A group of children are looking at a tablet in a classroom.

Curriculum Alignment Table

Grade 10

Course Strand/Topic Outcomes
Science 10 (2018) Chemical Processes
  • Rearrangement of atoms in chemical reactions
  • How do chemical processes — personal, local, or global — affect your life?
  • Assess risks and address ethical, cultural, and/or environmental issues associated with their proposed methods and those of others
  • Contribute to finding solutions to problems at a local and/or global level through inquiry
  • Communicate scientific ideas, claims, information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations

 

British Columbia / Yukon

Course Strand/Topic Outcomes
Science 10 (2018) Chemical Processes
  • Rearrangement of atoms in chemical reactions
  • How do chemical processes — personal, local, or global — affect your life?
  • Assess risks and address ethical, cultural, and/or environmental issues associated with their proposed methods and those of others
  • Contribute to finding solutions to problems at a local and/or global level through inquiry
  • Communicate scientific ideas, claims, information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations

 

Course Strand/Topic Outcomes
Science 10 (2005, updated 2015)

Unit D: Energy Flow in Global Systems

(Social and Environmental Contexts Emphasis)
  • Investigate and identify human actions affecting biomes that have a potential to change climate (e.g., emission of greenhouse gases, draining of wetlands, forest fires, deforestation) and critically examine the evidence that these factors play a role in climate change (e.g., global warming, rising sea level(s))
  • Assess, from a variety of perspectives, the risks and benefits of human activity, and its impact on the biosphere and the climate
  • State a conclusion based on experimental data, and explain how evidence gathered supports or refutes the initial hypothesis (e.g., summarise an analysis of the relationship between human activity and changing biomes)

 

Alberta / Nunavut / Northwest Territories

Course Strand/Topic Outcomes
Science 10 (2005, updated 2015)

Unit D: Energy Flow in Global Systems

(Social and Environmental Contexts Emphasis)
  • Investigate and identify human actions affecting biomes that have a potential to change climate (e.g., emission of greenhouse gases, draining of wetlands, forest fires, deforestation) and critically examine the evidence that these factors play a role in climate change (e.g., global warming, rising sea level(s))
  • Assess, from a variety of perspectives, the risks and benefits of human activity, and its impact on the biosphere and the climate
  • State a conclusion based on experimental data, and explain how evidence gathered supports or refutes the initial hypothesis (e.g., summarise an analysis of the relationship between human activity and changing biomes)

 

Course Strand/Topic Outcomes
Experiential Science 10 - Terrestrial Systems Unit 2: Climatology and Meteorology
  • Investigating and presenting evidence of human effects on weather and atmospheric pollutants
  • Becoming “actively aware” of current climate change issues by

 

Nunavut / Northwest Territories

Course Strand/Topic Outcomes
Experiential Science 10 - Terrestrial Systems Unit 2: Climatology and Meteorology
  • Investigating and presenting evidence of human effects on weather and atmospheric pollutants
  • Becoming “actively aware” of current climate change issues by

 

Course Strand/Topic Outcomes
Science 10 (2016) Climate and Ecosystem Dynamics
  • CD 1 provide examples of human actions that have contributed to the anthropogenic greenhouse effect
  • CD 1 reflect upon individual and societal behavioural and lifestyle choices
  • CD 1 develop, present and defend a position or course of action based on personal research related to mitigating the effects of global or local climate change or to enhancing the sustainability of an ecosystem, taking into account human and environmental needs
Science 10 (2016) Chemical Reactions
  • CR 3 represent chemical reactions and conservation of mass using skeleton equations and balanced equations
  • CR 3 verify whether a chemical equation is correctly balanced, and correct any errors
Science 10 (2016) Career Investigation
  • CL 1 explore the breadth of science-related work roles and who is engaged in those work roles in the community
  • CL 1 represent the range of career options available related to a specific branch or sub-branch of science

 

Saskatchewan

Course Strand/Topic Outcomes
Science 10 (2016) Climate and Ecosystem Dynamics
  • CD 1 provide examples of human actions that have contributed to the anthropogenic greenhouse effect
  • CD 1 reflect upon individual and societal behavioural and lifestyle choices
  • CD 1 develop, present and defend a position or course of action based on personal research related to mitigating the effects of global or local climate change or to enhancing the sustainability of an ecosystem, taking into account human and environmental needs
Science 10 (2016) Chemical Reactions
  • CR 3 represent chemical reactions and conservation of mass using skeleton equations and balanced equations
  • CR 3 verify whether a chemical equation is correctly balanced, and correct any errors
Science 10 (2016) Career Investigation
  • CL 1 explore the breadth of science-related work roles and who is engaged in those work roles in the community
  • CL 1 represent the range of career options available related to a specific branch or sub-branch of science

 

Course Strand/Topic Outcomes
Senior 2 Science (2001) Cluster 0: STSE
  • S2-0-2c summarize and record information in variety of forms
  • S2-0-3d summarize relevant data and consolidate existing arguments and positions related to STSE issues
  • S2-0-3f formulate and develop options which could lead to an STSE decision
Senior 2 Science (2001) Cluster 1: Dynamics of Ecosystems
  • S2-1-10 investigate how human activities affect an ecosystem and use the decision-making process to propose a course of action to enhance its sustainability
Senior 2 Science (2001) Cluster 2: Chemistry in Action
  • S2-2-06 balance chemical equations
  • S2-2-11 describe the formation and the environmental impact of various types of air pollution
  • S2-2-12 investigate technologies that are used to reduce emissions of potential air pollutants
Senior 2 Science (2001) Cluster 4: Weather Dynamics
  • S2-4-07 Investigate and evaluate evidence that climate change occurs naturally and can be influenced by human activities.

 

Manitoba

Course Strand/Topic Outcomes
Senior 2 Science (2001) Cluster 0: STSE
  • S2-0-2c summarize and record information in variety of forms
  • S2-0-3d summarize relevant data and consolidate existing arguments and positions related to STSE issues
  • S2-0-3f formulate and develop options which could lead to an STSE decision
Senior 2 Science (2001) Cluster 1: Dynamics of Ecosystems
  • S2-1-10 investigate how human activities affect an ecosystem and use the decision-making process to propose a course of action to enhance its sustainability
Senior 2 Science (2001) Cluster 2: Chemistry in Action
  • S2-2-06 balance chemical equations
  • S2-2-11 describe the formation and the environmental impact of various types of air pollution
  • S2-2-12 investigate technologies that are used to reduce emissions of potential air pollutants
Senior 2 Science (2001) Cluster 4: Weather Dynamics
  • S2-4-07 Investigate and evaluate evidence that climate change occurs naturally and can be influenced by human activities.

 

Course Strand/Topic Outcomes

Science Grade 10 Academic (SNC2D)

(revised 2008)

 A. Scientific Skills and Career Explorations
  • A1.5 conduct inquiries, controlling some variables, adapting or extending procedures as required, and using standard equipment and materials safely, accurately, and effectively, to collect observations and data
  • A1.6 gather data from laboratory and other sources, and organize and record the data using appropriate formats, including tables, flow charts, graphs, and/or diagrams
  • A1.7 select, organize, and record relevant information on research topics from various sources, including electronic, print, and/or human sources
  • A1.10 draw conclusions based on inquiry results and research findings, and justify their conclusions
  • A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats
  • A1.12 use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of measurement (e.g., SI and imperial units)
  • A1.13 express the results of any calculations involving data accurately and precisely

Science Grade 10 Academic (SNC2D)

(revised 2008)

 C. Chemistry: Chemical Reactions
  • C1.1 analyse, on the basis of research, various safety and environmental issues associated with chemical reactions and their reactants and/or product(s)
  • 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 (e.g., reactions occurring when magnesium burns or in the production of oxygen from hydrogen peroxide; the reaction of iron and copper sulphate; reactions occurring when fossil fuels burn)

Science Grade 10 Academic (SNC2D)

(revised 2008)

 D. Earth and Space Science: Climate Change
  • 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
  • D2.4 investigate a popular hypothesis on a cause and-effect relationship having to do with climate change

Science Grade 10 Applied (SNC2P)

(revised 2008)

 A. Scientific Skills and Career Explorations
  • A1.6 gather data from laboratory and other sources, and organize and record the data using appropriate formats, including tables, flow charts, graphs, and/or diagrams
  • A1.7 select, organize, and record relevant information on research topics from various sources, including electronic, print, and/or human sources (e.g., a website for a public health organization, federal and provincial government publications, reference books, personal interviews), using recommended formats and an accepted form of academic documentation
  • A1.8 analyse and interpret qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis, identifying possible sources of error, bias, or uncertainty
  • A1.10 draw conclusions based on inquiry results and research findings,and justify their conclusions
  • A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)
  • A1.12 use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of measurement (e.g., SI and imperial units)
  • A1.13 express the results of any calculations involving data accurately and precisely

Science Grade 10 Applied (SNC2P)

(revised 2008)

 C. Chemistry: Chemical Reactions
  • C2.1 use appropriate terminology related to chemical reactions
  • C3.1 describe the relationships between chemical formulae, composition, and names of simple compounds
  • C3.2 name and write the formulae for simple ionic and molecular compounds (e.g., NaCl, NaOH, H2O, CO2 )
  • C3.3 write word equations and balanced chemical equations for simple chemical reactions (e.g., 2H2 + O2 ➞ 2H2O)

Science Grade 10 Applied (SNC2P)

(revised 2008)

 D. Earth and Space Science: Climate Change
  • D1.2 analyse ways in which human actions (e.g., burning fossil fuels, implementing tree-planting programs) have increased or decreased the production of greenhouse gases
  • D2.4 conduct an inquiry to determine how different factors (e.g., an increase in surface temperature, an increase in water temperature) affect global warming and climate change
  • D2.5 investigate their personal carbon footprint, using a computer simulation or numerical data (e.g., determine carbon emissions that result from their travelling to school, work, and recreation venues; from vacation travelling; from buying products imported from distant countries), and plan a course of action to reduce their footprint (e.g., a plan to increase their use of bicycles or public transit; to eat more local foods)
  • D3.5 describe methods by which greenhouse gases are produced by humans (e.g., burning of biomass, chemical reactions involving pollutants)
  • D3.6 identify the natural and human causes of climate change in the world and, in particular, how Canada contributes to climate change

 

Ontario

Course Strand/Topic Outcomes

Science Grade 10 Academic (SNC2D)

(revised 2008)

 A. Scientific Skills and Career Explorations
  • A1.5 conduct inquiries, controlling some variables, adapting or extending procedures as required, and using standard equipment and materials safely, accurately, and effectively, to collect observations and data
  • A1.6 gather data from laboratory and other sources, and organize and record the data using appropriate formats, including tables, flow charts, graphs, and/or diagrams
  • A1.7 select, organize, and record relevant information on research topics from various sources, including electronic, print, and/or human sources
  • A1.10 draw conclusions based on inquiry results and research findings, and justify their conclusions
  • A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats
  • A1.12 use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of measurement (e.g., SI and imperial units)
  • A1.13 express the results of any calculations involving data accurately and precisely

Science Grade 10 Academic (SNC2D)

(revised 2008)

 C. Chemistry: Chemical Reactions
  • C1.1 analyse, on the basis of research, various safety and environmental issues associated with chemical reactions and their reactants and/or product(s)
  • 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 (e.g., reactions occurring when magnesium burns or in the production of oxygen from hydrogen peroxide; the reaction of iron and copper sulphate; reactions occurring when fossil fuels burn)

Science Grade 10 Academic (SNC2D)

(revised 2008)

 D. Earth and Space Science: Climate Change
  • 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
  • D2.4 investigate a popular hypothesis on a cause and-effect relationship having to do with climate change

Science Grade 10 Applied (SNC2P)

(revised 2008)

 A. Scientific Skills and Career Explorations
  • A1.6 gather data from laboratory and other sources, and organize and record the data using appropriate formats, including tables, flow charts, graphs, and/or diagrams
  • A1.7 select, organize, and record relevant information on research topics from various sources, including electronic, print, and/or human sources (e.g., a website for a public health organization, federal and provincial government publications, reference books, personal interviews), using recommended formats and an accepted form of academic documentation
  • A1.8 analyse and interpret qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis, identifying possible sources of error, bias, or uncertainty
  • A1.10 draw conclusions based on inquiry results and research findings,and justify their conclusions
  • A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)
  • A1.12 use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of measurement (e.g., SI and imperial units)
  • A1.13 express the results of any calculations involving data accurately and precisely

Science Grade 10 Applied (SNC2P)

(revised 2008)

 C. Chemistry: Chemical Reactions
  • C2.1 use appropriate terminology related to chemical reactions
  • C3.1 describe the relationships between chemical formulae, composition, and names of simple compounds
  • C3.2 name and write the formulae for simple ionic and molecular compounds (e.g., NaCl, NaOH, H2O, CO2 )
  • C3.3 write word equations and balanced chemical equations for simple chemical reactions (e.g., 2H2 + O2 ➞ 2H2O)

Science Grade 10 Applied (SNC2P)

(revised 2008)

 D. Earth and Space Science: Climate Change
  • D1.2 analyse ways in which human actions (e.g., burning fossil fuels, implementing tree-planting programs) have increased or decreased the production of greenhouse gases
  • D2.4 conduct an inquiry to determine how different factors (e.g., an increase in surface temperature, an increase in water temperature) affect global warming and climate change
  • D2.5 investigate their personal carbon footprint, using a computer simulation or numerical data (e.g., determine carbon emissions that result from their travelling to school, work, and recreation venues; from vacation travelling; from buying products imported from distant countries), and plan a course of action to reduce their footprint (e.g., a plan to increase their use of bicycles or public transit; to eat more local foods)
  • D3.5 describe methods by which greenhouse gases are produced by humans (e.g., burning of biomass, chemical reactions involving pollutants)
  • D3.6 identify the natural and human causes of climate change in the world and, in particular, how Canada contributes to climate change

 

Course Strand/Topic Outcomes

Science and Technology (Secondary IV) 2011

Applied Science and Technology (Secondary IV) 2011

 Second Year of Cycle Two (The Earth and Space)
  • Describes the main impact of the use of energy resources in the lithosphere, hydrosphere and atmosphere
  • Reducing demand; increasing the energy efficiency of tools, devices and vehicles; diversifying energy sources; investing in research and technological development related to alternative energy sources; and exploring nuclear power

Science and Technology (Secondary IV) 2011

Applied Science and Technology (Secondary IV) 2011

 Second Year of Cycle Two (The Material World)
  • Balancing chemical reactions
  • Combustion

Science and Technology (Secondary IV) 2011

Applied Science and Technology (Secondary IV) 2011

 Second Year of Cycle Two (The Technological World)
  • Electricity: thermal power plant,hydraulic power plant, solar power plant
  • Wind turbine
  • Oil well, platform, refinery
  • Internal combustion engine
  • Electric motor
  • Turbine
  • Batteries

Science and Technology (Secondary IV) 2011

Applied Science and Technology (Secondary IV) 2011

 General Education Path Strategies
  • Using different types of reasoning (e.g. inductive and deductive reasoning, comparison, classification, prioritization) in order to process information
  • Using different tools for recording information (e.g. diagrams, notes, graphs, procedures, logbook)
  • Organizing information for a presentation (e.g. tables, diagrams, graphs)
  • Using tools to display information in various formats (e.g. data tables, graphs, diagrams)
Environmental Science and Technology Secondary Cycle Two (2011) Second Year of Cycle Two (The Material World)
  • Balancing chemical reactions
  • Combustion
Environmental Science and Technology Secondary Cycle Two (2011) Second Year of Cycle Two (The Earth and Space)
  • Energy resources
  • Contamination

 

Quebec

Course Strand/Topic Outcomes

Science and Technology (Secondary IV) 2011

Applied Science and Technology (Secondary IV) 2011

 Second Year of Cycle Two (The Earth and Space)
  • Describes the main impact of the use of energy resources in the lithosphere, hydrosphere and atmosphere
  • Reducing demand; increasing the energy efficiency of tools, devices and vehicles; diversifying energy sources; investing in research and technological development related to alternative energy sources; and exploring nuclear power

Science and Technology (Secondary IV) 2011

Applied Science and Technology (Secondary IV) 2011

 Second Year of Cycle Two (The Material World)
  • Balancing chemical reactions
  • Combustion

Science and Technology (Secondary IV) 2011

Applied Science and Technology (Secondary IV) 2011

 Second Year of Cycle Two (The Technological World)
  • Electricity: thermal power plant,hydraulic power plant, solar power plant
  • Wind turbine
  • Oil well, platform, refinery
  • Internal combustion engine
  • Electric motor
  • Turbine
  • Batteries

Science and Technology (Secondary IV) 2011

Applied Science and Technology (Secondary IV) 2011

 General Education Path Strategies
  • Using different types of reasoning (e.g. inductive and deductive reasoning, comparison, classification, prioritization) in order to process information
  • Using different tools for recording information (e.g. diagrams, notes, graphs, procedures, logbook)
  • Organizing information for a presentation (e.g. tables, diagrams, graphs)
  • Using tools to display information in various formats (e.g. data tables, graphs, diagrams)
Environmental Science and Technology Secondary Cycle Two (2011) Second Year of Cycle Two (The Material World)
  • Balancing chemical reactions
  • Combustion
Environmental Science and Technology Secondary Cycle Two (2011) Second Year of Cycle Two (The Earth and Space)
  • Energy resources
  • Contamination

 

Course Strand/Topic Outcomes
Science 10: Science for Sustainable Societies (2020) Learning and Living Sustainably (STSE)
  • SCO 2.1 Students will consider factors that support responsible application of scientific and technological knowledge and demonstrate an understanding of sustainable practices
  • SCO 2.2 Students will identify a community-based challenge connected to at least two of sustainable development goals; 7, 9, 12 and 13, then apply an iterative process to design a solution
Science 10: Science for Sustainable Societies (2020) The Nature of Science
  • SCO 1.2 Students will collect and represent data using tools and methods appropriate for the task.
  • SCO 1.3 Students will analyse and interpret qualitative and quantitative data to construct explanations.
  • SCO 1.4 Students will work collaboratively on investigations to communicate conclusions supported by data.
Science 10: Science for Sustainable Societies (2020) Learning and Living Sustainably: Core Ideas and contexts

Sustainability
Electricity and Electrification

  • Power Generation - Renewable vs. non-renewable; Clean vs. Green; Emerging technologies; - Energy output comparison (fossil fuels and nuclear) - Cost, benefits and trade-offs of electrification

Contemporary Chemistry

  •  Earth Systems
    - Interactions in the biosphere: forever chemicals; combustion; Carbon [C] sink; Carbon [C] footprint; energy budget

 

New Brunswick

Course Strand/Topic Outcomes
Science 10: Science for Sustainable Societies (2020) Learning and Living Sustainably (STSE)
  • SCO 2.1 Students will consider factors that support responsible application of scientific and technological knowledge and demonstrate an understanding of sustainable practices
  • SCO 2.2 Students will identify a community-based challenge connected to at least two of sustainable development goals; 7, 9, 12 and 13, then apply an iterative process to design a solution
Science 10: Science for Sustainable Societies (2020) The Nature of Science
  • SCO 1.2 Students will collect and represent data using tools and methods appropriate for the task.
  • SCO 1.3 Students will analyse and interpret qualitative and quantitative data to construct explanations.
  • SCO 1.4 Students will work collaboratively on investigations to communicate conclusions supported by data.
Science 10: Science for Sustainable Societies (2020) Learning and Living Sustainably: Core Ideas and contexts

Sustainability
Electricity and Electrification

  • Power Generation - Renewable vs. non-renewable; Clean vs. Green; Emerging technologies; - Energy output comparison (fossil fuels and nuclear) - Cost, benefits and trade-offs of electrification

Contemporary Chemistry

  •  Earth Systems
    - Interactions in the biosphere: forever chemicals; combustion; Carbon [C] sink; Carbon [C] footprint; energy budget

 

Course Strand/Topic Outcomes
Science 10 (2015) Physical Science: Chemical Reactions
  • Represent chemical reactions and the conservation of mass using balanced symbolic equations (321-1)
  • Investigate and collaborate to describe science and technology relationships and their functions (116-3, 117-7, 215-6, 116-5)
Science 10 (2015) Life Science: Sustainability of Ecosystems
  • Predict and analyze the impact of external factors on the sustainability of an ecosystem, using a variety of formats (212-4, 214-3, 331-6)
  • Identify, investigate, and defend a course of action on a multi-perspective social issue (118-9, 215-4, 118-5) ƒ identify and describe peer review, Canadian research, and global projects where science and technology affect sustainable development (114-5, 116-1, 117-3, 118-1)

 

Nova Scotia

Course Strand/Topic Outcomes
Science 10 (2015) Physical Science: Chemical Reactions
  • Represent chemical reactions and the conservation of mass using balanced symbolic equations (321-1)
  • Investigate and collaborate to describe science and technology relationships and their functions (116-3, 117-7, 215-6, 116-5)
Science 10 (2015) Life Science: Sustainability of Ecosystems
  • Predict and analyze the impact of external factors on the sustainability of an ecosystem, using a variety of formats (212-4, 214-3, 331-6)
  • Identify, investigate, and defend a course of action on a multi-perspective social issue (118-9, 215-4, 118-5) ƒ identify and describe peer review, Canadian research, and global projects where science and technology affect sustainable development (114-5, 116-1, 117-3, 118-1)

 

Course Strand/Topic Outcomes
Science 1206 (2018)

SCO Skill Continuum
  • Compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots
  • Propose alternative solutions to a given practical problem, identify the potential strengths and weaknesses of each, and select one as the basis for a plan
  • develop, present, and defend a position or course of action, based on findings
  • Identify multiple perspectives that influence a science-related decision or issue

 
Science 1206 (2018) Unit 1: Weather Dynamics (Climate Change)
  • 28.0 develop, present, and defend a position or course of action, based on findings
  • Identify human activities that produce GHG (i.e., carbon dioxide, methane, nitrous oxide, and halocarbons).
  • Develop, present, and defend a course of action (i.e., personal, local, or global) to mitigate or adapt to climate change.
  • Use an online calculator to determine their personal carbon footprint.
  • Compile a list of personal, local, or global actions to mitigate climate change.
Science 1206 (2018) Unit 2: Chemical Reactions
  • 44. 0 represent chemical reactions and the conservation of mass using molecular models and balanced symbolic equations
  • Identify reactants and products in representations of chemical reactions (e.g., word, skeleton, and balanced chemical equations)
  • Use models (e.g., coloured paper clips) to balance chemical equations
Science 1206 (2018) Unit 4: Sustainability of Ecosystems
  • 71. 0 analyze the impact of external factors on an ecosystem
  • 72. 0 propose a course of action on social issues related to science and technology, taking into account human and environmental needs
  • 27.0 identify multiple perspectives that influence a science related decision or issue
  • 51. 0 defend a decision or judgement and demonstrate that relevant arguments can arise from different perspectives
  • 78. 0 compare the risks and benefits to society and the environment of applying scientific knowledge or introducing a technology

 

Newfoundland

Course Strand/Topic Outcomes
Science 1206 (2018)

SCO Skill Continuum
  • Compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots
  • Propose alternative solutions to a given practical problem, identify the potential strengths and weaknesses of each, and select one as the basis for a plan
  • develop, present, and defend a position or course of action, based on findings
  • Identify multiple perspectives that influence a science-related decision or issue

 
Science 1206 (2018) Unit 1: Weather Dynamics (Climate Change)
  • 28.0 develop, present, and defend a position or course of action, based on findings
  • Identify human activities that produce GHG (i.e., carbon dioxide, methane, nitrous oxide, and halocarbons).
  • Develop, present, and defend a course of action (i.e., personal, local, or global) to mitigate or adapt to climate change.
  • Use an online calculator to determine their personal carbon footprint.
  • Compile a list of personal, local, or global actions to mitigate climate change.
Science 1206 (2018) Unit 2: Chemical Reactions
  • 44. 0 represent chemical reactions and the conservation of mass using molecular models and balanced symbolic equations
  • Identify reactants and products in representations of chemical reactions (e.g., word, skeleton, and balanced chemical equations)
  • Use models (e.g., coloured paper clips) to balance chemical equations
Science 1206 (2018) Unit 4: Sustainability of Ecosystems
  • 71. 0 analyze the impact of external factors on an ecosystem
  • 72. 0 propose a course of action on social issues related to science and technology, taking into account human and environmental needs
  • 27.0 identify multiple perspectives that influence a science related decision or issue
  • 51. 0 defend a decision or judgement and demonstrate that relevant arguments can arise from different perspectives
  • 78. 0 compare the risks and benefits to society and the environment of applying scientific knowledge or introducing a technology

 

Course Strand/Topic Outcomes

Science 421a (2019)

Revised 2022

 Content Knowledge
  • CK 2.1 predict the products of chemical reactions
    • Identify the reactants and products in a chemical equation
  • CK 2.2 identify the products and reactants of a novel chemical reaction using written descriptions or chemical equations (that include chemical formulas or structural diagrams)

Science 421a (2019)

Revised 2022

 Decisions and Perspectives
  • DP1 recognize that scientific and technological developments can have both risks and benefits
  • DP1 evaluate the advantages and disadvantages of a technological or scientific development using an evaluative technique such as plus-minus comparison, risk-benefit analysis, or SWOT analysis (strengths, weaknesses, opportunities, threats)
  • DP1 project the consequences (e.g., on the community, economy, environment, public health, etc) of proposed decisions beyond individual impact
  • DP1 provide scientific evidence and reasoning to support an opinion
  • DP1 argue for or against the application of a scientific or technological development while demonstrating respect for the perspectives of others
  • DP2 identify a variety of courses, activities, or occupations in science, technology, or engineering related fields that they would like to explore further
  • DP2 engage in effective and respectful communication and collaboration

Science 421a (2019)

Revised 2022

 Procedural Knowledge
  • PK1 synthesize information from reliable sources to extend understanding of scientific concepts
  • PK2 compose written arguments which effectively communicate scientific reasoning
  • PK6 analyze data to determine patterns, trends, and causal relationships

 

Prince Edward Island

Course Strand/Topic Outcomes

Science 421a (2019)

Revised 2022

 Content Knowledge
  • CK 2.1 predict the products of chemical reactions
    • Identify the reactants and products in a chemical equation
  • CK 2.2 identify the products and reactants of a novel chemical reaction using written descriptions or chemical equations (that include chemical formulas or structural diagrams)

Science 421a (2019)

Revised 2022

 Decisions and Perspectives
  • DP1 recognize that scientific and technological developments can have both risks and benefits
  • DP1 evaluate the advantages and disadvantages of a technological or scientific development using an evaluative technique such as plus-minus comparison, risk-benefit analysis, or SWOT analysis (strengths, weaknesses, opportunities, threats)
  • DP1 project the consequences (e.g., on the community, economy, environment, public health, etc) of proposed decisions beyond individual impact
  • DP1 provide scientific evidence and reasoning to support an opinion
  • DP1 argue for or against the application of a scientific or technological development while demonstrating respect for the perspectives of others
  • DP2 identify a variety of courses, activities, or occupations in science, technology, or engineering related fields that they would like to explore further
  • DP2 engage in effective and respectful communication and collaboration

Science 421a (2019)

Revised 2022

 Procedural Knowledge
  • PK1 synthesize information from reliable sources to extend understanding of scientific concepts
  • PK2 compose written arguments which effectively communicate scientific reasoning
  • PK6 analyze data to determine patterns, trends, and causal relationships

 

Course Strand/Topic Outcomes
Science 10 (2018) Chemical Processes
  • Rearrangement of atoms in chemical reactions
  • How do chemical processes — personal, local, or global — affect your life?
  • Assess risks and address ethical, cultural, and/or environmental issues associated with their proposed methods and those of others
  • Contribute to finding solutions to problems at a local and/or global level through inquiry
  • Communicate scientific ideas, claims, information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations

 

British Columbia / Yukon

Course Strand/Topic Outcomes
Science 10 (2018) Chemical Processes
  • Rearrangement of atoms in chemical reactions
  • How do chemical processes — personal, local, or global — affect your life?
  • Assess risks and address ethical, cultural, and/or environmental issues associated with their proposed methods and those of others
  • Contribute to finding solutions to problems at a local and/or global level through inquiry
  • Communicate scientific ideas, claims, information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations

 

Course Strand/Topic Outcomes
Science 10 (2005, updated 2015)

Unit D: Energy Flow in Global Systems

(Social and Environmental Contexts Emphasis)
  • Investigate and identify human actions affecting biomes that have a potential to change climate (e.g., emission of greenhouse gases, draining of wetlands, forest fires, deforestation) and critically examine the evidence that these factors play a role in climate change (e.g., global warming, rising sea level(s))
  • Assess, from a variety of perspectives, the risks and benefits of human activity, and its impact on the biosphere and the climate
  • State a conclusion based on experimental data, and explain how evidence gathered supports or refutes the initial hypothesis (e.g., summarise an analysis of the relationship between human activity and changing biomes)

 

Alberta / Nunavut / Northwest Territories

Course Strand/Topic Outcomes
Science 10 (2005, updated 2015)

Unit D: Energy Flow in Global Systems

(Social and Environmental Contexts Emphasis)
  • Investigate and identify human actions affecting biomes that have a potential to change climate (e.g., emission of greenhouse gases, draining of wetlands, forest fires, deforestation) and critically examine the evidence that these factors play a role in climate change (e.g., global warming, rising sea level(s))
  • Assess, from a variety of perspectives, the risks and benefits of human activity, and its impact on the biosphere and the climate
  • State a conclusion based on experimental data, and explain how evidence gathered supports or refutes the initial hypothesis (e.g., summarise an analysis of the relationship between human activity and changing biomes)

 

Course Strand/Topic Outcomes
Experiential Science 10 - Terrestrial Systems Unit 2: Climatology and Meteorology
  • Investigating and presenting evidence of human effects on weather and atmospheric pollutants
  • Becoming “actively aware” of current climate change issues by

 

Nunavut / Northwest Territories

Course Strand/Topic Outcomes
Experiential Science 10 - Terrestrial Systems Unit 2: Climatology and Meteorology
  • Investigating and presenting evidence of human effects on weather and atmospheric pollutants
  • Becoming “actively aware” of current climate change issues by

 

Course Strand/Topic Outcomes
Science 10 (2016) Climate and Ecosystem Dynamics
  • CD 1 provide examples of human actions that have contributed to the anthropogenic greenhouse effect
  • CD 1 reflect upon individual and societal behavioural and lifestyle choices
  • CD 1 develop, present and defend a position or course of action based on personal research related to mitigating the effects of global or local climate change or to enhancing the sustainability of an ecosystem, taking into account human and environmental needs
Science 10 (2016) Chemical Reactions
  • CR 3 represent chemical reactions and conservation of mass using skeleton equations and balanced equations
  • CR 3 verify whether a chemical equation is correctly balanced, and correct any errors
Science 10 (2016) Career Investigation
  • CL 1 explore the breadth of science-related work roles and who is engaged in those work roles in the community
  • CL 1 represent the range of career options available related to a specific branch or sub-branch of science

 

Saskatchewan

Course Strand/Topic Outcomes
Science 10 (2016) Climate and Ecosystem Dynamics
  • CD 1 provide examples of human actions that have contributed to the anthropogenic greenhouse effect
  • CD 1 reflect upon individual and societal behavioural and lifestyle choices
  • CD 1 develop, present and defend a position or course of action based on personal research related to mitigating the effects of global or local climate change or to enhancing the sustainability of an ecosystem, taking into account human and environmental needs
Science 10 (2016) Chemical Reactions
  • CR 3 represent chemical reactions and conservation of mass using skeleton equations and balanced equations
  • CR 3 verify whether a chemical equation is correctly balanced, and correct any errors
Science 10 (2016) Career Investigation
  • CL 1 explore the breadth of science-related work roles and who is engaged in those work roles in the community
  • CL 1 represent the range of career options available related to a specific branch or sub-branch of science

 

Course Strand/Topic Outcomes
Senior 2 Science (2001) Cluster 0: STSE
  • S2-0-2c summarize and record information in variety of forms
  • S2-0-3d summarize relevant data and consolidate existing arguments and positions related to STSE issues
  • S2-0-3f formulate and develop options which could lead to an STSE decision
Senior 2 Science (2001) Cluster 1: Dynamics of Ecosystems
  • S2-1-10 investigate how human activities affect an ecosystem and use the decision-making process to propose a course of action to enhance its sustainability
Senior 2 Science (2001) Cluster 2: Chemistry in Action
  • S2-2-06 balance chemical equations
  • S2-2-11 describe the formation and the environmental impact of various types of air pollution
  • S2-2-12 investigate technologies that are used to reduce emissions of potential air pollutants
Senior 2 Science (2001) Cluster 4: Weather Dynamics
  • S2-4-07 Investigate and evaluate evidence that climate change occurs naturally and can be influenced by human activities.

 

Manitoba

Course Strand/Topic Outcomes
Senior 2 Science (2001) Cluster 0: STSE
  • S2-0-2c summarize and record information in variety of forms
  • S2-0-3d summarize relevant data and consolidate existing arguments and positions related to STSE issues
  • S2-0-3f formulate and develop options which could lead to an STSE decision
Senior 2 Science (2001) Cluster 1: Dynamics of Ecosystems
  • S2-1-10 investigate how human activities affect an ecosystem and use the decision-making process to propose a course of action to enhance its sustainability
Senior 2 Science (2001) Cluster 2: Chemistry in Action
  • S2-2-06 balance chemical equations
  • S2-2-11 describe the formation and the environmental impact of various types of air pollution
  • S2-2-12 investigate technologies that are used to reduce emissions of potential air pollutants
Senior 2 Science (2001) Cluster 4: Weather Dynamics
  • S2-4-07 Investigate and evaluate evidence that climate change occurs naturally and can be influenced by human activities.

 

Course Strand/Topic Outcomes

Science Grade 10 Academic (SNC2D)

(revised 2008)

 A. Scientific Skills and Career Explorations
  • A1.5 conduct inquiries, controlling some variables, adapting or extending procedures as required, and using standard equipment and materials safely, accurately, and effectively, to collect observations and data
  • A1.6 gather data from laboratory and other sources, and organize and record the data using appropriate formats, including tables, flow charts, graphs, and/or diagrams
  • A1.7 select, organize, and record relevant information on research topics from various sources, including electronic, print, and/or human sources
  • A1.10 draw conclusions based on inquiry results and research findings, and justify their conclusions
  • A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats
  • A1.12 use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of measurement (e.g., SI and imperial units)
  • A1.13 express the results of any calculations involving data accurately and precisely

Science Grade 10 Academic (SNC2D)

(revised 2008)

 C. Chemistry: Chemical Reactions
  • C1.1 analyse, on the basis of research, various safety and environmental issues associated with chemical reactions and their reactants and/or product(s)
  • 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 (e.g., reactions occurring when magnesium burns or in the production of oxygen from hydrogen peroxide; the reaction of iron and copper sulphate; reactions occurring when fossil fuels burn)

Science Grade 10 Academic (SNC2D)

(revised 2008)

 D. Earth and Space Science: Climate Change
  • 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
  • D2.4 investigate a popular hypothesis on a cause and-effect relationship having to do with climate change

Science Grade 10 Applied (SNC2P)

(revised 2008)

 A. Scientific Skills and Career Explorations
  • A1.6 gather data from laboratory and other sources, and organize and record the data using appropriate formats, including tables, flow charts, graphs, and/or diagrams
  • A1.7 select, organize, and record relevant information on research topics from various sources, including electronic, print, and/or human sources (e.g., a website for a public health organization, federal and provincial government publications, reference books, personal interviews), using recommended formats and an accepted form of academic documentation
  • A1.8 analyse and interpret qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis, identifying possible sources of error, bias, or uncertainty
  • A1.10 draw conclusions based on inquiry results and research findings,and justify their conclusions
  • A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)
  • A1.12 use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of measurement (e.g., SI and imperial units)
  • A1.13 express the results of any calculations involving data accurately and precisely

Science Grade 10 Applied (SNC2P)

(revised 2008)

 C. Chemistry: Chemical Reactions
  • C2.1 use appropriate terminology related to chemical reactions
  • C3.1 describe the relationships between chemical formulae, composition, and names of simple compounds
  • C3.2 name and write the formulae for simple ionic and molecular compounds (e.g., NaCl, NaOH, H2O, CO2 )
  • C3.3 write word equations and balanced chemical equations for simple chemical reactions (e.g., 2H2 + O2 ➞ 2H2O)

Science Grade 10 Applied (SNC2P)

(revised 2008)

 D. Earth and Space Science: Climate Change
  • D1.2 analyse ways in which human actions (e.g., burning fossil fuels, implementing tree-planting programs) have increased or decreased the production of greenhouse gases
  • D2.4 conduct an inquiry to determine how different factors (e.g., an increase in surface temperature, an increase in water temperature) affect global warming and climate change
  • D2.5 investigate their personal carbon footprint, using a computer simulation or numerical data (e.g., determine carbon emissions that result from their travelling to school, work, and recreation venues; from vacation travelling; from buying products imported from distant countries), and plan a course of action to reduce their footprint (e.g., a plan to increase their use of bicycles or public transit; to eat more local foods)
  • D3.5 describe methods by which greenhouse gases are produced by humans (e.g., burning of biomass, chemical reactions involving pollutants)
  • D3.6 identify the natural and human causes of climate change in the world and, in particular, how Canada contributes to climate change

 

Ontario

Course Strand/Topic Outcomes

Science Grade 10 Academic (SNC2D)

(revised 2008)

 A. Scientific Skills and Career Explorations
  • A1.5 conduct inquiries, controlling some variables, adapting or extending procedures as required, and using standard equipment and materials safely, accurately, and effectively, to collect observations and data
  • A1.6 gather data from laboratory and other sources, and organize and record the data using appropriate formats, including tables, flow charts, graphs, and/or diagrams
  • A1.7 select, organize, and record relevant information on research topics from various sources, including electronic, print, and/or human sources
  • A1.10 draw conclusions based on inquiry results and research findings, and justify their conclusions
  • A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats
  • A1.12 use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of measurement (e.g., SI and imperial units)
  • A1.13 express the results of any calculations involving data accurately and precisely

Science Grade 10 Academic (SNC2D)

(revised 2008)

 C. Chemistry: Chemical Reactions
  • C1.1 analyse, on the basis of research, various safety and environmental issues associated with chemical reactions and their reactants and/or product(s)
  • 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 (e.g., reactions occurring when magnesium burns or in the production of oxygen from hydrogen peroxide; the reaction of iron and copper sulphate; reactions occurring when fossil fuels burn)

Science Grade 10 Academic (SNC2D)

(revised 2008)

 D. Earth and Space Science: Climate Change
  • 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
  • D2.4 investigate a popular hypothesis on a cause and-effect relationship having to do with climate change

Science Grade 10 Applied (SNC2P)

(revised 2008)

 A. Scientific Skills and Career Explorations
  • A1.6 gather data from laboratory and other sources, and organize and record the data using appropriate formats, including tables, flow charts, graphs, and/or diagrams
  • A1.7 select, organize, and record relevant information on research topics from various sources, including electronic, print, and/or human sources (e.g., a website for a public health organization, federal and provincial government publications, reference books, personal interviews), using recommended formats and an accepted form of academic documentation
  • A1.8 analyse and interpret qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis, identifying possible sources of error, bias, or uncertainty
  • A1.10 draw conclusions based on inquiry results and research findings,and justify their conclusions
  • A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)
  • A1.12 use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of measurement (e.g., SI and imperial units)
  • A1.13 express the results of any calculations involving data accurately and precisely

Science Grade 10 Applied (SNC2P)

(revised 2008)

 C. Chemistry: Chemical Reactions
  • C2.1 use appropriate terminology related to chemical reactions
  • C3.1 describe the relationships between chemical formulae, composition, and names of simple compounds
  • C3.2 name and write the formulae for simple ionic and molecular compounds (e.g., NaCl, NaOH, H2O, CO2 )
  • C3.3 write word equations and balanced chemical equations for simple chemical reactions (e.g., 2H2 + O2 ➞ 2H2O)

Science Grade 10 Applied (SNC2P)

(revised 2008)

 D. Earth and Space Science: Climate Change
  • D1.2 analyse ways in which human actions (e.g., burning fossil fuels, implementing tree-planting programs) have increased or decreased the production of greenhouse gases
  • D2.4 conduct an inquiry to determine how different factors (e.g., an increase in surface temperature, an increase in water temperature) affect global warming and climate change
  • D2.5 investigate their personal carbon footprint, using a computer simulation or numerical data (e.g., determine carbon emissions that result from their travelling to school, work, and recreation venues; from vacation travelling; from buying products imported from distant countries), and plan a course of action to reduce their footprint (e.g., a plan to increase their use of bicycles or public transit; to eat more local foods)
  • D3.5 describe methods by which greenhouse gases are produced by humans (e.g., burning of biomass, chemical reactions involving pollutants)
  • D3.6 identify the natural and human causes of climate change in the world and, in particular, how Canada contributes to climate change

 

Course Strand/Topic Outcomes

Science and Technology (Secondary IV) 2011

Applied Science and Technology (Secondary IV) 2011

 Second Year of Cycle Two (The Earth and Space)
  • Describes the main impact of the use of energy resources in the lithosphere, hydrosphere and atmosphere
  • Reducing demand; increasing the energy efficiency of tools, devices and vehicles; diversifying energy sources; investing in research and technological development related to alternative energy sources; and exploring nuclear power

Science and Technology (Secondary IV) 2011

Applied Science and Technology (Secondary IV) 2011

 Second Year of Cycle Two (The Material World)
  • Balancing chemical reactions
  • Combustion

Science and Technology (Secondary IV) 2011

Applied Science and Technology (Secondary IV) 2011

 Second Year of Cycle Two (The Technological World)
  • Electricity: thermal power plant,hydraulic power plant, solar power plant
  • Wind turbine
  • Oil well, platform, refinery
  • Internal combustion engine
  • Electric motor
  • Turbine
  • Batteries

Science and Technology (Secondary IV) 2011

Applied Science and Technology (Secondary IV) 2011

 General Education Path Strategies
  • Using different types of reasoning (e.g. inductive and deductive reasoning, comparison, classification, prioritization) in order to process information
  • Using different tools for recording information (e.g. diagrams, notes, graphs, procedures, logbook)
  • Organizing information for a presentation (e.g. tables, diagrams, graphs)
  • Using tools to display information in various formats (e.g. data tables, graphs, diagrams)
Environmental Science and Technology Secondary Cycle Two (2011) Second Year of Cycle Two (The Material World)
  • Balancing chemical reactions
  • Combustion
Environmental Science and Technology Secondary Cycle Two (2011) Second Year of Cycle Two (The Earth and Space)
  • Energy resources
  • Contamination

 

Quebec

Course Strand/Topic Outcomes

Science and Technology (Secondary IV) 2011

Applied Science and Technology (Secondary IV) 2011

 Second Year of Cycle Two (The Earth and Space)
  • Describes the main impact of the use of energy resources in the lithosphere, hydrosphere and atmosphere
  • Reducing demand; increasing the energy efficiency of tools, devices and vehicles; diversifying energy sources; investing in research and technological development related to alternative energy sources; and exploring nuclear power

Science and Technology (Secondary IV) 2011

Applied Science and Technology (Secondary IV) 2011

 Second Year of Cycle Two (The Material World)
  • Balancing chemical reactions
  • Combustion

Science and Technology (Secondary IV) 2011

Applied Science and Technology (Secondary IV) 2011

 Second Year of Cycle Two (The Technological World)
  • Electricity: thermal power plant,hydraulic power plant, solar power plant
  • Wind turbine
  • Oil well, platform, refinery
  • Internal combustion engine
  • Electric motor
  • Turbine
  • Batteries

Science and Technology (Secondary IV) 2011

Applied Science and Technology (Secondary IV) 2011

 General Education Path Strategies
  • Using different types of reasoning (e.g. inductive and deductive reasoning, comparison, classification, prioritization) in order to process information
  • Using different tools for recording information (e.g. diagrams, notes, graphs, procedures, logbook)
  • Organizing information for a presentation (e.g. tables, diagrams, graphs)
  • Using tools to display information in various formats (e.g. data tables, graphs, diagrams)
Environmental Science and Technology Secondary Cycle Two (2011) Second Year of Cycle Two (The Material World)
  • Balancing chemical reactions
  • Combustion
Environmental Science and Technology Secondary Cycle Two (2011) Second Year of Cycle Two (The Earth and Space)
  • Energy resources
  • Contamination

 

Course Strand/Topic Outcomes
Science 10: Science for Sustainable Societies (2020) Learning and Living Sustainably (STSE)
  • SCO 2.1 Students will consider factors that support responsible application of scientific and technological knowledge and demonstrate an understanding of sustainable practices
  • SCO 2.2 Students will identify a community-based challenge connected to at least two of sustainable development goals; 7, 9, 12 and 13, then apply an iterative process to design a solution
Science 10: Science for Sustainable Societies (2020) The Nature of Science
  • SCO 1.2 Students will collect and represent data using tools and methods appropriate for the task.
  • SCO 1.3 Students will analyse and interpret qualitative and quantitative data to construct explanations.
  • SCO 1.4 Students will work collaboratively on investigations to communicate conclusions supported by data.
Science 10: Science for Sustainable Societies (2020) Learning and Living Sustainably: Core Ideas and contexts

Sustainability
Electricity and Electrification

  • Power Generation - Renewable vs. non-renewable; Clean vs. Green; Emerging technologies; - Energy output comparison (fossil fuels and nuclear) - Cost, benefits and trade-offs of electrification

Contemporary Chemistry

  •  Earth Systems
    - Interactions in the biosphere: forever chemicals; combustion; Carbon [C] sink; Carbon [C] footprint; energy budget

 

New Brunswick

Course Strand/Topic Outcomes
Science 10: Science for Sustainable Societies (2020) Learning and Living Sustainably (STSE)
  • SCO 2.1 Students will consider factors that support responsible application of scientific and technological knowledge and demonstrate an understanding of sustainable practices
  • SCO 2.2 Students will identify a community-based challenge connected to at least two of sustainable development goals; 7, 9, 12 and 13, then apply an iterative process to design a solution
Science 10: Science for Sustainable Societies (2020) The Nature of Science
  • SCO 1.2 Students will collect and represent data using tools and methods appropriate for the task.
  • SCO 1.3 Students will analyse and interpret qualitative and quantitative data to construct explanations.
  • SCO 1.4 Students will work collaboratively on investigations to communicate conclusions supported by data.
Science 10: Science for Sustainable Societies (2020) Learning and Living Sustainably: Core Ideas and contexts

Sustainability
Electricity and Electrification

  • Power Generation - Renewable vs. non-renewable; Clean vs. Green; Emerging technologies; - Energy output comparison (fossil fuels and nuclear) - Cost, benefits and trade-offs of electrification

Contemporary Chemistry

  •  Earth Systems
    - Interactions in the biosphere: forever chemicals; combustion; Carbon [C] sink; Carbon [C] footprint; energy budget

 

Course Strand/Topic Outcomes
Science 10 (2015) Physical Science: Chemical Reactions
  • Represent chemical reactions and the conservation of mass using balanced symbolic equations (321-1)
  • Investigate and collaborate to describe science and technology relationships and their functions (116-3, 117-7, 215-6, 116-5)
Science 10 (2015) Life Science: Sustainability of Ecosystems
  • Predict and analyze the impact of external factors on the sustainability of an ecosystem, using a variety of formats (212-4, 214-3, 331-6)
  • Identify, investigate, and defend a course of action on a multi-perspective social issue (118-9, 215-4, 118-5) ƒ identify and describe peer review, Canadian research, and global projects where science and technology affect sustainable development (114-5, 116-1, 117-3, 118-1)

 

Nova Scotia

Course Strand/Topic Outcomes
Science 10 (2015) Physical Science: Chemical Reactions
  • Represent chemical reactions and the conservation of mass using balanced symbolic equations (321-1)
  • Investigate and collaborate to describe science and technology relationships and their functions (116-3, 117-7, 215-6, 116-5)
Science 10 (2015) Life Science: Sustainability of Ecosystems
  • Predict and analyze the impact of external factors on the sustainability of an ecosystem, using a variety of formats (212-4, 214-3, 331-6)
  • Identify, investigate, and defend a course of action on a multi-perspective social issue (118-9, 215-4, 118-5) ƒ identify and describe peer review, Canadian research, and global projects where science and technology affect sustainable development (114-5, 116-1, 117-3, 118-1)

 

Course Strand/Topic Outcomes
Science 1206 (2018)

SCO Skill Continuum
  • Compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots
  • Propose alternative solutions to a given practical problem, identify the potential strengths and weaknesses of each, and select one as the basis for a plan
  • develop, present, and defend a position or course of action, based on findings
  • Identify multiple perspectives that influence a science-related decision or issue

 
Science 1206 (2018) Unit 1: Weather Dynamics (Climate Change)
  • 28.0 develop, present, and defend a position or course of action, based on findings
  • Identify human activities that produce GHG (i.e., carbon dioxide, methane, nitrous oxide, and halocarbons).
  • Develop, present, and defend a course of action (i.e., personal, local, or global) to mitigate or adapt to climate change.
  • Use an online calculator to determine their personal carbon footprint.
  • Compile a list of personal, local, or global actions to mitigate climate change.
Science 1206 (2018) Unit 2: Chemical Reactions
  • 44. 0 represent chemical reactions and the conservation of mass using molecular models and balanced symbolic equations
  • Identify reactants and products in representations of chemical reactions (e.g., word, skeleton, and balanced chemical equations)
  • Use models (e.g., coloured paper clips) to balance chemical equations
Science 1206 (2018) Unit 4: Sustainability of Ecosystems
  • 71. 0 analyze the impact of external factors on an ecosystem
  • 72. 0 propose a course of action on social issues related to science and technology, taking into account human and environmental needs
  • 27.0 identify multiple perspectives that influence a science related decision or issue
  • 51. 0 defend a decision or judgement and demonstrate that relevant arguments can arise from different perspectives
  • 78. 0 compare the risks and benefits to society and the environment of applying scientific knowledge or introducing a technology

 

Newfoundland

Course Strand/Topic Outcomes
Science 1206 (2018)

SCO Skill Continuum
  • Compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots
  • Propose alternative solutions to a given practical problem, identify the potential strengths and weaknesses of each, and select one as the basis for a plan
  • develop, present, and defend a position or course of action, based on findings
  • Identify multiple perspectives that influence a science-related decision or issue

 
Science 1206 (2018) Unit 1: Weather Dynamics (Climate Change)
  • 28.0 develop, present, and defend a position or course of action, based on findings
  • Identify human activities that produce GHG (i.e., carbon dioxide, methane, nitrous oxide, and halocarbons).
  • Develop, present, and defend a course of action (i.e., personal, local, or global) to mitigate or adapt to climate change.
  • Use an online calculator to determine their personal carbon footprint.
  • Compile a list of personal, local, or global actions to mitigate climate change.
Science 1206 (2018) Unit 2: Chemical Reactions
  • 44. 0 represent chemical reactions and the conservation of mass using molecular models and balanced symbolic equations
  • Identify reactants and products in representations of chemical reactions (e.g., word, skeleton, and balanced chemical equations)
  • Use models (e.g., coloured paper clips) to balance chemical equations
Science 1206 (2018) Unit 4: Sustainability of Ecosystems
  • 71. 0 analyze the impact of external factors on an ecosystem
  • 72. 0 propose a course of action on social issues related to science and technology, taking into account human and environmental needs
  • 27.0 identify multiple perspectives that influence a science related decision or issue
  • 51. 0 defend a decision or judgement and demonstrate that relevant arguments can arise from different perspectives
  • 78. 0 compare the risks and benefits to society and the environment of applying scientific knowledge or introducing a technology

 

Course Strand/Topic Outcomes

Science 421a (2019)

Revised 2022

 Content Knowledge
  • CK 2.1 predict the products of chemical reactions
    • Identify the reactants and products in a chemical equation
  • CK 2.2 identify the products and reactants of a novel chemical reaction using written descriptions or chemical equations (that include chemical formulas or structural diagrams)

Science 421a (2019)

Revised 2022

 Decisions and Perspectives
  • DP1 recognize that scientific and technological developments can have both risks and benefits
  • DP1 evaluate the advantages and disadvantages of a technological or scientific development using an evaluative technique such as plus-minus comparison, risk-benefit analysis, or SWOT analysis (strengths, weaknesses, opportunities, threats)
  • DP1 project the consequences (e.g., on the community, economy, environment, public health, etc) of proposed decisions beyond individual impact
  • DP1 provide scientific evidence and reasoning to support an opinion
  • DP1 argue for or against the application of a scientific or technological development while demonstrating respect for the perspectives of others
  • DP2 identify a variety of courses, activities, or occupations in science, technology, or engineering related fields that they would like to explore further
  • DP2 engage in effective and respectful communication and collaboration

Science 421a (2019)

Revised 2022

 Procedural Knowledge
  • PK1 synthesize information from reliable sources to extend understanding of scientific concepts
  • PK2 compose written arguments which effectively communicate scientific reasoning
  • PK6 analyze data to determine patterns, trends, and causal relationships

 

Prince Edward Island

Course Strand/Topic Outcomes

Science 421a (2019)

Revised 2022

 Content Knowledge
  • CK 2.1 predict the products of chemical reactions
    • Identify the reactants and products in a chemical equation
  • CK 2.2 identify the products and reactants of a novel chemical reaction using written descriptions or chemical equations (that include chemical formulas or structural diagrams)

Science 421a (2019)

Revised 2022

 Decisions and Perspectives
  • DP1 recognize that scientific and technological developments can have both risks and benefits
  • DP1 evaluate the advantages and disadvantages of a technological or scientific development using an evaluative technique such as plus-minus comparison, risk-benefit analysis, or SWOT analysis (strengths, weaknesses, opportunities, threats)
  • DP1 project the consequences (e.g., on the community, economy, environment, public health, etc) of proposed decisions beyond individual impact
  • DP1 provide scientific evidence and reasoning to support an opinion
  • DP1 argue for or against the application of a scientific or technological development while demonstrating respect for the perspectives of others
  • DP2 identify a variety of courses, activities, or occupations in science, technology, or engineering related fields that they would like to explore further
  • DP2 engage in effective and respectful communication and collaboration

Science 421a (2019)

Revised 2022

 Procedural Knowledge
  • PK1 synthesize information from reliable sources to extend understanding of scientific concepts
  • PK2 compose written arguments which effectively communicate scientific reasoning
  • PK6 analyze data to determine patterns, trends, and causal relationships