OUTCOMES:

SCIENCE

1. Investigate and describe, in general terms, the role of different substances in the environment in supporting or harming humans and other living things

• identify questions that may need to be addressed in deciding what substances—in what amounts—can be safely released into the environment (e.g., identify questions and considerations that may be important in determining how much phosphate can be released into river water without significant harm to living things)

 

2. Identify processes for measuring the quantity of different substances in the environment and for monitoring air and water quality

• identify chemical factors in an environment that might affect the health and distribution of living things in that environment (e.g., available oxygen, pH, dissolved nutrients in soil)

• apply and interpret measures of chemical concentration in parts per million, billion or trillion

• investigate, safely, and describe the effects of acids and bases on each other and on other substances (e.g., investigate and describe the reaction that results when baking powder is dissolved; describe the role of acids and bases in neutralizing each other)

• describe effects of acids and bases on living things (e.g., acid rain in lakes, antacids for upset stomachs, pH in shampoos and conditioners)

 

3. Analyze and evaluate mechanisms affecting the distribution of potentially harmful substances within an environment

• describe mechanisms for the transfer of materials through air, water and soil; and identify factors that may accelerate or retard distribution (e.g., wind speed, soil porosity)

• describe mechanisms for biodegradation, and interpret information on the biodegradability of different materials

• comprehend information on the biological impacts of hazardous chemicals on local and global environments, by:

     − interpreting evidence for environmental changes in the vicinity of a substance release

     − interpreting LD50 data and other information on toxicity [Note: LD50 refers to the amount of a substance found to be lethal to 50% of a population, if ingested.]

     − identifying concerns with the disposal of domestic wastes, such as paints and oils, and industrial wastes

• describe and evaluate methods used to transport, store and dispose of hazardous household chemicals

• investigate and evaluate potential risks resulting from consumer practices and industrial processes, and identify processes used in providing information and setting standards to manage these risks (e.g., interpret and explain the significance of manufacturer’s information on how wood preservatives can be safely applied; recognize that some individuals may have greater sensitivity to particular chemical substances than do others in the general population)

• identify and evaluate information and evidence related to an issue in which environmental chemistry plays a major role (e.g., evaluate evidence that the use of insecticides to control mosquitoes has an effect/has no effect on bird populations)

 

SOCIAL 

9.1.3 appreciate how emerging issues impact quality of life, citizenship and identity in Canada (C, I, PADM)

9.2 - Issues for Canadians: Economic Systems in Canada and The United States

9.2.1 appreciate the values underlying economic decision making in Canada and the United States (C, ER)

9.2.2 appreciate the relationship between consumerism and quality of life (C, CC)

9.2.5 assess, critically, the relationship between consumerism and quality of life in Canada and the United States by exploring and reflecting upon the following questions and issues:

• How does consumerism provide opportunities for and limitations on impacting quality of life? (PADM, ER)

9.2.6 assess, critically, the interrelationship between political decisions and economic systems by exploring and reflecting upon the following questions and issues:

• How do government decisions on environmental issues impact quality of life (i.e., preservation, exploitation and trade of natural resources)? (PADM, ER)