Climate Change
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 10 | Science 10 (2005, updated 2015) | Unit D: Energy Flow in Global Systems |
Alberta
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 10 | Science 10 (2005, updated 2015) | Unit D: Energy Flow in Global Systems |
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 7 | Science Grade 7 (June 2016) | Big Idea: Earth and its climate have changed over geological time. |
| 9 | Science Grade 9 (June 2016) | Big Idea: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them. |
| 11 | Earth Sciences 11 (June 2018 | Big Idea: The transfer of energy through the atmosphere creates weather and is affected by climate change. |
| 11 | Science for Citizens 11 (June 2018) | Big Idea: Scientific understanding enables humans to respond and adapt to changes locally and globally. |
| 12 | Environmental Science 12 (June 2018) | Big Idea: Human activities cause changes in the global climate system. |
British Columbia
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 7 | Science Grade 7 (June 2016) | Big Idea: Earth and its climate have changed over geological time. |
| 9 | Science Grade 9 (June 2016) | Big Idea: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them. |
| 11 | Earth Sciences 11 (June 2018 | Big Idea: The transfer of energy through the atmosphere creates weather and is affected by climate change. |
| 11 | Science for Citizens 11 (June 2018) | Big Idea: Scientific understanding enables humans to respond and adapt to changes locally and globally. |
| 12 | Environmental Science 12 (June 2018) | Big Idea: Human activities cause changes in the global climate system. |
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 10 | Senior 2 Science (2001) | Cluster 4: Weather Dynamics |
Manitoba
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 10 | Senior 2 Science (2001) | Cluster 4: Weather Dynamics |
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 11 | Physical Geography 110 | 5. Climatology |
| 12 | Introduction to Environmental Science 120 (2012) | Unit 1: An overview to Environmental Science |
| 12 | Introduction to Environmental Science 120 (2012) | Unit 3: Investigating Environmental Issues |
New Brunswick
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 11 | Physical Geography 110 | 5. Climatology |
| 12 | Introduction to Environmental Science 120 (2012) | Unit 1: An overview to Environmental Science |
| 12 | Introduction to Environmental Science 120 (2012) | Unit 3: Investigating Environmental Issues |
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 10 | Science 1206 (2018) | Unit 1: Weather Dynamics |
| 11 | Science 2200 (2004) | Unit 1: Ecosystems |
| 11 | Science 2200 (2004) | Unit 2: Weather Dynamics |
| 12 | Environmental Science 3205 (revised 2010) | Unit 5: The atmosphere and the Environment |
Newfoundland and Labrador
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 10 | Science 1206 (2018) | Unit 1: Weather Dynamics |
| 11 | Science 2200 (2004) | Unit 1: Ecosystems |
| 11 | Science 2200 (2004) | Unit 2: Weather Dynamics |
| 12 | Environmental Science 3205 (revised 2010) | Unit 5: The atmosphere and the Environment |
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 10 | Experiential Science 10 - Terrestrial Systems | Unit 2: Climatology and Meteorology |
| 10 | Science 10 (Alberta, 2005, updated 2015) | Unit D: Energy Flow in Global Systems |
Northwest Territories
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 10 | Experiential Science 10 - Terrestrial Systems | Unit 2: Climatology and Meteorology |
| 10 | Science 10 (Alberta, 2005, updated 2015) | Unit D: Energy Flow in Global Systems |
None
Nova Scotia
None
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 10 | Experiential Science 10 - Terrestrial Systems | Unit 2: Climatology and Meteorology |
| 10 | Science 10 (2005, updated 2015) | Unit D: Energy Flow in Global Systems |
Nunavut
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 10 | Experiential Science 10 - Terrestrial Systems | Unit 2: Climatology and Meteorology |
| 10 | Science 10 (2005, updated 2015) | Unit D: Energy Flow in Global Systems |
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 7 | Science and Technology, Grades 1-8 (2007) | Heat in the Environment |
| 10 | Science Grade 10 Academic (SNC2D) | Strand D: Climate Change |
| 10 | Science Grade 10 Applied (SNC2P) | Strand D: Earth’s Dynamic Climate |
| 11 | Environmental Science, Grade 11, University/College (SVN3M) | Strand B: Scientific solutions to Contemporary environmental Challenges |
| 11 | Environmental Science, Grade 11, University/College (SVN3M) | Strand C: Human Health and the environment |
| 11 | Environmental Science, Grade 11, Workplace (SVN3E) | Strand B: Human Impact on the environment |
| 12 | Chemistry, Grade 12, College (SCH4C) | Strand F: Chemistry in the Environment |
Ontario
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 7 | Science and Technology, Grades 1-8 (2007) | Heat in the Environment |
| 10 | Science Grade 10 Academic (SNC2D) | Strand D: Climate Change |
| 10 | Science Grade 10 Applied (SNC2P) | Strand D: Earth’s Dynamic Climate |
| 11 | Environmental Science, Grade 11, University/College (SVN3M) | Strand B: Scientific solutions to Contemporary environmental Challenges |
| 11 | Environmental Science, Grade 11, University/College (SVN3M) | Strand C: Human Health and the environment |
| 11 | Environmental Science, Grade 11, Workplace (SVN3E) | Strand B: Human Impact on the environment |
| 12 | Chemistry, Grade 12, College (SCH4C) | Strand F: Chemistry in the Environment |
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 12 | Environmental Science 621A (2011) |
Environmental Challenges and Successes |
Prince Edward Island
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 12 | Environmental Science 621A (2011) |
Environmental Challenges and Successes |
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| SEC I | Science and Technology | The Earth and Space: General Characteristics of Earth |
| SEC II | Science and Technology | The Earth and Space: General Characteristics of Earth |
| SEC IV | Environmental Science and Technology | The Earth and Space |
| SEC IV | Science and Technology | The Living World |
| SEC IV | Applied Science and Technology | The Earth and Space |
| SEC IV | Science and Technology | The Earth and Space |
Quebec
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| SEC I | Science and Technology | The Earth and Space: General Characteristics of Earth |
| SEC II | Science and Technology | The Earth and Space: General Characteristics of Earth |
| SEC IV | Environmental Science and Technology | The Earth and Space |
| SEC IV | Science and Technology | The Living World |
| SEC IV | Applied Science and Technology | The Earth and Space |
| SEC IV | Science and Technology | The Earth and Space |
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 10 | Science 10 (2016) | Climate and Ecosystem Dynamics |
| 11 | Environmental Science 20 (2016) | Atmosphere and Human Health |
Saskatchewan
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 10 | Science 10 (2016) | Climate and Ecosystem Dynamics |
| 11 | Environmental Science 20 (2016) | Atmosphere and Human Health |
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 9 | Science Grade 9 (British Columbia, June 2016) | Big Idea: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them. |
| 11 | Earth Sciences 11 (British Columbia, June 2018 | Big Idea: The transfer of energy through the atmosphere creates weather and is affected by climate change. |
| 11 | Science for Citizens 11 (British Columbia, June 2018) | Big Idea: Scientific understanding enables humans to respond and adapt to changes locally and globally. |
| 12 | Environmental Science 12 (British Columbia, June 2018) | Big Idea: Human activities cause changes in the global climate system. |
Yukon
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 9 | Science Grade 9 (British Columbia, June 2016) | Big Idea: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them. |
| 11 | Earth Sciences 11 (British Columbia, June 2018 | Big Idea: The transfer of energy through the atmosphere creates weather and is affected by climate change. |
| 11 | Science for Citizens 11 (British Columbia, June 2018) | Big Idea: Scientific understanding enables humans to respond and adapt to changes locally and globally. |
| 12 | Environmental Science 12 (British Columbia, June 2018) | Big Idea: Human activities cause changes in the global climate system. |
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 10 | Science 10 (2005, updated 2015) | Unit D: Energy Flow in Global Systems |
Alberta
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 10 | Science 10 (2005, updated 2015) | Unit D: Energy Flow in Global Systems |
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 7 | Science Grade 7 (June 2016) | Big Idea: Earth and its climate have changed over geological time. |
| 9 | Science Grade 9 (June 2016) | Big Idea: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them. |
| 11 | Earth Sciences 11 (June 2018 | Big Idea: The transfer of energy through the atmosphere creates weather and is affected by climate change. |
| 11 | Science for Citizens 11 (June 2018) | Big Idea: Scientific understanding enables humans to respond and adapt to changes locally and globally. |
| 12 | Environmental Science 12 (June 2018) | Big Idea: Human activities cause changes in the global climate system. |
British Columbia
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 7 | Science Grade 7 (June 2016) | Big Idea: Earth and its climate have changed over geological time. |
| 9 | Science Grade 9 (June 2016) | Big Idea: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them. |
| 11 | Earth Sciences 11 (June 2018 | Big Idea: The transfer of energy through the atmosphere creates weather and is affected by climate change. |
| 11 | Science for Citizens 11 (June 2018) | Big Idea: Scientific understanding enables humans to respond and adapt to changes locally and globally. |
| 12 | Environmental Science 12 (June 2018) | Big Idea: Human activities cause changes in the global climate system. |
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 10 | Senior 2 Science (2001) | Cluster 4: Weather Dynamics |
Manitoba
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 10 | Senior 2 Science (2001) | Cluster 4: Weather Dynamics |
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 11 | Physical Geography 110 | 5. Climatology |
| 12 | Introduction to Environmental Science 120 (2012) | Unit 1: An overview to Environmental Science |
| 12 | Introduction to Environmental Science 120 (2012) | Unit 3: Investigating Environmental Issues |
New Brunswick
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 11 | Physical Geography 110 | 5. Climatology |
| 12 | Introduction to Environmental Science 120 (2012) | Unit 1: An overview to Environmental Science |
| 12 | Introduction to Environmental Science 120 (2012) | Unit 3: Investigating Environmental Issues |
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 10 | Science 1206 (2018) | Unit 1: Weather Dynamics |
| 11 | Science 2200 (2004) | Unit 1: Ecosystems |
| 11 | Science 2200 (2004) | Unit 2: Weather Dynamics |
| 12 | Environmental Science 3205 (revised 2010) | Unit 5: The atmosphere and the Environment |
Newfoundland and Labrador
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 10 | Science 1206 (2018) | Unit 1: Weather Dynamics |
| 11 | Science 2200 (2004) | Unit 1: Ecosystems |
| 11 | Science 2200 (2004) | Unit 2: Weather Dynamics |
| 12 | Environmental Science 3205 (revised 2010) | Unit 5: The atmosphere and the Environment |
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 10 | Experiential Science 10 - Terrestrial Systems | Unit 2: Climatology and Meteorology |
| 10 | Science 10 (Alberta, 2005, updated 2015) | Unit D: Energy Flow in Global Systems |
Northwest Territories
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 10 | Experiential Science 10 - Terrestrial Systems | Unit 2: Climatology and Meteorology |
| 10 | Science 10 (Alberta, 2005, updated 2015) | Unit D: Energy Flow in Global Systems |
None
Nova Scotia
None
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 10 | Experiential Science 10 - Terrestrial Systems | Unit 2: Climatology and Meteorology |
| 10 | Science 10 (2005, updated 2015) | Unit D: Energy Flow in Global Systems |
Nunavut
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 10 | Experiential Science 10 - Terrestrial Systems | Unit 2: Climatology and Meteorology |
| 10 | Science 10 (2005, updated 2015) | Unit D: Energy Flow in Global Systems |
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 7 | Science and Technology, Grades 1-8 (2007) | Heat in the Environment |
| 10 | Science Grade 10 Academic (SNC2D) | Strand D: Climate Change |
| 10 | Science Grade 10 Applied (SNC2P) | Strand D: Earth’s Dynamic Climate |
| 11 | Environmental Science, Grade 11, University/College (SVN3M) | Strand B: Scientific solutions to Contemporary environmental Challenges |
| 11 | Environmental Science, Grade 11, University/College (SVN3M) | Strand C: Human Health and the environment |
| 11 | Environmental Science, Grade 11, Workplace (SVN3E) | Strand B: Human Impact on the environment |
| 12 | Chemistry, Grade 12, College (SCH4C) | Strand F: Chemistry in the Environment |
Ontario
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 7 | Science and Technology, Grades 1-8 (2007) | Heat in the Environment |
| 10 | Science Grade 10 Academic (SNC2D) | Strand D: Climate Change |
| 10 | Science Grade 10 Applied (SNC2P) | Strand D: Earth’s Dynamic Climate |
| 11 | Environmental Science, Grade 11, University/College (SVN3M) | Strand B: Scientific solutions to Contemporary environmental Challenges |
| 11 | Environmental Science, Grade 11, University/College (SVN3M) | Strand C: Human Health and the environment |
| 11 | Environmental Science, Grade 11, Workplace (SVN3E) | Strand B: Human Impact on the environment |
| 12 | Chemistry, Grade 12, College (SCH4C) | Strand F: Chemistry in the Environment |
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 12 | Environmental Science 621A (2011) |
Environmental Challenges and Successes |
Prince Edward Island
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 12 | Environmental Science 621A (2011) |
Environmental Challenges and Successes |
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| SEC I | Science and Technology | The Earth and Space: General Characteristics of Earth |
| SEC II | Science and Technology | The Earth and Space: General Characteristics of Earth |
| SEC IV | Environmental Science and Technology | The Earth and Space |
| SEC IV | Science and Technology | The Living World |
| SEC IV | Applied Science and Technology | The Earth and Space |
| SEC IV | Science and Technology | The Earth and Space |
Quebec
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| SEC I | Science and Technology | The Earth and Space: General Characteristics of Earth |
| SEC II | Science and Technology | The Earth and Space: General Characteristics of Earth |
| SEC IV | Environmental Science and Technology | The Earth and Space |
| SEC IV | Science and Technology | The Living World |
| SEC IV | Applied Science and Technology | The Earth and Space |
| SEC IV | Science and Technology | The Earth and Space |
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 10 | Science 10 (2016) | Climate and Ecosystem Dynamics |
| 11 | Environmental Science 20 (2016) | Atmosphere and Human Health |
Saskatchewan
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 10 | Science 10 (2016) | Climate and Ecosystem Dynamics |
| 11 | Environmental Science 20 (2016) | Atmosphere and Human Health |
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 9 | Science Grade 9 (British Columbia, June 2016) | Big Idea: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them. |
| 11 | Earth Sciences 11 (British Columbia, June 2018 | Big Idea: The transfer of energy through the atmosphere creates weather and is affected by climate change. |
| 11 | Science for Citizens 11 (British Columbia, June 2018) | Big Idea: Scientific understanding enables humans to respond and adapt to changes locally and globally. |
| 12 | Environmental Science 12 (British Columbia, June 2018) | Big Idea: Human activities cause changes in the global climate system. |
Yukon
| Grade | Course | Topic/Strand/Unit/Big Idea |
|---|---|---|
| 9 | Science Grade 9 (British Columbia, June 2016) | Big Idea: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them. |
| 11 | Earth Sciences 11 (British Columbia, June 2018 | Big Idea: The transfer of energy through the atmosphere creates weather and is affected by climate change. |
| 11 | Science for Citizens 11 (British Columbia, June 2018) | Big Idea: Scientific understanding enables humans to respond and adapt to changes locally and globally. |
| 12 | Environmental Science 12 (British Columbia, June 2018) | Big Idea: Human activities cause changes in the global climate system. |
Water Systems
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 7 | Science 7-8-9 (2003, updated 2014) | Unit A: Interactions and Ecosystems | Illustrate, through examples, the limits of scientific and technological knowledge in making decisions about life-supporting environments (e.g., identify limits in scientific knowledge of the impact of changing land use on individual species; describe examples in which aboriginal knowledge—based on long-term observation—provides an alternative source of understanding). |
| 7 | Science 7-8-9 (2003, updated 2014) | Unit A: Interactions and Ecosystems | Describe examples of interaction and interdependency within an ecosystem (e.g., identify examples of dependency between species, and describe adaptations involved; identify changing relationships between humans and their environments, over time and in different cultures—as, for example, in aboriginal cultures). |
| 8 | Science 7-8-9 (2003, updated 2014) | Unit E: Freshwater and Saltwater Systems | Analyze human impacts on aquatic systems; and identify the roles of science and technology in addressing related questions, problems and issues. Analyze human water uses, and identify the nature and scope of impacts resulting from different uses. Identify current practices and technologies that affect water quality, evaluate environmental costs and benefits, and identify and evaluate alternatives. |
| 8 | Knowledge and Employability Science 8, 9 (revised 2009) | Unit E: Freshwater and Saltwater Systems | Examine human impacts on aquatic systems and identify the roles of science and technology in addressing related questions, problems and issues. Investigate the human impact on the supply and quality of water (e.g., identify pollutants in ground water and surface water systems resulting from domestic and industrial use). Identify current practices and technologies that improve water quality (e.g., research alternatives for ensuring safe water supplies). |
Alberta
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 7 | Science 7-8-9 (2003, updated 2014) | Unit A: Interactions and Ecosystems | Illustrate, through examples, the limits of scientific and technological knowledge in making decisions about life-supporting environments (e.g., identify limits in scientific knowledge of the impact of changing land use on individual species; describe examples in which aboriginal knowledge—based on long-term observation—provides an alternative source of understanding). |
| 7 | Science 7-8-9 (2003, updated 2014) | Unit A: Interactions and Ecosystems | Describe examples of interaction and interdependency within an ecosystem (e.g., identify examples of dependency between species, and describe adaptations involved; identify changing relationships between humans and their environments, over time and in different cultures—as, for example, in aboriginal cultures). |
| 8 | Science 7-8-9 (2003, updated 2014) | Unit E: Freshwater and Saltwater Systems | Analyze human impacts on aquatic systems; and identify the roles of science and technology in addressing related questions, problems and issues. Analyze human water uses, and identify the nature and scope of impacts resulting from different uses. Identify current practices and technologies that affect water quality, evaluate environmental costs and benefits, and identify and evaluate alternatives. |
| 8 | Knowledge and Employability Science 8, 9 (revised 2009) | Unit E: Freshwater and Saltwater Systems | Examine human impacts on aquatic systems and identify the roles of science and technology in addressing related questions, problems and issues. Investigate the human impact on the supply and quality of water (e.g., identify pollutants in ground water and surface water systems resulting from domestic and industrial use). Identify current practices and technologies that improve water quality (e.g., research alternatives for ensuring safe water supplies). |
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 7 | Science k-9 | Big idea: Earth and its climate have changed over geological time. | First Peoples knowledge of changes in biodiversity over time. Local First Peoples knowledge of climate change. |
| 9 | Science k-9 | Big idea: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them. | First Peoples knowledge of interconnectedness and sustainability. Sustainability of systems. |
| 9 | Science k-9 | Big Idea: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them. | Sustainability of systems: a systems approach to sustainability sees all matter and energy as interconnected and existing in dynamic equilibrium (e.g., carbon as a key factor in climate change, greenhouse effect, water cycle, etc.). First Peoples knowledge of interconnectedness and sustainability. |
| 11 | Science 11 — Earth Sciences | Big idea: The distribution of water has a major influence on weather and climate. | First Peoples knowledge of climate change and interconnectedness as related to environmental systems. First Peoples knowledge and perspectives of water resources and processes. |
| 11 | Science 11 — Environmental Science | Big idea: Human practices affect the sustainability of ecosystems. | First Peoples knowledge and other traditional ecological knowledge in sustaining biodiversity agriculture, ethnobotany, forestry, fisheries, mining, energy, controlled burning, harvesting cycles. First Peoples ways of knowing and doing prescribed fire, selective harvesting, plant propagation and pruning, clam gardens human actions and their impact on ecosystem integrity harvesting, resource extraction and consumption, population growth, urbanization, habitat loss and fragmentation, climate change, pollution, introduced species, invasive species, forest fires resource stewardship. |
| 12 | Science 12 — Environmental Science | Big Idea: Human actions affect the quality of water and its ability to sustain life. | Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information. Consider social, ethical, and environmental implications of the findings from their own and others’ investigations. |
British Columbia
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 7 | Science k-9 | Big idea: Earth and its climate have changed over geological time. | First Peoples knowledge of changes in biodiversity over time. Local First Peoples knowledge of climate change. |
| 9 | Science k-9 | Big idea: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them. | First Peoples knowledge of interconnectedness and sustainability. Sustainability of systems. |
| 9 | Science k-9 | Big Idea: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them. | Sustainability of systems: a systems approach to sustainability sees all matter and energy as interconnected and existing in dynamic equilibrium (e.g., carbon as a key factor in climate change, greenhouse effect, water cycle, etc.). First Peoples knowledge of interconnectedness and sustainability. |
| 11 | Science 11 — Earth Sciences | Big idea: The distribution of water has a major influence on weather and climate. | First Peoples knowledge of climate change and interconnectedness as related to environmental systems. First Peoples knowledge and perspectives of water resources and processes. |
| 11 | Science 11 — Environmental Science | Big idea: Human practices affect the sustainability of ecosystems. | First Peoples knowledge and other traditional ecological knowledge in sustaining biodiversity agriculture, ethnobotany, forestry, fisheries, mining, energy, controlled burning, harvesting cycles. First Peoples ways of knowing and doing prescribed fire, selective harvesting, plant propagation and pruning, clam gardens human actions and their impact on ecosystem integrity harvesting, resource extraction and consumption, population growth, urbanization, habitat loss and fragmentation, climate change, pollution, introduced species, invasive species, forest fires resource stewardship. |
| 12 | Science 12 — Environmental Science | Big Idea: Human actions affect the quality of water and its ability to sustain life. | Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information. Consider social, ethical, and environmental implications of the findings from their own and others’ investigations. |
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 8 | Science Grade 8 (2000) | Cluster 4: Water Systems | 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. 8-4-18 Identify environmental, social, and economic factors that should be considered in the management of water resources. 8-4-19 Use the design process to develop a system to solve a water-related problem. |
Manitoba
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 8 | Science Grade 8 (2000) | Cluster 4: Water Systems | 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. 8-4-18 Identify environmental, social, and economic factors that should be considered in the management of water resources. 8-4-19 Use the design process to develop a system to solve a water-related problem. |
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 7 | Science 7 (2021) | 4.2 Learning and Living Sustainably | SCO 2.1 Students will consider factors that support responsible application of scientific and technological knowledge and demonstrate an understanding of sustainable practices. - Develop solutions to community issues and challenges concerned with resource use and waste management |
| 8 | Science 8 (2021) | 4.2 Learning and Living Sustainably | SCO 2.1 Students will consider factors that support responsible application of scientific and technological knowledge and demonstrate an understanding of sustainable practices. |
New Brunswick
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 7 | Science 7 (2021) | 4.2 Learning and Living Sustainably | SCO 2.1 Students will consider factors that support responsible application of scientific and technological knowledge and demonstrate an understanding of sustainable practices. - Develop solutions to community issues and challenges concerned with resource use and waste management |
| 8 | Science 8 (2021) | 4.2 Learning and Living Sustainably | SCO 2.1 Students will consider factors that support responsible application of scientific and technological knowledge and demonstrate an understanding of sustainable practices. |
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 8 | Grade 8 Science | Unit 1: Water Systems on Earth's Surface (revised 2012) | Describe some positive and negative effects of marine technologies on ocean species (113-2) |
Newfoundland and Labrador
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 8 | Grade 8 Science | Unit 1: Water Systems on Earth's Surface (revised 2012) | Describe some positive and negative effects of marine technologies on ocean species (113-2) |
None
Northwest Territories
None
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 7 | Science 7 (renewed) | Environmental Action | Learners will analyse the interconnectiveness of living things and the environment, in relation to the concept of Netukulimk. |
| 7 | Science 7 (renewed) | Environmental Action | Learners will analyse the interconnectiveness of living things and the environment, in relation to the concept of Netukulimk. Learners will explore the following concepts: ecosystems, interconnectiveness, biotic and abiotic, energy input and matter recycling, food webs, Netukulimk, human impact. |
| 7 | Science 7 (renewed) | Environmental Action | Learners will implement an environmental stewardship plan. Learners will explore the following concepts: Netukulimk, sustainability and conservation, environmental stewardship, mitigating environmental harm. |
| 8 | Science 8 (renewed) | Environmental Action | Learners will build from their analysis of human impacts to an evaluation of the role of humans in climate change and climate science. Additionally, learners will evaluate oceanographic and other evidence of climate change including impacts on biotic aspects of ecosystems. |
| 8 | Science 8 (renewed) | Environmental Action | Learners will build from their analysis of human impacts to an evaluation of the role of humans in climate change and climate science. Learners will formulate a plan to mitigating and/or adapting to the effects of climate change. |
Nova Scotia
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 7 | Science 7 (renewed) | Environmental Action | Learners will analyse the interconnectiveness of living things and the environment, in relation to the concept of Netukulimk. |
| 7 | Science 7 (renewed) | Environmental Action | Learners will analyse the interconnectiveness of living things and the environment, in relation to the concept of Netukulimk. Learners will explore the following concepts: ecosystems, interconnectiveness, biotic and abiotic, energy input and matter recycling, food webs, Netukulimk, human impact. |
| 7 | Science 7 (renewed) | Environmental Action | Learners will implement an environmental stewardship plan. Learners will explore the following concepts: Netukulimk, sustainability and conservation, environmental stewardship, mitigating environmental harm. |
| 8 | Science 8 (renewed) | Environmental Action | Learners will build from their analysis of human impacts to an evaluation of the role of humans in climate change and climate science. Additionally, learners will evaluate oceanographic and other evidence of climate change including impacts on biotic aspects of ecosystems. |
| 8 | Science 8 (renewed) | Environmental Action | Learners will build from their analysis of human impacts to an evaluation of the role of humans in climate change and climate science. Learners will formulate a plan to mitigating and/or adapting to the effects of climate change. |
None
Nunavut
None
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 7 | Science and Technology, Grades 1-8 (2022) | B. Life Systems Interactions in the Environment |
3.9 describe Aboriginal perspectives on sustainability and describe ways in which they can be used in habitat and wildlife management (e.g., the partnership between the Anishinabek Nation and the Ministry of Natural Resources for managing natural resources in Ontario) |
| 8 | Science and Technology, Grades 1-8 (2022) | E. Earth and Space Systems Water Systems |
E1.1 assess the social and environmental impact of the scarcity of fresh water, and propose a plan of action to help address fresh water sustainability issues. E1.2 demonstrate an understanding of First Nations, Métis, and Inuit knowledges and values about water, connections to water, and ways of managing water resources sustainably. E1.3 assess the impact of scientific discoveries and technological innovations on local and global water systems. E2.2 demonstrate an understanding of a watershed, and explain its importance to water management and planning. E2.3 explain how human activity and natural phenomena cause changes in the water table. E2.6 describe various indicators of water quality, and explain the impact of human activity on those indicators. E2.7 explain how municipalities process water and manage water usage. |
| 8 | Science and Technology, Grades 1-8 (2022) | E. Earth and Space Systems Water Systems |
1.2 assess how various media sources (e.g., Canadian Geographic; the science section in newspapers; Internet websites; local, national, and international news on television and radio) address issues related to the impact of human activities on the long-term sustainability of local, national, or international water systems. |
| 9 | Science, Grade 9, De-streamed SNC1W | B. Biology: Sustainable Ecosystems and Climate Change | B2.4 investigate factors and processes, including biodiversity, air and water quality, soil health, and succession, and explain how they contribute to ecosystem sustainability. B2.5 explain the effects of various human activities on the dynamic equilibrium of ecosystems. |
| 9 | Science, Grade 9 Academic SNC1D |
B. Biology: Sustainable Ecosystems |
B1.2 evaluate the effectiveness of government initiatives in Canada (federal, provincial, municipal) and/or the efforts of societal groups or non-governmental organizations, such as Aboriginal communities, environmental groups, or student organizations, with respect to an environmental issue that affects the sustainability of terrestrial or aquatic ecosystems (e.g., wetland restoration, recycling programs, Canada–Ontario Environmental Farm Plans, stewardship of national and provincial parks) [AI, C] |
| 9 | Science, Grade 9 Applied SNC1P |
B. Biology: Sustainable Ecosystems and Human Activity |
B1.2 assess the effectiveness of a local initiative of personal interest that seeks to ensure the sustainability of a terrestrial or aquatic ecosystem (e.g., … conservation efforts of local Aboriginal communities; …), and explain why the initiative is important to the sustainability of the ecosystem [AI, C] |
| 10 | Science, Grade 10 Academic SNC2D | D. Earth and Space Science: Climate Change | D1. Relating Science to Technology, Society, and the Environment D1.1 analyse current and/or potential effects, both positive and negative, of climate change on human activity and natural systems (e.g., … loss of traditional lifestyles for Inuit as Arctic ice shrinks; …) [AI, C] |
| 11 | Environmental Science, Grade 11 SVN3M | C. Human Health and the Environment | C1.1 analyse grassroots initiatives that are intended to reduce the impact of environmental factors on human health (e.g., community cleanup of local aquatic or terrestrial environments; …) [AI, C] |
| 11 | Environmental Science, Grade 11 SVN3M | C. Human Health and the Environment | C3.5 identify a variety of populations who are particularly vulnerable to the effects of environmental factors, and explain why these populations are vulnerable (e.g., … Inuit who follow a traditional diet are vulnerable to contaminants that accumulate in the fatty tissue of sea mammals because these animals are their main food source) |
| 11 | Environmental Science, Grade 11 SVN3E | C. Human Health and the Environment | C1. Relating Science to Technology, Society, and the Environment C1.2 analyse how environmental contaminants can affect the health of different populations in Canada (e.g., mercury contamination in streams and rivers in Northern Ontario where Aboriginal people fish, toxins in Arctic sea mammals hunted by Inuit, …) [AI, C] |
Ontario
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 7 | Science and Technology, Grades 1-8 (2022) | B. Life Systems Interactions in the Environment |
3.9 describe Aboriginal perspectives on sustainability and describe ways in which they can be used in habitat and wildlife management (e.g., the partnership between the Anishinabek Nation and the Ministry of Natural Resources for managing natural resources in Ontario) |
| 8 | Science and Technology, Grades 1-8 (2022) | E. Earth and Space Systems Water Systems |
E1.1 assess the social and environmental impact of the scarcity of fresh water, and propose a plan of action to help address fresh water sustainability issues. E1.2 demonstrate an understanding of First Nations, Métis, and Inuit knowledges and values about water, connections to water, and ways of managing water resources sustainably. E1.3 assess the impact of scientific discoveries and technological innovations on local and global water systems. E2.2 demonstrate an understanding of a watershed, and explain its importance to water management and planning. E2.3 explain how human activity and natural phenomena cause changes in the water table. E2.6 describe various indicators of water quality, and explain the impact of human activity on those indicators. E2.7 explain how municipalities process water and manage water usage. |
| 8 | Science and Technology, Grades 1-8 (2022) | E. Earth and Space Systems Water Systems |
1.2 assess how various media sources (e.g., Canadian Geographic; the science section in newspapers; Internet websites; local, national, and international news on television and radio) address issues related to the impact of human activities on the long-term sustainability of local, national, or international water systems. |
| 9 | Science, Grade 9, De-streamed SNC1W | B. Biology: Sustainable Ecosystems and Climate Change | B2.4 investigate factors and processes, including biodiversity, air and water quality, soil health, and succession, and explain how they contribute to ecosystem sustainability. B2.5 explain the effects of various human activities on the dynamic equilibrium of ecosystems. |
| 9 | Science, Grade 9 Academic SNC1D |
B. Biology: Sustainable Ecosystems |
B1.2 evaluate the effectiveness of government initiatives in Canada (federal, provincial, municipal) and/or the efforts of societal groups or non-governmental organizations, such as Aboriginal communities, environmental groups, or student organizations, with respect to an environmental issue that affects the sustainability of terrestrial or aquatic ecosystems (e.g., wetland restoration, recycling programs, Canada–Ontario Environmental Farm Plans, stewardship of national and provincial parks) [AI, C] |
| 9 | Science, Grade 9 Applied SNC1P |
B. Biology: Sustainable Ecosystems and Human Activity |
B1.2 assess the effectiveness of a local initiative of personal interest that seeks to ensure the sustainability of a terrestrial or aquatic ecosystem (e.g., … conservation efforts of local Aboriginal communities; …), and explain why the initiative is important to the sustainability of the ecosystem [AI, C] |
| 10 | Science, Grade 10 Academic SNC2D | D. Earth and Space Science: Climate Change | D1. Relating Science to Technology, Society, and the Environment D1.1 analyse current and/or potential effects, both positive and negative, of climate change on human activity and natural systems (e.g., … loss of traditional lifestyles for Inuit as Arctic ice shrinks; …) [AI, C] |
| 11 | Environmental Science, Grade 11 SVN3M | C. Human Health and the Environment | C1.1 analyse grassroots initiatives that are intended to reduce the impact of environmental factors on human health (e.g., community cleanup of local aquatic or terrestrial environments; …) [AI, C] |
| 11 | Environmental Science, Grade 11 SVN3M | C. Human Health and the Environment | C3.5 identify a variety of populations who are particularly vulnerable to the effects of environmental factors, and explain why these populations are vulnerable (e.g., … Inuit who follow a traditional diet are vulnerable to contaminants that accumulate in the fatty tissue of sea mammals because these animals are their main food source) |
| 11 | Environmental Science, Grade 11 SVN3E | C. Human Health and the Environment | C1. Relating Science to Technology, Society, and the Environment C1.2 analyse how environmental contaminants can affect the health of different populations in Canada (e.g., mercury contamination in streams and rivers in Northern Ontario where Aboriginal people fish, toxins in Arctic sea mammals hunted by Inuit, …) [AI, C] |
None
Prince Edward Island
None
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| SEC II | Science and Technology | The Earth and Space | Erosion, water cycle |
| SEC IV* | Environmental Science and Technology, Science and the Environment | The Earth and Space | f. Contamination i. Names water contaminants g. Eutrophication i. Explains the natural process of eutrophication of a body of natural water ii.Explains how human activities accelerate the eutrophication of a body of natural water |
| SEC IV* | Environmental Science and Technology, Science and the Environment | The Technological World | vii. Wastewater treatment Describes treatments used to decontaminate wastewater. |
Quebec
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| SEC II | Science and Technology | The Earth and Space | Erosion, water cycle |
| SEC IV* | Environmental Science and Technology, Science and the Environment | The Earth and Space | f. Contamination i. Names water contaminants g. Eutrophication i. Explains the natural process of eutrophication of a body of natural water ii.Explains how human activities accelerate the eutrophication of a body of natural water |
| SEC IV* | Environmental Science and Technology, Science and the Environment | The Technological World | vii. Wastewater treatment Describes treatments used to decontaminate wastewater. |
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 8 | Grade 8 Science | Earth and Space Science: Water Systems on Earth | Analyze the impact of natural and human-induced changes to the characteristics and distribution of water in local, regional, and national ecosystems. Identify possible personal, societal, economic, and environmental consequences of natural changes and human practices and technologies that pose threats to surface and/or ground water systems in Saskatchewan. |
Saskatchewan
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 8 | Grade 8 Science | Earth and Space Science: Water Systems on Earth | Analyze the impact of natural and human-induced changes to the characteristics and distribution of water in local, regional, and national ecosystems. Identify possible personal, societal, economic, and environmental consequences of natural changes and human practices and technologies that pose threats to surface and/or ground water systems in Saskatchewan. |
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 9 | Science k-9 | Big Idea: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them. | Sustainability of systems: a systems approach to sustainability sees all matter and energy as interconnected and existing in dynamic equilibrium (e.g., carbon as a key factor in climate change, greenhouse effect, water cycle, etc.). First Peoples knowledge of interconnectedness and sustainability. |
Yukon
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 9 | Science k-9 | Big Idea: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them. | Sustainability of systems: a systems approach to sustainability sees all matter and energy as interconnected and existing in dynamic equilibrium (e.g., carbon as a key factor in climate change, greenhouse effect, water cycle, etc.). First Peoples knowledge of interconnectedness and sustainability. |
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 7 | Science 7-8-9 (2003, updated 2014) | Unit A: Interactions and Ecosystems | Illustrate, through examples, the limits of scientific and technological knowledge in making decisions about life-supporting environments (e.g., identify limits in scientific knowledge of the impact of changing land use on individual species; describe examples in which aboriginal knowledge—based on long-term observation—provides an alternative source of understanding). |
| 7 | Science 7-8-9 (2003, updated 2014) | Unit A: Interactions and Ecosystems | Describe examples of interaction and interdependency within an ecosystem (e.g., identify examples of dependency between species, and describe adaptations involved; identify changing relationships between humans and their environments, over time and in different cultures—as, for example, in aboriginal cultures). |
| 8 | Science 7-8-9 (2003, updated 2014) | Unit E: Freshwater and Saltwater Systems | Analyze human impacts on aquatic systems; and identify the roles of science and technology in addressing related questions, problems and issues. Analyze human water uses, and identify the nature and scope of impacts resulting from different uses. Identify current practices and technologies that affect water quality, evaluate environmental costs and benefits, and identify and evaluate alternatives. |
| 8 | Knowledge and Employability Science 8, 9 (revised 2009) | Unit E: Freshwater and Saltwater Systems | Examine human impacts on aquatic systems and identify the roles of science and technology in addressing related questions, problems and issues. Investigate the human impact on the supply and quality of water (e.g., identify pollutants in ground water and surface water systems resulting from domestic and industrial use). Identify current practices and technologies that improve water quality (e.g., research alternatives for ensuring safe water supplies). |
Alberta
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 7 | Science 7-8-9 (2003, updated 2014) | Unit A: Interactions and Ecosystems | Illustrate, through examples, the limits of scientific and technological knowledge in making decisions about life-supporting environments (e.g., identify limits in scientific knowledge of the impact of changing land use on individual species; describe examples in which aboriginal knowledge—based on long-term observation—provides an alternative source of understanding). |
| 7 | Science 7-8-9 (2003, updated 2014) | Unit A: Interactions and Ecosystems | Describe examples of interaction and interdependency within an ecosystem (e.g., identify examples of dependency between species, and describe adaptations involved; identify changing relationships between humans and their environments, over time and in different cultures—as, for example, in aboriginal cultures). |
| 8 | Science 7-8-9 (2003, updated 2014) | Unit E: Freshwater and Saltwater Systems | Analyze human impacts on aquatic systems; and identify the roles of science and technology in addressing related questions, problems and issues. Analyze human water uses, and identify the nature and scope of impacts resulting from different uses. Identify current practices and technologies that affect water quality, evaluate environmental costs and benefits, and identify and evaluate alternatives. |
| 8 | Knowledge and Employability Science 8, 9 (revised 2009) | Unit E: Freshwater and Saltwater Systems | Examine human impacts on aquatic systems and identify the roles of science and technology in addressing related questions, problems and issues. Investigate the human impact on the supply and quality of water (e.g., identify pollutants in ground water and surface water systems resulting from domestic and industrial use). Identify current practices and technologies that improve water quality (e.g., research alternatives for ensuring safe water supplies). |
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 7 | Science k-9 | Big idea: Earth and its climate have changed over geological time. | First Peoples knowledge of changes in biodiversity over time. Local First Peoples knowledge of climate change. |
| 9 | Science k-9 | Big idea: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them. | First Peoples knowledge of interconnectedness and sustainability. Sustainability of systems. |
| 9 | Science k-9 | Big Idea: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them. | Sustainability of systems: a systems approach to sustainability sees all matter and energy as interconnected and existing in dynamic equilibrium (e.g., carbon as a key factor in climate change, greenhouse effect, water cycle, etc.). First Peoples knowledge of interconnectedness and sustainability. |
| 11 | Science 11 — Earth Sciences | Big idea: The distribution of water has a major influence on weather and climate. | First Peoples knowledge of climate change and interconnectedness as related to environmental systems. First Peoples knowledge and perspectives of water resources and processes. |
| 11 | Science 11 — Environmental Science | Big idea: Human practices affect the sustainability of ecosystems. | First Peoples knowledge and other traditional ecological knowledge in sustaining biodiversity agriculture, ethnobotany, forestry, fisheries, mining, energy, controlled burning, harvesting cycles. First Peoples ways of knowing and doing prescribed fire, selective harvesting, plant propagation and pruning, clam gardens human actions and their impact on ecosystem integrity harvesting, resource extraction and consumption, population growth, urbanization, habitat loss and fragmentation, climate change, pollution, introduced species, invasive species, forest fires resource stewardship. |
| 12 | Science 12 — Environmental Science | Big Idea: Human actions affect the quality of water and its ability to sustain life. | Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information. Consider social, ethical, and environmental implications of the findings from their own and others’ investigations. |
British Columbia
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 7 | Science k-9 | Big idea: Earth and its climate have changed over geological time. | First Peoples knowledge of changes in biodiversity over time. Local First Peoples knowledge of climate change. |
| 9 | Science k-9 | Big idea: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them. | First Peoples knowledge of interconnectedness and sustainability. Sustainability of systems. |
| 9 | Science k-9 | Big Idea: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them. | Sustainability of systems: a systems approach to sustainability sees all matter and energy as interconnected and existing in dynamic equilibrium (e.g., carbon as a key factor in climate change, greenhouse effect, water cycle, etc.). First Peoples knowledge of interconnectedness and sustainability. |
| 11 | Science 11 — Earth Sciences | Big idea: The distribution of water has a major influence on weather and climate. | First Peoples knowledge of climate change and interconnectedness as related to environmental systems. First Peoples knowledge and perspectives of water resources and processes. |
| 11 | Science 11 — Environmental Science | Big idea: Human practices affect the sustainability of ecosystems. | First Peoples knowledge and other traditional ecological knowledge in sustaining biodiversity agriculture, ethnobotany, forestry, fisheries, mining, energy, controlled burning, harvesting cycles. First Peoples ways of knowing and doing prescribed fire, selective harvesting, plant propagation and pruning, clam gardens human actions and their impact on ecosystem integrity harvesting, resource extraction and consumption, population growth, urbanization, habitat loss and fragmentation, climate change, pollution, introduced species, invasive species, forest fires resource stewardship. |
| 12 | Science 12 — Environmental Science | Big Idea: Human actions affect the quality of water and its ability to sustain life. | Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information. Consider social, ethical, and environmental implications of the findings from their own and others’ investigations. |
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 8 | Science Grade 8 (2000) | Cluster 4: Water Systems | 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. 8-4-18 Identify environmental, social, and economic factors that should be considered in the management of water resources. 8-4-19 Use the design process to develop a system to solve a water-related problem. |
Manitoba
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 8 | Science Grade 8 (2000) | Cluster 4: Water Systems | 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. 8-4-18 Identify environmental, social, and economic factors that should be considered in the management of water resources. 8-4-19 Use the design process to develop a system to solve a water-related problem. |
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 7 | Science 7 (2021) | 4.2 Learning and Living Sustainably | SCO 2.1 Students will consider factors that support responsible application of scientific and technological knowledge and demonstrate an understanding of sustainable practices. - Develop solutions to community issues and challenges concerned with resource use and waste management |
| 8 | Science 8 (2021) | 4.2 Learning and Living Sustainably | SCO 2.1 Students will consider factors that support responsible application of scientific and technological knowledge and demonstrate an understanding of sustainable practices. |
New Brunswick
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 7 | Science 7 (2021) | 4.2 Learning and Living Sustainably | SCO 2.1 Students will consider factors that support responsible application of scientific and technological knowledge and demonstrate an understanding of sustainable practices. - Develop solutions to community issues and challenges concerned with resource use and waste management |
| 8 | Science 8 (2021) | 4.2 Learning and Living Sustainably | SCO 2.1 Students will consider factors that support responsible application of scientific and technological knowledge and demonstrate an understanding of sustainable practices. |
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 8 | Grade 8 Science | Unit 1: Water Systems on Earth's Surface (revised 2012) | Describe some positive and negative effects of marine technologies on ocean species (113-2) |
Newfoundland and Labrador
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 8 | Grade 8 Science | Unit 1: Water Systems on Earth's Surface (revised 2012) | Describe some positive and negative effects of marine technologies on ocean species (113-2) |
None
Northwest Territories
None
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 7 | Science 7 (renewed) | Environmental Action | Learners will analyse the interconnectiveness of living things and the environment, in relation to the concept of Netukulimk. |
| 7 | Science 7 (renewed) | Environmental Action | Learners will analyse the interconnectiveness of living things and the environment, in relation to the concept of Netukulimk. Learners will explore the following concepts: ecosystems, interconnectiveness, biotic and abiotic, energy input and matter recycling, food webs, Netukulimk, human impact. |
| 7 | Science 7 (renewed) | Environmental Action | Learners will implement an environmental stewardship plan. Learners will explore the following concepts: Netukulimk, sustainability and conservation, environmental stewardship, mitigating environmental harm. |
| 8 | Science 8 (renewed) | Environmental Action | Learners will build from their analysis of human impacts to an evaluation of the role of humans in climate change and climate science. Additionally, learners will evaluate oceanographic and other evidence of climate change including impacts on biotic aspects of ecosystems. |
| 8 | Science 8 (renewed) | Environmental Action | Learners will build from their analysis of human impacts to an evaluation of the role of humans in climate change and climate science. Learners will formulate a plan to mitigating and/or adapting to the effects of climate change. |
Nova Scotia
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 7 | Science 7 (renewed) | Environmental Action | Learners will analyse the interconnectiveness of living things and the environment, in relation to the concept of Netukulimk. |
| 7 | Science 7 (renewed) | Environmental Action | Learners will analyse the interconnectiveness of living things and the environment, in relation to the concept of Netukulimk. Learners will explore the following concepts: ecosystems, interconnectiveness, biotic and abiotic, energy input and matter recycling, food webs, Netukulimk, human impact. |
| 7 | Science 7 (renewed) | Environmental Action | Learners will implement an environmental stewardship plan. Learners will explore the following concepts: Netukulimk, sustainability and conservation, environmental stewardship, mitigating environmental harm. |
| 8 | Science 8 (renewed) | Environmental Action | Learners will build from their analysis of human impacts to an evaluation of the role of humans in climate change and climate science. Additionally, learners will evaluate oceanographic and other evidence of climate change including impacts on biotic aspects of ecosystems. |
| 8 | Science 8 (renewed) | Environmental Action | Learners will build from their analysis of human impacts to an evaluation of the role of humans in climate change and climate science. Learners will formulate a plan to mitigating and/or adapting to the effects of climate change. |
None
Nunavut
None
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 7 | Science and Technology, Grades 1-8 (2022) | B. Life Systems Interactions in the Environment |
3.9 describe Aboriginal perspectives on sustainability and describe ways in which they can be used in habitat and wildlife management (e.g., the partnership between the Anishinabek Nation and the Ministry of Natural Resources for managing natural resources in Ontario) |
| 8 | Science and Technology, Grades 1-8 (2022) | E. Earth and Space Systems Water Systems |
E1.1 assess the social and environmental impact of the scarcity of fresh water, and propose a plan of action to help address fresh water sustainability issues. E1.2 demonstrate an understanding of First Nations, Métis, and Inuit knowledges and values about water, connections to water, and ways of managing water resources sustainably. E1.3 assess the impact of scientific discoveries and technological innovations on local and global water systems. E2.2 demonstrate an understanding of a watershed, and explain its importance to water management and planning. E2.3 explain how human activity and natural phenomena cause changes in the water table. E2.6 describe various indicators of water quality, and explain the impact of human activity on those indicators. E2.7 explain how municipalities process water and manage water usage. |
| 8 | Science and Technology, Grades 1-8 (2022) | E. Earth and Space Systems Water Systems |
1.2 assess how various media sources (e.g., Canadian Geographic; the science section in newspapers; Internet websites; local, national, and international news on television and radio) address issues related to the impact of human activities on the long-term sustainability of local, national, or international water systems. |
| 9 | Science, Grade 9, De-streamed SNC1W | B. Biology: Sustainable Ecosystems and Climate Change | B2.4 investigate factors and processes, including biodiversity, air and water quality, soil health, and succession, and explain how they contribute to ecosystem sustainability. B2.5 explain the effects of various human activities on the dynamic equilibrium of ecosystems. |
| 9 | Science, Grade 9 Academic SNC1D |
B. Biology: Sustainable Ecosystems |
B1.2 evaluate the effectiveness of government initiatives in Canada (federal, provincial, municipal) and/or the efforts of societal groups or non-governmental organizations, such as Aboriginal communities, environmental groups, or student organizations, with respect to an environmental issue that affects the sustainability of terrestrial or aquatic ecosystems (e.g., wetland restoration, recycling programs, Canada–Ontario Environmental Farm Plans, stewardship of national and provincial parks) [AI, C] |
| 9 | Science, Grade 9 Applied SNC1P |
B. Biology: Sustainable Ecosystems and Human Activity |
B1.2 assess the effectiveness of a local initiative of personal interest that seeks to ensure the sustainability of a terrestrial or aquatic ecosystem (e.g., … conservation efforts of local Aboriginal communities; …), and explain why the initiative is important to the sustainability of the ecosystem [AI, C] |
| 10 | Science, Grade 10 Academic SNC2D | D. Earth and Space Science: Climate Change | D1. Relating Science to Technology, Society, and the Environment D1.1 analyse current and/or potential effects, both positive and negative, of climate change on human activity and natural systems (e.g., … loss of traditional lifestyles for Inuit as Arctic ice shrinks; …) [AI, C] |
| 11 | Environmental Science, Grade 11 SVN3M | C. Human Health and the Environment | C1.1 analyse grassroots initiatives that are intended to reduce the impact of environmental factors on human health (e.g., community cleanup of local aquatic or terrestrial environments; …) [AI, C] |
| 11 | Environmental Science, Grade 11 SVN3M | C. Human Health and the Environment | C3.5 identify a variety of populations who are particularly vulnerable to the effects of environmental factors, and explain why these populations are vulnerable (e.g., … Inuit who follow a traditional diet are vulnerable to contaminants that accumulate in the fatty tissue of sea mammals because these animals are their main food source) |
| 11 | Environmental Science, Grade 11 SVN3E | C. Human Health and the Environment | C1. Relating Science to Technology, Society, and the Environment C1.2 analyse how environmental contaminants can affect the health of different populations in Canada (e.g., mercury contamination in streams and rivers in Northern Ontario where Aboriginal people fish, toxins in Arctic sea mammals hunted by Inuit, …) [AI, C] |
Ontario
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 7 | Science and Technology, Grades 1-8 (2022) | B. Life Systems Interactions in the Environment |
3.9 describe Aboriginal perspectives on sustainability and describe ways in which they can be used in habitat and wildlife management (e.g., the partnership between the Anishinabek Nation and the Ministry of Natural Resources for managing natural resources in Ontario) |
| 8 | Science and Technology, Grades 1-8 (2022) | E. Earth and Space Systems Water Systems |
E1.1 assess the social and environmental impact of the scarcity of fresh water, and propose a plan of action to help address fresh water sustainability issues. E1.2 demonstrate an understanding of First Nations, Métis, and Inuit knowledges and values about water, connections to water, and ways of managing water resources sustainably. E1.3 assess the impact of scientific discoveries and technological innovations on local and global water systems. E2.2 demonstrate an understanding of a watershed, and explain its importance to water management and planning. E2.3 explain how human activity and natural phenomena cause changes in the water table. E2.6 describe various indicators of water quality, and explain the impact of human activity on those indicators. E2.7 explain how municipalities process water and manage water usage. |
| 8 | Science and Technology, Grades 1-8 (2022) | E. Earth and Space Systems Water Systems |
1.2 assess how various media sources (e.g., Canadian Geographic; the science section in newspapers; Internet websites; local, national, and international news on television and radio) address issues related to the impact of human activities on the long-term sustainability of local, national, or international water systems. |
| 9 | Science, Grade 9, De-streamed SNC1W | B. Biology: Sustainable Ecosystems and Climate Change | B2.4 investigate factors and processes, including biodiversity, air and water quality, soil health, and succession, and explain how they contribute to ecosystem sustainability. B2.5 explain the effects of various human activities on the dynamic equilibrium of ecosystems. |
| 9 | Science, Grade 9 Academic SNC1D |
B. Biology: Sustainable Ecosystems |
B1.2 evaluate the effectiveness of government initiatives in Canada (federal, provincial, municipal) and/or the efforts of societal groups or non-governmental organizations, such as Aboriginal communities, environmental groups, or student organizations, with respect to an environmental issue that affects the sustainability of terrestrial or aquatic ecosystems (e.g., wetland restoration, recycling programs, Canada–Ontario Environmental Farm Plans, stewardship of national and provincial parks) [AI, C] |
| 9 | Science, Grade 9 Applied SNC1P |
B. Biology: Sustainable Ecosystems and Human Activity |
B1.2 assess the effectiveness of a local initiative of personal interest that seeks to ensure the sustainability of a terrestrial or aquatic ecosystem (e.g., … conservation efforts of local Aboriginal communities; …), and explain why the initiative is important to the sustainability of the ecosystem [AI, C] |
| 10 | Science, Grade 10 Academic SNC2D | D. Earth and Space Science: Climate Change | D1. Relating Science to Technology, Society, and the Environment D1.1 analyse current and/or potential effects, both positive and negative, of climate change on human activity and natural systems (e.g., … loss of traditional lifestyles for Inuit as Arctic ice shrinks; …) [AI, C] |
| 11 | Environmental Science, Grade 11 SVN3M | C. Human Health and the Environment | C1.1 analyse grassroots initiatives that are intended to reduce the impact of environmental factors on human health (e.g., community cleanup of local aquatic or terrestrial environments; …) [AI, C] |
| 11 | Environmental Science, Grade 11 SVN3M | C. Human Health and the Environment | C3.5 identify a variety of populations who are particularly vulnerable to the effects of environmental factors, and explain why these populations are vulnerable (e.g., … Inuit who follow a traditional diet are vulnerable to contaminants that accumulate in the fatty tissue of sea mammals because these animals are their main food source) |
| 11 | Environmental Science, Grade 11 SVN3E | C. Human Health and the Environment | C1. Relating Science to Technology, Society, and the Environment C1.2 analyse how environmental contaminants can affect the health of different populations in Canada (e.g., mercury contamination in streams and rivers in Northern Ontario where Aboriginal people fish, toxins in Arctic sea mammals hunted by Inuit, …) [AI, C] |
None
Prince Edward Island
None
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| SEC II | Science and Technology | The Earth and Space | Erosion, water cycle |
| SEC IV* | Environmental Science and Technology, Science and the Environment | The Earth and Space | f. Contamination i. Names water contaminants g. Eutrophication i. Explains the natural process of eutrophication of a body of natural water ii.Explains how human activities accelerate the eutrophication of a body of natural water |
| SEC IV* | Environmental Science and Technology, Science and the Environment | The Technological World | vii. Wastewater treatment Describes treatments used to decontaminate wastewater. |
Quebec
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| SEC II | Science and Technology | The Earth and Space | Erosion, water cycle |
| SEC IV* | Environmental Science and Technology, Science and the Environment | The Earth and Space | f. Contamination i. Names water contaminants g. Eutrophication i. Explains the natural process of eutrophication of a body of natural water ii.Explains how human activities accelerate the eutrophication of a body of natural water |
| SEC IV* | Environmental Science and Technology, Science and the Environment | The Technological World | vii. Wastewater treatment Describes treatments used to decontaminate wastewater. |
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 8 | Grade 8 Science | Earth and Space Science: Water Systems on Earth | Analyze the impact of natural and human-induced changes to the characteristics and distribution of water in local, regional, and national ecosystems. Identify possible personal, societal, economic, and environmental consequences of natural changes and human practices and technologies that pose threats to surface and/or ground water systems in Saskatchewan. |
Saskatchewan
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 8 | Grade 8 Science | Earth and Space Science: Water Systems on Earth | Analyze the impact of natural and human-induced changes to the characteristics and distribution of water in local, regional, and national ecosystems. Identify possible personal, societal, economic, and environmental consequences of natural changes and human practices and technologies that pose threats to surface and/or ground water systems in Saskatchewan. |
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 9 | Science k-9 | Big Idea: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them. | Sustainability of systems: a systems approach to sustainability sees all matter and energy as interconnected and existing in dynamic equilibrium (e.g., carbon as a key factor in climate change, greenhouse effect, water cycle, etc.). First Peoples knowledge of interconnectedness and sustainability. |
Yukon
| Grade | Course | Topic/Strand/Unit/Big Idea | Outcomes |
|---|---|---|---|
| 9 | Science k-9 | Big Idea: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them. | Sustainability of systems: a systems approach to sustainability sees all matter and energy as interconnected and existing in dynamic equilibrium (e.g., carbon as a key factor in climate change, greenhouse effect, water cycle, etc.). First Peoples knowledge of interconnectedness and sustainability. |