Curriculum expectations

Grades 8-10

From the Common Framework of Science Learning Outcomes K-12, Pan-Canadian Protocol for Collaboration on School Curriculum, Council of Ministers of Education, Canada (CMEC), 1997, supplemented with additions from curriculum revisions made in several provinces since the publication of this document.

Space exploration

• Demonstrate an understanding of the major scientific theories about the structure, formation, and evolution of the universe and its components and of the evidence that supports these theories.
• Provide examples of how Canadian research projects in science and technology are supported.
• Assess, on the basis of research, and report on the contributions of Canadian governments, organizations, businesses, and/or individuals to space technology, research, and/or exploration (e.g., as part of the International Space Station mission)
• Assess some of the costs, hazards, and benefits of space exploration (e.g., the expense of developing new technologies, accidents resulting in loss of life, contributions to our knowledge of the universe), taking into account the benefits of technologies that were developed for the space program but that can be used to address environmental and other practical challenges on Earth (e.g., radiation monitors and barriers, sensors to monitor air and water quality, remote sensing technology, fire-resistant materials)
• Describe examples of science- and technology-based careers in Canada and relate these careers to their studies in science.
• Describe the science underlying particular technologies designed to explore natural phenomena, extend human capabilities, or solve practical problems.
• Propose course of action on issues, taking into account an array of perspectives, including that of sustainability.
• State a prediction and a hypothesis based on background information or an observed pattern of events;
• Describe various reasons that humankind has had for studying space (e.g., to develop calendars for agricultural purposes, to forecast weather, for celestial navigation, for religious inspiration) and the conceptions of the universe held by various cultures and civilizations (e.g., Aboriginal peoples; ancient Greek, Mayan civilizations)
• Identify new questions and problems that arise from what was learned. Use appropriate terminology related to the study of the universe, including, but not limited to: celestial objects, orbital radius, retrograde motion, and satellite.
• Describe and explain the role of experimentation, collecting evidence, finding relationships, proposing explanations, and imagination in the development of scientific knowledge.
• Explain the need for new evidence in order to continually test existing theories.

Sustainability of ecosystems

• Explain various ways in which natural populations are kept in equilibrium and relate this equilibrium to the resource limits of an ecosystem.
• Illustrate the cycling of matter through biotic and abiotic components of an ecosystem by tracking carbon, nitrogen, and oxygen.
• Analyse the impact of external factors on an ecosystem.
• Communicate questions, ideas, and intentions, and receive, interpret, understand, support, and respond to the ideas of others.
• Select and use apparatus and materials safely.
• State a prediction and a hypothesis based on available evidence and background information.
• Compile and display evidence and information, by hand or compute, in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots.