C4 |
| 8-0-6E |
Evaluate
the strengths and weaknesses of a consumer product
based on pre-determined criteria. |
GLO:
C3, C4 |
| 8-0-6F |
Identify
how the original plan evolved and justify the changes. |
GLO:
C2, C3 |
| 8-0-7A |
Draw
a conclusion that explains investigation results.
Include: explaining
the cause and effect relationship between
the dependent and independent variables;
identifying alternative explanations for
observations; supporting or rejecting a prediction/hypothesis |
GLO:
A1, A2, C2 |
| 8-0-7B |
Critically
evaluate conclusions, basing arguments on fact rather
than opinion. |
GLO:
C2, C4 |
| 8-0-7C |
Identify
a new prediction/hypothesis based on results of investigations. |
GLO:
A1, C2 |
| 8-0-7D |
Propose
and justify a solution to the initial problem. |
GLO:
C3 |
| 8-0-7E |
Identify
new practical problems to solve. |
GLO:
C3 |
| 8-0-7F |
Reflect
on prior knowledge and experiences to construct new
understanding and apply this new knowledge in other
contexts. |
GLO:
A2, C4 |
| 8-0-7G |
Communicate
methods, results, conclusions, and new knowledge
in a variety of ways.
Examples: oral,
written, multi-media presentations |
GLO:
C6 |
| 8-0-7H |
Identify
and evaluate potential applications of investigation
results. |
GLO:
C4 |
| 8-0-8A |
Distinguish
between science and technology.
Include: purpose,
procedures, products |
GLO:
A3 |
| 8-0-8B |
Describe
examples of how scientific knowledge has evolved
in light of new evidence, and the role of technology
in this evolution. |
GLO:
A2, A5, B1 |
| 8-0-8D |
Describe
examples of how technologies have evolved over time
in response to changing needs and scientific advances. |
GLO:
A5, B1, B2 |
| 8-0-8E |
Provide
examples of Canadian institutions that have contributed
to science and technology and describe their contributions. |
GLO:
A1, A4, B1, B4 |
| 8-0-8F |
Relate
personal activities to specific science disciplines. |
GLO:
A1, B4 |
| 8-0-8G |
Discuss
societal, environmental, and economic impacts of
scientific and technological endeavours.
Include: local and
global impacts |
GLO:
A1, B1, B3, B5 |
| 8-0-9A |
Appreciate
and respect that science has evolved from different
views held by women and men from a variety of societies
and cultural backgrounds. |
GLO:
A4 |
| 8-0-9B |
Express
interest in a broad scope of science and technology-related
fields and issues. |
GLO:
B4 |
| 8-0-9C |
Demonstrate
confidence in their ability to carry out investigations
in science and technology. |
GLO:
C5 |
| 8-0-9D |
Value
skepticism, accuracy, precision, and open-mindedness
as scientific and technological habits of mind. |
GLO:
C5 |
| 8-0-9E |
Be sensitive
and responsible in maintaining a balance between
the needs of humans and a sustainable environment. |
GLO:
B5 |
| 8-0-9F |
Consider
the cause and effects relationships of actions and
decisions. |
GLO:
B5, C4, E3 |
Cells and Systems
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 8-1-01 |
Use appropriate
vocabulary related to their investigations of cells
and systems.
Include: cell theory,
osmosis, diffusion, selective permeability,
unicellular, multicellular, specialized cells
and tissues, organs, systems, arteries, veins,
capillaries, terms related to cell structure,
heart structure, components of blood, and
primary and secondary defense systems |
GLO:
C6, D1 |
| 8-1-02 |
Identify
characteristics of living things, and describe how
different living things exhibit these characteristics.
Include: composed
of cells; reproduce; grow; repair themselves;
require energy; respond to the environment;
have a lifespan; produce wastes |
GLO:
D1, E1 |
| 8-1-03 |
Describe
cell theory.
Include: all living
things are composed of one or more cells;
cells are the basic unit of structure and
function of any organism; all cells come
from pre-existing cells; the activity of
an organism as a whole depends on the total
activity of all its cells |
GLO:
A2, D1, E2 |
| 8-1-04 |
Identify
major events and technological innovations that have
enabled scientists to increase our understanding
of cell biology.
Examples: invention
of the light and electron microscope, works
of Robert Hooke, Anton van Leeuwenhoek,
Matthias Schleiden and Theodor Schwann |
GLO:
A2, A4, B1, B2 |
| 8-1-05 |
Identify
and compare major structures in plants and animal
cells, and explain their function.
Include: cell membrane,
cytoplasm, mitochondria, nucleus, vacuoles,
cell wall, chloroplasts |
GLO:
D1, E1 |
| 8-1-06 |
Demonstrate
proper use and care of the microscope to observe
the general structure of plant and animal cells.
Include: preparing
wet mounts beginning with the least powerful
lens; focussing; drawing specimens; indicating
magnification |
GLO:
C1, C2, D1 |
| 8-1-07 |
Describe
the movement of nutrients and wastes across cell
membranes and explain its importance.
Include: osmosis,
diffusion, selective permeability |
GLO:
D1 |
| 8-1-08 |
Differentiate
between unicellular and multicellular organisms. |
GLO:
D1, E1 |
| 8-1-09 |
Describe
why cells and tissues are specialized in multicellular
organisms, and observe examples.
Include: specialization
is needed because all cells in a complex
organism do not have access to the external
environment |
GLO:
C2, D1 |
| 8-1-10 |
Describe
structural and functional relationship among cells,
tissues, organs, and systems. |
GLO:
D1, E2 |
| 8-1-11 |
Describe
the structure and function of the heart and the path
of blood to and from the heart through its four chambers.
Include: atria, ventricles,
septum, valves, aorta, pulmonary artery,
pulmonary veins, superior vena cava, inferior
vena cava |
GLO:
D1, E1 |
| 8-1-12 |
Compare
and contrast the structure and function of arteries,
veins, and capillaries. |
GLO:
D1, E1 |
| 8-1-13 |
Identify
components of blood and describe the function of
each.
Include: red blood
cells carry oxygen; white blood cells fight
infection; platelets clot blood; plasma is
the liquid part of blood that transports
blood cells, dissolved material, nutrients,
and waste products |
GLO:
D1 |
| 8-1-14 |
Describe,
using examples, how individual systems in the human
body function interdependently. |
GLO:
D1, E2 |
| 8-1-15 |
Compare
heart rate and respiratory rate before, during, and
after various physical activities; explain the observed
variations; and discuss implications for overall
health. |
GLO:
B3, C2, D1, E3 |
| 8-1-16 |
Identify
components of the primary and secondary defense systems
of the body and describe their roles.
Include: primary defense
system - skin, tears, ear wax, saliva, gastric
juices, cilia hairs; secondary defense system
- white blood cells, antibodies |
GLO:
D1, E2 |
| 8-1-17 |
Identify
medical advances that enhance the human body's defence
mechanisms and describe their effects on society.
Examples: vaccines,
antibiotics |
GLO:
A5, B1, B2, B3 |
| 8-1-18 |
Research
and describe disorders/diseases that affect body
systems, and identify possible preventative measures.
Examples: liver
disease, diabetes, multiple sclerosis,
heart attack, stroke, high/low blood pressure,
leukemia, anemia, high cholesterol |
GLO:
B3, C6, D1 |
| 8-1-19 |
Describe
functional similarities and differences of comparable
structures and systems in different groups of living
things.
Examples: movement,
food intake, and digestion of a unicellular
organism, an invertebrate, and a vertebrate;
gas exchange in plants versus Animals |
GLO:
D1, E1 |
Optics
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 8-2-01 |
Use appropriate
vocabulary related to their investigations of optics.
Include: spectrum;
additive theory; subtractive theory; frequency;
wave length; refraction; concave and convex
mirrors and lenses; terms related to types
of light sources, types of electromagnetic
radiation, and the law of reflection |
GLO:
C6, D3 |
| 8-2-02 |
Differentiate
between incandescent and luminescent sources of light.
Include: fluorescent,
phosphorescent, chemiluscent, bioluminescent |
GLO:
D3, D4, E1 |
| 8-2-03 |
Demonstrate
that light is a form of energy, that light travels
in a straight line, and can be separated into the
visible light spectrum. |
GLO:
A1, C1, C2, D4 |
| 8-2-04 |
Explain,
using the additive theory, how colours are produced,
and identify applications of this theory in daily
life. |
GLO:
A1, A2, B1, D4 |
| 8-2-05 |
Explain
how the human eye detects colour, and how the ability
to perceive colour may vary from person to person. |
GLO:
A2, E1 |
| 8-2-06 |
Demonstrate,
using the subtractive theory, how colours are produced,
and identify applications of this theory in daily
life. |
GLO:
A2, B1, E1 |
| 8-2-07 |
Compare
and contrast various types of electromagnetic radiation,
with respect to relative energy, frequency, wavelength,
and human perception.
Include: radio waves,
microwaves, infrared radiation, visible light,
ultra-violet radiation, x-rays, gamma rays. |
GLO:
D4, E1 |
| 8-2-08 |
Provide
examples of technologies that use electromagnetic
radiation, and describe potential postive and negative
impacts of their uses.
Examples: satellite
dish, x-ray machine, light telescopes,
motion sensors, microwave ovens |
GLO:
A5, B1, D4 |
| 8-2-09 |
Conduct
experiments to determine the law of reflection, and
provide examples of the use of reflection in daily
life..
Include: the angle
of reflection is the same as the angle of
incidence; the incident beam, the normal
and the reflected beam are all on the same
plane |
GLO:
A2, C1, C2, D4 |
| 8-2-10 |
Conduct
experiments to compare the refraction of light through
substances of different densities. |
GLO:
C1, C2, D4 |
| 8-2-11 |
Explain
how reflection and refraction produce natural phenomena.
Examples: sun dogs,
rainbows, blue sky |
GLO:
D4, D5 |
| 8-2-12 |
Investigate
to determine how light interacts with concave and
convex mirrors and lenses, and provide examples of
their use in various optical instruments and systems. |
GLO:
B1, C2, D3, D4 |
| 8-2-13 |
Demonstrate
the formation of images using a double convex lens,
and predict the effects of changes in lens position
on the size and location of the image.
Examples: magnify
or reduce an image by altering the placement
of one or more lenses |
GLO:
C2, C5, D4 |
| 8-2-14 |
Compare
the functional operation of the human eye to that
of a camera in focusing an image. |
GLO:
A5, C4, D1, D4 |
Fluids
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 8-3-01 |
Use appropriate
vocabulary related to their investigations of fluids.
Include: fluid, viscosity,
flow, density, particle theory of matter,
buoyant force, pressure, compressibility,
hydraulic, pneumatic |
GLO:
C6, D3, E1 |
| 8-3-02 |
Distinguish
between fluids and non-fluids. |
GLO:
D3, E1 |
| 8-3-03 |
Explore
and compare the viscosity of various liquids.
Examples: time
the fall of a steel ball through various
liquids; time the flow rate of different
liquids on an incline |
GLO:
C2, D3, E1 |
| 8-3-04 |
Identify
products in which viscosity is an important property,
and evaluate different brands of the same product,
using the design process.
Examples: sauces,
lubricating oil, paint, hand lotion |
GLO:
A5, B2, C1 |
| 8-3-05 |
Plan
and conduct experiments to determine factors that
affect flow within a given system.
Examples: temperature,
pressure, tube diameter |
GLO:
C1, C2, D3, E2 |
| 8-3-06 |
Measure,
calculate, and compare densities of solids, and liquids,
and gases.
Include: different
amounts of the same substance, regularly
and irregularly shaped objects |
GLO:
C2, C5, D3 |
| 8-3-07 |
Illustrate,
using the particle theory of matter, the effects
of temperature change on the density of solids, liquids,
and gases. |
GLO:
A2, C2, D3, E4 |
| 8-3-08 |
Compare
fluids of different densities to determine how they
alter the buoyant force on an object. |
GLO:
C2, D3 |
| 8-3-09 |
Recognize
that pressure is the relationship between force and
area, and describe situations in which pressure can
be increased or decreased by altering surface area.
Examples: wearing
snowshoes instead of boots to decrease
pressure, increase surface area, and stay
on top of snow |
GLO:
B1, B2, D4 |
| 8-3-10 |
Explain,
using the particle theory of matter, the relationships
among pressure, volume, and temperature of liquid
and gaseous fluids. |
GLO:
A2, D4 |
| 8-3-11 |
Compare
the relative compressibility of water and air, and
relate this property to their ability to transmit
force in hydraulic and pneumatic devices. |
GLO:
A5, C2, D4, E1 |
| 8-3-12 |
Identify
a variety of natural and constructed hydraulic and
pneumatic systems and describe how they function.
Examples: heart,
lungs, eyedropper, misting bottle, fuel
pump, hydraulic lift |
GLO:
D4, E2 |
| 8-3-13 |
Compare
hydraulic and pneumatic systems, and identify advantages
and disadvantages of each. |
GLO:
B1, D4, E1, E2 |
| 8-3-14 |
Use the
design process to construct a prototype that uses
a pneumatic or hydraulic system to perform a given
task.
Examples: a prototype
that can lift a load a specified distance |
GLO:
C3, D4 |
Water Systems
| Specific Learning Outcomes |
General Learning Outcome Codes |
| 8-4-01 |
Use appropriate
vocabulary related to their investigations of water
systems.
Include: heat capacity,
fresh water, salt water, convection, Coriolis
effect, global water cycle, drainage system,
watershed, continental divide, erosion, deposition,
flow rate, tides, terms related to water
treatment |
GLO:
C6, D5 |
| 8-4-02 |
Demonstrate
that water, as compared to other substances, has
a high heat capacity and is able to dissolve a wide
variety of solutes. |
GLO:
C1, C2, C5, D3 |
| 8-4-03 |
Compare
and contrast characteristics and properties of fresh
water and salt water.
Examples: freezing
point, density, dissolved materials, global
distribution, relative amounts, biologically
diverse components of each |
GLO:
D3, D5, E1 |
| 8-4-04 |
Identify
factors that can work individually or in combination
to affect ocean currents.
Include: convection,
Coriolis effect, prevailing winds, position
of continents |
GLO:
D5, E2 |
| 8-4-05 |
Describe
how the heat capacity of large bodies of water and
the movement of ocean currents influence regional
climates.
Examples: Gulf
Stream effects, El Nino, lake affect |
GLO:
D3, D5, E2 |
| 8-4-06 |
Describe
the components of the global water cycle and explain
how it works. |
GLO:
D3, D5, E2 |
| 8-4-07 |
Describe
features of the North American drainage system.
Include: local and
regional watersheds, direction of water flow,
continental divide |
GLO:
C6, D5 |
| 8-4-08 |
Descirbe
how erosion and deposition are influenced by the
flow rate of a stream or river, and contrast the
related characteristics of young and mature streams.
Examples: meanders,
oxbows, alluvial deposits, sandbars, flood
plains, deltas |
GLO:
D5, E3 |
| 8-4-09 |
Describe
how wave action and ice movement in large bodies
of water cause erosion and deposition. |
GLO:
D5, E3 |
| 8-4-10 |
Explain
how tides are caused and describe their effects on
shorelines. |
GLO:
D5, D6 |
| 8-4-11 |
Describe
examples of human interventions to prevent riverbank
or coastal erosion.
Examples: vegetation,
reinforcement (concrete, boulders), piers,
breakwaters |
GLO:
B2, B5, D5 |
| 8-4-12 |
Identify
factors that can cause flooding either individually
or in combination.
Examples: heavy
snow pack, quick thaw, rain in spring,
lack of vegetation to remove water through
transpiration, frozen ground preventing
absorption, agricultural drainage systems,
dams, diversions |
GLO:
C8, D5 |
| 8-4-13 |
Provide
examples of the way in which technology is used to
contain or prevent damage due to flooding, and discuss
related positive and negative impacts.
Examples: floodway,
diversion, dike, levee |
GLO:
A5, B1, D5 |
| 8-4-14 |
Identify
sources of drinking water and describe methods for
obtaining water in areas where supply is limited.
Examples: desalination,
melting of ice, condensation |
GLO:
B1, B2, B3, D5 |
| 8-4-15 |
Explain
how and why water may need to be treated for use
by humans.
Include: filtration,
settling, chlorination, fluoridation |
GLO:
B1, B3, D5 |
| 8-4-16 |
Compare
the waste-water disposal system within their communities
to one used elsewhere.
Include: process involved,
environmental impact cost |
GLO:
B2, B5 |
| 8-4-17 |
Identify
substances that may pollute water, related environmental
and societal impacts of pollution, and ways to reduce
or eliminate effects of pollution. |
GLO:
B2, B3, B5, D5 |
| 8-4-18 |
Identify
environmental, social, and economic factors that
should be considered in the management of water resources.
Examples: ecosystem
preservation, employment, recreation, industrial
growth, water quality |
GLO:
B5, D5 |
| 8-4-19 |
Use the
design process to develop a system to solve a water-related
problem. |
GLO:
B2, B3, C3, D5 |
