The Ontario Curriculum

Elementary gr. 1 - 8

Earth and Space Systems

The Earth and Space Systems strand deals with the science and technology of our planet and of space. As with other strands in the curriculum, students begin with aspects of the topic that are most familiar to them - the cycles of the days and seasons, the local soil and rocks, the particular features of their region of the province, the observable constellations in the night sky – and progress towards those with which they are less familiar or that are more complex.

The topics covered in this strand are:

Grade 1: Daily and Seasonal Cycles
Grade 2: Air and Water in the Environment
Grade 3: Soils in the Environment
Grade 4: Rocks, Minerals, and Erosion
Grade 5: Weather
Grade 6: Space
Grade 7: The Earth’s Crust
Grade 8: Water Systems

As the above list of topics indicates, the material covered in this strand naturally leads students to observation and exploration. Investigations will be numerous and varied, and should be of particular interest to students since many of the topics deal with things and events that students have often observed and wondered about. Links with the world beyond the classroom also arise naturally since most of the topics studied in the strand relate to the world outside. Students will have many opportunities to explore the environment, the use and abuse of resources, and the impact of space technology on our knowledge of the earth.

It is important that students follow established safety practices in all investigations. These practices include:
* washing one’s hands after handling soil samples and other earth materials;
* covering rock samples and wearing safety goggles when chipping;
* waiting for instructions in field work before proceeding;
* following specific instructions during investigations that involve observation of the sun (for example, never looking directly at the sun or through a lens or coloured glass).

Earth and Space Systems: Grade 1 – Daily and Seasonal Cycles

Overview

In observing their environment, students become aware of changes that take place in it, including changes in physical factors such as temperature, wind, and light, and changes in plants and animals. Through observation and investigation, students will learn that changes often occur in cycles, including the relatively short cycle of day and night and the longer cycle of the seasons. Recognizing these cyclical patterns prepares students to discover relationships among events in their environment, and between the environment and themselves.

Overall Expectations

By the end of Grade 1, students will:
* demonstrate an understanding of changes that occur in daily and seasonal cycles and of how these changes affect the characteristics, behaviour, and location of living things;
* investigate changes that occur in a daily cycle and in a seasonal cycle;
* describe how living things, including humans, adapt to and prepare for daily and seasonal changes.

Specific Expectations

Understanding Basic Concepts

By the end of Grade 1, students will:
* identify the sun as a source of heat and light;
* compare the different characteristics of the four seasons (e.g., length of day, type of precipitation);
* use units of time related to the earth’s cycles (e.g., days, months, seasons);
* describe, using their observations, changes in heat and light from the sun over a period of time (e.g., measure and describe outdoor temperature changes at different times of the day; observe and describe how the position of the sun influences the length and shape of shadows).

Developing Skills of Inquiry, Design, and Communication

By the end of Grade 1, students will:
* design and construct models of structures that would provide protection against local weather conditions (e.g., bus shelters, umbrellas, houses);
* ask questions about and identify needs or problems arising from observable events in the environment, and explore possible answers and solutions (e.g., chart observations of a sunflower over several days and identify a pattern in the movement of the head of the flower; record sunrise times and sunset times and observe a pattern);
* plan investigations to answer some of these questions or solve some of these problems;
* use appropriate vocabulary in describing their explorations, investigations, and observations (e.g., use words such as buds, flowers, seeds, and leaves to identify seasonal changes in plants);
* record relevant observations, findings, and measurements, using written language, drawings, concrete materials, and charts (e.g., draw pictures of how animals live and what they do at different times of the year; measure and record changes in temperature);
* communicate the procedures and results of explorations and investigations for specific purposes, using demonstrations, drawings, and oral and written descriptions (e.g., write and illustrate a booklet about their observations of seasonal changes; keep a journal recording and describing the weather for a given period of time).

Relating Science and Technology to the World Outside the School

By the end of Grade 1, students will:
* identify outdoor human activities that are based on the seasons (e.g., swimming, gardening, skating) and examine some of the solutions humans have found to make it possible to engage in these activities out of season (e.g., community and sports centres make it possible to swim and skate in any season; greenhouses make it possible to garden in any season);
* identify characteristics of clothing worn in different seasons and make appropriate decisions about clothing for different environmental conditions;
* identify features of houses that help keep us sheltered and comfortable throughout daily and seasonal cycles (e.g., lights, furnaces);
* describe changes in the characteristics and behaviour of living things that occur on a daily basis (e.g., their own daily routines at school and at home, the behaviour of nocturnal animals, changes in certain plants and flowers);
* describe changes in the characteristics, behaviour, and location of living things that occur in seasonal cycles (e.g., trees shed their leaves, birds migrate);
* describe ways in which humans modify their behaviour to adapt to changes in temperature and sunlight during the day (e.g., they put on extra clothing when it gets colder, they wear sunglasses).

Earth and Space Systems: Grade 2 – Air and Water in the Environment

Overview

Air and water form a major part of the physical environment and are essential materials for life, yet our awareness of them is often limited largely because we recognize them only in their most obvious and observable forms (e.g., water in lakes and rivers, rain, wind). Through investigations, students will learn about the characteristics of air and the various forms of water in the environment, about changes in and interactions between air and water when they are heated and cooled, and about their movement through the environment. In the process, students will discover the many ways in which air and water contribute to the health and survival of living things, including ourselves.

Overall Expectations

By the end of Grade 2, students will:
* demonstrate an awareness of the forms in which water and air are present in the environment, and describe ways in which living things are affected by water and air;
* investigate the visible effects of air and water in the environment;
* describe ways in which clean air and water are vital for meeting the needs of humans and other living things.

Specific Expectations

Understanding Basic Concepts

By the end of Grade 2, students will:
* demonstrate an awareness of air as a substance that surrounds us and takes up space, and whose movement we feel as wind;
* describe the movement of air relying on their observations of its effects (e.g., tree branches swaying, clouds moving);
* compare characteristics of and changes in observed air conditions, in both indoor and outdoor environments (e.g., cold winter temperatures outdoors and warm temperatures indoors);
* identify ways in which changes in temperature affect living things, including themselves (e.g., decisions concerning activities or transportation; hibernation; dormancy; migration);
* recognize that water exists in three states on earth (e.g., solid - visible as ice; liquid - visible as rain or as water in lakes, streams, etc.; gas - present but invisible as water vapour);
* identify and describe forms of moisture in the environment (e.g., dew, snow, fog, frost, rain);
* identify the factors that cause things to dry quickly or slowly (e.g., air temperature; amount of moisture in the air; amount of wind);
* recognize evidence of the water cycle (e.g., observe water in a closed container and water in an open container; observe puddles evaporating after a rainstorm).

Developing Skills of Inquiry, Design, and Communication

By the end of Grade 2, students will:
* ask questions about and identify needs or problems arising from events in the outdoor environment, and explore possible answers and solutions (e.g., observe that there is a relationship between the patterns and movement of clouds and changes in weather; monitor the length of time needed for various materials used for clothing to dry in order to determine which materials are more suitable for wet weather);
* plan investigations to answer some of these questions or solve some of these problems, and describe the steps involved;
* use appropriate vocabulary in describing their explorations, investigations, and observations (e.g., use words such as solid, liquid, vapour; use the correct terms to describe quantities of water in standard (metric) and non-standard units of measure);
* record relevant observations, findings, and measurements, using written language, drawings, concrete materials, and charts (e.g., record and graph weather data gathered over a period of a few weeks);
* communicate the procedures and results of explorations and investigations for specific purposes, using drawings, demonstrations, and oral and written descriptions (e.g., write the instructions for constructing a pinwheel, adding helpful drawings or diagrams).

Relating Science and Technology to the World Outside the School

By the end of Grade 2, students will:
* predict and describe how local weather conditions affect living things, including themselves (e.g., effect of wind on trees in autumn, effect of snowfall on humans’ ability to travel);
* describe the different uses of water and identify some that are essential for maintaining our health (e.g., water is used for drinking and washing; clean drinking water is essential for the health of humans);
* identify sources of drinking water (e.g., wells, springs, Great Lakes, rivers);
* recognize that clean water is an increasingly scarce resource in many parts of the world and that the water we use is part of our environment and should be used wisely (e.g., taps should be turned off while brushing teeth; toxic substances such as paint should not be poured down the drain);
* demonstrate awareness of the ways in which the disposal of waste water can affect our health and the health of other living things (e.g., pouring waste water containing chemicals into a lake or river can seriously harm people and the organisms that live in the water).

Earth and Space Systems: Grade 3 – Soils in the Environment

Overview

As children soon discover, soil is not just dirt but a rich source of life and nourishment for many organisms, including humans. Many different kinds of animals and plants live in soil, which provides a base for gardens, forests, fields, and farms. By examining soils, students will discover that soils are made up of living things and different earth materials. Different kinds of soil have different characteristics and combinations of materials, which determine their animal and plant populations as well as their suitability for particular uses. Students’ investigations in this strand will involve manipulation as well as observation and other methods of inquiry.

Overall Expectations

By the end of Grade 3, students will:
* demonstrate an understanding of the similarities and differences between various soils and the effects of moving water on soils;
* investigate the components of various soils, and describe the effects of moving water on these soils;
* recognize the dependence of humans and other living things on soil and recognize its importance as a source of materials for making useful objects.

Specific Expectations

Understanding Basic Concepts

By the end of Grade 3, students will:
* describe, using their observations, the various components within a sample of soil (e.g., pebbles, decaying plants);
* describe, using their observations, the differences between sand, clay, humus, and other soil components (e.g., texture, smell, malleability), and compare and describe soil samples from different locations (e.g., school yard, forest, marsh, beach);
* compare the absorption of water by different earth materials, and describe the effects of moisture on characteristics of the materials (e.g., on texture, coherence, ability to hold a shape);
* describe, using their observations, how different earth materials (e.g., rocks, pebbles, sand) are affected by moving water (e.g., the sand on a beach washed by waves; pebbles in a river);
* compare different ways in which plant roots (e.g., fibrous roots, tap roots) grow through the soil;
* describe through experimentation how soil can be separated into its different components (e.g., sieving, sedimentation).

Developing Skills of Inquiry, Design, and Communication

By the end of Grade 3, students will:
* ask questions about organisms and events in the outdoor environment and identify needs of organisms that arise from these events, and explore possible answers to these questions and ways of meeting these needs (e.g., investigate the different effects produced when water is sprayed on and poured on exposed soil, asphalt, and grass);
* plan investigations to answer some of these questions or find ways of meeting these needs, and explain the steps involved;
* use appropriate vocabulary in describing their investigations, explorations, and observations (e.g., use terms such as clay, sand, and pebbles to describe the earth materials in soil);
* record relevant observations, findings, and measurements, using written language, charts, and drawings (e.g., create a tally chart to record the water absorption of different earth materials);
* communicate the procedures and results of investigations for specific purposes and to specific audiences, using drawings, demonstrations, simple media works, and oral and written descriptions (e.g., record what happens when soil and water are shaken together in a container; prepare a display comparing the composition of soils from different locations).

Relating Science and Technology to the World Outside the School

By the end of Grade 3, students will:
* identify living things found in the soil (e.g., roots, earthworms, larvae);
* demonstrate awareness of the importance of recycling organic materials in soils (e.g., explain the purpose of a compost heap; explain the reason why it is useful to leave grass clippings on the lawn);
* recognize the importance of understanding different types of soil and their characteristics (e.g., enables people to determine which crops can be grown in a particular area; enables gardeners and farmers to improve plant growth);
* describe how the use of different soils affects the growth of indoor plants;
* describe ways of using soil materials to make useful objects, and investigate, through manipulation, ways of shaping clay to make useful objects (e.g., model bricks or beads).

Earth and Space Systems: Grade 4 – Rocks, Minerals, and Erosion

Overview

The study of rocks and minerals introduces students to geology. By examining different types of rocks and minerals found in the earth’s crust, students will learn about their characteristics and properties. They will also discover that rocks and minerals are useful for many things and that their characteristics help to determine their use. Through an examination of the processes of erosion, transportation, and deposition, students will develop an understanding of the changing landscape and of the ways in which wind, water, and ice reshape it. The examination of these processes will lead to an exploration of the ways in which humans can both prevent changes to the landscape and adapt to these changes.

Overall Expectations

By the end of Grade 4, students will:
* demonstrate an understanding of the physical properties of rocks and minerals and the effects of erosion on the landscape;
* investigate, test, and compare the physical properties of rocks and minerals and investigate the factors that cause erosion of the landscape;
* describe the effects of human activity (e.g., land development, building of dams, mine development, erosion-preventing measures) on physical features of the landscape, and examine the use of rocks and minerals in making consumer products.

Specific Expectations

Understanding Basic Concepts

By the end of Grade 4, students will:
* describe the difference between minerals (composed of the same substance throughout) and rocks (composed of two or more minerals);
* classify rocks and minerals according to chosen criteria, relying on their observations (e.g., colour, texture, shape);
* recognize that there are three classes of rocks: igneous, sedimentary, and metamorphic;
* compare different rocks and minerals from the local environment with rocks and minerals from other places;
* describe the effects of wind, water, and ice on the landscape (e.g., ice breaking rocks into soil), and identify natural phenomena that cause rapid and significant changes in the landscape (e.g., floods, tornadoes, heavy rainstorms);
* investigate and describe ways in which soil is formed from rocks;
* identify and describe rocks that contain records of the earth’s history (e.g., fossils), and explain how they were formed.

Developing Skills of Inquiry, Design, and Communication

By the end of Grade 4, students will:
* follow procedures that ensure their safety by covering rock samples with a cloth when chipping and by wearing safety goggles;
* test and compare the physical properties of minerals (e.g., scratch test for hardness, streak test for colour);
* formulate questions about and identify needs and problems related to objects and events in the environment, and explore possible answers and solutions (e.g., create a mould of a fossil and use the mould to make a replica of the fossil to demonstrate how the fossil was formed; design and carry out an investigation using sand structures to show the relationship between volume of water and erosion);
* plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions;
* use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such as hardness, colour, lustre, and texture when discussing the physical properties of rocks and minerals);
* compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelled graphs produced by hand or with a computer (e.g., use a chart to record findings obtained through a mineral hardness test);
* communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes and descriptions, drawings, and charts (e.g., put together a labelled exhibit of rocks found in the local environment; create a chart of the physical characteristics of different types of rocks and minerals).

Relating Science and Technology to the World Outside the School

By the end of Grade 4, students will:
* distinguish between natural features of the landscape and those that are the result of human activity (e.g., Niagara Escarpment, farm land, vineyards);
* determine positive and negative effects of human alteration of the landscape (e.g., use of farm land for housing developments; use of wilderness areas for cultivation of crops; creation of parks);
* identify ways in which soil erosion can be controlled or minimized (e.g., by planting trees, by building retaining walls), and create a plan for reducing erosion of soil in a local field or plot;
* design, build, and test a system to control the effects of soil erosion;
* identify the many uses of rocks and minerals in manufacturing, and in arts and crafts (e.g., china, iron fences, soapstone carvings, jewellery, coins);
* conduct their investigations of the outdoor environment in a responsible way and with respect for the environment (e.g., leave the site of the investigation as they found it, putting back objects examined where they found them and taking away all equipment brought to the site).

Earth and Space Systems: Grade 5 – Weather

Overview

Weather, the study of which is called meteorology, is an important aspect of daily life. Students will learn that daily weather conditions are not the result of random occurrences, but are, rather, part of larger climatic systems and patterns that can be predicted both on a short-term and on a seasonal basis. Students will study various aspects of weather (temperature, wind speed, cloud formation, precipitation, atmospheric pressure), and examine the role they play in determining weather conditions.

Overall Expectations

By the end of Grade 5, students will:
* demonstrate an understanding of the major climatic factors and patterns associated with weather;
* investigate the major climatic factors associated with weather, and design, construct, and test a variety of instruments for recording various features of the weather;
* examine how weather forecasts influence decisions concerning human activity and how humans have adapted to a variety of weather conditions.

Specific Expectations

Understanding Basic Concepts

By the end of Grade 5, students will:
* explain the difference between weather and climate and the factors that influence both of these systems (e.g., temperature, moisture, wind, air pressure, the sun);
* recognize large-scale and local weather systems (e.g., fronts, air masses, storms);
* predict local weather patterns using data from their own observations of weather and from weather reports;
* explain the formation of clouds and the effects of different cloud formations on weather and climate (e.g., create a model of a cloud in a jar and relate it to the water cycle; describe the relationship between the formation of cumulonimbus clouds and thunderstorms);
* describe the water cycle in terms of evaporation, condensation, and precipitation;
* identify patterns in air movement (e.g., low pressure and high pressure);
* describe the ways in which energy from the sun affects weather conditions (e.g., evaporation of water results in condensation, which in turn results in precipitation);
* identify the effects of air pressure (e.g., low pressure air masses are associated with mild temperature and create conditions that cause storms or clouds; high pressure air masses are cooler and are often associated with clear weather conditions);
* compare outdoor air movement with indoor air movement (e.g., as hot air rises, cold air takes its place; the warmest rooms in a house are usually the upstairs bedrooms).

Developing Skills of Inquiry, Design, and Communication

By the end of Grade 5, the student will:
* design, construct, and test a variety of weather instruments (e.g., weather vane, anemometer, rain gauge, wind sock, hygrometer);
* formulate questions about and identify needs and problems related to objects and events in the environment, and explore possible answers and solutions (e.g., test a variety of fabrics for their waterproofing or insulating properties);
* plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions;
* use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such as temperature, precipitation, humidity, wind chill factor, barometric pressure, and cloud cover);
* compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelled graphs produced by hand or with a computer (e.g., record both qualitative and quantitative data from observations of weather over a period of time; accurately use a thermometer to read temperature and record the results);
* communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes and descriptions, drawings, and charts (e.g., draw a labelled diagram of the water cycle).

Relating Science and Technology to the World Outside the School

By the end of Grade 5, the student will:
* describe ways in which weather conditions affect the activities of humans and other animals (e.g., people refrain from strenuous physical activity in extreme heat; farmers plant crops when the soil is moist; animals hibernate in extreme cold);
* explain how climatic and weather conditions influence the choice of materials used for building shelters (e.g., bricks are often used for building in cold climates, stone and marble in warmer climates);
* explain how advances in technology and science have enabled humans to make predictions about the weather (e.g., microwave beams are used to reflect cloud cover; satellite images of the earth allow us to track weather patterns on a larger scale than was previously possible);
* understand and explain the importance of weather forecasts for people in certain occupations (e.g., farmers, pilots);
* recognize how the movement of large-scale air masses affects regional weather in Ontario (e.g., high pressure systems from the Arctic are associated with clear and cool weather; Atlantic systems are associated with cloudy skies; Pacific systems are associated with a variety of different weather conditions);
* explain how weather conditions influence activities and events related to science and technology (e.g., launching the space shuttle).

Earth and Space Systems: Grade 6 – Space

Overview

Space science involves learning about objects in the sky, particularly their form, movements, and interactions. In this strand, students will develop an understanding of earth and space and of the relationship of earth to the other bodies in the solar system. Investigations will involve extensive work with models of the different bodies to allow students to explore their size, position, and motion, as well as relationship to one another. In learning about space, students will come to appreciate that our ability to observe and study objects in space has been greatly enhanced by the use of technological devices.

Overall Expectations

By the end of Grade 6, students will:
* demonstrate an understanding of the patterns of change observable on earth as a result of the movement of the different bodies in the solar system (e.g., solar and lunar eclipses, tides, phases of the moon, position of the constellations) and of the physical characteristics of the different components of the solar system;
* investigate, using models and simulations, the relationship between the sun, earth, and moon, the patterns of change observable on earth that result from the movement of these bodies, and the physical characteristics of the different components of the solar system (e.g., the sun and planets, inner planets and outer planets);
* describe technological and scientific advances that enable humans to study space, and explain how these advances have affected the quality of life on earth.

Specific Expectations

Understanding Basic Concepts

By the end of Grade 6, students will:
* describe the physical characteristics of components of the solar system - the sun, planets, natural satellites, comets, asteroids, and meteoroids (e.g., relative size, surface temperature);
* identify the bodies in space that emit light (stars) and those that reflect light (e.g., moons, planets);
* describe, using models or simulations, the features of the moon’s surface (e.g., craters, maria, rills);
* identify cycles in nature (e.g., cycle of day and night, cycle of seasons) and describe the changes within the cycles (e.g., observe the phases of the moon over several months to determine the pattern of change, and record these observations);
* describe, using models or simulations, how the earth’s rotation causes the cycle of day and night, and how the earth’s revolution causes the cycle of the seasons;
* recognize major constellations visible at night and describe the origins of their names (e.g., Orion, Leo);
* describe, using models or simulations, the effects of the relative motion and positions of the earth, moon, and sun (e.g., solar and lunar eclipses, tides, phases of the moon);
* follow safety procedures when observing the sun (e.g., never look at the sun directly or through a lens or coloured glass; look only at a projection of the sun’s image; do not use a lens or magnifier to focus the sun’s rays to a small area; exercise caution when using mirrors so that they do not reflect the sun’s image directly into someone’s eyes).

Developing Skills of Inquiry, Design, and Communication

By the end of Grade 6, students will:
* construct a device that could have been used to tell time before mechanical clocks were invented (e.g., sundial);
* formulate questions about and identify needs and problems related to objects and events in the environment, and explore possible answers and solutions (e.g., investigate why craters are of different sizes; use print, media, and electronic resources to identify and investigate space technologies and to investigate images of space and identify what they represent; use a computer simulation program to show the relative size of the planets and their distance from the sun);
* plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions;
* use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such as constellations, planets, moons, comets, asteroids, and meteors to describe objects in space);
* compile data gathered through investigation in order to record and present results, using tally charts, tables, labelled graphs, and scatter plots produced by hand or with a computer (e.g., use print and electronic resources to organize information about the solar system);
* communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, written notes and descriptions, charts, graphs, drawings, and oral presentations (e.g., prepare a multimedia presentation showing Canada’s contribution to space exploration).

Relating Science and Technology to the World Outside the School

By the end of Grade 6, students will:
* describe how humans have improved the tools and techniques used in space exploration (e.g., Canadarm, Hubble telescope, Lunar Rover, Sojourner);
* identify Canadians who have contributed to space science and technology (e.g., Marc Garneau, Roberta Bondar, Chris Hadfield, David Levy, Helen Hogg, Bjarni Tryggvason);
* explain how astronauts meet their basic needs in space (e.g., through the use of dehydrated foods, backpacks with an oxygen supply, a hermetically sealed cabin with temperature and air controls);
* identify the technological tools and devices needed for space exploration (e.g., telescopes, spectroscopes, spacecraft, life support systems);
* recognize problems arising from space exploration (e.g., space junk, satellites burning in the atmosphere upon re-entry);
* identify and describe past and present-day contributions of astronomy to the quality of human life (e.g., development of the calendar; prediction of events such as eclipses and seasons; provision of information about space and time);
* identify the ways in which the development of materials and technology for space exploration has led to the use of new technologies and materials on earth (e.g., micro-electronics, medical imaging, remote sensing).

Earth and Space Systems: Grade 7 – The Earth’s Crust

Overview

Our knowledge of earth is growing rapidly as a result of new developments in the methods and technologies used to study the components and dynamics of the earth’s crust. The study of this strand will involve extensive investigation using models or computer simulations, and will lead students to an understanding of the dynamics of geological systems and events. As a result of this understanding, students will be better able to explain the theories of earth science and to make connections between these theories and their own experiences with local geology.

Overall Expectations

By the end of Grade 7, students will:
* demonstrate an understanding of the composition of the earth’s crust, and describe how changes in the earth’s crust result from both internal and external processes;
* investigate the formation of the physical features of the earth’s crust;
* identify the factors that must be considered in making informed decisions about land use and explain their importance (e.g., environmental impact; properties of soil).

Specific Expectations

Understanding Basic Concepts

By the end of Grade 7, students will:
* describe the composition of the earth’s crust;
* classify rocks and minerals, using their observations, according to their characteristics and method of formation;
* distinguish between rocks and minerals and describe the differences in their composition (e.g., minerals, such as the mineral calcite, are components of rocks such as the sedimentary rock limestone, in which calcite is found);
* identify the geological processes involved in rock and mineral formations (e.g., volcanic activity releases lava; the deep cooling of magma produces granite);
* explain the rock cycle (e.g., formation, weathering, sedimentation, and reformation);
* describe the process of soil formation by relating the various meteorological, geological, and biological processes involved;
* describe, using simulations or models, the processes involved in mountain formation and in the folding and faulting of the earth’s surface (e.g., plate tectonics);
* analyse, through observation, evidence of geological change (e.g., fossils, strata);
* describe, using simulations or models, the origin and history of natural features of the local landscape (e.g., lakes, river flats);
* explain the causes of some natural events that occur on or near the earth’s surface (e.g., earthquakes, volcanic eruptions, landslides) and their effects.

Developing Skills of Inquiry, Design, and Communication

By the end of Grade 7, students will:
* investigate the effect of weathering on rocks and minerals;
* formulate questions about and identify needs and problems arising from events relating to the earth’s crust, and explore possible answers and solutions (e.g., search print and electronic resources to gather and record data on past and current earthquake epicentres and regions of volcanic activity);
* plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions;
* use appropriate vocabulary, including correct science and technology terminology, to communicate ideas, procedures, and results (e.g., use terms such as magma, crystallization, igneous rock, weathering, transportation, sediments, and sedimentary rock when describing the rock cycle);
* compile qualitative and quantitative data gathered through investigation in order to record and present results, using diagrams, flow charts, frequency tables, bar graphs, line graphs, and stem-and-leaf plots produced by hand or with a computer (e.g., collect data on the change in turbidity of a river after a rainfall);
* communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, written notes and descriptions, charts, graphs, drawings, and oral presentations (e.g., prepare a model demonstrating volcanic activity; develop a chronological model or time scale of major events in the formation of the earth; design and build models to illustrate different mining techniques).

Relating Science and Technology to the World Outside the School

By the end of Grade 7, students will:
* identify the factors that must be considered in making informed decisions about land use (e.g., environmental impact, jobs, present and future values of natural resources);
* investigate some of the ways in which humans have altered the landscape to meet their needs (e.g., farming, urban development, roads) and assess the environmental and economic consequences;
* identify earth resources used by humans to manufacture products (e.g., iron ore is used to make steel products) and discuss what happens to the products when they are no longer useful;
* explain how the characteristics of soil (e.g., water-holding capacity, size of particles, texture) determine its use (e.g., land that is rich in nutrients and that can hold water is used for crop growing);
* recognize and explain the importance of knowledge of the different types and characteristics of soil in determining its suitability for specific uses (e.g., choosing landfill sites and hazardous-waste disposal sites; developing conservation projects; identifying soils suited to different crops);
* assess the importance of soil conservation (e.g., economically important to the agri-food industry; important for controlling the flow of water; necessary for plant growth);
* describe how humans are affected by natural events and how technology has helped humans adapt to these events (e.g., use of satellites in predicting weather changes; changes in the engineering of buildings in earthquake zones; monitoring of crop growth);
* identify past and present-day applications of technologies that have contributed to the study of geology (e.g., surface observation, core sampling, seismography, magnetometry, satellite technologies);
* recognize that the earth provides us with geothermal energy.

Earth and Space Systems: Grade 8 – Water Systems

Overview

Most of the earth’s surface is covered with water, and most of this water is found in the oceans. In learning about the earth’s water systems, students will develop an understanding of the important role that water systems play in global ecosystems. In addition, students will come to understand that large bodies of water such as the Great Lakes greatly influence the climate and weather of the region in which they are located, and that both large lakes and oceans interact with the atmosphere through the water cycle. As students develop these understandings, they become aware of the importance of fresh and salt water to the sustainability of life on earth.

Overall Expectations

By the end of Grade 8, students will:
* demonstrate an understanding of how the earth’s water systems were formed, the similarities and differences among them, and how they influence the climate and weather of the region in which they are located;
* investigate the major features of the earth’s water resources (e.g., oceans, rivers, lakes, glaciers, ice-caps, snowfall, clouds) and the effects of large bodies of water on global climate and ecosystems;
* examine how humans use resources from the earth’s different water systems and identify the factors involved in managing these resources for sustainability.

Specific Expectations

Understanding Basic Concepts

By the end of Grade 8, students will:
* identify the various states of water on the earth’s surface and the conditions under which they exist (e.g., glaciers, snow on mountains, and polar ice-caps are solid states of water; oceans, lakes, rivers, and groundwater are liquid states of water; the atmosphere contains water in its gaseous state);
* describe the distribution and circulation of water on the earth (e.g., oceans, glaciers, rivers, groundwater, the atmosphere);
* compare the formation of geological features on the ocean floor (e.g., sea mounts, continental shelves, trenches) and the formation of lakes and rivers;
* compare the physical characteristics of salt water with those of fresh water (e.g., movement, density, buoyancy of objects in water);
* explain how salinity differs in bodies of fresh and salt water;
* describe wave formation and the effects of waves on coastal features (e.g., bays, rocky headlands, beaches);
* explain, using simulations or models, how certain geological features affect the height of tides (e.g., Bay of Fundy tides);
* describe, for their geographical area, the direction of water flow and its relationship to the Continental Divide (the watershed boundary for North America);
* investigate, through observation, the effects of changes in temperature on convection currents in water;
* investigate how large bodies of water affect the weather and climate of an area (e.g., lakes affect snow precipitation);
* describe factors that affect glaciers and polar ice-caps, and describe the effects of glaciers and polar ice-caps on the environment (e.g., annual precipitation, temperature);
* investigate, using simulations or models, the movement of ocean currents and their impact on regional climates (e.g., Gulf Stream, Labrador Current, Alaska Current).

Developing Skills of Inquiry, Design, and Communication

By the end of Grade 8, students will:
* formulate questions about and identify needs arising from events relating to the earth’s water, and explore possible answers to these questions and ways of meeting these needs (e.g., search print and/or electronic resources for information and prepare a map showing the changes in world ice distribution patterns over several geological time periods; conduct research to explain why fossils of ocean fish are found in places geographically removed from present-day oceans);
* plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions;
* use appropriate vocabulary, including correct science and technology terminology, to communicate ideas, procedures, and results (e.g., use terms such as salinity, currents, and basins when describing oceans and their characteristics);
* compile qualitative and quantitative data gathered through investigation in order to record and present results, using diagrams, flow charts, frequency tables, bar graphs, line graphs, and stem-and-leaf plots produced by hand or with a computer (e.g., record the results of a comparison of the density of various objects and of their buoyancy in fresh water and salt water);
* communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, written notes and descriptions, charts, graphs, drawings, and oral presentations (e.g., prepare a multimedia presentation on the effects of tides on Canadian shores; create a concept map linking the different stages of the water cycle).

Relating Science and Technology to the World Outside the School

By the end of Grade 8, students will:
* evaluate human use of water and the economic and environmental effects of that use (e.g., filtration plants, tourism, industrial applications, control of water flow);
* explain the different stages involved in processing water for use by humans (e.g., obtaining water from its source, treatment, distribution, disposal);
* evaluate the positive and negative effects on the earth’s water supply of the development of natural resources (e.g., use of oil rigs, pulp and paper mills);
* describe technological innovations that have facilitated and improved scientific research into oceans (e.g., sonar mapping, core sampling, satellite imaging, underwater photography and videography, tracking devices, submersibles);
* analyse factors that affect the productivity and distribution of animal species in marine and fresh water environments (e.g., water released from a nuclear power plant, oil spills);
* compare the diversity of living organisms in salt water with that in fresh water (e.g., construct marine and freshwater food webs and compare them);
* explain how the geological features of the ocean floor interact with ocean currents to influence the productivity of the oceans and affect marine life (e.g., Grand Banks);
* identify ways in which humans have tried to contain damage caused by water (e.g., flood control, dune vegetation, coastline reconfiguration);
* explain how changes in the water table (e.g., changes in the water level in wells) relate to the water cycle;
* discuss the technologies used to extract and secure oil and natural gas from the ocean floor and the possible economic and environmental costs and benefits.