Course Planning: Grade 9 Pre-IB Science

Strand: Scientific Investigation Skills and Career Exploration

Overall Expectations:
A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording,
analyzing and interpreting, and communicating);
A2. identify and describe a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made
contributions to those fields.
Expectations
A1.1 formulate scientific questions about
observed relationships, ideas, problems,
and/or issues, make predictions, and/or
formulate hypotheses to focus inquiries or
research
A1.4 apply knowledge and understanding of
safe practices and procedures when planning
investigations
A1.2 select appropriate instruments
and materials for inquiries
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
A1.12 use appropriate numeric, symbolic, and
graphic modes of representation, and
appropriate units of measurement
A1.8 analyze 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
A1.13 express the results of any calculations
involving data accurately and precisely
A1.10 draw conclusions based on inquiry
results and research findings, and justify their
conclusions
A1.11 communicate ideas, plans, procedures, We are learning to communicate our
results, and conclusions orally, in writing,
and/or in electronic presentations, using
appropriate language and a variety of formats peers.
A1.3 identify and locate print, electronic, and
human sources that are relevant to research
questions
A1.7 select, organize, and record relevant
information on research topics from various
sources,
including electronic, print, and/or human
sources, using recommended formats and an
accepted form of academic documentation
A1.9 analyze the information gathered from
research sources for reliability and bias
Learning Goal
We are learning to formulate scientific
questions based on observations of a
phenomena to develop
predictions/hypotheses on an inquiry or
research.
We are learning to identify the proper
tools and safety procedures to plan
specific inquiries.
We are learning to identify and control
variables to safely carry out an inquiry
using the proper tools effectively to
collect reliable data/observations
We are learning to analyze data to
develop conclusions on the relationships
between variables that either supports or I can isolate trends to determine the relationship between the
refutes the hypothesis.
We are learning to critically examine the
methodology, data and analysis of
inquiries to justify the reliability of the I can examine data and analysis for limitations or errors in
findings
methodologies, data, thinking and
conclusions as scientists would with their I can explain my thoughts and actions in a clear, concise and
We are learning to select relevant and
non-biased sources of information for
research purposes to develop an
understanding of concepts to address
questions arising from our studies.
Success Criteria
I can differentiate between an observation and an inference
I can use inferences based on the observation of a phenomena
to identify a testable/researchable Independent and Dependent
variable
I can apply preliminary research, observations and prior
knowledge to develop a testable Hypothesis
I can identify the proper laboratory tools to use in an inquiry
I can implement the safety procedures for working with tools
and materials into my inquiry planning
I can identify pertinent variables involved in an inquiry
I can take steps to ensure those variables (constants) do not
affect the outcome of the inquiry
I can identify a control trial to use as a comparison for the test
trials
I can safely use laboratory equipment and materials effectively
I can record using relevant formats relevant qualitative and/or
quantitative observations accurately
I can make measurements using appropriate tools and choosing
the most relevant metric units to measure with
I can convert from various metric prefixes
I can use relevant forms of analysis, based on the data sets, to
identify trends in the data.
IV and DV
I can use research, trends in the analysis to refute or support
the hypothesis and describe a model for the relationship
between the IV and DV
I can examine the methodology of an inquiry for errors in
controlling constants and use of instrumentation
approach
I can justify whether a relationship has been reliably identified
I can use the appropriate terms associated with the topic of my
inquiry or research
organized manner
I can use the appropriate forms of communication for specific
purpose (lab report writing, microscope diagrams, etc).
I can use the feedback from my peers to make changes to my
approach to improve its effectiveness.
I can research relevant information on my topic of study,
investigating concepts connected to both my I.V. and D.V.
I can identify and explain my choices for sources of information
that are reliable, accurate and non-biased.
I can determine bias in information with explanations for it.
I can select information that is relevant to the question or task
at hand.
I can correlate information gathered in the research process to
develop explanations based on specific examples and details.
I can reference my research using the proper protocols
established in class.

Success Criteria for overall understanding of the process of Scientific Inquiry

I can identify the steps in the scientific method, offering explanations through analogies and examples for each.
I can differentiate between examples of each step of the Scientific Method.
I can identify the IV, DV, constants and Control trial in examples of inquiries.
Strand: Biology: Sustainable Ecosystems
Overall Expectations
B1. assess the impact of human activities on the sustainability of terrestrial and/or aquatic ecosystems, and evaluate the effectiveness of courses of action
intended to remedy or mitigate negative impacts;
B2. investigate factors related to human activity that affect terrestrial and aquatic ecosystems, and explain how they affect the sustainability of these
ecosystems;
B3. demonstrate an understanding of the dynamic nature of ecosystems, particularly in terms of ecological balance and the impact of human activity on the
sustainability of terrestrial and aquatic ecosystems.
Expectations
assess, on the basis of research, the impact of
a factor related to human activity that
threatens the sustainability of a terrestrial or
aquatic ecosystem
identify various factors related to human
activity that have an impact on ecosystems
and explain how these factors affect
the equilibrium and survival of ecosystems
evaluate the effectiveness of government
initiatives in Canada 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
use appropriate terminology related to
sustainable ecosystems, including, but not
limited to: bioaccumulation, biosphere,
diversity, ecosystem,
equilibrium, sustainability, sustainable use,
protection,
and watershed
interpret qualitative and quantitative data
from undisturbed and disturbed ecosystems
(terrestrial and/or aquatic), communicate the
results graphically, and, extrapolating from
the data, explain the importance of
biodiversity for all sustainable ecosystems
plan and conduct an investigation, involving
both inquiry and research, into how a human
activity affects soil composition or soil fertility
and, extrapolating from the data and
information gathered, explain the impact of
this activity on the sustainability of terrestrial
ecosystems
plan and conduct an investigation, involving
both inquiry and research, into how a human
activity affects water and, extrapolating from
the data and information gathered,
explain the impact of this activity on the
sustainability of aquatic ecosystems
analyse the effect of human activity on the
populations of terrestrial and aquatic
ecosystems by interpreting data and
generating graphs
compare and contrast biotic and abiotic
characteristics of sustainable and
unsustainable terrestrial and aquatic
ecosystems describe the limiting factors of
ecosystems and explain how these factors
affect the carrying capacity of an ecosystem
describe the complementary processes of
cellular respiration and photosynthesis with
respect to the flow of energy and the cycling
of matter within and explain how human
activities can disrupt the
balance achieved by these processes
identify the earth’s four spheres (biosphere,
hydrosphere, lithosphere, atmosphere), and
describe the relationship that must exist
between these spheres if diversity and
sustainability are to be maintained
Learning Goal
We are learning to identify factors
related to human activity that affect
different ecosystems so that we can
assess the impacts and determine
solutions to reduce them
We are learning to determine factors
that lead to sustainability in an
ecosystem so that we can evaluate the
effectiveness of government and/or
non-government organization’s
initiatives to deal with maintaining
sustainability.
We are learning to use specific terms
related to biology and ecosystems in
order to accurately explain our thinking
when discussing issues and concepts
within this field.
We are learning to interpret different
forms of data (from disturbed and un-
disturbed ecosystems) and
communicate the results appropriately
so that we can explain the importance of
biodiversity in an ecosystem
We are learning to conduct
investigations relating to human activity
affecting factors of soil quality so that
we can determine which relationships
are present and relate them to
maintaining sustainability in terrestrial
ecosystems.
We are learning to conduct
investigations relating to human activity
affecting water quality parameters so
that we can determine which
relationships are present and relate
them to maintaining sustainability in
aquatic ecosystems.
We are learning to analyze population
data to determine relationships
between predators and prey as well as
human activities on their populations.
We are learning to differentiate
between biotic and abiotic
characteristics of an ecosystem so that
we can make connections between
biodiversity, sustainability and carrying
capacity
We are learning to describe and
differentiate between the processes of
cellular respiration and photosynthesis,
as well as key nutrient cycles, so that we
can explain how matter and energy flow
and are balanced within an ecosystem
We are learning to identify and describe
the Earth’s four spheres so that we can
describe the relationships that exist
between them that allow for life on
Earth.
Success Criteria
I can explain the concept of sustainability with respect to an ecosystem
I can illustrate the main factors required for the survival of organisms in an
ecosystem
I can explain the concepts of food chains, food webs and population pyramids,
giving examples of each
I can identify human activities that interrupt processes or affect organisms in
ecosystems.
I can give examples of how our government manages human activities in
ecosystems to maintain their sustainability
I can give examples of how non-government groups can have an impact in
helping manage human activities in ecosystems to maintain their sustainability.
I can assess the effectiveness in either case based on specific criteria related to
maintaining sustainability in an ecosystem.
I can define and explain the following terms, giving pertinent examples for each;
bioaccumulation, biomagnification, biosphere, biodiversity, ecosystem, carrying
capacity, trophic level, food chain, food web, population pyramid, atmosphere,
hydrosphere, biosphere, lithosphere, equilibrium, sustainability, predator, prey
and watershed
I can collect relevant data related to biotic, abiotic factors and human activity in
an ecosystem
I can analyze these factors using appropriate tools to determine if there’s a
relationship between the biotic and/or abiotic factors (related to the health of
the ecosystem) and human activity
I can develop a conclusion based on the data collected and human activities
affecting an ecosystem
I can relate my findings to maintaining biodiversity in an ecosystem.
I can collect relevant data related to soil quality and human activity in a
terrestrial ecosystem
I can analyze these factors using appropriate tools to determine if there’s a
relationship between the soil quality and human activity
I can develop a conclusion based on the data collected and human activities
affecting soil quality in a terrestrial ecosystem
I can relate my findings to maintaining sustainability in a terrestrial ecosystem.
I can collect relevant data related to water quality parameters and human
activity in an aquatic ecosystem
I can analyze these factors using appropriate tools to determine if there’s a
relationship between the parameters and human activity
I can develop a conclusion based on the data collected and human activities
affecting water quality in an aquatic ecosystem
I can relate my findings to maintaining sustainability in an aquatic ecosystem.
I can analyze population data to identify patterns between the populations of
predators and prey in an ecosystem
I can identify factors in an ecosystem that may affect populations of either the
predator and prey and relate it to the population levels at a specific time
I can use my graphical analysis as well as case study research to extrapolate the
sustainability of the predator prey relationship
I can explain how human activities can either enhance or reduce the
sustainability of the predator prey relationships.
I can describe the difference between biotic and abiotic factors in an ecosystem
I can explain the concept of carrying capacity and illustrate its position on a
population curve
I can sketch a population curve for both an R and K species, explain their
difference and label key parts.
I can identify factors that affect population growth and use them to quantify it
I can illustrate and describe the processes of cellular respiration and
photosynthesis and explain how they are balanced.
I can illustrate and describe the carbon, water and nitrogen cycles and describe
how they can be disrupted by human activities
I can explain how matter and energy is transferred through a food chain, food
web and food pyramid.
I can identify and describe the Earth’s for spheres
I can explain the connections between the spheres, describing how each is
needed for life to exist on Earth.
Strand: Chemistry: Atoms, Elements and Compounds
Overall Expectations
C1. assess social, environmental, and economic impacts of the use of common elements and compounds, with reference to their physical and chemical
properties;
C2. investigate, through inquiry, the physical and chemical properties of common elements and compounds;
C3. demonstrate an understanding of the properties of common elements and compounds, and of the organization of elements in the periodic table.
Expectations
C 1.1 use appropriate terminology related
to atoms, elements, and compounds,
including, but not limited to: boiling point,
mixtures, particle theory,
pure substances, and viscosity
C3.8 identify and use the symbols for
common elements and the formulae for
common compounds
C2.1 conduct an inquiry to identify the
physical and chemical properties of
common elements and compounds
C2.2 plan and conduct an inquiry into the
properties of common substances found
in the laboratory
or used in everyday life and distinguish the
substances by their physical and chemical
properties
C2.4 conduct appropriate chemical tests
to identify some common gases
on the basis of their chemical
properties, and record their observations
C3.3 distinguish between elements and
compounds
C3.4 describe the characteristic physical
and chemical properties of common
elements and compounds
C3.1 explain how different atomic models
evolved as a result of experimental
evidence
C3.2 describe the characteristics of
neutrons, protons, and electrons,
including charge, location, and relative
mass
C3.6 explain the relationship between the
atomic structure of an element and the
position of that
element in the periodic table
C3.5 describe patterns in the
arrangements of electrons in the first 20
elements of the periodic table,
using the Bohr‑Rutherford model
C3.7 compare and contrast the physical
properties of elements within a group and
between groups
in the periodic table
C1.1 assess the usefulness of and/or the
hazards associated with common
elements or compounds in terms of their
physical and chemical properties
C1.2 assess social, environmental, and
economic impacts of the use of common
elements or compounds
Learning Goal
We are learning to use specific terms and
symbols related to chemistry in order to
accurately model elements and compounds
and explain their different properties.
We are learning to conduct inquiries on
different phenomenon in matter so that we
can understand the chemical and physical
properties of elements and compounds.
We are learning to use evidence from
chemical tests so that we can identify
element or compound and make inferences
between the observations and the atomic
structure.
We are learning to use chemical and
physical properties of elements,
compounds and mixtures so that we can
develop a model to distinguish between
them and explain their behavior.
We are learning to use evidence from
inquiries to develop models for the
structure of an atom so that we can
describe the properties of the atom and of
matter.
We are learning to identify similarities and
patterns in atomic structure (using BR
diagrams) within and between families in
the periodic table so that we can explain
and predict their chemical and physical
properties.
Success Criteria
I can identify an element by its chemical symbol and vice versa.
I can explain the difference between a chemical and physical
properties giving examples of each.
I can differentiate between an element and compound using
models and explanations.
I can name simple ionic and molecular compounds.
I can give examples of multiple physical and chemical properties,
correctly using each in my explanations.
I can measure the mass and volume of a substance to solve for
its density using various laboratory equipment, graphing
software.
I can solve for density, mass and volume using the relationship
between the three variables.
I can connect the results from various gas tests (flaming splint,
glowing splint) to the identity of the gas present.
I can analyze various observations from flame tests to determine
what component of the salt leads to the colour of the flame.
I can connect patterns in atomic structure within and between
families in the periodic table to observations in chemical
reactions.
I can state the main postulates of the particle theory and use
them to explain changes in state or other physical phenomena.
I can explain the difference in energy and forces of attraction
between particles for each state.
I can categorize matter into pure substances/mixtures,
elements/compounds and solutions/heterogenous mixtures
using models to represent the particles and give real work
examples.
I can describe the characteristic properties of common elements
and compounds.
I can explain the difference between ionic and molecular
compounds (with respect to types of bonds) as well as give
examples of each.
I can make connections between observed phenomena and
atomic structure (Thompson: the electron, Rutherford’s Gold
Foil Experiment: protons, Bohr’s Hydrogen Atom Model:e-
energy levels) etc.
I can identify key scientists and natural philosophers who helped
shape our understanding of atomic structure today as well as
the experiments/phenomena they used to develop them.
I can identify the location, relative size, and charges of the
subatomic particles (electron, proton, neutron).
I distinguish b/w atomic # and atomic mass and use them to
determine the # of p+, e- and n in an atom for 1st 20 elements
I can draw Bohr and Lewis Dot Diagrams for the 1st 20 elements
I can explain how e- behave in relation to energy levels and
chemical reactions (ionic vs covalent bonds).
I can explain the difference between an atom and an ion and
determine which noble gases ions are isoelectronic with.
I can explain and/or model the general structure of the periodic
table (based on how Dimitri Mendeleev used mass and
chemical/physical properties to order the elements in the
periodic table).
I can use Bohr and Lewis Dot Diagrams of the first 20 elements in
the periodic table to describe similarities in chemical and
physical properties within/between families in the periodic
table.
I can identify the main families in the periodic table and give
examples of their chemical and physical properties.
I can predict the chemical and physical properties of elements
given the physical and chemical properties of surrounding ones
in the periodic table.
Strand

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