from https://www.edonline.sk.ca/webapps/curr-english-bb_bb60/index.jsp?view=1&XML=science6.xml
The four goals of K-12 science education are to: o o o o
Understand the Nature of Science and STSE Interrelationships - Students will develop an understanding of the nature of science and technology, their interrelationships, and their social and environmental contexts, including interrelationships between the natural and constructed world.
Construct Scientific Knowledge - Students will construct an understanding of concepts, principles, laws, and theories in life science, in physical science, in earth and space science, and in Indigenous Knowledge of nature; and then apply these understandings to interpret, integrate, and extend their knowledge.
Develop Scientific and Technological Skills - Students will develop the skills required for scientific and technological inquiry, problem solving, and communicating; for working collaboratively; and for making informed decisions.
Develop Attitudes that Support Scientific Habits of Mind - Students will develop attitudes that support the responsible acquisition and application of scientific, technological, and Indigenous knowledge to the mutual benefit of self, society, and the environment.

Life Science Diversity of Living things
(DL)
Physical
Science Units
Understanding Electricity
(EL)
Principles of Flight (FL)
Our Solar System (SS) Earth and
Space
Science
Interactions within
Ecosystems (IE)
Mixtures and Solutions
(MS)
Heat and Temperature
(HT)
Earth’s Crust and
Resources (EC)
Cells, Tissues, Organs and
Systems (CT)
Reproduction and Human
Development (RE)
Optics and Vision (OP)
Forces, Fluids and Density
(FD)
Atoms and Elements (AE)
(CE)
Characteristics of Electricity
Water Systems on Earth (WS) Exploring our Universe (EU)
Middle years students who are engaged in inquiry in science should be able to: o o o o o o o o
Identify questions that can be answered through scientific investigations.
Design and conduct a scientific investigation.
Use appropriate tools and techniques to gather, analyze, and interpret data.
Develop descriptions, explanations, predictions, and models using evidence.
Think critically and logically to make the relationships between evidence and explanations.
Recognize and analyze alternative explanations and predictions.
Communicate scientific procedures and explanations.
Use mathematics in all aspects of scientific inquiry. (NRC, 1996, pp. 145, 148)

Outcome DL6.1
Recognize, describe, and appreciate the diversity of living things in local and other ecosystems, and explore related careers. [CP, SI] a.
State the characteristics that define all living things (e.g., are made up of one or more cells, require energy for life processes, respond to stimuli in their environment, and have the ability to reproduce). b.
Observe and document the diversity of living things in their local habitat through journaling, a nature walk, sketching, drawing, photographing, video recording, or other means. c.
Show respect for other people, living things, and the environment when observing ecosystems. d.
Document the diversity of living things in different terrestrial and aquatic habitats (e.g., grasslands, forests, tundra, deserts, rivers, ponds, and oceans) using print, video, and/or online resources. e.
Analyze how First Nations and Métis art and storytelling highlight movement and/or behaviour of living things and reflect a worldview that values all living things. f.
Identify examples of science and technology-related careers and workplaces which require an understanding of the diversity of living things (e.g., naturalist, zoo keeper, palaeontologist, and wildlife biologist).
Outcome DL6.2
Examine how humans organize understanding of the diversity of living things. [CP, SI] a.
Construct and use a classification system to organize living things into groups and subgroups according to student-developed criteria. b.
Consider personal observations and ideas as well as those of others (including differing worldviews) when constructing classification systems by asking questions, sharing stories, and responding to classmates’ classification systems. c.
Demonstrate how different classification systems can be used to classify the same set of objects and explain how humans develop and refine classification systems to meet specific needs. d.
Explore local First Nations and Métis methods of organizing understanding of living things (e.g., two-leggeds, four-leggeds, winged-ones, swimmers, trees, and grasses) and the criteria underlying that understanding (e.g., where animals are found, how animals move, and the uses of plants). e.
Describe how aspects of First Nations and Métis worldviews (e.g., holistic, interconnectedness, valuing of place-based knowledge) shape their systems of organizing understanding of living things. f.
Illustrate the diversity of living things on Earth by constructing a visual representation (e.g., poster, mobile, slide show, and web page) showing examples from each kingdom of the five kingdom taxonomic model: monera, protists, fungi, plants, and animals.

g.
Use appropriate scientific terminology to communicate ideas about the diversity of living things (e.g., biotic, abiotic, kingdom, phylum, monera, protist, fungi, plant, animal, vertebrate, and invertebrate). h.
Critique the use of biological classification systems to aid scientific understanding of living things rather than relying on common, local, or personally chosen names.
Outcome DL6.3
Analyze the characteristics and behaviours of vertebrates (i.e., mammals, birds, reptiles, amphibians, and fish) and invertebrates. [SI] a.
Identify characteristics of vertebrates and invertebrates and classify animals as vertebrates or invertebrates from drawings, videos, pictures, lists, and/or personal observations. b.
Compare and represent characteristics and behaviours (e.g., body shape, body description, method of respiration, method of reproduction, method of movement, and method of feeding) of student-selected examples of vertebrates. c.
Compare and represent characteristics and behaviours (e.g., body shape, body description, method of respiration, method of reproduction, method of movement, and method of feeding) of student-selected examples of invertebrates (e.g., arthropods, annelids, cnidarids, echinoderms, molluscs, and nematodes). d.
Propose questions for inquiry that arise from personal investigations of characteristics and behaviours of animals. e.
Suggest reasons why current biological classification systems for living things are based on structural (internal) characteristics rather than solely on physical appearance or behaviour.
Outcome DL6.4
Examine and describe structures and behaviours that help: o individual living organisms survive in their environments in the short term o species of living organisms adapt to their environments in the long term.
[CP, DM, SI] a.
Propose questions to investigate related to the structures and behaviours that help organisms survive in their environments (e.g., “What advantage are different beaks for birds?”, “Why do owls turn their heads to look sideways?”, “Why do rabbits change colour at different times of the year?”,
“Why do caribou migrate?”, “Why do ground squirrels hibernate?”). b.
Show interest and curiosity in learning about organisms’ adaptations to different environments by journaling, participating in a nature walk, or sharing science-related information about adaptations (gathered from print or video resources or personal experience) with classmates. c.
Describe examples of structures and behaviours, including seasonal changes, which help living things survive in their environments during the lifetime of the organism.

d.
Describe examples of adaptations to structures and behaviours (e.g., flippers, webbed feet, night-time vision, wide wings, camouflage colouring, migration, and hibernation) that have enabled living things to adapt to their environments in the long term. e.
Explain how scientists use fossils and the fossil record as a source of information to identify changes or diversity in species over long periods of time. f.
Suggest reasons why specific species of organisms have or might become endangered or extinct. g.
Gather information from a variety of sources (e.g., Elder, traditional knowledge keeper, naturalist, textbook, non-fiction book, museum display, encyclopaedia, and website) to answer student-generated questions about the structural and behavioural adaptations of organisms. h.
Compare closely-related animals that live in different parts of the world and propose explanations for any differences in their structures and behaviours. i.
Research the advantages of particular structures or behaviours of organisms that suit different environments (e.g., how different bird beaks are best suited to obtain different types of food, how different types of foot structure are best suited for different environments). j.
Suggest reasons to explain how results of similar and repeated studies of the adaptations of organisms may vary and suggest possible explanations for variations (e.g., independent studies may reveal different responses by polar bears to temperature changes or pollution).
Outcome DL6.5
Assess effects of micro-organisms on past and present society, and contributions of science and technology to human understanding of micro-
organisms. [CP, DM, SI] a.
Choose and correctly use appropriate tools (e.g., magnifying glasses, optical microscopes, and video microscopes) to study living organisms that cannot be seen with the naked eye. b.
Observe and represent, using words and diagrams, characteristics of micro-organisms obtained from student- or teacher-collected water samples
(e.g., bottled water, tap water, rain barrel, pond, creek, slough, and river water). c.
Explain how micro-organisms meet their basic needs, including moving around and obtaining food, water, and oxygen. d.
Design and conduct an investigation of the factors that influence how quickly micro-organisms break down organic matter (e.g., build a composter in a 2L plastic bottle and vary conditions such as the amount of water, soil, light, and combinations of waste products). e.
Compare cultural (including First Nations and Métis), historical, and scientific understandings and explanations of disease, including the contributions of scientists such as John Snow and Louis Pasteur to the germ theory. f.
Critique representations or depictions of micro-organisms in a variety of texts (e.g., science fiction, cartoons, movies, music, and poetry). g.
Discuss positive and negative impacts of micro-organisms for humans (e.g., food production and spoilage, fermentation, pasteurization, water and sewage treatment, human digestion, composting, disease spread and prevention, and biological warfare).

Outcome EL6.1
Assess personal, societal, economic, and environmental impacts of electricity use in Saskatchewan and propose actions to reduce those impacts. [CP,
DM] a.
Provide examples of the types of energy sources used to provide heat and light to homes in the past and describe ways in which electricity-based technologies have changed the way people work, live, and interact with the environment in Saskatchewan. b.
Describe how electrical energy is generated from hydroelectric, coal, natural gas, nuclear, geothermal, biomass, solar, and wind sources and categorize these resources as renewable or non-renewable. c.
Locate and categorize by type the large-scale electrical energy generation facilities in Saskatchewan and explain how electrical energy is transmitted from those facilities to locations throughout the province. d.
Identify factors that affect electrical energy consumption at home, school, and in the workplace and propose methods of decreasing electrical energy consumption that can help to conserve natural resources and protect the environment. e.
Explain potential dangers of electricity at home, school, and the workplace and suggest ways individuals can minimize those dangers. f.
Research employers and careers related to electrical energy generation, distribution, and conservation in Saskatchewan.
Outcome EL6.2
Investigate the characteristics and applications of static electric charges, conductors, insulators, switches, and electromagnetism. [SI] a.
Conduct investigations to determine the attraction and repulsion of electrostatically charged materials and represent the results of those investigations using drawings, sketches, tables, charts, and/or other representations. b.
Describe how results of similar and repeated investigations into the characteristics of static electric charges (e.g., the rubbing together of different substances) may vary and suggest possible explanations for identified variations. c.
Identify natural and man-made applications of static electric charge and discharge (e.g., lightning, photocopiers, laser printers, air filters, and electrostatic paint sprayers). d.
Pose questions related to the physical properties of conductors, insulators, simple circuits, and electromagnets (e.g., “How can we determine if an unknown material is a conductor or an insulator?”, “How does a switch work in a simple electric circuit?”, “What materials work best to create an electromagnet?”). e.
Make predictions, based on observed patterns of events, related to the physical properties of conductors, insulators, simple circuits, and electromagnets and conduct investigations to test those predictions. f.
Identify appropriate tools, instruments, and materials (e.g., bulbs, batteries, and wires) to use when investigating the properties of conductors, insulators, simple circuits, and electromagnets and use those tools and apparatus in a manner that ensures personal safety and the safety of others.

g.
Test the conductivity of a variety of solids and liquids, following a given set of procedures, to identify which materials are conductors and which are insulators, and draw conclusions about the types of materials that work best as conductors and which work best as insulators. h.
Explain the role of switches in electrical circuits. i.
Describe the operation of an electromagnet and contrast magnets and electromagnets. j.
Plan a set of steps to carry out a fair test of a science-related idea related to electromagnets, such as how to increase the strength of an electromagnet. k.
Use evidence gathered through research and observation to answer questions related to the physical properties of conductors, insulators, simple circuits, and electromagnets. l.
Describe the operation of common technologies based on properties of static electricity, current electricity, or electromagnetism.
Outcome EL6.3
Explain and model the properties of simple series and parallel circuits. [SI, TPS] a.
State the required characteristics of a simple electric circuit (e.g., a source of electrical energy, a closed path to conduct electrical energy, and a load to convert the electrical energy into another form of energy). b.
Compare a variety of electrical pathways by constructing simple circuits. c.
Contrast a closed circuit, open circuit, and short circuit. d.
Propose questions to investigate, and practical problems to solve, related to simple series and parallel circuits (e.g., “What happens when a light bulb is removed from a series or parallel circuit?”, “How can I create a simple circuit using only a battery, light bulb, and one wire?”, “How are light circuits in a house wired?”). e.
Construct and test various combinations of simple electric circuits to determine similarities and differences between series and parallel circuits. f.
Draw electrical circuit diagrams to represent simple series and parallel circuits using appropriate symbols (e.g., battery, conductor, light bulb, motor, and switch). g.
Construct simple circuits to demonstrate how electrical energy can be controlled to produce light, heat, sound, motion, and magnetic effects. h.
Design, construct, and troubleshoot an electrical circuit that meets one or more student-specified criteria.
Outcome FL6.1
Examine connections between human fascination with flight and technologies and careers based on the scientific principles of flight. [CP, DM, SI]

a.
Observe and describe physical characteristics and adaptations that enable birds (e.g., ravens, hawks, loons, geese, hummingbirds, sandpipers, cranes, and sparrows), insects (e.g., mosquitoes, dragonflies, grasshoppers, bees, wasps, and butterflies), and bats to fly. b.
Show how First Nations and Métis art and storytelling highlight understanding of and respect for birds. c.
Examine the role of inspiration and aesthetic design in the development of flying devices (e.g., initial attempts at trying to fly were based on observations of birds). d.
Research technological problems that had to be overcome to develop devices that fly (e.g., balloons, kites, gliders, airplanes, helicopters, and rockets) and explain how various creative solutions to those problems have resulted in the development of flying devices with different designs. e.
Discuss historical and current contributions of individuals, including Canadians, who have contributed to scientific understanding and technological developments related to flight. f.
Describe examples of traditional and modern technologies developed by First Nations, Métis, and other cultures that are based on principles of flight
(e.g., atlatl, bow and arrow, slingshot, catapult, boomerang, and trebuchet). g.
Explain how inventions based on principles of flight have changed the way people work, live, and interact with the environment locally, nationally, and globally (e.g., bush planes in northern Saskatchewan, scheduled airline travel, supply of cargo to remote communities and mine sites, and transoceanic air travel). h.
Describe career opportunities in Canada related to the science and technology of flight.
Outcome FL6.2
Investigate how the forces of thrust, drag, lift, and gravity act on living things and constructed devices that fly through the air. [SI] a.
Diagram how the forces of thrust, drag, lift, and gravity act on living things or devices that fly through the air. b.
Use scientific terminology appropriately (e.g., thrust, drag, lift, and gravity) when communicating ideas about the principles of flight. c.
Generate questions related to the principles of flight and rephrase those questions in a testable form (e.g., rephrase a question such as “Why can some gliders travel farther than others?” to “What effect does wing shape have on the distance a glider can travel?”). d.
Describe the role of lift in overcoming gravity and enabling devices or living things to fly. e.
Determine how lift is affected by the shape of a surface by planning and carrying out steps to investigate the effect of wing shape on lift. f.
Describe and represent methods for altering drag in flying devices, such as a bird spreading wings or an airplane employing flaps. g.
Provide examples of how science and technology have been used to solve problems related to drag in devices that fly. h.
Compare the sources of thrust of various constructed flying devices including the propeller, jet engine, and solid or liquid-fuelled rocket.
Outcome FL6.3

Design a working prototype of a flying object that meets specified performance criteria. [TPS] a.
Assess the characteristics of flying objects (e.g., balloon, kite, glider, airplane, helicopter, and rocket). b.
Construct a prototype of a flying object that meets student-specified performance and aesthetic criteria. c.
Work collaboratively with classmates to define criteria for judging the performance and aesthetics of a prototype of a flying object. d.
Select and carefully use appropriate tools in manipulating materials and in building prototypes. e.
Work collaboratively to collect relevant observations and data to evaluate the performance of a prototype of an object that will fly. f.
Demonstrate and explain the importance of selecting appropriate processes for investigating scientific questions and solving technological problems
(e.g., explain why it is important to change one variable while keeping others constant in designing and testing prototypes of flying objects). g.
Analyze personally collected data and suggest improvements to a prototype design. h.
Communicate procedures and results of prototype design, construction, testing, and evaluation in a technical design report. i.
Identify new questions or problems about flight that arise through the prototype design process. j.
Propose designs for futuristic flying devices that meet a particular student-identified need.
Outcome SS6.1
Research and represent the physical characteristics of the major components of the solar system, including the sun, planets, moons, asteroids, and
comets. [CP, SI] a.
Use a variety of sources and technologies to gather and compile pertinent information about the physical characteristics of the major components of the solar system. b.
Analyze historical and current technological developments that have enabled human observation of the major components of the solar system. c.
Construct a timeline of Canadian and worldwide research efforts related to understanding the major components of the solar system. d.
Evaluate the validity and usefulness of different sources of information about the physical characteristics of the solar system. e.
Use star charts and astronomy guides to investigate the night sky, including constellations, and record observations using notes in point form, data tables, simple diagrams, and/or charts. f.
Describe objects in the heavens, as indicated through First Nations and Métis art and stories or by Elders or traditional knowledge keepers. g.
Create scale-distance and/or scale-size models to represent the major components of the solar system. h.
Evaluate the usefulness and accuracy of scale-distance and scale-size models of the major components of the solar system. i.
Explain how evidence is continually questioned in order to validate scientific knowledge about the solar system.

Outcome SS6.2
Assess the efficacy of various methods of representing and interpreting astronomical phenomena, including phases, eclipses, and seasons. [CP, SI] a.
Examine how people of different cultures, including First Nations, have recorded (e.g., medicine wheel, Mayan calendar, Stonehenge, pyramids) and used understandings of astronomical phenomena (e.g., positions of the stars and/or planets) to solve practical problems such as the appropriate time to plant and harvest crops, to support navigation on land and water, or to foretell significant events through stories and legends. b.
Examine ways in which humans have represented understanding of or interest in astronomical phenomena through music, dance, drama, visual art, or stories. c.
Demonstrate the importance of selecting appropriate processes for investigating scientific questions and solving technological problems by explaining why astronomy is considered a part of science but astrology is not. d.
Propose personal explanations for the causes of seasons, phases, and eclipses. e.
Demonstrate how Earth’s rotation causes the day and night cycle and how Earth’s 23.5° tilt and revolution around the sun causes the yearly cycle of seasons. f.
Propose explanations for how the yearly cycle of seasons might differ if Earth’s axis were not tilted. g.
Consider alternate models of seasons and explanations for those models (e.g., the six-season model of the Woodland Cree, the rainy and dry seasons of some tropical and subtropical regions). h.
Model the relative positions of the sun, Earth, and moon to demonstrate moon phases and lunar and solar eclipses. i.
Propose questions related to astronomical phenomena to investigate using models and simulations, such as “Do other planets exhibit phases?”, “How would seasons on Earth differ if Earth were not tilted?”, “How would patterns of eclipses change if the sun, Earth, or moon were different diameters or positioned at different locations?”.
Outcome SS6.3
Evaluate past, current, and possible future contributions of space exploration programs including space probes and human spaceflight, which support
living and working in the inner solar system. [DM, TPS] a.
Construct a timeline of Canadian and worldwide space exploration programs related to living and working in space, including collaborative efforts among countries. b.
Investigate how astronauts are able to meet their basic needs (e.g., food, water, shelter, and waste elimination) while living and working in space. c.
Research the various work roles and worldwide locations required to support human spaceflight programs. d.
Describe instances where scientific ideas and discoveries have led to new inventions and applications (e.g., lunar buggy, space shuttle, Canadarm,
Dextre, and the International Space Station) that support human exploration of space and which have extended scientific knowledge related to living and working in space. e.
Identify potential personal, societal, technological, and environmental barriers to living and working in space.

f.
Design a model of a habitable space vehicle that can travel to and return from a student-selected location in the inner solar system. g.
Investigate the work being done in preparation for future space travel and make predictions about future achievements related to living and working in space.
Outcome IE7.1
Relate key aspects of Indigenous knowledge to their understanding of ecosystems. [CP] a.
Gather information about traditional Indigenous practices with respect to the relationships and connections between people and their ecological environment. b.
Examine key aspects of Indigenous knowledge and First Nations and Métis people’s practices that contribute to understanding of ecosystems and the interactions of their components. c.
Provide specific examples of Indigenous knowledge in understanding the components of their ecosystems. d.
Describe the ways that traditional Indigenous knowledge about respect and responsibility for the land, self, and 
 others has been transmitted over many years, including the oral tradition.
Outcome IE7.2
Observe, illustrate, and analyze living organisms within local ecosystems as part of interconnected food webs, populations, and communities. [SI] a.
Illustrate the ecological organization of life within the biosphere, using specific examples of species, populations, communities, ecosystems, and biomes. b.
Provide examples of ecosystems of varying sizes and locations, including their biotic and abiotic components. c.
Conduct a field study to observe, record (using sketches, notes, tables, photographs, and/or video recordings), and identify biotic and abiotic components of a local ecosystem. d.
Show respect for all forms of life when examining ecosystems. e.
Examine the biotic and abiotic components of distant ecosystems using photographs, videos, or online resources. f.
Choose and use appropriate instruments (e.g., magnifying glass, thermometer, light meter, hand-held microscope, and digital camera) safely, effectively, and accurately to observe and illustrate biotic and abiotic components of ecosystems.

g.
Compile and display ecological data to illustrate the various interactions that occur among biotic and abiotic components of ecosystems. h.
Identify strengths and weaknesses of different methods of collecting and displaying ecological data (e.g., compare field observations of an ecosystem with observations from a video or television program, compare a food chain with a food web). i.
Classify organisms in a variety of ecosystems as producers, consumers, or decomposers and further classify consumers as herbivores, carnivores, or omnivores. j.
Interpret interdependence within natural systems by constructing food chains and food webs to illustrate the interactions among producers, consumers, and decomposers in a particular ecosystem. k.
Construct a classification key, using appropriate scientific terminology, which will enable classmates to differentiate between producers, consumers, and decomposers. l.
Provide examples of organizations in Canada that support scientific research related to ecosystems (e.g., environmental conservation groups, federal and provincial government departments, agricultural and marine institutes, universities, and colleges).
Outcome IE7.3
Evaluate biogeochemical cycles (water, carbon, and nitrogen) as representations of energy flow and the cycling of matter through ecosystems. a.
Illustrate how energy is supplied to and flows through a food web using the concept of ecological pyramids (e.g., pyramid of energy, pyramid of numbers, and pyramid of biomass). b.
Model the carbon, nitrogen, and water cycles to illustrate how matter cycles through ecosystems. c.
Analyze the strengths and limitations of models in science generally, and then apply these criteria to evaluate the efficacy of a student model of a biogeochemical cycle. d.
Explain the role of decomposers in recycling matter in an ecosystem. e.
Describe examples of how scientists collect evidence, search for patterns and relationships in data, and propose explanations to further the development of scientific knowledge about energy and matter flow in ecosystems. f.
Design and conduct an experiment to investigate the conditions essential for the growth of plants (e.g., determine whether nutrients in soil are sufficient to support plant growth, determine the influence of sunlight or other forms of light on plant growth). g.
Consider observations and ideas from a variety of sources during investigations and before drawing conclusions related to biogeochemical cycles. h.
Describe how energy passes through ecosystems during the processes of photosynthesis and cellular respiration. i.
Identify and evaluate potential impacts on energy flow and the cycling of matter by the removal of one or more living organisms from a specific ecosystem. j.
Provide examples of scientific knowledge that have resulted in the development of technologies designed to assist in managing aspects of ecosystems (e.g., understanding the effect of nitrogen, phosphorus, and potassium on plant growth led to the production of specific formulations of fertilizers, knowledge of how micro-organisms help break down matter led to the development of composting bins).

Outcome IE7.4
Analyze how ecosystems change in response to natural and human influences, and propose actions to reduce the impact of human behaviour on a
specific ecosystem. [DM, CP] a.
Identify evidence of ecological succession in ecosystems, using the concepts of pioneer species, climax community, primary succession, and secondary succession, and by identifying changes in plant and animal life in the ecosystem. b.
Propose ecological questions to investigate arising from practical problems and issues (e.g., “What is the impact of clearing land for farming?”, “How could a community prolong the life of its landfill site?”, “How could a community reduce the amount of garbage it produces?”, “What is the impact of a sports field being constructed in a particular location?”). c.
Predict what a specific ecosystem (e.g., clear-cut forest, abandoned sports field, abandoned farm yard, abandoned rail line, ditch, driveway, or sidewalk) will look like in the future (e.g., 5, 10, and 25 years) based on characteristics of the area and long-term changes observed in similar ecosystems. d.
Identify and refine questions and problems related to the effects of natural or human influences on a particular ecosystem. e.
Select and synthesize information from various sources to develop a response to specific questions related to natural or human influences on a particular ecosystem. f.
Propose a course of action or defend a given position on a local ecological issue or problem related to natural or human influences on a particular ecosystem, taking into account scientific, societal, technological, and environmental factors. g.
Be sensitive and responsible in maintaining a balance between human needs and a sustainable environment by considering both immediate and longterm effects of their course of action or stated position. h.
Provide specific examples to illustrate that scientific and technological activities related to ecosystems take place in a variety of individual or group settings, locally and globally, and by men and women from a variety of cultural backgrounds (e.g., individual and community gardening, impact studies done by environmental engineers, and research done by teams of international scientists).
Outcome MS7.1
Distinguish between pure substances and mixtures (mechanical mixtures and solutions) using the particle model of matter. [SI, CP] a.
Examine a variety of objects and materials, and record qualitative (e.g., colour, texture, and state of matter) and quantitative (e.g., density, melting point, and freezing point) physical properties of those objects in a chart or data table. b.
Describe the characteristics of pure substances, mechanical mixtures, and solutions. c.
Construct a graphic organizer for the classification of matter that includes mixtures, pure substances, elements, compounds, mechanical mixtures, and solutions. d.
Classify common substances (e.g., Kool-Aid, vinegar, bubble bath, soft drinks, juice, chocolate chip cookies, salad dressings, hand lotion, shampoos, tea, bread, soil, and concrete) as pure substances, mechanical mixtures, or solutions.

e.
Listen to and consider the ideas of classmates when classifying materials as pure substances or mixtures. f.
Create mechanical mixtures and solutions using common materials and compare the physical properties of the original materials and the resultant mixture or solution. g.
State the four main ideas of the particle model of matter. h.
Create models and/or physical representations that depict the nature of particles in pure substances, mechanical mixtures, and solutions according to the particle model of matter. i.
Analyze the usefulness of personally constructed representations of particles and the strengths and limitations of models in science generally. j.
Generate questions related to differences between mixtures and solutions and rephrase in a testable form (e.g., rephrase a question such as “How sweet is iced tea?” to “What is the most iced tea that can be dissolved in 500 mL of water at 23°C?”).
Outcome MS7.1
Distinguish between pure substances and mixtures (mechanical mixtures and solutions) using the particle model of matter. [SI, CP] a.
Examine a variety of objects and materials, and record qualitative (e.g., colour, texture, and state of matter) and quantitative (e.g., density, melting point, and freezing point) physical properties of those objects in a chart or data table. b.
Describe the characteristics of pure substances, mechanical mixtures, and solutions. c.
Construct a graphic organizer for the classification of matter that includes mixtures, pure substances, elements, compounds, mechanical mixtures, and solutions. d.
Classify common substances (e.g., Kool-Aid, vinegar, bubble bath, soft drinks, juice, chocolate chip cookies, salad dressings, hand lotion, shampoos, tea, bread, soil, and concrete) as pure substances, mechanical mixtures, or solutions. e.
Listen to and consider the ideas of classmates when classifying materials as pure substances or mixtures. f.
Create mechanical mixtures and solutions using common materials and compare the physical properties of the original materials and the resultant mixture or solution. g.
State the four main ideas of the particle model of matter. h.
Create models and/or physical representations that depict the nature of particles in pure substances, mechanical mixtures, and solutions according to the particle model of matter. i.
Analyze the usefulness of personally constructed representations of particles and the strengths and limitations of models in science generally. j.
Generate questions related to differences between mixtures and solutions and rephrase in a testable form (e.g., rephrase a question such as “How sweet is iced tea?” to “What is the most iced tea that can be dissolved in 500 mL of water at 23°C?”).
Outcome MS7.3

Investigate the properties and applications of solutions, including solubility and concentration. [SI, DM] a.
Provide examples of solid, liquid, and gaseous solutions and identify which substance is the solute and which is the solvent in each solution. b.
Describe the characteristics of solutions using the terms solute, solvent, soluble, and insoluble, based on the particle model of matter. c.
Create and describe the concentration of student-prepared dilute, concentrated, saturated, and supersaturated solutions using those qualitative terms and quantitative measurements (e.g., parts per million [ppm], g/L, and g/100 mL). d.
Value accuracy, precision, and honesty when collecting and reporting data related to concentrations of solutions. e.
Investigate the factors that determine how quickly a solute dissolves in a solvent. f.
Gather and interpret information from various resources (e.g., nutrition labels on foods, newspaper or magazine articles) related to solutions and concentrations of solutions. g.
Design and implement an experiment to investigate the effect of temperature on the solubility of a solution. h.
Predict the solubility of a solute by interpolating or extrapolating from student-generated solubility curves. i.
Analyze the effects of technological inventions or processes related to solutions (e.g., water softeners, water treatment plants, solution mining, agricultural sprays, insecticides, bleaches, and drain cleaners) on self, community, and the environment. j.
Research how various science disciplines and engineering fields study and apply scientific knowledge related to solutions.
Outcome HT7.1
Assess the impact of past and current heating and cooling technologies related to food, clothing, and shelter on self, society, and the environment.
[TPS, DM, CP] a.
Illustrate the historical development and the underlying scientific principles of technologies designed to address practical problems regarding human heating and cooling needs for food, shelter, and clothing (e.g., oven mitts, survival suits, air conditioning, central heating, thermos, refrigerators, stoves, heaters, home insulation, fleece jackets, and toques). b.
Communicate questions, ideas, intentions, plans, and results of inquiries related to heat transmission using lists, notes in point form, sentences, data tables, graphs, drawings, oral language, and other means. c.
Analyze the impact of the design and function of a heating- or cooling-related technology on self and society. d.
Compare, in qualitative terms, the heat capacities of some common materials, including water, and explain how heat capacity influences choices of materials used in the development of technologies related to clothing, food, and shelter. e.
Evaluate the efficiency of different types of home insulation (e.g., sod, straw bales, fibreglass, cellulose, mineral wool, polystyrene, and polyurethane foam) with respect to criteria such as R-value, cost, and resistance to water and air infiltration. f.
Use a technological problem-solving process to design, construct, and evaluate a prototype of a device that will provide a solution to a practical problem related to heating or cooling (e.g., cooking food, keeping food warm or cool for an extended period, keeping a shelter warm or cool, keeping a person warm or cool).

g.
Assess the design of a personally constructed heating or cooling prototype using collaboratively developed criteria. h.
Provide examples of problems related to heating and cooling that arise at home, in an industrial setting, or in the environment, that cannot be solved using scientific and technological knowledge. i.
Create a photo journal of science- and technology-based careers in the community related to heating and cooling, such as heating systems and equipment contractors, and boiler engineers.
Outcome HT7.2
Explain how understanding differences between states of matter and the effect of heat on changes in state provide evidence for the particle theory.
[SI] a.
Provide examples from daily life that illustrate the effects of heating and cooling on solids, liquids, and gases. b.
Conduct experiments to determine the effects of changes in temperature on solids, liquids, and gases. c.
Construct and label a heating curve for water, using student-collected data, indicating states of matter and changes of state. d.
Create a visual or dramatic representation to explain changes of state of matter (e.g., melting, freezing, evaporation, condensation, and sublimation) according to the particle model of matter. e.
Choose appropriate instruments (e.g. alcohol thermometer, temperature probe, and thermocouple) and use them safely, effectively, and accurately for collecting temperature data when investigating states of matter and changes of state. f.
Trace the historical development of different scales (e.g., Kelvin, Celsius, Fahrenheit, and Rankine) and instruments used to measure temperature
(e.g., liquid-in-glass thermometers, bi-metallic strips, digital thermometers, liquid crystal thermometers, thermocouples, and computer sensors) and discuss the need for standardized measurements of temperature. g.
Distinguish between heat and temperature using the concept of kinetic energy and the particle model of matter. h.
Explain how evidence gathered while investigating states of matter and changes in states of matter supports or refutes the particle theory of matter.
Outcome HT7.3
Investigate principles and applications of heat transfer via the processes of conduction, convection, and radiation. [SI] a.
Demonstrate and explain how heat is transferred by the processes of conduction, convection, and radiation in solids, liquids, and gases. b.
Construct a visual or dramatic representation of heat transfer via conduction in a solid. c.
Model convection currents in fluids (liquid or gas) and discuss the effectiveness of the model. d.
Assess the impacts on self, society, and the environment, of conduction, convection, and radiation in the natural and constructed world (e.g., heating over cities, temperature layers in lakes, thunderstorms, radiant heaters, refrigerators, and convection currents in air or water).

e.
Evaluate applications of technologies designed to enhance or restrict the transfer of heat energy via conduction, convection, or radiation (e.g., metal frying pans, radiant heaters, home insulation, ovens, convection ovens, thermoses, winter parkas, and heat exchangers) using studentdeveloped criteria. f.
Design and carry out an experiment to determine differences in the ability of various surfaces to absorb and reflect radiant heat. g.
Select appropriate methods and tools for collecting and displaying data and information related to radiant heat. h.
Demonstrate safe and responsible work practices, including keeping the work area uncluttered with only appropriate materials present when investigating heat transfer via conduction, convection, and radiation.
Outcome EC7.1
Analyze societal and environmental impacts of historical and current catastrophic geological events, and scientific understanding of movements and
forces within Earth’s crust. [SI] a.
Trace the development of plate tectonics theory as an explanation for movement of Earth’s lithosphere in light of new geological evidence, including knowledge of tectonic plates and movement at plate boundaries. b.
Provide examples of past theories and ideas, including cultural mythology, that explain geological phenomena such as volcanic activity, earthquakes, and mountain building. c.
Construct a visual representation of the composition of Earth, including the crust, upper and lower mantle, core, and inner core. d.
Create models or simulations of the processes of mountain formation and the folding and faulting of Earth’s surface, including movements at diverging, converging, and transform plate boundaries. e.
Describe societal and environmental impacts of some catastrophic geological events, including earthquakes, tsunamis, and volcanic eruptions, which have occurred on or near Earth’s surface and predict the impacts of future events. f.
Work cooperatively with group members to research catastrophic geological events and integrate individual findings into a chronological model or time scale of major events in Earth’s geological history. g.
Organize data on the geographical and chronological distribution of earthquakes, tsunamis, and volcanic eruptions to determine patterns and trends in data and relationships among variables. h.
Explain the operation of tools scientists use to measure and describe the effects of catastrophic geological events, including earthquakes and volcanoes (e.g., seismograph, Mercalli intensity scale, and Richter magnitude scale). i.
Provide examples of how science and technology affect self and community through understanding, predicting, and minimizing the effects of catastrophic geological events (e.g., earthquake resistant construction, earthquake and tsunami preparedness, and minimizing climatic effects of volcanic eruptions).
Outcome EC7.2

Identify locations and processes used to extract Earth’s geological resources and examine the impacts of those locations and processes on society and
the environment. [SI, DM, CP] a.
Identify questions to investigate arising from practical problems and issues related to the study of Earth’s geological resources (e.g., “What types of rocks are best for cement-making or road construction?” and “What are some environmental concerns related to open-pit mining?”). b.
Distinguish between rocks and minerals using physical samples, pictures, and/or video recordings and identify the minerals most often found in rocks in Saskatchewan and around the world (e.g., quartz, calcite, feldspar, mica, hornblende). c.
Classify rocks and minerals based on physical properties such as colour, hardness, cleavage, lustre, and streak. d.
Identify locations of Saskatchewan’s primary mineral resources (e.g., potash, gold, diamond, salt, uranium, copper, and graphite) and their primary uses. e.
Relate processes used to extract primary mineral resources in Saskatchewan (e.g., open-pit mining, underground mining, and solution mining) to the location, type, and depth of the resource. f.
Provide examples of technologies used to further scientific research related to extracting geological resources (e.g., satellite imaging, magnetometer, and core sample drilling). g.
Evaluate different approaches taken to answer questions, solve problems, and make decisions when searching for geological resources within Earth
(e.g., trial-and-error prospecting versus core sampling). h.
Provide examples of Canadian contributions to the scientific understanding and technological developments related to surface and sub-surface geology and mining, and identify societal and economic factors that drive such exploration and research. i.
Suggest solutions to economic and environmental issues related to the extraction of geological resources in Saskatchewan (e.g., managing mine tailings and pollutants; reclaiming open pit mining sites; ecological impact of pipelines; resource depletion; maintaining water quality; and increasing urbanization). j.
Identify uses for rocks and minerals, such as healing, recuperative powers, and ceremonies, which include ideas not explained by science. k.
Research Saskatchewan careers directly and indirectly related to resource exploration.
Outcome EC7.3
Investigate the characteristics and formation of the surface geology of Saskatchewan, including soil, and identify correlations between surface
geology and past, present, and possible future land uses. [DM, SI] a.
Model the processes of formation of the three major types of rocks: sedimentary, igneous, and metamorphic. b.
Explain how geologists use the fossil record to provide evidence of geological history. c.
Construct a visual representation of the rock cycle (e.g., formation, weathering, sedimentation, and reformation) and relate this representation to the surface geology of Saskatchewan and Canada. d.
Develop and use a classification key for rocks based on physical characteristics and method of formation.

e.
Describe examples of mechanical and chemical weathering of rocks. f.
Differentiate between weathering and erosion, and explain the role of water in each process. g.
Document the natural surface geological features of the local environment and provide explanations for the origin of those features. h.
Relate mechanical (e.g., wind and water), chemical (e.g., acid rain and rusting), and biological (e.g., lichens, mosses, and tree roots) weathering processes to the formation of soils. i.
Collect, with permission, and examine samples of local soils to determine their physical properties (e.g., colour, odour, texture, presence of organic matter, pore size, and air and water holding capacity). j.
Classify soil samples according to their characteristics (e.g., sand, loam, and clay composition) and research ways to enrich soils for specific uses
(e.g., vegetable garden, road building, dam construction, waste management, and sports field). k.
Identify predominant soil types (e.g., black, dark brown, brown, and grey) and corresponding land uses in Saskatchewan. l.
Assess environmental and economic impacts of past and current land use practices in Saskatchewan (e.g., agriculture, urban development, recreation, and road construction), and describe intended and unintended consequences of those practices on self, society, and the environment, including soil degradation.
Outcome CS8.1
Analyze the characteristics of cells, and compare structural and functional characteristics of plant and animal cells. [SI] a.
Explain that the cell is a living system that exhibits all the characteristics of life including growth, movement, reaction to stimulus, and reproduction. b.
Categorize organisms as single-celled and multi-cellular. c.
Observe and describe how single-celled organisms take in food and move. d.
Explain how growth and reproduction of living organisms depends on cell division. e.
Design and carry out an experiment to demonstrate the function of selectively permeable membranes in cells. f.
Model the processes of diffusion and osmosis to demonstrate how gases and water move into and out of plant and animal cells. g.
Observe and identify cell structures (e.g., cell wall, cell membrane, vacuole, nucleus, cytoplasm, mitochondria, and chloroplast) and identify which are found in plant cells and which are found in animal cells.

h.
Explain the function of cell structures (e.g., cell wall, cell membrane, vacuole, nucleus, cytoplasm, mitochondria, and chloroplast), including how each structure contributes to the health of plant and animal cells. i.
Use appropriate scientific terminology to communicate plans, ideas, and results related to the study of plant and animal cells. j.
Work cooperatively with team members to develop and carry out a plan to construct a representation (e.g., model, drawing, sculpture, or dance) of the structures and functions of plant and animal cells. k.
Analyze the strengths and weaknesses of various representations of the structure and function of plant and animal cells.
Outcome CS8.2
Demonstrate proficiency in the use of a compound light microscope to observe plant and animal cells. [SI] a.
Identify the parts of a compound light microscope, describe their functions, and describe how to use a compound light microscope correctly and safely. b.
Prepare samples of plant and animal cells for viewing by wet mounting and staining when necessary. c.
Calculate the magnification of a microscope, and estimate and determine the size of objects viewed through a microscope. d.
Use a microscope effectively and accurately to observe differences in structure between plant and animal cells and draw labelled diagrams of what is seen. e.
Show concern for self and others by safely planning and 
 carrying out activities involving microscopes, slides, and biological material.
Outcome CS8.3
Distinguish structural and functional relationships among cells, tissues, organs, and organ systems in humans and how this knowledge is important to
various careers. [CP, SI] a.
Pose questions about the composition of the human body such as “What are humans made of?”. b.
Research various ideas and theories, past and present, used to explain the composition of the human body (e.g., living organisms were made of air, fire, and water; and body is animated by spirit). c.
Analyze why cells and tissues are specialized in multi-cellular organisms. d.
Describe the function and provide examples of the four major types of tissue found in humans (i.e., muscle, nerve, epithelial, and connective tissue). e.
Construct a representation of the relationships among cells, tissues, organs, and organ systems in humans using examples from the respiratory, circulatory, digestive, excretory, and nervous systems. f.
Relate the needs and functions of various cells and organs to the needs and functions of the human organism as a whole.

g.
Summarize the main points of modern cell theory and identify the contributions of men and women, past and present, to the development of the theory. h.
Describe examples of science- and technology-based careers in Saskatchewan that require an understanding of cells and human body systems (e.g., lab and X-ray technicians, doctors, physiotherapists, nutritionists, and public health nurses).
Outcome CS8.4
Analyze how the interdependence of organ systems contributes to the healthy functioning of the human body. [CP, DM, SI] a.
Examine First Nations and Métis perspectives on the interdependence and connectedness of human body systems and the sacredness of life. b.
Show interest in science-related questions and issues by posing questions and defining practical problems related to the healthy functioning of the human body. c.
Describe how various body systems work together to accomplish tasks such as eating, running, and sleeping. d.
Provide examples of how the body reacts to internal and external stimuli such as viruses, bacteria, alcohol, drugs, dust, and temperature changes. e.
Analyze how organ systems work together to obtain and transport nutrients and oxygen, and to remove wastes from the body. f.
Analyze the impact of personal lifestyle choices (e.g., nutrition, exercise, smoking, drugs, and alcohol) on the functions and efficiency of the human respiratory, circulatory, digestive, excretory, and nervous systems. g.
Predict the impact of the failure or removal of one or more organs on the healthy functioning of the human body. h.
Discuss personal and societal ethical issues related to the use of various technologies (e.g., pacemaker, artificial hip, prosthetic limbs, and artificial heart) that support or replace ailing body systems. i.
Select and synthesize information from various sources to illustrate examples of conflicting evidence regarding the ways in which we should maintain our body (e.g., energy drinks, dairy products, vaccinations, and vitamin supplements). j.
Design and carry out an experiment, including identifying and controlling major variables, to compare and contrast the heart rate, breathing rate, and/or blood pressure of an individual during various levels of activity. k.
Suggest explanations for discrepancies in data related to variations in the heart rate, breathing rate, and/or blood pressure of the same individual during various levels of activity when an experiment is repeated.
Outcome OP8.1
Identify and describe, through experimentation, sources and properties of visible light including: o rectilinear propagation o reflection o refraction.

[SI] a.
Classify natural and artificial sources of light as incandescence or fluorescence (including phosphorescent, chemiluminescent, and bioluminescent). b.
Demonstrate that light is a form of energy, that light can be separated into a visible spectrum, and that light travels in straight lines in a uniform transparent medium. c.
Investigate the properties of shadows, including umbra and penumbra formation, and demonstrate how the existence of shadows provides evidence that light travels in straight lines. d.
Select appropriate methods and tools and use them safely when collecting data and information to investigate properties of visible light. e.
Estimate and measure angles of incidence and angles of reflection of visible light and determine the quantitative relationship between the angle of incidence and the angle of reflection. f.
Investigate characteristics and applications of specular and diffuse reflection, including the absorption of light by surfaces of different colour and made of different materials (e.g., coloured paper, white paper, aluminium foil, mirror, and water). g.
Describe applications of the laws of reflection in everyday life (e.g., sun dogs, rear view mirror, magician’s tricks, and the ability to see the Moon and other non-luminous bodies). h.
Describe qualitatively how visible light is refracted when passing from one substance to a substance of a different refractive index. i.
Predict how light will refract when passing into transparent media with different refractive indices (e.g., water, salt water, plastic, glass, and oil) and conduct an experiment to confirm or refute that prediction. j.
State a conclusion that explains how evidence gathered supports or refutes a prediction related to the refraction of light through media with different refractive indices.
Outcome OP8.2
Explore properties and applications of optics-related technologies, including concave and convex mirrors and lenses. [SI, TPS] a.
Investigate to determine how light interacts with transparent, translucent, and opaque materials. b.
Investigate to determine how light interacts with concave and convex mirrors and lenses, including the formation of real and virtual images. c.
Predict and verify the effects of changes in lens position on the size and location of images produced by a convex lens and/or mirror. d.
Receive, understand, and act on the ideas of others when trying other lenses or mirror combinations to obtain various light patterns. e.
Draw geometric ray diagrams to illustrate how light travels within optical devices such as pin-hole cameras, single lens reflex cameras, telescopes, microscopes, and periscopes. f.
Use a technological problem-solving process to design and construct a prototype of an optical device to address a student-defined problem based on findings related to an understanding of geometric optics. g.
Work collaboratively and safely with others to identify and correct practical problems in the way a prototype of an optical device functions.

h.
Provide examples of optics-related technologies that have enabled scientific research (e.g., lasers have enabled research in the fields of medicine and electronics; microscopes have enabled research in medicine, forensics, and microbiology; and fibre optics and the endoscope has facilitated medical research).
Outcome OP8.3
Compare the nature and properties of human vision with optical devices and vision in other living organisms. [CP, SI] a.
Identify questions to investigate arising from practical problems and issues related to human vision (e.g., “How are contact lenses crafted?”, “Do humans see colour the same way?”, and “What are some problems associated with human vision?”). b.
Illustrate, using a geometrical ray diagram, how the human eye sees objects. c.
Compare the functional operation of the human eye to that of a camera or other optical instruments in focusing an image. d.
Compare human vision with that of other vertebrates and invertebrates, including the function and design of the eye. e.
Explain how the human eye detects colour, and demonstrate that the ability to perceive colour may vary from person to person. f.
Explain how colours are produced, using both the additive and subtractive models of colour, and identify applications of the additive and subtractive models of colour in daily life, including the use of traditional dyes. g.
Describe the operation of optical technologies that enhance human vision (e.g., contact lenses, glasses, night vision scopes, and snow goggles).
Outcome OP8.4
Evaluate the impact of electromagnetic radiation-based technologies on self and community. [CP, DM, SI] a.
Describe the characteristics (i.e., wavelength, frequency, energy transferred, and typical sources) of different types of electromagnetic radiation, including infrared, visible light, ultraviolet, X-rays, microwaves, and radio waves. b.
Compare properties of visible light (e.g., relative energy, frequency, wavelength, and human perception) to the properties of other types of electromagnetic radiation, including infrared, ultraviolet, X-rays, microwaves, and radio waves. c.
Provide examples of uses of instruments that emit or detect different types of electromagnetic radiation (e.g., cordless phone, cell phone, GPS, wireless computer network, black light, X-ray photographic film, radio, and thermal imaging camera). d.
Analyze the design and function of a technology that incorporates electromagnetic radiation (e.g., microwave oven, solar cooker, sun tanning lamp, infrared heat lamp, radio, medical imaging X-ray, blacklight, UV fire detector, night vision goggles, infrared thermography, and radar) on the basis of student-identified criteria such as cost, usefulness, and impact on self, society, and the environment. e.
Defend a position on an issue or problem, identified through personal research, related to the impact of electromagnetic radiation-based technologies on self and community. f.
Identify new questions and problems that arise from what was learned about electromagnetic radiation (e.g., identify issues such as how and why to protect oneself against various forms of electromagnetic radiation).

Outcome FD8.1
Investigate and represent the density of solids, liquids, and gases based on the particle theory of matter. [SI, TPS] a.
Illustrate the relationship between mass, volume, and density of solids, liquids, and gases using the particle theory of matter. b.
Design and carry out processes, including the water displacement method, to determine the density of various regularly shaped and irregularly shaped materials. c.
Use instruments safely, effectively, and accurately for collecting data about the density of solids, liquids, and gases. d.
Measure the mass and volume of a variety of objects, record the data in tabular form, and display the data graphically. e.
Value accuracy, precision, and honesty when gathering data about the density of objects. f.
Interpolate or extrapolate from student-constructed graphs of density to determine the mass or volume of a substance. g.
Calculate the density of various regularly shaped materials using the formula d=m/v and using units of g/mL or g/cm³. h.
Compare the densities of common substances to the density of water and discuss practical applications that are based on differing densities. i.
Identify the effects of changes in temperature on the density of solids, liquids, and gases and explain the results using the particle theory of matter. j.
Describe situations in daily life where we see evidence that the density of substances changes naturally (e.g., molten lava as it cools, water ‘turning over’ at 4°C in the fall, air when mirages form) or is intentionally altered (e.g., air in a hot-air balloon, cream when it is churned and cooled).
Outcome FD8.1
Investigate and represent the density of solids, liquids, and gases based on the particle theory of matter. [SI, TPS] a.
Illustrate the relationship between mass, volume, and density of solids, liquids, and gases using the particle theory of matter. b.
Design and carry out processes, including the water displacement method, to determine the density of various regularly shaped and irregularly shaped materials. c.
Use instruments safely, effectively, and accurately for collecting data about the density of solids, liquids, and gases. d.
Measure the mass and volume of a variety of objects, record the data in tabular form, and display the data graphically. e.
Value accuracy, precision, and honesty when gathering data about the density of objects. f.
Interpolate or extrapolate from student-constructed graphs of density to determine the mass or volume of a substance. g.
Calculate the density of various regularly shaped materials using the formula d=m/v and using units of g/mL or g/cm³. h.
Compare the densities of common substances to the density of water and discuss practical applications that are based on differing densities.

i.
Identify the effects of changes in temperature on the density of solids, liquids, and gases and explain the results using the particle theory of matter. j.
Describe situations in daily life where we see evidence that the density of substances changes naturally (e.g., molten lava as it cools, water ‘turning over’ at 4°C in the fall, air when mirages form) or is intentionally altered (e.g., air in a hot-air balloon, cream when it is churned and cooled).
Outcome FD8.3
Investigate and describe physical properties of fluids (liquids and gases), including viscosity and compressibility. [SI] a.
Design and conduct an experiment to compare the viscosity of various fluids (e.g., water, syrup, oil, shampoo, glycerine, honey, ketchup, hand cream, and detergent) and identify variables relevant to the investigation. b.
Use appropriate vocabulary related to the study of fluids, including fluid, viscosity, buoyancy, pressure, compressibility, hydraulic, pneumatic, and density. c.
Demonstrate knowledge of Workplace Hazardous Materials Information System (WHMIS) standards by using proper techniques for handling and disposing of lab materials and by explaining the WHMIS labelling system. d.
Investigate the relationship between the temperature and viscosity of a liquid, controlling the major variables. e.
Use a temperature measuring technology, such as a temperature probe, effectively and accurately for collecting data to investigate the relationship between temperature and viscosity of a liquid. f.
Identify products in which viscosity is an important property (e.g., paint, hand lotion, motor oil, salad dressing, and condiments) and evaluate different brands of those products using student-developed criteria. g.
Predict and investigate the effect of applying external pressure to the behaviour of liquids and gases (e.g., squeezing a balloon, depressing a plunger in a syringe). h.
Describe situations in which pressure can be increased or decreased by altering surface area (e.g., snowshoes vs. boots, flat-heeled vs. high-heeled shoes, adaptive hoof shape of the woodland caribou, dual or triple tires on a tractor, and placing a thumb over the end of a garden hose). i.
Use the particle theory of matter to explain the differences in compressibility between liquids and gases. j.
Explore and explain qualitatively the relationship between pressure, volume, and temperature when liquids and gases are compressed or heated. k.
Show concern for safety of self and others when planning, carrying out, and reviewing procedures involving heating and compressing liquids and gases
Outcome FD8.4
Identify and interpret the scientific principles underlying the functioning of natural and constructed fluid systems. [CP, SI] a.
Describe how hydraulic or pneumatic pressure can be used to create a mechanical advantage in a simple mechanical device (e.g., hydraulic jack, air powered tools, hairstylist’s chair, and water spraying toy)

b.
Compare natural (e.g., circulatory and respiratory system) and constructed (e.g., hydraulic and air brakes, oil and gas pipelines, swimming pool circulation system, bicycle and other pumps, Archimedes screw, and automobile lifts) hydraulic and pneumatic fluid systems and identify advantages and disadvantages of each, using student-identified criteria such as cost and impact on society and the environment. c.
Use a technological problem-solving process to design, construct, and evaluate a prototype of a device that models the operation of a natural or constructed fluid system. d.
Work collaboratively to identify and correct problems in the way a prototype of a natural or constructed fluid system functions. e.
Apply given criteria for evaluating evidence and sources of information by testing a prototype of a natural or constructed fluid system in a variety of situations to ensure that the results were not due to chance. f.
Describe and explain the role of collecting evidence, finding relationships, proposing explanations, and imagination in the development of scientific knowledge related to fluids and fluid systems (e.g., finding relationships between density or pressure and change in temperature provides insights into practical uses for fluids). g.
Provide examples of Canadian contributions to the science and technology of fluids (e.g., submersibles, oil rigs and platforms, diving equipment, pumps, tires, and vacuum cleaners).
Outcome WS8.1
Analyze the impact of natural and human-induced changes to the characteristics and distribution of water in local, regional, and national ecosystems. a.
Construct visual representations of the world distribution of water, and the distribution of water in Saskatchewan, including watersheds, lakes, rivers, streams, river systems, wetlands, ground water, saline lakes, and riparian areas. b.
Compare physical characteristics of surface water features, such as lakes, rivers, streams, wetlands, and riparian areas. c.
Examine the significance of water to First Nations and Métis people of Saskatchewan, including water as an essential element of life, transportation, water quality, fishing practices, and treaty rights regarding fishing. d.
Apply the concept of systems as a tool for interpreting the structure and interactions of water systems by constructing representations of systems such as the water cycle, watersheds, and continental drainage basins and showing interrelationships between parts of the system. e.
Construct a written, visual, or dramatic representation of the water cycle, including showing or explaining how a single particle of water can travel through the cycle over extended periods of time. f.
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 (e.g., vegetation removal, water and sewage treatment plants, timber harvesting, over-application of fertilizers, agricultural and urban irrigation, impervious ground cover, land alterations, mining, introduction of invasive species, shoreline erosion, fluctuating lake levels, flooding, draining and/or channelling of surface water features, and damming of rivers). g.
Research a specific human practice or technology that may pose a threat to surface and/or groundwater systems in Saskatchewan and explain how different groups in society (e.g., landowner, consumer, business owner, recreational user, fisherman, government official, and farmer) may have conflicting needs and desires in relation to the practice or technology and how those decisions or actions of different stakeholders may or may not be addressed by scientific or technological knowledge.

h.
Evaluate individual and group processes used in planning, problem solving, decision making, and completing a task related to studying threats to water systems, such as accepting various roles in a group, sharing responsibility for carrying out decisions, and seeking consensus before making decisions.
Outcome WS8.2
Examine how wind, water, and ice have shaped and continue to shape the Canadian landscape. [DM, SI] a.
Explain how the processes of weathering, erosion, and deposition result from water movement and wave action, including how waves and tides are generated and how they interact with shorelines. b.
Plan and conduct a simulation to demonstrate how temperature differences cause water currents. c.
Explain the meaning and significance of the forces that shape the landscape to First Nations and Métis people. d.
Describe how the interactions of ocean currents, winds, and regional climates shape local, regional, national, and global environments. e.
Critique the design and function of technologies designed to minimize damage due to waves and tides (e.g., piers, breakwaters, dune vegetation, and coastline reconfiguration) in oceans and in-land water bodies. f.
Create a written, visual, physical, or dramatic representation of the processes that lead to the development of rivers, lakes, continental drainage systems, and ocean basins, including glaciation, continental drift, erosion, and volcanic action. g.
Relate factors that affect glacier formation and reduction and their effects on the environment to the formation of glacial landforms in
Saskatchewan (e.g., drumlins, moraines, eskers, and kettle lakes). h.
Identify factors that affect polar icecap formation and reduction and their effects on the environment, including possible changes to ocean currents and climate patterns. i.
Propose new questions and problems for future study that arise from the study of the effects of wind, water, and ice on the landscape (e.g., “How might changes in glaciers affect Saskatchewan water supplies?” “How might icecap melting change Canadian coastlines?”).
Outcome WS8.3
Analyze natural factors and human practices that affect productivity and species distribution in marine and fresh water environments. [CP, DM, SI] a.
Examine the ways in which First Nations and Métis people traditionally valued, depended upon, and cared for aquatic wildlife and plants in
Saskatchewan and Canada. b.
Identify diverse examples of organisms in a variety of marine and freshwater ecosystems (e.g., wetlands, lakes, rivers, salt marsh, estuary, ocean, and intertidal zone) and explain how biodiversity is an indicator of ecosystem health. c.
Identify factors that affect productivity and species distribution in aquatic environments (e.g., temperature, turbidity, sunlight, nutrients, salinity, water depth, currents, overfishing, upwelling, and pollutants). d.
Research a student-selected aquatic species, describe the characteristics of its environment, identify factors that could affect its productivity, and suggest methods of ensuring long-term viability of the species.

e.
Measure factors that provide indicators of water quality, such as temperature, turbidity, dissolved oxygen content, presence of nitrates or phosphates, and macroinvertebrates, from a variety of samples of water. f.
Interpret patterns and trends in water quality data, and infer and explain relationships among the variables. g.
Identify strengths and weaknesses of different methods of collecting and displaying data about water quality. h.
Describe examples of technologies used to assess water quality and how those technologies have changed over time. i.
Provide examples of how individuals and public and private Canadian institutions contribute to the sustainable stewardship of water through traditional knowledge and scientific and technological research and endeavours related to aquatic environments (e.g., marine research institutes, universities, federal and provincial government departments, and ecological groups) and identify possible careers related to the study and stewardship of water.
Outcome RE9.1
Examine the process of and influences on the transfer of genetic information and the impact of that understanding on society past and present. [CP,
DM] a.
Identify questions to investigate related to genetics. b.
Provide examples of genetic conditions whose causes and cures are not understood according to current scientific and technological knowledge
(e.g., some causes of male infertility, cystic fibrosis, Down’s syndrome, and muscular dystrophy). c.
Recognize that the nucleus of a cell contains genetic information and identify the relationship among chromosomes, genes, and DNA in transmitting genetic information. d.
Identify examples of dominant and recessive traits in humans and other living things. e.
Observe, collect, and analyze class and/or family data of human traits that may be inherited from parents (e.g., eye colour, chin shape, ear lobes, and tongue rolling). f.
Discuss environmental factors and personal choices that may lead to changes in a cell’s genetic information (e.g., toxins, carcinogens, pesticides, smoking, overexposure to sunlight, and alcohol abuse). g.
Provide examples of Saskatchewan and Canadian contributions to the science and technology of genetics and reproductive biology in plants and animals. h.
Select and synthesize information from various sources to illustrate how developments in genetics, including gene therapy and genetic engineering, have had an impact on global and local food production, populations, the spread of disease, and the environment.

i.
Describe careers in Saskatchewan or Canada that require an understanding of genetics or reproductive biology.
Outcome RE9.2
Observe and describe the significance of cellular reproductive processes, including mitosis and meiosis. [CP, SI] a.
Observe and describe cell division (e.g., binary fission, mitosis, and meiosis) using microscopes, prepared slides, and/or videos. b.
Construct a visual, dramatic, or other representation of the basic process of cell division as part of the cell cycle, including what happens to the cell membrane and the contents of the nucleus. c.
Recognize that the nucleus of a cell determines cellular processes. d.
Identify major shifts in scientific understanding of cell growth and division, including the role of microscopes and related technologies. e.
Explain how the cell theory accounts for cell division. f.
Compare binary fission, mitosis, and meiosis, and distinguish between cell division processes during meiosis and mitosis including the creation of diploid and haploid cells. g.
Relate cancer to cellular processes.
Outcome RE9.3
Describe the processes and implications of sexual and asexual reproduction in plants and animals. [SI] a.
Identify questions to investigate about sexual and asexual reproduction in plants. b.
Compare advantages and disadvantages of sexual and asexual reproduction for individual plants and animals, and for populations. c.
Describe various methods of asexual reproduction in plant species (e.g., budding, grafting, binary fission, spore production, fragmentation, and vegetative reproduction) and list specific examples. d.
Describe various methods of asexual reproduction in animal species (e.g., budding, parthenogenesis) and list specific examples (e.g., hydra, aphids, and hammerhead shark). e.
Investigate and describe applications of asexual reproduction knowledge and techniques in the Saskatchewan agricultural and/or forestry sector. f.
Describe the process of sexual reproduction in seed plant species, including methods of pollination. g.
Describe examples of sexual reproduction in animal species, including hermaphroditic species (e.g., Clownfish, wrasses, snails, and earthworms).
Outcome RE9.4
Analyze the process of human reproduction, including the influence of reproductive and contraceptive technologies. [SI, DM] a.
Pose questions about the process of human reproduction.

b.
Compare the structure and function of the male and female human reproductive systems, including the role of hormones. c.
Describe the major stages of human development from conception to birth, including reference to signs of pregnancy, X and Y chromosomes, zygote, embryo, and fetus. d.
Acknowledge differing cultural perspectives, including First Nations and Métis perspectives, regarding the sacredness, interconnectedness, and beginning of human life. e.
Provide examples of scientific knowledge that has resulted in the development of reproductive technologies (e.g., in vitro fertilization, artificial insemination, and embryo transfer) and contraceptive technologies (e.g., condoms, oral contraceptive pill, diaphragm, intra-uterine devices, sterilization, and the morning after pill). f.
Examine social and cultural issues related to the use of reproductive and/or contraceptive technologies in humans and defend a given position on an issue related to the use of reproductive and/or contraceptive technologies in humans.
Outcome AE9.1
Distinguish between physical and chemical properties of common substances, including those found in household, commercial, industrial, and
agricultural applications. [SI] a.
Demonstrate knowledge of Workplace Hazardous Materials Information System (WHMIS) standards by identifying WHMIS symbols that represent each category, examples of substances that belong within each category, and the risks and cautions associated with each category. b.
Explore local knowledge of properties of matter and traditional uses of substances, including medicines. c.
Share personal understandings about physical and chemical properties of matter. d.
Investigate common materials and describe them in terms of their physical properties such as smell, colour, melting point, boiling point, density, solubility, ductility, crystal shape, conductivity, hardness, lustre, texture, and malleability. e.
Classify substances found in household, commercial, industrial, and agricultural applications based on their physical and/or chemical properties. f.
Provide examples of how society’s needs for new products can lead to scientific research and technological developments based on understanding of physical and chemical properties of matter. g.
Investigate changes in the properties of materials and identify those that are indicators of chemical changes (e.g., change in colour, change in odour, formation of a gas or precipitate, or the release or absorption of thermal energy). h.
Use equipment, tools, and materials appropriately and safely when conducting investigations into physical and chemical properties of substances. i.
State a conclusion, based on experimental data, which supports or refutes an initial idea related to personal understanding of physical and chemical properties of matter. j.
Differentiate between physical and chemical properties of matter and physical and chemical changes in matter, based on observable evidence. k.
Provide examples to illustrate that scientific and technological activity related to chemistry takes place in a variety of individual and group settings within Saskatchewan.

Outcome AE9.2
Analyze historical explanations of the structure of matter up to and including: o Dalton model o Thomson model o Rutherford model o Bohr model of the atom.
[SI] a.
Propose personal explanations for the structure and/or composition of matter. b.
Use appropriate scientific terminology when describing atoms and elements (e.g., mass, charge, electron, proton, neutron, nucleus, atom, molecule, element, compound, neutral, positive, negative, ion, isotope, and periodic table). c.
Describe First Nations and Métis views on the nature and structure of matter. d.
Identify major shifts in understanding matter that have enabled more detailed explanations of the structure and composition of the atom up to and including the Bohr model of the atom. e.
Construct models to illustrate the structure and components of matter, including the major historical atomic models (e.g., Dalton, Thomson,
Rutherford, and Bohr), using information selected and synthesized from various sources. f.
Evaluate individual and group processes used in planning and completing a task related to constructing models of atoms and molecules. g.
Discuss strengths and limitations of models in science using historical and contemporary examples of atomic models. h.
Provide examples of technologies that have enhanced, promoted, or made possible scientific research about the structure of the atom (e.g., microscope, cathode ray tube, and mass spectrometer). i.
Pose new questions and problems that arise from what was learned about atomic structure (e.g., “Why do different molecules containing the same elements behave differently?” “How do atoms stick together in a molecule?” “Are there smaller particles than electrons, protons, and neutrons?”).
Outcome AE9.3
Demonstrate an understanding of the classification of pure substances (elements and compounds), including the development and nature of the
Periodic Table. [SI] a.
Differentiate between elements, compounds, and mixtures (mechanical mixtures and solutions), with reference to the terms homogenous and heterogeneous. b.
Classify pure substances as elements or compounds. c.
Construct a graphic representation of one or more elements that symbolizes each element in a meaningful way and contains relevant information such as name, atomic number, possible uses, and historical background.

d.
Identify examples of common elements (e.g., first 18 elements and K, Ca, Fe, Ni, Cu, Zn, I, Ag, Sn, Au, W, Hg, Pb, and U), and compare their atomic structure and physical and chemical properties. e.
Identify the eight elements that occur in nature as diatomic molecules (e.g., H ₂ , N ₂ , O ₂ , F ₂ , Cl ₂ , Br ₂ , I ₂ , and At ₂ ). f.
Identify and evaluate potential applications of understanding of the characteristics of elements (e.g., identify fertilizers as a possible application of elements, and evaluate the potential use of given elements when choosing a fertilizer). g.
Write and interpret chemical symbols or formulae of common elements and compounds and identify the elements and number of atoms of each in a given compound (e.g., He, Na, C, H ₂ O, H ₂ O ₂ , CO, CO ₂ , CaCO ₃ , SO ₂ , FeO, NO ₂ , O ₃ , CH ₄ , C ₃ H ₈ , NH ₃ , NaHCO ₃ , KCl, HCl, H ₂ SO ₄ , ZnO, and NaCl). h.
Construct Bohr model representations of the first 18 elements. i.
Trace the historical development of the modern periodic table and compare alternative arrangements that convey information about the classification of elements. j.
Apply the concept of systems as a tool by interpreting the organizational structure and patterns inherent within the periodic table, including periods, groups (families), atomic mass (mass number), atomic number, metals, non-metals, and metalloids. k.
Predict the physical and chemical properties of an element or family of elements (e.g., alkali metals, alkaline-earth metals, hydrogen, halogens, noble gases, and transition metals) based on its position within the periodic table. l.
Determine the number of protons and electrons in an atom given the atomic number of an element. m.
Determine the number of electrons, protons, and neutrons of an isotope of an element given the atomic number and mass number of an element. n.
Discuss the difference between the use of the terms “law” and “theory” in science with reference to the periodic law and the atomic theory of matter.
Outcome CE9.1
Demonstrate and analyze characteristics of static electric charge and current electricity, including historical and cultural understanding. [CP, SI, TPS] a.
Pose questions to investigate related to static electric charge and current electricity. b.
Gather evidence for the transfer of static electric charges, including charging by friction, charging by conduction, charging by induction, and electrostatic discharge and create written, visual, and/or dramatic representations of those processes. c.
State the properties of static electrical charges. d.
Examine how the importance of lightning in First Nations and Métis culture is conveyed through stories and legends. e.
Use a technological problem-solving process to design, construct, and evaluate the reliability of a device to detect static electrical charges, such as an electroscope. f.
Explain, with reference to electron transfer, the production of static electrical charges in some common materials such as flannel, fur, wood, plastic, rubber, and metal.

g.
Describe the operation of technologies that have been developed based on scientific understanding of static electric charge and discharge (e.g., air filters, fabric softeners, lightning rods, automotive painting, plastic wrap, grounding straps, Van de Graaff generator, and photocopiers). h.
Outline the contributions of people from various cultures to modern understanding of static electric charge and current electricity (e.g., Thales,
Robert Boyle, Benjamin Franklin, Michael Faraday, Nikola Tesla, Georg Ohm, Alessandro Volta, André-Marie Ampère, James Wimshurst, and Robert
Van de Graaff), and past and present careers that require an understanding of static electric charge and current electricity. i.
Identify dangers to the human body associated with static electric charge and discharge, and current electricity, and discuss how technologies such as grounding straps, lightning rods, grounded plugs, fuses, and circuit breakers are designed to minimize such dangers. j.
Design and safely conduct an investigation to determine the resistance of various materials such as copper wire, Nichrome wire, graphite, rubber tubing, wood, glass, distilled water, and ionic solutions to electric current. k.
Differentiate between conductors, insulators, and superconductors in electric circuits. l.
Differentiate between a complete circuit, a closed circuit, an open circuit, and a short circuit. m.
Describe the flow of charge in an electrical circuit based on the particle theory of matter and electron transfer.
Outcome CE9.2
Analyze the relationships that exist among voltage, current, and resistance in series and parallel circuits. [SI] a.
emonstrate the importance of using precise language in science and technology by formulating operational definitions for voltage, resistance, and current. b.
Demonstrate the role of switches and variable resistors in series and parallel circuits, and identify practical examples of switches and variable resistors in daily life. c.
Model the characteristics of series and parallel circuits using analogies or visual and/or physical representations. d.
Use an ammeter, voltmeter, and/or multimeter safely and accurately to measure current and voltage of a variety of student-constructed series and parallel circuits, and identify potential sources of error in instrument readings. e.
Display data from the investigation of voltage, current, and resistance in series and parallel circuits in tabular form and graphically. f.
Calculate values of unknown quantities in electric circuits using Ohm’s Law (I = V/R). g.
Model, using appropriate standard circuit diagram symbols, series and parallel circuits that include an energy source, one or more switches, and various loads designed to accomplish specific tasks (e.g., household lighting, flashlight, electric fan, blender, coffee maker, toy vehicle, and automotive lighting). h.
Rephrase questions related to electric circuits in a testable form (e.g., rephrase a question such as “Why do we use parallel circuits in household wiring?” to “How do the voltage and current in a series circuit compare with those in a parallel circuit?”).
Outcome CE9.3

Assess operating principles, costs, and efficiencies of devices that produce or use electrical energy. [SI, TPS] a.
Explain the energy transformations involved in devices that use or produce light, heat, sound, motion, and magnetic effects (e.g., toaster, light bulb, thermocouple, oven, refrigerator, television, hair dryer, kettle, fan, electric blanket, and remote-controlled toy vehicle). b.
Use a technological problem-solving process to collaboratively design, construct, and evaluate a prototype of an electric motor that meets studentidentified criteria or solves a student-identified problem. c.
Calculate the efficiency of common energy-converting devices and suggest reasons why the efficiency is always less than 100%. d.
Interpret the energy efficiency rating of household electrical appliances and calculate their costs of operation in Saskatchewan over a given time by identifying the power rating and using the formula Cost = Power x time x rate. e.
Evaluate the design of a household electrical appliance on the basis of criteria such as function, cost, and impact on daily life and the environment, and suggest alternative designs that are more sustainable. f.
Identify, and suggest explanations for, discrepancies in variations in the monthly costs of electrical energy for a household or business. g.
Make informed decisions about personal use of devices that use electrical energy, taking into account environmental and social advantages and disadvantages. h.
Propose a course of action to reduce the consumption of electrical energy in Saskatchewan, taking into account personal, societal, and environmental needs.
Outcome CE9.4
Critique impacts of past, current, and possible future methods of small and large scale electrical energy production and distribution in Saskatchewan.
[DM, TK] a.
Provide examples of how technological developments related to the production and distribution of electrical energy have affected and continue to affect self and community, including electricity use on reserves, traditional lands, and traditional life in Saskatchewan. b.
Compare the operating principles, efficiency, lifespan, and safety, of past and current technologies developed to produce and store electrical energy, (e.g., electrochemical cells, wet cells, dry cells, and batteries) in the home, business, and industry. c.
Discuss the merits of primary and secondary cells and explain why secondary cells are not always appropriate to meet certain needs for electrical energy. d.
Illustrate and describe the transfer and conversion of energy from a typical generating station to a home in Saskatchewan, including the role of transformers. e.
Assess the efficiency and impact of large scale versus small scale electrical energy distribution systems for home, business, agricultural, and industrial applications. f.
Describe scientific, technological, societal, and environmental perspectives related to past, current, and proposed large-scale methods of electrical energy generation in Saskatchewan (e.g., hydroelectric dams, coal and natural gas-fired plants, wind turbines, solar energy, geothermal, biomass, and nuclear plants).

g.
Evaluate evidence and sources of information created by 
 different stakeholders related to various methods of 
 electrical energy production in
Saskatchewan, including 
 alternative energy sources such as geothermal, biomass, clean coal, and co-generation.
Outcome EU9.1
Inquire into the motion and characteristics of astronomical bodies in our solar system and the universe. [SI] a.
Pose questions about the characteristics of and relationships between astronomical bodies. b.
Observe and identify movement patterns of the major visible bodies in the night sky. c.
Compare historical and modern explanations for the real and apparent motion, including real and apparent retrograde motion, of celestial bodies
(e.g., sun, moon, planets, comets, and asteroids) and artificial satellites. d.
Create a physical and/or visual representation of the apparent motion of astronomical bodies, including retrograde motion, as seen from various locations within our solar system. e.
Compare the efficacy of various historical and contemporary models of planetary motion, including geocentric and heliocentric models, for explaining observed astronomical phenomena. f.
Describe and explain the role of experimentation, collecting evidence, finding relationships, proposing explanations, and imagination in the development of scientific knowledge of the solar system and universe (e.g., explain how data provided by astronomy, radio astronomy, satellitebased astronomy, and satellite exploration of the sun, planets, moons, and asteroids contribute to our knowledge of the solar system). g.
Conduct an experiment, simulation, or demonstration to investigate the motion and/or characteristics of one or more astronomical bodies. h.
Compare the composition and physical characteristics of astronomical bodies within the solar system, including the planets, comets, asteroids, and meteors, using appropriate scientific terminology and units (e.g., light years, astronomical units). i.
Describe the effects of solar phenomena, including sunspots, solar flares, and solar radiation, on Earth. j.
Classify the major components of the universe, including stars, quasars, black holes, nebulae, and galaxies, according to their distinguishing physical characteristics. k.
Organize data about the characteristics of the major components of the solar system or universe using tables, spreadsheets, charts, and/or diagrams and draw conclusions about those characteristics specifically and the solar system and universe generally. l.
State a prediction and a hypothesis about astronomical 
 phenomenon based on background information or an 
 observed pattern of events (e.g., predict the next visit of a comet based on past observations, predict the location of Venus or Mars over a period of days).
Outcome EU9.2
Analyze scientific explanations of the formation and evolution of our solar system and the universe. [SI] a.
Describe scientific theories on the formation of the solar system, including planets, moons, asteroids, and comets.

b.
Describe scientific theories and models of the origin and evolution of the universe and the observational evidence that supports those theories (e.g., red shift of galaxies, cosmic microwave background radiation, and abundance of light elements). c.
Construct and critique a visual representation of the life cycle of stars using appropriate scientific terminology and identify strengths and weaknesses of the representation. d.
Explain the need for new evidence in order to continually test existing theories in science (e.g., explain the need for new evidence obtained from space-based telescopes and close-up observations by satellites, which can reinforce, adjust, or reject existing inferences based on observations from Earth). e.
Identify new questions and problems that arise from what was learned about the origins of the universe (e.g., “What are the limits of space travel?”,
“How old is the Universe?”, and “Is Earth the only suitable home for humans?”).
Outcome EU9.3
Examine how various cultures, past and present, including First Nations and Métis, understand and represent astronomical phenomenon. [CP] a.
Describe First Nations and Métis perspectives on the origin of the solar system and the universe. b.
Identify how worldviews related to astronomical phenomenon are expressed through First Nations and Métis stories and oral traditions. c.
Explain the importance many individuals and cultures place or have placed on the summer and winter solstices and vernal and autumnal equinoxes. d.
Identify common characteristics of stories, past and present, describing the origin of the world from various cultures and those in fantasy literature.
Outcome EU9.4
Analyze human capabilities for exploring and understanding the universe, including technologies and programs that support such exploration. [DM,
TPS] a.
Identify the major advances of the Canadian, North American, and other space programs that have enabled space probes and human spaceflight exploration of the solar system and universe. b.
Use a technological problem-solving process to design and evaluate a prototype of a habitable space vehicle that could support human exploration beyond our solar system to a student-selected destination. c.
Identify potential physical and psychological barriers to exploring and/or living in the universe beyond the inner solar system. d.
Calculate theoretical values of the time for light or spacecraft at a given speed to travel to a distant star or other astronomical object. e.
Conduct appropriate research and defend a given position on the economic and societal benefits of space exploration. f.
Describe particular technologies designed to explore natural phenomena, extend human capabilities, or solve practical problems related to exploring and understanding the universe (e.g., quadrant, astrolabe, cross-staff, optical telescope, star chart, radio telescope, satellite, space-based telescope, unmanned probe, and robotics).

g.
Describe and apply techniques for determining the position of objects in space using the horizontal (e.g., azimuth and altitude) and equatorial coordinate systems (e.g., declination and right ascension). h.
Provide examples of how Canadian research projects in space science and technology are supported by governments, universities, and private agencies. i.
Research space science careers in Canada (e.g., astronauts, astrophysicists, materials technologists, pilots, and computer programmers). j.
Describe possible positive and negative effects of a particular scientific or technological development related to space exploration, and explain why a practical solution requires a compromise between competing priorities (e.g., describe effects such as the spinoffs from space technologies to everyday usage and the potential military use of space exploration, and recognize the need to evaluate these effects).

Outcome DL6.1 Recognize, describe, and appreciate the diversity of living things in local and other ecosystems, and explore related careers. [CP, SI]
I can…
I can list the characteristics that define all living things : are made up of one or more cells, require energy for life processes, respond to stimuli in their environment, and have the ability to reproduce.
I can make up a list of the living things in my area using journaling, a nature walk, sketching, drawing, photographing, video recording, or other means.
I can treat thing carefully so as not to harm them or their homes when observing ecosystems.
I can make a list of the living things in different terrestrial and aquatic habitats (e.g., grasslands, forests, tundra, deserts, rivers, ponds, and oceans) using print, video, and/or online resources.
I can tell you how First Nations and Métis art and storytelling show how things move and behave and show how they value all living things.
I can pick out some science and technology-related jobs which need me to know something about the many different types of living things in our world. ( naturalist, zoo keeper, palaeontologist, and wildlife biologist).
Outcome DL6.2 Examine how humans organize understanding of the diversity of living things. [CP, SI]
I can…
I can make and use a classification system to sort living things into groups using my own ideas of what makes them the same or different.
I can sort my own thoughts as well as other students’ ideas when (including differing worldviews) when making a classification chart by asking questions, sharing stories, and commenting on my classmates ’ classification charts.

I can show how other classification systems can be used to sort and group the same set of things and tell you how people can build and fix classification systems to do other things ( sort parts, food in a store, find out what something is).
I can look at and try to understand how local First Nations and Métis organize and understand living things (e.g., two-leggeds, four-leggeds, winged-ones, swimmers, trees, and grasses) and why they do that (e.g., where animals are found, how animals move, and the uses of plants).
I can tell you how different parts of First Nations and Métis way of seeing the world (e.g., holistic, interconnectedness, valuing of place-based knowledge) effect how they sort and look at living and non-living things.
I can show my understanding of the variety of living things on Earth by making a visual representation (e.g., poster, mobile, slide show, and web page) showing examples from each kingdom of the five kingdom taxonomic model: monera, protists, fungi, plants, and animals.
I can choose and use the right science words to communicate ideas about the diversity of living things (e.g., biotic, abiotic, kingdom, phylum, monera, protist, fungi, plant, animal, vertebrate, and invertebrate).
I can argue about why the way scientists sort and organize, and name living things can sometimes be better than relying on common, local, or personally chosen names.
Outcome DL6.3 Analyze the characteristics and behaviours of vertebrates (i.e., mammals, birds, reptiles, amphibians, and fish) and invertebrates. [SI]
I can…
I can pick out and list characteristics of vertebrates and invertebrates and classify animals as vertebrates or invertebrates from drawings, videos, pictures, lists, and/or personal observations.
I can compare and represent characteristics and behaviours (e.g., body shape, body description, method of respiration, method of reproduction, method of movement, and method of feeding) of student-selected examples of vertebrates.
I can compare and represent characteristics and behaviours (e.g., body shape, body description, method of respiration, method of reproduction, method of movement, and method of feeding) of student-selected examples of

invertebrates (e.g., arthropods, annelids, cnidarids, echinoderms, molluscs, and nematodes).
I can make up my own questions to find out for myself about the characteristics and behaviours of animals.
I can suggest reasons why biological classification systems of today for living things are based on characteristics of their insides rather than just on the outside appearance or behaviour.
Outcome DL6.4 Examine and describe structures and behaviours that help: individual living organisms survive in their environments in the short term species of living organisms adapt to their environments in the long term.
[CP, DM, SI]
I can…
I can ask questions to find out how living things survive where they live ( e.g., “What advantage are different beaks for birds?”, “Why do owls turn their heads to look sideways?”, “Why do rabbits change colour at different times of the year?”, “Why do caribou migrate?”, “Why do ground squirrels hibernate?”).
I can s how interest and curiosity in learning about organisms’ adaptations to different environments by journaling, participating in a nature walk, or sharing science-related information about adaptations (gathered from print or video resources or personal experience) with classmates.
I can list examples of how living things are made or how they act where they live including seasonal changes, which help living things survive for their whole life.
I can describe examples of adaptations to structures and behaviours (e.g., flippers, webbed feet, night-time vision, wide wings, camouflage colouring, migration, and hibernation) that have helped living things to adapt to their environments in the long term.
I can explain how scientists use fossils and the fossil record as a source of information to identify changes or diversity in species over long periods of time.
I can suggest reasons why some species have or might become endangered or extinct.

I can gather information from a variety of sources (e.g., Elder, traditional knowledge keeper, naturalist, textbook, non-fiction book, museum display, encyclopedia, and website) to answer questions from my classmates about the adaptations of organisms.
I can compare closely-related animals that live in different parts of the world and give my own explanations for any differences in their structures and behaviours.
I can research the advantages of particular structures or behaviours of organisms that suit different environments
(e.g., how different bird beaks are best suited to obtain different types of food, how different types of foot structure are best suited for different environments).
I can suggest reasons to explain how results of similar and repeated studies of the adaptations of organisms may be different from each other and suggest possible explanations for why they are different. (e.g., independent studies may reveal different responses by polar bears to temperature changes or pollution).
Outcome DL6.5 Assess effects of micro-organisms on past and present society, and contributions of science and technology to human understanding of micro-organisms. [CP, DM, SI]
I can…
I can choose and correctly use appropriate tools (e.g., magnifying glasses, optical microscopes, and video microscopes) to study living organisms that cannot be seen with the naked eye.
I can observe and represent, using words and diagrams, characteristics of micro-organisms obtained from student- or teacher-collected water samples (e.g., bottled water, tap water, rain barrel, pond, creek, slough, and river water).
I can explain how micro-organisms meet their basic needs, including moving around and obtaining food, water, and oxygen.
I can make up and do my own investigation about the things that can change how quickly micro-organisms break down organic matter (e.g., build a composter in a 2L plastic bottle and vary conditions such as the amount of water, soil, light, and combinations of waste products).
I can comp are cultural (including First Nations and Métis), historical, and scientific understandings and explanations of disease, including the contributions of scientists such as John Snow and Louis Pasteur to the germ theory.

I can judge the accuracy and realism of representations of micro-organisms in a variety of texts (e.g., science fiction, cartoons, movies, music, and poetry).
I can discuss positive and negative ways that micro-organisms effect people (e.g., food production and spoilage, fermentation, pasteurization, water and sewage treatment, human digestion, composting, disease spread and prevention, and biological warfare).
Outcome EL6.1 Assess personal, societal, economic, and environmental impacts of electricity use in
Saskatchewan and propose actions to reduce those impacts. [CP, DM]
I can…
I can give examples of the types of energy sources used to provide heat and light to homes in the past and describe ways that electricity has changed the way people work, live, and interact with the environment in
Saskatchewan.
I can describe how electrical energy is generated from hydroelectric, coal, natural gas, nuclear, geothermal, biomass, solar, and wind sources and categorize these resources as renewable or non-renewable.
I can locate and sort by type, the larger electrical energy generation places in Saskatchewan and explain how electrical energy is moved from those places to other places throughout the province.
I can identify what makes the amount of electricity that we use increase and decrease at home, school, and at work and suggest ways of decreasing electrical energy use that can help to conserve natural resources and protect the environment.
I can explain some possible dangers of electricity at home, school, and the workplace and suggest ways individuals can make electricity less dangerous.
I can research employers and careers related to electrical energy generation, distribution, and conservation in
Saskatchewan.

Outcome EL6.2 Investigate the characteristics and applications of static electric charges, conductors, insulators, switches, and electromagnetism. [SI]
I can…
I can do experiments to show the attraction and repulsion of electrostatically charged materials and show the results of those investigations using drawings, sketches, tables, charts, and/or other representations.
I can describe how results of experiment about the characteristics of static electric charges (e.g., the rubbing together of different substances) can be different from the next time you do the same experiment and suggest possible reasons as to why they were different.
I can identify natural and man-made uses of static electric charge and discharge (e.g., lightning, photocopiers, laser printers, air filters, and electrostatic paint sprayers).
I can ask questions related to the physical properties of conductors, insulators, simple circuits, and electromagnets
(e.g., “How can we determine if an unknown material is a conductor or an insulator?”, “How does a switch work in a simple electric circuit?”, “What materials work best to create an electromagnet?”).
I can make predictions about how conductors, insulators, simple circuits and electromagnets will work and conduct investigations to test those predictions.
I can pick out the right tools, instruments, and materials (e.g., bulbs, batteries, and wires) to use when investigating the properties of conductors, insulators, simple circuits, and electromagnets and use those tools and apparatus safely and properly.
I can test the conductivity of a variety of solids and liquids, following a given set of procedures, to show which materials are conductors and which are insulators, and draw conclusions about the types of materials that work best as conductors and which work best as insulators.
I can explain the role of switches in electrical circuits.
I can describe the operation of an electromagnet and contrast magnets and electromagnets.
I can plan a set of steps to carry out a fair test of a science-related idea related to electromagnets, such as how to increase the strength of an electromagnet.

I can use evidence gathered through research and observation to answer questions related to the physical properties of conductors, insulators, simple circuits, and electromagnets.
I can describe the operation of common technologies based on properties of static electricity, current electricity, or electromagnetism.
Outcome EL6.3 Explain and model the properties of simple series and parallel circuits. [SI, TPS]
I can…
I can state the needed parts in a simple electric circuit (e.g., a source of electrical energy, a closed path to conduct electrical energy, and a load to convert the electrical energy into another form of energy).
I can compare a variety of electrical pathways by constructing simple circuits.
I can tell the difference between a closed circuit, open circuit, and short circuit.
I can ask good questions in order to solve problems with circuits. (e.g., “What happens when a light bulb is removed from a series or parallel circuit?”, “How can I create a simple circuit using only a battery, light bulb, and one wire?”, “How are light circuits in a house wired?”).
I can build and test a few different kinds of simple electric circuits to show how series and parallel circuits are the same or different.
I can draw electrical circuit diagrams to show simple series and parallel circuits using proper symbols (e.g., battery, conductor, light bulb, motor, and switch).
I can build simple circuits to show how electricity can be controlled to produce light, heat, sound, motion, and magnetic effects.
I can design, construct, and troubleshoot an electrical circuit that meets one or more requirements as picked out by my classmates.

Outcome FL6.1 Examine connections between human fascination with flight and technologies and careers based on the scientific principles of flight. [CP, DM, SI]
I can…
I can observe and describe the different parts and their changes that help birds (e.g., ravens, hawks, loons, geese, hummingbirds, sandpipers, cranes, and sparrows), insects (e.g., mosquitoes, dragonflies, grasshoppers, bees, wasps, and butterflies), and bats to fly.
I can s how how First Nations and Métis art and storytelling make understanding of and respect for birds important.
I can look at how flying and floating animals and plants helped start and continue the effect how we make flying things. (e.g., initial attempts at trying to fly were based on observations of birds).
I can research the issues that needed to be looked at in getting man made things to fly (e.g., balloons, kites, gliders, airplanes, helicopters, and rockets) and explain how various creative solutions to those problems have resulted in the development of flying devices with different designs.
I can talk about historical and current contributions of individuals, including Canadians, who have added to our understanding of flight.
I can d escribe examples of traditional and modern technologies developed by First Nations, Métis, and other cultures that are based on principles of flight (e.g., atlatl, bow and arrow, slingshot, catapult, boomerang, and trebuchet).
I can explain how inventions based on principles of flight have changed the way people work, live, and interact with the environment locally, nationally, and globally (e.g., bush planes in northern Saskatchewan, scheduled airline travel, supply of cargo to remote communities and mine sites, and transoceanic air travel).
I can explain why some jobs in Canada need an understanding of flight.
Outcome FL6.2 Investigate how the forces of thrust, drag, lift, and gravity act on living things and constructed devices that fly through the air. [SI]

I can…
I can draw how the forces of thrust, drag, lift, and gravity act on living things or devices that fly through the air.
I can use the proper terms (e.g., thrust, drag, lift, and gravity) when talking about flight.
I can make up questions about flight and rephrase those questions in a testable form (e.g., rephrase a question such as “Why can some gliders travel farther than others?” to “What effect does wing shape have on the distance a glider can travel?”).
I can describe what lift is and how it works in allowing devices or living things to fly.
I can figure out how lift is changed by the shape of a surface by planning and carrying out steps to investigate the effect of wing shape on lift.
I can describe and show ways to change the drag in flying devices, such as a bird spreading wings or an airplane employing flaps.
I can give examples of how science and technology have been used to solve problems related to drag in devices that fly.
I can compare the sources of thrust of various constructed flying devices including the propeller, jet engine, and solid or liquid-fuelled rocket.
Outcome FL6.3 Design a working prototype of a flying object that meets specified performance criteria.
[TPS]
I can…
I can judge and compare the characteristics of flying objects (e.g., balloon, kite, glider, airplane, helicopter, and rocket).
I can make a new design that my classmates will identify as to how a flying object will behave and look.
I can work together with classmates to choose how to judge the performance and looks of a new kind of flying object.
I can choose and use appropriate tools in building a new kind of flying object.

I can work with others in judging by picking out what is good and bad when we test out our new types of flying objects.
I can show and explain why it is important to pick out the proper ways to investigate scientific questions and solve technological problems (e.g., explain why it is important to change one variable while keeping others constant in designing and testing prototypes of flying objects).
I can go through my own experiment to see what I did right and wrong and then come up with some ways to improve a new design that I made.
I can make a report that clearly shows the procedures and results of an investigation about a new design showing how to construct, test, and evaluate the design ( a technical design report).
I can Identify new questions or problems about flight that arise through the prototype design process.
I can propose designs for futuristic flying devices that meet a particular need as picked out by me or my classmates.
Outcome SS6.1 Research and represent the physical characteristics of the major components of the solar system, including the sun, planets, moons, asteroids, and comets. [CP, SI]
I can…
I can gather and put together the important points about the physical characteristics of the major parts of the solar system.
I can look at what is happening today and in the past that has helped us look at the main parts of the solar system.
I can build a timeline of Canadian and worldwide research efforts that have helped us understand the major components of the solar system.
I can make judgments about how useful different sources of information are about the physical characteristics of the

solar system.
I can use star charts and astronomy guides to investigate the night sky, including constellations, and record observations using notes in point form, data tables, simple diagrams, and/or charts.
I can d escribe objects in the heavens, as indicated through First Nations and Métis art and stories or by Elders or traditional knowledge keepers.
I can make a scale-distance and/or scale-size models to represent the major components of the solar system.
I can evaluate the usefulness and accuracy of scale-distance and scale-size models of the major components of the solar system.
I can explain how evidence is continually questioned in order to improve and check our scientific knowledge about the solar system.
Outcome SS6.2 Assess the efficacy of various methods of representing and interpreting astronomical phenomena, including phases, eclipses, and seasons. [CP, SI]
I can…
I can examine how people of different cultures, including First Nations, have recorded (e.g., medicine wheel, Mayan calendar, Stonehenge, pyramids) and used understandings of astronomical phenomena (e.g., positions of the stars and/or planets) to solve practical problems such as the appropriate time to plant and harvest crops, to support navigation on land and water, or to foretell significant events through stories and legends.
I can look at ways in which people have shown interest in astronomical phenomena through music, dance, drama, visual art, or stories.
I can show the importance of selecting appropriate processes for investigating scientific questions and solving technological problems by explaining why astronomy is considered a part of science but astrology is not.
I can share my personal explanations for the causes of seasons, phases, and eclipses.
I can show how Earth’s rotation causes the day and night cycle and how Earth’s 23.5° tilt and revolution around the sun causes the yearly cycle of seasons.

I can share my explanations for how the yearly cycle of seasons might differ if Earth’s axis were not tilted.
I can look at other models of seasons and explanations for those models (e.g., the six-season model of the
Woodland Cree, the rainy and dry seasons of some tropical and subtropical regions).
I can show the relative positions of the sun, Earth, and moon to demonstrate moon phases and lunar and solar eclipses.
I can propose questions related to astronomical phenomena to investigate using models and simulations, such as
“Do other planets exhibit phases?”, “How would seasons on Earth differ if Earth were not tilted?”, “How would patterns of eclipses change if the sun, Earth, or moon were different diameters or positioned at different locations?”.
Outcome SS6.3 Evaluate past, current, and possible future contributions of space exploration programs including space probes and human spaceflight, which support living and working in the inner solar system.
[DM, TPS]
I can…
I can make a timeline of Canadian and worldwide space exploration programs related to living and working in space, including how other countries have worked together.
I can investigate how astronauts are able to meet their basic needs (e.g., food, water, shelter, and waste elimination) while living and working in space.
I can research the various work roles and worldwide locations required to support human spaceflight programs.
I can describe list times when scientific ideas and discoveries have led to new inventions and applications (e.g., lunar buggy, space shuttle, Canadarm, Dextre, and the International Space Station) that help people live in space and which have led to other discoveries about living and working in space.
Identify potential personal, societal, technological, and environmental barriers to living and working in space.
Design a model of a habitable space vehicle that can travel to and return from a student-selected location in the inner solar system.
Investigate the work being done in preparation for future space travel and make predictions about future achievements related to living and working in space.

I can …
I can gather information about traditional Indigenous practices with respect to the relationships and connections between people and their ecological environment.
I can examine key aspects of Indigenous knowledge and First Nations and Métis people’s practices that contribute to understanding of ecosystems and the interactions of their components.
I can provide specific examples of Indigenous knowledge in understanding the components of their ecosystems.
I can describe the ways that traditional Indigenous knowledge about respect and responsibility for the land, self, and others has been transmitted over many years, including the oral tradition.
I can …
I can illustrate the ecological organization of life within the biosphere, using specific examples of species, populations, communities, ecosystems, and biomes.
I can provide examples of ecosystems of varying sizes and locations, including their biotic and abiotic components.
I can conduct a field study to observe, record (using sketches, notes, tables, photographs, and/or video recordings), and identify biotic and abiotic components of a local ecosystem.
I can show respect for all forms of life when examining ecosystems.
I can examine the biotic and abiotic components of distant ecosystems using photographs, videos or on-line resources.
I can choose and use appropriate instruments (e.g., magnifying glass, thermometer, light meter, hand-held microscope, and digital camera) safely, effectively, and accurately to observe and illustrate biotic and abiotic components of ecosystems.
I can compile and display ecological data to illustrate the various interactions that occur among biotic and abiotic components of ecosystems.
I can identify strengths and weaknesses of different methods of collecting and displaying ecological data (e.g., compare field observations of an ecosystem with observations from a video or television program, compare a food chain with a food web).

I can classify organisms in a variety of ecosystems as producers, consumers, or decomposers and further classify consumers as herbivores, carnivores, or omnivores.
I can interpret interdependence within natural systems by constructing food chains and food webs to illustrate the interactions among producers, consumers, and decomposers in a particular ecosystem.
I can construct a classification key, using appropriate scientific terminology, which will enable classmates to differentiate between producers, consumers, and decomposers.
I can provide examples of organizations in Canada that support scientific research related to ecosystems (e.g., environmental conservation groups, federal and provincial government departments, agricultural and marine institutes, universities, and colleges).
I can identify and evaluate potential impacts on energy flow and the cycling of matter of the removal of one or more living organisms from a specific ecosystem.
I can provide examples of scientific knowledge that has resulted in the development of technologies designed to assist in managing aspects of ecosystems (e.g., understanding the effect of nitrogen, phosphorus, and potassium on plant growth led to the production of specific formulations of fertilizers, knowledge of how micro-organisms help break down matter led to the development of composting bins).
I can …
I can identify evidence of ecological succession in ecosystems, using the concepts of pioneer species, climax community, primary succession, and secondary succession, and by identifying changes in plant and animal life in the ecosystem.
I can propose ecologica l questions to investigate arising from practical problems and issues (e.g., “What is the impact of clearing land for farming?”, “How could a community prolong the life of its landfill site?”, “How could a community reduce the amount of garbage it produces ?”, “What is the impact of a sports field being constructed in a particular location?”).
I can predict what a specific ecosystem (e.g., clear-cut forest, abandoned sports field, abandoned farm yard, abandoned rail line, ditch, driveway, or sidewalk) will look like in the future (e.g., 5, 10, and 25 years) based on characteristics of the area and long-term changes observed in similar ecosystems.
I can identify and refine questions and problems related to the effects of natural or human influences on a particular ecosystem.

I can select and synthesize information from various sources to develop a response to specific questions related to natural or human influences on a particular ecosystem.
I can propose a course of action or defend a given position on a local ecological issue or problem related to natural or human influences on a particular ecosystem, taking into account scientific, societal, technological, and environmental factors.
I can be sensitive and responsible in maintaining a balance between human needs and a sustainable environment by considering both immediate and long-term effects of their course of action or stated position.
( Resources listed are in addition to the Saskatchewan Science texts currently in use)
I can …
I can observe and identify both qualitative (sensory) and quantitative (measureable) physical properties of different materials.
I can describe the characteristics of pure substances.
I can describe the characteristics of mixtures.
I can compare and contrast the characteristics of mechanical mixtures and solutions.
Resource
May cover in Heat and
Temperature
Science Power 7
4.3
Science Power 7
4.1, 4.2, 4.3
Science Power 7
4.2, 5.1, 5.2, 5.3
Science Power 7
4.1
I can compare and contrast the characteristics of homogeneous and heterogeneous mixtures.
I can show my understanding of the particle theory of matter by creating representations
(e.g. role play, illustration, model, animation, etc.) of pure substances, mechanical mixtures and solutions.
I can classify products from my home as: elements, compounds, mechanical mixtures and solutions.
I can state the main points of the particle theory of matter.
Science Power 7
4.3
(May cover in heat section)
Science Power 7
4.1
I can apply my understanding to real life situations.
I can work cooperatively with my classmates to find answers to scientific questions.
Science Power 7
(May cover in heat)
Science Power 7
4.1, 4.2, 5.3, 6.3
Self-assessment

May use checklist or classdeveloped rubric
I can …
I can describe and apply various techniques for separating mixtures (e.g. filtration, evaporation, distillation, magnetism and chromatography).
Resource
Science Power 7
- evaporation 4.2
- distillation 5.2
- sugar and petroleum 6.3, 5.3
Science Power 7
5.3
I can explore examples of different separating techniques used in the past (e.g. settling, sifting, filtering, fusion, distillation, and chromatography).
I can design and conduct my own experiment to find out which method of separation is best for separating a mixture.
I can use the scientific method to design and conduct my experiment. (teacher-guided inquiry by providing choices)
Science Power 7
Throughout sections 4, 5 and 6
I can use all lab equipment safely during all activities.
I can show my understanding of WHMIS standards.
I can design a process or a piece of equipment for separating a specific type of mixture.
I can apply my understanding by asking extending questions about real life situations (e.g.
“Are there mixtures that cannot be separated?” or “What techniques are used to remove pollutants from air and water?”).
Science in Action 7
Toolbox
- include extension questions in lessons
- class discussion
I can … Resource
I can describe solutions using the particle theory of matter.
I can understand and use science terms for describing solutions: dilute, concentrated, saturated, unsaturated, supersaturated.
I can measure the concentration of solutions (in parts per million, grams/litre and grams/
100 ml).
Science Power 7
5.1
Science Power 7
5.1, 6.1
Making Rock Candy - attached
Science Power 7
6.1
I can identify solutes and solvents in commonly found solid, liquid and gaseous solutions. Science Power 7

I can analyze food labels and other sources of information to determine concentration of solutions and mixtures.
I can identify and describe factors that affect solubility of a solution.
6.1, 5.1, 5.2
I can design and conduct my own experiment to find out factors that influence solubility
(controlling 2 or more variables).
Science Power 7
6.1, 6.2
Science Power 7
6.2
I can make a prediction about the solubility of a solution by interpreting a graph.
I can apply my understanding to real life situations (e.g. Why does pop fizz? How much paint thinner should I use?)
I can apply my understanding to real life situations involving technological inventions (e.g. water softeners, water treatment plants, agriculture sprays, insecticides, bleaches, chemicals).
I can explore the effects of different technological inventions on the environment.
Science Power 7
6.1
Science Power 7
6.3
I can identify the pros and cons of different technological processes used for separating materials in industry and can explore their consequences (e.g. pollution from mining).
I can provide specific examples to illustrate that scientific and technological activities related to ecosystems take place in a variety of individual or group settings, locally and globally, and by men and women from a variety of cultural backgrounds
(e.g., individual and community gardening, impact studies done by environmental engineers, and research done by teams of international scientists).
I can … Resource
I can describe how everyday devices that were designed to solve practical problems with heating and cooling work: thermos, thermometer, thermocouple, home insulation.
Science in Action 7
Unit C: Intro, 1.0, 1.1,
1.2, 2.2, 3.2
I can explore different ways people have met their needs for heating and cooling from both the Science in Action 7 present and the past. Unit C: 1.0, 1.2, 2.2
I can describe how a person’s need for heating and cooling have led to technological developments Science in Action 7

(e.g. oven mitts, ski suits, insulation, air conditioning, etc.)
I can analyze a heating or cooling device in terms of how it impacts a person or a community.
I can explore problems at home, in industry or in the environment that cannot be solved using science or technology (e.g. greenhouse gas).
Unit C: 1.1, 1.2, 3.2,
3.3
Science in Action 7
Unit C: 3.2, 1.1, 1.2
Science in Action 7
Unit C: 4.1, 4.2
I can apply my understanding to real life situations (e.g. heat transfer in designing homes and protective clothing).
Science in Action 7
Unit C: 3.1
Is a solar panel a practical solution of home heat?
I can design, construct and test my own device that solves a heating and cooling problem. (inquiry)
I can list careers that are science and technology based that relate to heating and cooling. Science in Action 7
Unit C: 1.2
I can …
I can provide examples from my daily life that show the effects of heating and cooling on solids, liquids and gases.
I can conduct experiments to determine the effects of heating and cooling on volume of matter.
I can explore the effects of temperature increases and decreases on matter.
I can make and label a heating graph for water as it changes state.
I can use a variety of instruments to accurately collect temperature data: alcohol thermometer, temperature probe, thermocouple.
I can compare and contrast temperature measuring instruments.
Resource
Science in Action 7
Unit C: 2.3
Science in Action 7
Unit C: 2.3
Science in Action 7
Unit C: 2.1, 2,2, 2.3
Science in Action 7
Unit C: 2.2
Science in Action 7
Unit C: 2.3
I can explore the history of the measurement of temperature to understand why a standard measure is needed.
I can tell the difference between heat and temperature.
I can explain temperature in terms of kinetic energy and the particle model of matter.
Science in Action 7
Unit C: 2.2
Science in Action 7
Unit C: 2.2
Science in Action 7
Unit C: 2.1, 2.2
Science in Action 7

Unit C: 2.1, 2.2, 2.3
I can explore how heat experiments led to the particle theory of matter.
I can create representations (e.g. illustration, model, role play, etc.) of changes of state using the particle model of matter.
I can explore the heat capacity of common materials and report both qualitatively (sensory) and
Science in Action 7
Unit C: 2.1, 2.2
Science in Action 7
Unit C: 2.1
quantitatively (measurably) on the data.
I can …
I can conduct experiments to show how heat is transmitted by conduction, convection and radiation in matter (solids, liquids and gases.
I can explain how heat transfer (conduction, convection and radiation) in matter.
Resource
Science in Action 7
Unit C: 2.4, 2.5
Science in Action 7
Unit C: 2.4, 2.5
Science in Action 7
Unit C: 2.5
I can design and conduct and experiment using appropriate data collection methods and tools to show how different surfaces absorb and reflect radiant heat. (inquiry lab)
I can use the particle theory of matter to explain how heat transfer works when presented with evidence (e.g. from a lab, demonstration, etc.).
I can use a variety of methods to communicate what I learn about heat transfer: graphs, notes, tables, etc.
Science in Action 7
Unit C: 2.1, 2.2, 2.3
throughout
I can …
I can explore the history of the theory of plate tectonics and explain how the changing theory relates to new geological evidence.
I can show the relationship among the lithosphere (Earth’s crust), plates and plate boundaries.
Resource
Science in Action 7
Unit E: 3.1, 3.2, 3.3, 1.1
Science in Action 7
Unit E: 3.1, 3.2, 3.3, 1.1

I can show how people of the past explained geological phenomena (volcanoes, earthquakes and mountain building).
I can compare and contrast some of the catastrophic events (earthquakes, volcanic eruptions) of the past by on my own.
I can work cooperatively with a group to share my findings about a catastrophic event to create a team presentation.
I can analyze different resources to locate earthquakes and volcanic eruptions in order to develop an understanding as to why these occur in certain areas of the world.
I can create a timeline or model of Earth’s geological history.
I can describe how scientists measure the effects of earthquakes and volcanoes (e.g. seismology,
Richter scale).
Science in Action 7
Unit E: 1.2
Science in Action 7
Unit E: 3.2, 1.2
Science in Action 7
Unit E: 1.2
Science in Action 7
Unit E:4.3
Science in Action 7
Unit E: 1.2
I can give examples of ways that science and technology can help reduce the effects of catastrophic events on people and communities (e.g. building codes in earthquake zones, earthquake readiness
- online and library resources training, reducing the effect of a volcanic eruption).
I can explain how folding and faulting mountains are formed. Science in Action 7
Unit E: 3.3
I can …
I can ask questions to explore in this unit about practical problems people encounter when studying the Earth’s crust (e.g. “What are the best rocks for making cement?” or “What are some concerns for the environment related to openpit mining?”
I can organize information collected about rocks and minerals.
Resource
I can tell the difference between rocks and minerals.
I can make a visual representation of the components of the Earth’s crust.
Science in Action 7
Unit E: 2.1
Science in Action 7
Unit E: 2.1
Science in Action 7

I can explore different technologies used to study the Earth’s crust (e.g. satellite imaging, seismograph, mangnetometer, core sample drilling).
Unit E: 1.1
- online and library resources
I can compare and contract different ways of finding information about the Earth’s crust (e.g. trial and error versus core drilling).
I can locate various types of mines in Saskatchewan on a map. - Saskatchewan Mining
Association
I can describe how Saskatchewan’s minerals are extracted and used.
I can identify Canadian contributions to new technological developments in geology and/or mining.
- Saskatchewan Mining
Association
I can explore why Canadian companies spend money on researching and developing new technology in geology and/or mining.
Science in Action 7
Unit E: 1.1
I can explore some of the problems associated with applying science and technology and can determine advantages and disadvantages of the solutions suggested (e.g. tailings, pollutants, reclamation, impact of pipelines, resource depletion, erosion due to forestry, mining and agriculture and urbanization).
I can identify alternative uses for rocks and minerals that include ideas not explained by science
(e.g. healing powers).
I can list careers in Saskatchewan related to geology and mining. Science in Action 7
Unit E: 2.3
- Saskatchewan Mining
Association
I can identify soil types of Saskatchewan and explain how these relate to land use.
I can collect local samples and conduct a fair test of their properties.

I can …
I can explain that the cell is a living system that exhibits all the characteristics of life including growth, movement, reaction to stimulus, and reproduction.
I can categorize organisms as single-celled and multi-cellular.
I can observe and describe how single-celled organisms take in food and move.
I can explain how growth and reproduction of living organisms depends on cell division.
I can design and carry out an experiment to demonstrate the function of selectively permeable membranes in cells.
I can model the processes of diffusion and osmosis to demonstrate how gases and water move into and out of cells.
I can observe and identify cell structures (e.g., cell wall, cell membrane, vacuole, nucleus, cytoplasm, mitochondria, and chloroplast) and identify which are found in plant cells and which are found in animal cells.
I can explain the function of cell structures (e.g., cell wall, cell membrane, vacuole, nucleus, cytoplasm, mitochondria, and chloroplast), including how each structure contributes to the health of the cell.
I can use appropriate scientific terminology to communicate plans, ideas, and results related to the study of cells.
I can work cooperatively with team members to develop and carry out a plan to construct a representation (e.g., model, drawing, sculpture, or dance) of the structures and functions of plant and animal cells.
I can analyze the strengths and weaknesses of various representations of the structure and function of plant and animal cells.
Resource
Science in Action 8 – 1.1
Sciencepower 8 – 1.2
Science in Action 8
– 2.3
Sciencepower 8 – 1.2
Science in Action 8
– 2.4
Sciencepower 8 – 2.1, 2.2
Science in Action 8 –
Sciencepower 8
– 2.3
Science in Action 8 – 2.4
Sciencepower 8 – 2.1
Science in Action 8 – 2.4
Sciencepower 8 – 2.1
Science in Action 8 – 1.3
Sciencepower 8 – 2.2
Science in Action 8 – 1.3
Sciencepower 8 – 2.2

I can …
I can identify the parts of a compound light microscope, describe their functions, and describe how to use a compound light microscope correctly and safely.
I can prepare samples of plant and animal cells for viewing by wet mounting and staining when necessary.
I can calculate the magnification of a microscope, and estimate and determine the size of objects viewed through a microscope.
I can use a microscope effectively and accurately to observe differences in structure between plant and animal cells and draw labelled diagrams of what is seen.
I can show concern for self and others by safely planning and carrying out activities involving microscopes, slides, and biological material.
Resource
Science in Action 8
– 1.3
Sciencepower 8 – 2.2
Science in Action 8
– 2.1
Sciencepower 8 – 1.1
Science in Action 8
–
Sciencepower 8
– 1.1
(p15)
Science in Action 8
– 2.2
Sciencepower 8 – 1.1
(p22-27)
Science in Action 8 – 2.2
Sciencepower 8 – 1.1
I can …
I can pose questions about the composition of the human body such as “What are humans made of?”
I can research various ideas and theories, past and present, used to explain the composition of the human body (e.g., living organisms were made of air, fire, and water; and body is animated by spirit).
I can analyze why cells and tissues are specialized in multi-cellular organisms.
Resource
Science in Action 8
– 2.5,
3.1
Sciencepower 8 – 3.1
research
I can describe the function and provide examples of the four major types of tissue found in humans (i.e., muscle, nerve, epithelial, and connective tissue).
I can construct a representation of the relationships among cells, tissues, organs, and organ systems in humans using examples from the respiratory, circulatory, digestive, excretory, and nervous systems.
Science in Action 8 – 2.5
Sciencepower 8 – 3.1, 3.3
Science in Action 8 –
Chapter 3
Sciencepower 8 – 3.1, 3.3
Science in Action 8 –
Chapter 3
Sciencepower 8 – 3.1, 3.3

I can relate the needs and functions of various cells and organs to the needs and functions of the human organism as a whole.
I can summarize the main points of the modern cell theory and identify the contributions of men and women, past and present, to the development of the theory.
I can describe examples of science- and technology-based careers in Saskatchewan that require an understanding of cells and human body systems (e.g., lab and X-ray technicians,
Science in Action 8 –
Chapter 3
Sciencepower 8
– 3.3
research doctors, physiotherapists, nutritionists, and public health nurses).
I can …
I can examine First Nations and Métis perspectives on the interdependence and connectedness of human body systems and the sacredness of life.
I can show interest in science-related questions and issues by posing questions and defining practical problems related to the healthy functioning of the human body.
I can describe how various body systems work together to accomplish tasks such as eating, running, and sleeping.
I can provide examples of how the body reacts to internal and external stimuli such as viruses, bacteria, alcohol, drugs, dust, and temperature changes.
I can analyze how organ systems work together to obtain and transport nutrients and oxygen and to remove wastes from the body.
I can analyze the impact of personal lifestyle choices (e.g., nutrition, exercise, smoking, drugs, and alcohol) on the functions and efficiency of the human respiratory, circulatory, digestive, excretory, and nervous systems.
I can predict the impact of the failure or removal of one or more organs on the healthy functioning of the human body.
I can discuss personal and societal ethical issues related to the use of various technologies
(e.g., pacemaker, artificial hip, prosthetic limbs, and artificial heart) that support or replace ailing body systems.
I can select and synthesize information from various sources to illustrate examples of
Resource
Science in Action 8 – 4.2
Sciencepower 8 – 3.4
Science in Action 8 –
Chapter 3
Sciencepower 8
– 3.3
Science in Action 8 – 4.2
Sciencepower 8 – 3.4
Science in Action 8 –
Chapter 3
Sciencepower 8
– 3.1, 3.3
Science in Action 8 – 4.2
Sciencepower 8 – 3.4
Science in Action 8 – 4.2
Sciencepower 8
– 3.4
Science in Action 8 – 4.1,
4.2
Sciencepower 8
– 3.4
Science in Action 8 – 4.1,

conflicting evidence regarding the ways in which we should maintain our body (e.g., energy drinks, dairy products, vaccinations, and vitamin supplements).
I can design and carry out an experiment, including identifying and controlling major variables, to compare and contrast the heart rate, breathing rate, and/or blood pressure of an individual during various levels of activity.
I can suggest explanations for discrepancies in data related to variations in the heart rate, breathing rate, and/or blood pressure of the same individual during various levels of activity when an experiment is repeated.
4.2
Sciencepower 8 – 3.4
Science in Action 8 – 4.1,
4.2
Sciencepower 8
– 3.4
Science in Action 8 – 4.1,
4.2
Sciencepower 8
– 3.4
I can …
I can classify natural and artificial sources of light as incandescence or fluorescence
(including phosphorescent, chemiluminescent, and bioluminescent).
I can demonstrate that light is a form of energy, that light can be separated into a visible spectrum, and that light travels in straight lines in a uniform transparent medium.
Resource
Science in Action 8 – 3.3
Sciencepower 8 – 7.1
Science in Action 8
– 3.1,
3.2, 3.4
Sciencepower 8 – 7.1
Science in Action 8
– 2.1
Sciencepower 8 – 7.1
I can investigate the properties of shadows, including umbra and penumbra formation, and demonstrate how the existence of shadows provides evidence that light travels in straight lines.
I can select appropriate methods and tools and use them safely when collecting data and information to investigate properties of visible light.
I can estimate and measure angles of incidence and angles of reflection of visible light and determine the quantitative relationship between the angle of incidence and the angle of
Science in Action 8
– 2.2
Sciencepower 8 – 7.2
reflection.
I can investigate characteristics and applications of specular and diffuse reflection, including Science in Action 8 – 2.1

the absorption of light by surfaces of different colour and made of different materials (e.g., coloured paper, white paper, aluminium foil, mirror, and water).
Sciencepower 8 – 7.2
I can describe applications of the laws of reflection in everyday life (e.g., sun dogs, rear view mirror, magician’s tricks, and the ability to see the Moon and other non-luminous bodies).
I can describe qualitatively how visible light is refracted when passing from one substance to a substance of a different refractive index.
Science in Action 8 – 2.2,
2.3
Sciencepower 8
– 7.2
Science in Action 8 – 2.4
Sciencepower 8
– 7.3
Science in Action 8 – 2.4
Sciencepower 8 – 7.3
I can predict how light will refract when passing into transparent media with different refractive indices (e.g., water, salt water, plastic, glass, and oil) and conduct an experiment to confirm or refute that prediction.
I can state a conclusion that explains how evidence gathered supports or refutes a prediction related to the refraction of light through media with different refractive indices.
Science in Action 8 – 2.4
Sciencepower 8 – 7.3
I can …
I can investigate to determine how light interacts with transparent, translucent, and opaque materials.
I can investigate to determine how light interacts with concave and convex mirrors and lenses, including the formation of real and virtual images.
I can predict and verify the effects of changes in lens position on the size and location of images produced by a convex lens and/or mirror.
I can receive, understand, and act on the ideas of others when trying other lenses or mirror combinations to obtain various light patterns.
I can draw geometric ray diagrams to illustrate how light travels within optical devices such as pin-hole cameras, single lens reflex cameras, telescopes, microscopes, and periscopes.
I can use a technological problem-solving process to design and construct a prototype of an optical device to address a student-defined problem based on findings related to an understanding of geometric optics.
I can work collaboratively and safely with others to identify and correct practical problems in the way a prototype of an optical device functions.
Resource
Science in Action 8 – 2.4
Sciencepower 8 – 7.1
Science in Action 8
– 2.5
Sciencepower 8 – 8.1, 8.2
Science in Action 8
– 2.5
Sciencepower 8 – 8.1, 8.2
Science in Action 8 – 2.5
Sciencepower 8
– 8.2
Science in Action 8 – 2.1
Sciencepower 8
– 8.1, 8.2
Science in Action 8 – 2.3,
2.4, 2.5
Sciencepower 8
– 8.2
Science in Action 8 – 2.3,
2.4, 2.5
Sciencepower 8 – 8.2

I can provide examples of optics-related technologies that have enabled scientific research
(e.g., lasers have enabled research in the fields of medicine and electronics; microscopes have enabled research in medicine, forensics, and microbiology; and fibre optics and the endoscope has facilitated medical research).
Science in Action 8 –
Sciencepower 8 – Chapter
8
I can …
I can identify questions to investigate arising from practical problems and issues related to human vision (e.g., “How are contact lenses crafted?”, “Do humans see colour the same way?”, and “What are some problems associated with human vision?”).
Resource
Science in Action 8
– 4.1
Sciencepower 8
– 9.1
I can illustrate, using a geometrical ray diagram, how the human eye sees objects.
I can compare the functional operation of the human eye to that of a camera or other optical instruments in focusing an image.
I can compare human vision with that of other vertebrates and invertebrates, including the function and design of the eye.
I can explain how the human eye detects colour, and demonstrate that the ability to perceive colour may vary from person to person.
I can explain how colours are produced, using both the additive and subtractive models of colour, and identify applications of the additive and subtractive models of colour in daily life,
Science in Action 8
– 4.1
Sciencepower 8 – 9.1, 8.2
Science in Action 8
– 4.1,
4.2
Sciencepower 8 – 8.2
Science in Action 8
– 4.2
Sciencepower 8 –
Science in Action 8
– 4.1
Sciencepower 8 – 9.1
Science in Action 8 –
Sciencepower 8
– 9.1
including the use of traditional dyes.
I can describe the operation of optical technologies that enhance human vision (e.g., contact lenses, glasses, night vision scopes, and snow goggles).
Science in Action 8
–
Sciencepower 8
– 9.1, 8.3
I can …
I can describe the characteristics (i.e., wavelength, frequency, energy transferred, and typical sources) of different types of electromagnetic radiation, including infrared, visible light, ultraviolet, X-rays, microwaves, and radio waves.
I can compare properties of visible light (e.g., relative energy, frequency, wavelength, and human perception) to the properties of other types of electromagnetic radiation, including
Resource
Science in Action 8 – 3.1,
3.2
Sciencepower 8 – 9.3, 9.2
Science in Action 8 – 3.1,
3.2

infrared, ultraviolet, X-rays, microwaves, and radio waves.
I can provide examples of uses of instruments that emit or detect different types of electromagnetic radiation (e.g., cordless phone, cell phone, GPS, wireless computer network, black light, X-ray photographic film, radio, and thermal imaging camera).
I can analyze the design and function of a technology that incorporates electromagnetic radiation (e.g., microwave oven, solar cooker, sun tanning lamp, infrared heat lamp, radio, medical imaging X-ray, blacklight, UV fire detector, night vision goggles, infrared thermography, and radar) on the basis of student-identified criteria such as cost, usefulness, and impact on self, society, and the environment.
I can defend a position on an issue or problem, identified through personal research, related to the impact of electromagnetic radiation-based technologies on self and community.
Sciencepower 8 – 9.3, 9.2
Science in Action 8
– 3.1,
3.2
Sciencepower 8 – 9.3, 9.2
Science in Action 8 – 3.1,
3.2
Sciencepower 8
– 9.3, 9.2
I can identify new questions and problems that arise from what was learned about electromagnetic radiation (e.g., identify issues such as how and why to protect oneself against various forms of electromagnetic radiation).
Science in Action 8 – 3.1,
3.2
Sciencepower 8 – 9.3, 9.2
Science in Action 8
– 3.1,
3.2
Sciencepower 8 – 9.3, 9.2
I can …
I can illustrate the relationship between mass, volume, and density of solids, liquids, and gases using the particle theory of matter.
I can design and carry out processes, including the water displacement method, to determine the density of various regularly shaped and irregularly shaped materials.
Resource
Science in Action 8
– 3.1
Sciencepower 8 – 4.1
Science in Action 8
– 3.3
Sciencepower 8
– 5.1, 5.2,
5.3
I can use instruments safely, effectively, and accurately for collecting data about the density of solids, liquids, and gases.
I can measure the mass and volume of a variety of objects, record the data in tabular form, and display the data graphically.
Science in Action 8 –
Sciencepower 8
– 5.2

I can value accuracy, precision, and honesty when gathering data about the density of objects.
I can interpolate or extrapolate from student-constructed graphs of density to determine the mass or volume of a substance.
I can calculate the density of various regularly shaped materials using the formula d=m/v and using units of g/mL or g/cm 3 .
I can compare the densities of common substances to the density of water and discuss practical applications that are based on differing densities.
I can identify the effects of changes in temperature on the density of solids, liquids, and gases and explain the results using the particle theory of matter.
I can describe situations in daily life where we see evidence that the density of substances changes naturally (e.g., molten lava as it cools, water ‘turning over’ at 4°C in the fall, air when mirages form) or is intentionally altered (e.g., air in a hot-air balloon, cream when it is
Science in Action 8 – 3.3
Sciencepower 8 – 5.2
Science in Action 8 – 3.3
Sciencepower 8 – 5.2
Science in Action 8 –
Sciencepower 8 – 5.2
Science in Action 8
–
Sciencepower 8 – 5.2
Science in Action 8 – 3.3
Sciencepower 8
– 5.2
, 4.1,
4.2
Science in Action 8
– 3.3
Sciencepower 8 – 5.1, 5.2
churned and cooled).
I can …
I can identify questions to investigate arising from practical problems and issues involving floating, sinking, and buoyancy (e.g., “What factors affect the amount of cargo a barge can hold?”, “Why do some objects float and some objects sink?”, and “How can a ship made of steel float in the ocean?”).
Resource
Science in Action 8
Sciencepower 8
– 3.3
– 5.3
I can examine contributions of people from various cultures to understanding the principles of buoyancy, including Archimedes Principle, and the development of watercraft such as canoes and kayaks.
I can explain the concept of force and provide examples of different types of contact and non-contact forces.
Science in Action 8
–
Sciencepower 8
– Chapter
5
Science in Action 8
Sciencepower 8
– 3.4
– Chapter
I can illustrate, using force diagrams, the movement of objects in fluids in terms of balanced and unbalanced forces acting on the objects.
6
Science in Action 8
– 3.5
Sciencepower 8 – Chapter
6
I can use a spring scale to determine the relationship between mass and weight for various Science in Action 8 –

substances.
I can express the quantitative relationship between pressure, force, and area in fluids.
I can conduct a fair test to identify which factors determine whether a given object will float or sink, and discuss reasons why scientists control some variables when conducting a fair test.
I can use a technological problem-solving process to design, construct, and evaluate a prototype of an object that floats and can carry the greatest amount of cargo.
I can explain how buoyancy is controlled in nature (e.g., fish, humans, and sharks) and in constructed devices (e.g., submarines, airplanes, airships, scuba gear, and hot air balloons).
I can compare different fluids to determine how they alter the buoyant force on a given object.
I can explain the operation of technologies whose development is based on scientific understanding of the properties of fluids (e.g., personal floatation devices, float planes, surfboards, gliders, anti-freeze tester, and heart pumps).
I can analyze designs of traditional and contemporary watercraft (e.g., canoe, kayak, lake boat, catamaran, and jet-ski) with respect to the principles of buoyancy.
Sciencepower 8 – 5.3
Science in Action 8
– 3.5
Sciencepower 8 – Chapter
4, 5, 6
Science in Action 8 –
Sciencepower 8 – Chapter
4
Science in Action 8 –
Sciencepower 8 – 5.3
Science in Action 8
– 4.2,
4.3
Sciencepower 8 – 5.3
Science in Action 8 –
Sciencepower 8 – 5.3
Science in Action 8
–
Section 4
Sciencepower 8 – 5.3
Science in Action 8 –
Sciencepower 8 – 5.3
I can …
I can design and conduct an experiment to compare the viscosity of various fluids (e.g., water, syrup, oil, shampoo, glycerine, honey, ketchup, hand cream and detergent) and identify variables relevant to the investigation.
I can use appropriate vocabulary related to the study of fluids, including fluid, viscosity, buoyancy, pressure, compressibility, hydraulic, pneumatic, and density.
Resource
Science in Action 8
– 4.1
Sciencepower 8 – 3.1
Science in Action 8 –
Sciencepower 8 – Chapter
4, 5, 6
I can demonstrate knowledge of Workplace Hazardous Materials Information System
(WHMIS) standards by using proper techniques for handling and disposing of lab materials and by explaining the WHMIS labelling system.
I can investigate the relationship between the temperature and viscosity of a liquid, Science in Action 8 – 4.1

controlling the major variables.
I can use a temperature measuring technology, such as a temperature probe, effectively and accurately for collecting data to investigate the relationship between temperature and viscosity of a liquid.
Sciencepower 8 – 3.1
Science in Action 8
– 4.1
Sciencepower 8 – 3.1
I can identify products in which viscosity is an important property (e.g., paint, hand lotion, motor oil, salad dressing, and condiments) and evaluate different brands of those products using student-developed criteria.
Science in Action 8 – 4.1
Sciencepower 8 – 3.1
I can predict and investigate the effect of applying external pressure to the behaviour of liquids and gases (e.g., squeezing a balloon, depressing a plunger in a syringe).
I can describe situations in which pressure can be increased or decreased by altering surface area (e.g., snow shoes vs. boots, flat-heeled vs. high-heeled shoes, adaptive hoof shape of the woodland caribou, dual or triple tires on a tractor, and placing a thumb over the
Science in Action 8 – 3.5
Sciencepower 8 – 6.1, 6.2
Science in Action 8
– 3.5
Sciencepower 8 – 6.1, 6.2
end of a garden hose).
I can use the particle theory of matter to explain the differences in compressibility between liquids and gases.
I can explore and explain qualitatively the relationship between pressure, volume, and temperature when liquids and gases are compressed or heated.
Science in Action 8 – 3.4
Sciencepower 8
– 6.1, 6.2
Science in Action 8 – 3.5
Sciencepower 8 – 6.1, 6.2
Science in Action 8 – 3.5,
I can show concern for safety of self and others when planning, carrying out, and reviewing procedures involving heating and compressing liquids and gases. 3.4
Sciencepower 8
– 6.1, 6.2
I can …
I can describe how hydraulic or pneumatic pressure can be used to create a mechanical advantage in a simple mechanical device (e.g., hydraulic jack, air powered tools, hair stylist’s chair, and water spraying toy).
I can compare natural (e.g., circulatory and respiratory system) and constructed (e.g., hydraulic and air brakes, oil and gas pipelines, swimming pool circulation system, bicycle and other pumps, Archimedes screw, and automobile lifts) hydraulic and pneumatic fluid systems and identify advantages and disadvantages of each, using student-identified criteria such as cost and impact on society and the environment.
I can use a technological problem-solving process to design, construct, and evaluate a
Resource
Science in Action 8 – 3.5
Sciencepower 8 – 6.2
Science in Action 8 – 3.5
Sciencepower 8
– 6.2
Science in Action 8 – 3.5

prototype of a device that models the operation of a natural or constructed fluid system.
I can work collaboratively to identify and correct problems in the way a prototype of a natural or constructed fluid system functions.
I can apply given criteria for evaluating evidence and sources of information by testing a prototype of a natural or constructed fluid system in a variety of situations to ensure that the results were not due to chance.
I can describe and explain the role of collecting evidence, finding relationships, proposing explanations, and imagination in the development of scientific knowledge related to fluids and fluid systems (e.g., finding relationships between density or pressure and change in temperature provides insights into practical uses for fluids).
I can provide examples of Canadian contributions to the science and technology of fluids
(e.g., submersibles, oil rigs and platforms, diving equipment, pumps, tires, and vacuum cleaners).
Sciencepower 8 – 6.2
Science in Action 8
– 3.5
Sciencepower 8 – 6.2
Science in Action 8
– 3.5
Sciencepower 8 – 6.2
Science in Action 8
– 3.5
Sciencepower 8 – 6.2
Science in Action 8 – 3.5
Sciencepower 8 – 6.2
I can …
I can construct visual representations of the world distribution of water, and the distribution of water in Saskatchewan, including watersheds, lakes, rivers, streams, river systems, wetlands, ground water, saline lakes, and riparian areas.
I can compare physical characteristics of surface water features, such as lakes, rivers, streams, wetlands, and riparian areas.
Resource
Science in Action 8 – 1.1
Sciencepower 8 – 10.3
Science in Action 8 –
Section 2
Sciencepower 8
– 10.2
I can examine the significance of water to F irst Nations and Métis people of Saskatchewan, including water as an essential element of life, transportation, water quality, fishing practices, and treaty rights regarding fishing.
I can apply the concept of systems as a tool for interpreting the structure and interactions of water systems by constructing representations of systems such as the water cycle, watersheds, and continental drainage basins and showing interrelationships between parts of the system.
Science in Action 8 –
Sciencepower 8
– 10.3
I can construct a written, visual, or dramatic representation of the water cycle, including Science in Action 8
–

showing or explaining how a single particle of water can travel through the cycle over extended periods of time.
Sciencepower 8 – 10.3
I can 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 (e.g., vegetation removal, water and sewage treatment plants, timber harvesting, over application of fertilizers, agricultural and urban irrigation, impervious ground cover, land alterations, mining, introduction of invasive species, shoreline erosion, fluctuating lake levels, flooding, draining and/or channelling of surface water features, and damming of rivers).
I can research a specific human practice or technology that may pose a threat to surface and/or ground water systems in Saskatchewan and explain how different groups in society
(e.g., landowner, consumer, business owner, recreational user, fisherman, government official, and farmer) may have conflicting needs and desires in relation to the practice or technology and how those decisions or actions of different stakeholders may or may not be addressed by scientific or technological knowledge.
I can evaluate individual and group processes used in planning, problem solving, decision making, and completing a task related to studying threats to water systems, such as accepting various roles in a group, sharing responsibility for carrying out decisions, and seeking consensus before making decisions.
Science in Action 8 –
Section 4
Sciencepower 8
– Chapter
12
Science in Action 8 –
Section 4
Sciencepower 8 – Chapter
12
Science in Action 8 –
Section 4
Sciencepower 8 – Chapter
12
I can …
I can explain how the processes of weathering, erosion, and deposition result from water movement and wave action, including how waves and tides are generated and how they interact with shorelines.
I can plan and conduct a simulation to demonstrate how temperature differences cause water currents.
Resource
Science in Action 8
–
Section 2
Sciencepower 8 – 10.1,
11.1
Science in Action 8 –
Section 2
Sciencepower 8 – 11.3
I can explain the meaning and significance of the forces that shape the landscape to First
Nations and Métis people.
I can describe how the interactions of ocean currents, winds, and regional climates shape Science in Action 8 –

local, regional, national, and global environments.
I can critique the design and function of technologies designed to minimize damage due to waves and tides (e.g., piers, breakwaters, dune vegetation, and coastline reconfiguration) in oceans and in-land water bodies.
I can create a written, visual, physical, or dramatic representation of the processes that lead to the development of rivers, lakes, continental drainage systems, and ocean basins, including glaciation, continental drift, erosion, and volcanic action.
I can relate factors that affect glacier formation and reduction and their effects on the
Section 2
Sciencepower 8 – 11.3
Science in Action 8 –
Section 2
Sciencepower 8
–
Science in Action 8 –
Section 2
Sciencepower 8
– 10.2
Science in Action 8 – environment to the formation of glacial landforms in Saskatchewan (e.g., drumlins, moraines, eskers, and kettle lakes).
I can identify factors that affect polar icecap formation and reduction and their effects on the environment, including possible changes to ocean currents and climate patterns.
I can propose new questions and problems for future study that arise from the study of the effects of wind, water, and ice on the landscape (e.g., “How might changes in glaciers affect
Saskatchewan water supplies?” “How might icecap melting change Canadian coastlines?”).
Section 2
Sciencepower 8
– 10.2
,
12.1
Science in Action 8
–
Section 2
Sciencepower 8 – 12.1
Science in Action 8
–
Section 2
Sciencepower 8 – 12.1
I can …
I can examine the ways in which First Nations and Métis people traditionally valued, depended upon, and cared for aquatic wildlife and plants in Saskatchewan and Canada.
I can identify diverse examples of organisms in a variety of marine and freshwater ecosystems (e.g., wetlands, lakes, rivers, salt marsh, estuary, ocean, and intertidal zone) and explain how biodiversity is an indicator of ecosystem health.
I can identify factors that affect productivity and species distribution in aquatic environments
(e.g., temperature, turbidity, sunlight, nutrients, salinity, water depth, currents, overfishing, upwelling, and pollutants).
I can research a student-selected aquatic species, describe the characteristics of its environment, identify factors that could affect its productivity, and suggest methods of ensuring long-term viability of the species.
Resource
Science in Action 8
–
Section 3
Sciencepower 8 – 12.2
Science in Action 8 –
Section 3
Sciencepower 8
– 12.2
Science in Action 8 –
Section 3
Sciencepower 8
– 12.2

I can measure factors that provide indicators of water quality, such as temperature, turbidity, dissolved oxygen content, presence of nitrates or phosphates, and macroinvertebrates, from a variety of samples of water.
I can interpret patterns and trends in water quality data, and infer and explain relationships among the variables.
I can identify strengths and weaknesses of different methods of collecting and displaying data about water quality.
I can describe examples of technologies used to assess water quality and how those technologies have changed over time.
Science in Action 8 –
Section 3
Sciencepower 8
–
Science in Action 8 –
Section 3
Sciencepower 8 –
Science in Action 8
–
Section 3
Sciencepower 8 –
Science in Action 8 –
Section 3, 4.4
Sciencepower 8 –
Science in Action 8
– 4.4
Sciencepower 8 –
I can provide examples of how individuals and public and private Canadian institutions contribute to the sustainable stewardship of water through traditional knowledge and scientific and technological research and endeavours related to aquatic environments (e.g., marine research institutes, universities, federal and provincial government departments, and ecological groups) and identify possible careers related to the study and stewardship of water.

I can …
I can identify questions to investigate related to genetics.
I can provide examples of genetic conditions whose causes and cures are not understood according to current scientific and technological knowledge (e.g., some causes of male infertility, cystic fibrosis, Down’s syndrome, and muscular dystrophy).
I can recognize that the nucleus of a cell contains genetic information and identify the relationship between chromosomes, genes, and DNA in transmitting genetic information.
Resource
Science in Action -
Sciencepower – Chapter
4
Science in Action -
Sciencepower – 4.3 and www
Science in Action – 3.1
Sciencepower – 4.1
I can identify examples of dominant and recessive traits in humans and other living things.
I can observe, collect, and analyze class and/or family data of human traits that may be inherited from parents (e.g., eye colour, chin shape, ear lobes, and tongue rolling).
I can discuss environmental factors and personal choices that may lead to changes in a cell’s genetic information (e.g., toxins, carcinogens, pesticides, smoking, overexposure to sunlight, and alcohol abuse).
I can provide examples of Saskatchewan and Canadian contributions to the science and technology of genetics and reproductive biology in plants and animals.
I can select and synthesize information from various sources to illustrate how developments in genetics, including gene therapy and genetic engineering, have had an impact on global and local food production, populations, the spread of disease, and the environment.
I can describe careers in Saskatchewan or Canada that require an understanding of genetics
Science in Action -
Sciencepower lab
Science in Action -
Sciencepower
–
4.5
Science in Action -
Sciencepower
– 4.4
Science in Action -
Sciencepower
– 4.3, 4.4,
4.5
or reproductive biology.
I can …
Resource

I can observe and describe cell division (e.g., binary fission, mitosis, and meiosis) using microscopes, prepared slides, and/or videos.
I can construct a visual, dramatic, or other representation of the basic process of cell division as part of the cell cycle, including what happens to the cell membrane and the contents of the nucleus.
I can recognize that the nucleus of a cell determines cellular processes.
Science in Action -
Sciencepower – 2.1
(throughout)
Science in Action -
Sciencepower
– 1.2
Science in Action -
Sciencepower
– 1.1, 1.2
I can identify major shifts in scientific understanding of cell growth and division, including the role of microscopes and related technologies.
I can explain how the cell theory accounts for cell division.
I can compare binary fission, mitosis and meiosis, and distinguish between cell division processes during meiosis and mitosis including the creation of diploid and haploid cells.
I can relate cancer to cellular processes.
Science in Action -
Sciencepower – 1.1, 1.2,
1.3
Science in Action -
Sciencepower
– 1.2
I can …
I can identify questions to investigate about sexual and asexual reproduction in plants.
Resource
Science in Action – 2.2
Sciencepower – 1.4, 1.5,
I can compare advantages and disadvantages of sexual and asexual reproduction for individual plants and animals and for populations.
I can describe various methods of asexual reproduction in plant species (e.g. budding, grafting, binary fission, spore production, fragmentation, and vegetative reproduction) and list
2.3
Science in Action – 2.2
Sciencepower
Science in Action – 2.2
Sciencepower - 1.4, 1.5
specific examples.
I can describe various methods of asexual reproduction in animal species (e.g., budding, parthenogenesis) and list specific examples (e.g., hydra, aphids, and hammerhead shark).
I can investigate and describe applications of asexual reproduction knowledge and
Science in Action
Sciencepower
Internet
– 2.2
– 1.4
techniques in the Saskatchewan agricultural and/or forestry sector.
I can describe the process of sexual reproduction in seed plant species, including methods of Science in Action – 2.2

pollination. Sciencepower – 1
I can describe examples of sexual reproduction in animal species, including hermaphroditic Internet species (e.g., Clownfish, wrasses, snails, and earthworms).
I can …
I can pose questions about the process of human reproduction.
I can compare the structure and function of the male and female human reproductive systems, including the role of hormones.
I can describe the major stages of human development from conception to birth, including reference to signs of pregnancy, X and Y chromosomes, zygote, embryo, and fetus.
Resource
Science in Action -
Sciencepower – Chapter
3
Science in Action -
Sciencepower
– 3.1
Science in Action -
Sciencepower – Chapter
3
I can acknowledge differing cultural perspectives, including First Nations and Métis perspectives, regarding the sacredness, interconnectedness, and beginning of human life.
I can provide examples of scientific knowledge that have resulted in the development of reproductive technologies (e.g., in vitro fertilization, artificial insemination, and embryo transfer) and contraceptive technologies (e.g., condoms, oral contraceptive pill, diaphragm, intra-uterine devices, sterilization, and the morning after pill).
I can examine social and cultural issues related to the use of reproductive and/or contraceptive technologies in humans and defend a given position on an issue related to the use of reproductive and/or contraceptive technologies in humans.
I can …

I can demonstrate knowledge of Workplace Hazardous Materials Information System (WHMIS) standards by identifying
WHMIS symbols that represent each category, examples of substances that belong within each category, and the risks and cautions associated with each category.
I can explore local knowledge of properties of matter and traditional uses of substances, including medicines.
I can share personal understandings about physical and chemical properties of matter.
I can investigate common materials and describe them in terms of their physical properties such as smell, colour, melting point, boiling point, density, solubility, ductility, crystal shape, conductivity, hardness, lustre, texture, and malleability.
I can classify substances found in household, commercial, industrial, and agricultural applications based on their physical and/or chemical properties.
I can provide examples of how society’s needs for new products can lead to scientific research and technological developments based on understanding of physical and chemical properties of matter.
I can investigate changes in the properties of materials and identify those that are indicators of chemical changes (e.g., change in colour, change in odour, formation of a gas or precipitate, or the release or absorption of thermal energy).
I can use equipment, tools, and materials appropriately and safely when conducting investigations into physical and chemical properties of substances.
I can state a conclusion, based on experimental data, which supports or refutes an initial idea related to personal understanding of physical and chemical properties of matter.
I can tell the difference between physical and chemical properties of matter and physical and chemical changes in matter, based on observable evidence.
I can provide examples to illustrate that scientific and technological activity related to chemistry takes place in a variety of individual and group settings within Saskatchewan.
I can …
I can propose personal explanations for the structure and/or composition of matter.

I can use appropriate scientific terminology when describing atoms and elements (e.g., mass, charge, electron, proton, neutron, nucleus, atom, molecule, element, compound, neutral, positive, negative, ion, isotope, and periodic table).
I can describe Fi rst Nations and Métis views on the nature and structure of matter.
I can identify major shifts in understanding matter that have enabled more detailed explanations of the structure and composition of the atom up to and including the Bohr model of the atom.
I can construct models to illustrate the structure and components of matter, including the major historical atomic models
(e.g., Dalton, Thomson, Rutherford, and Bohr), using information selected and synthesized from various sources.
I can evaluate individual and group processes used in planning and completing a task related to constructing models of atoms and molecules.
I can discuss strengths and limitations of models in science using historical and contemporary examples of atomic models.
I can provide examples of technologies that have enhanced, promoted, or made possible scientific research about the structure of the atom (e.g., microscope, cathode ray tube, and mass spectrometer).
I can pose new questions and problems that arise from what was learned about atomic structure (e.g., “Why do different molecules containing the same elements behave differently?” “How do atoms stick together in a molecule?”
“Are there smaller particles than electrons, protons, and neutrons?”).
I can …
I can differentiate between elements, compounds, and mixtures (mechanical mixtures and solutions), with reference to the terms homogenous and heterogeneous.
I can classify pure substances as elements or compounds.
I can construct a graphic representation of one or more elements that symbolizes the element in a meaningful way and contains relevant information such as name, atomic number, possible uses, and historical background.
I can identify examples of common elements (e.g., first 18 elements and K, Ca, Fe, Ni, Cu, Zn, I, Ag, Sn, Au, W, Hg, Pb, and U), and compare their atomic structure and physical and chemical properties.
I can identify the eight elements that occur in nature as diatomic molecules (e.g., H
2
, N
2
, O
2
, F
2
, Cl
2
, Br
2
, I
2
, and At
2
).
I can identify and evaluate potential applications of understanding of the characteristics of elements (e.g., identify fertilizers as a possible application of elements, and evaluate the potential use of given elements when choosing a fertilizer).
I can write and interpret chemical symbols or formulae of common elements and compounds and identify the elements and number of atoms of each in a given compound (e.g., He, Na, C, H
2
O, H
2
O
2
, CO, CO
2
, CaCO
3
, SO
2
, FeO, NO
2
, O
3
,

CH
4
, C
3
H
8
, NH
3
, NaHCO
3
, KCl, HCl, H
2
SO
4
, ZnO, and NaCl).
I can construct Bohr model representations of the first 18 elements.
I can trace the historical development of the modern periodic table and compare alternative arrangements that convey information about the classification of elements.
I can apply the concept of systems as a tool by interpreting the organizational structure and patterns inherent within the periodic table, including periods, groups (families), atomic mass (mass number), atomic number, metals, non-metals, and metalloids.
I can predict the physical and chemical properties of an element or family of elements (e.g., alkali metals, alkaline-earth metals, hydrogen, halogens, noble gases, and transition metals) based on its position within the periodic table.
I can provide examples of scientific knowledge related to understanding the nature of atoms and elements that have resulted in the development of technologies in Saskatchewan that support resource extraction (e.g., production of substances such as fertilizers, mineral supplements, and industrial agents requires knowledge of chemistry).
I can determine the number of protons and electrons in an atom given the atomic number of an element.
I can determine the number of electrons, protons, and neutrons of an isotope of an element given the atomic number and mass number of an element.
I can discuss the difference between the use of the terms law and theory in science with reference to the periodic law and the atomic theory of matter.
I can …
I can pose questions to investigate related to static electric charge and current electricity.
I can gather evidence for the transfer of static electric charges, including charging by friction, charging by conduction, charging by induction, and electrostatic discharge and create written, visual, and/or dramatic representations of those processes.
I can state the properties of static electrical charges.
I can examine how the importance of lightning in First Nations and Métis culture is conveyed through stories and legends.
I can use a technological problem-solving process to design, construct, and evaluate the reliability of a device to detect static electrical charges, such as an electroscope.
I can explain, with reference to electron transfer, the production of static electrical charges in some common materials such as flannel, fur, wood, plastic, rubber, and metal.

I can describe the operation of technologies that have been developed based on scientific understanding of static electric charge and discharge (e.g., air filters, fabric softeners, lightning rods, automotive painting, plastic wrap, grounding straps,
Van de Graaff generator, and photocopiers).
I can outline the contributions of people from various cultures to modern understanding of static electric charge and current electricity (e.g., Thales, Robert Boyle, Benjamin Franklin, Michael Faraday, Nikola Tesla, Georg Ohm, Alessandro
Volta, André-Marie Ampère, James Wimshurst, and Robert Van de Graaff ), and past and present careers that require an understanding of static electric charge and current electricity.
I can identify dangers to the human body associated with static electric charge and discharge, and current electricity, and discuss how technologies such as grounding straps, lightning rods, grounded plugs, fuses, and circuit breakers are designed to minimize such dangers.
I can design and safely conduct an investigation to determine the resistance of various materials such as copper wire,
Nichrome wire, graphite, rubber tubing, wood, glass, distilled water, and ionic solutions to electric current.
I can differentiate between conductors, insulators, and superconductors in electric circuits.
I can differentiate between a complete circuit, a closed circuit, an open circuit, and a short circuit.
I can describe the flow of charge in an electrical circuit based on the particle theory of matter and electron transfer.
I can …
I can demonstrate the importance of using precise language in science and technology by formulating operational definitions for voltage, resistance, and current.
I can demonstrate the role of switches and variable resistors in series and parallel circuits, and identify practical examples of switches and variable resistors in daily life.
I can model the characteristics of series and parallel circuits using analogies or visual and/or physical representations.
I can use an ammeter, voltmeter and/or multimeter safely and accurately to measure current and voltage a variety of student-constructed series and parallel circuits, and identify potential sources of error in instrument readings.
I can display data from the investigation of voltage, current, and resistance in series and parallel circuits in tabular form and graphically.
I can calculate values of unknown quantities in electric circuits using Ohm’s Law (I = V/R).
I can model, using appropriate standard circuit diagram symbols, series and parallel circuits that include an energy source, one or more switches, and various loads designed to accomplish specific tasks (e.g., household lighting, flashlight, electric fan, blender, coffee maker, toy vehicle, and automotive lighting).
I can rephrase questions related to electric circuits in a testable form (e.g., rephrase a question such as “Why do we use

paral lel circuits in household wiring?” to “How do the voltage and current in a series circuit compare with those in a parallel circuit?”).
I can …
I can explain the energy transformations involved in devices that use or produce light, heat, sound, motion, and magnetic effects (e.g., toaster, light bulb, thermocouple, oven, refrigerator, television, hair dryer, kettle, fan, electric blanket, and remote-controlled toy vehicle).
I can use a technological problem-solving process to collaboratively design, construct, and evaluate a prototype of an electric motor that meets student-identified criteria or solves a student-identified problem.
I can calculate the efficiency of common energy-converting devices and suggest reasons why the efficiency is always less than 100%.
I can interpret the energy efficiency rating of household electrical appliances and calculate their costs of operation in
Saskatchewan over a given time by identifying the power rating and using the formula Cost = Power x time x rate.
I can evaluate the design of a household electrical appliance on the basis of criteria such as function, cost, and impact on daily life and the environment, and suggest alternative designs that are more sustainable.
I can identify, and suggest explanations for, discrepancies in variations in the monthly costs of electrical energy for a household or business.
I can make informed decisions about personal use of devices that use electrical energy, taking into account environmental and social advantages and disadvantages.
I can propose a course of action to reduce the consumption of electrical energy in Saskatchewan, taking into account personal, societal, and environmental needs.
I can …
I can provide examples of how technological developments related to the production and distribution of electrical energy have affected and continue to affect self and community, including electricity use on reserves, traditional lands and traditional life in Saskatchewan.
I can compare the operating principles, efficiency, lifespan, and safety, of past and current technologies developed to produce and store electrical energy, (e.g., electrochemical cells, wet cells, dry cells, and batteries) in the home, business, and industry.
I can discuss the merits of primary and secondary cells and explain why secondary cells are not always appropriate to

meet certain needs for electrical energy.
I can illustrate and describe the transfer and conversion of energy from a typical generating station to a home in
Saskatchewan, including the role of transformers.
I can assess the efficiency and impact of large scale versus small scale electrical energy distribution systems for home, business, agricultural, and industrial applications.
I can describe scientific, technological, societal, and environmental perspectives related to past, current, and proposed large-scale methods of electrical energy generation in Saskatchewan (e.g., hydroelectric dams, coal and natural gas fired plants, wind turbines, solar energy, geothermal, biomass, and nuclear plants).
I can evaluate evidence and sources of information created by different stakeholders related to various methods of electrical energy production in Saskatchewan, including alternative energy sources such as geothermal, biomass, clean coal, and co-generation.
I can …
I can pose questions about the characteristics of and relationships between astronomical bodies.
I can observe and identify movement patterns of the major visible bodies in the night sky.
I can compare historical and modern explanations for the real and apparent motion, including real and apparent retrograde motion, of celestial bodies (e.g., sun, moon, planets, comets, and asteroids) and artificial satellites.
I can create a physical and/or visual representation of the apparent motion of astronomical bodies, including retrograde motion, as seen from various locations within our solar system.
I can compare the efficacy of various historical and contemporary models of planetary motion, including geocentric and heliocentric models, for explaining observed astronomical phenomena.)
I can describe and explain the role of experimentation, collecting evidence, finding relationships, proposing explanations, and imagination in the development of scientific knowledge of the solar system and universe (e.g., explain how data provided by astronomy, radio astronomy, satellite-based astronomy, and satellite exploration of the sun, planets, moons, and asteroids contribute to our knowledge of the solar system).
I can conduct an experiment, simulation, or demonstration to investigate the motion and/or characteristics of one or more astronomical bodies.

I can compare the composition and physical characteristics of astronomical bodies within the solar system, including the planets, comets, asteroids, and meteors, using appropriate scientific terminology and units (e.g., light years, astronomical units).
I can describe the effects of solar phenomena, including sunspots, solar flares, and solar radiation, on Earth.
I can classify the major components of the universe, including stars, quasars, black holes, nebulae, and galaxies, according to their distinguishing physical characteristics.
I can organize data about the characteristics of the major components of the solar system or universe using tables, spreadsheets, charts, and/or diagrams and draw conclusions about those characteristics specifically and the solar system and universe generally.
I can state a prediction and a hypothesis about astronomical phenomenon based on background information or an observed pattern of events (e.g., predict the next visit of a comet based on past observations, predict the location of
Venus or Mars over a period of days).
I can …
I can describe scientific theories on the formation of the solar system, including planets, moons, asteroids, and comets.
I can describe scientific theories and models of the origin and evolution of the universe and the observational evidence that supports those theories (e.g., red shift of galaxies, cosmic microwave background radiation, and abundance of light elements).
I can construct and critique a visual representation of the life cycle of stars using appropriate scientific terminology and identify strengths and weaknesses of the representation.
I can explain the need for new evidence in order to continually test existing theories in science (e.g., explain the need for new evidence obtained from space-based telescopes and close-up observations by satellites, which can reinforce, adjust, or reject existing inferences based on observations from Earth).
I can identify new questions and problems that arise from what was learned about the origins of the universe (e.g., “What are the limits of space travel?”, “How old is the Universe?”, and “Is Earth the only suitable home for humans?”).
I can …
I can describe First Nations and Métis perspectives on the origin of the solar system and the universe.
I can identify how worldviews related to astronomical phenomenon are expressed through First Nations and Métis stories and oral traditions.

I can explain the importance many individuals and cultures place or have placed on the summer and winter solstices and vernal and autumnal equinoxes.
I can identify common characteristics of stories, past and present, describing the origin of the world from various cultures and those in fantasy literature.
I can …
I can identify the major advances of the Canadian, North American and other space programs that have enabled space probes and human spaceflight exploration of the solar system and universe.
I can use a technological problem-solving process to design and evaluate a prototype of a habitable space vehicle that could support human exploration beyond our solar system to a student-selected destination.
I can identify potential physical and psychological barriers to exploring and/or living in the universe beyond the inner solar system.
I can calculate theoretical values of the time for light or spacecraft travel to a distant star or other astronomical object at a given speed.
I can conduct appropriate research and defend a given position on the economic and societal benefits of space exploration.
I can describe particular technologies designed to explore natural phenomena, extend human capabilities, or solve practical problems related to exploring and understanding the universe (e.g., quadrant, astrolabe, cross-staff, optical telescope, star chart, radio telescope, satellite, space-based telescope, unmanned probe, and robotics).
I can describe and apply techniques for determining the position of objects in space using the horizontal (e.g., azimuth and altitude) and equatorial coordinate systems (e.g., declination and right ascension).
I can provide examples of how Canadian research projects in space science and technology are supported by governments, universities, and private agencies.
I can research space science careers in Canada (e.g., astronauts, astrophysicists, materials technologists, pilots, and computer programmers).
I can describe possible positive and negative effects of a particular scientific or technological development related to space exploration, and explain why a practical solution requires a compromise between competing priorities (e.g., describe effects such as the spinoffs from space technologies to everyday usage and the potential military use of space exploration, and recognize the need to evaluate these effects).