The Ontario Curriculum, Grades 9-12 - MinistÃ¨re de l'Ã©ducation ...

R e s o u r c e G u i d e 

The Ontario Curriculum 

Grades 9-12 

Environmental 

Education 

Scope and Sequence 

of Expectations 

2011 Edition

CONTENTS 

Preface .................................................................................................................................. 3 

The Arts ................................................................................................................................ 6 

Business Studies ................................................................................................................... 27 

Canadian and World Studies ................................................................................................. 36 

Classical Studies and International Languages ...................................................................... 64 

Computer Studies................................................................................................................... 65 

English .................................................................................................................................. 68 

English as a Second Language and English Literacy Development ........................................ 71 

French as a Second Language ............................................................................................... 75 

Guidance and Career Education ............................................................................................ 76 

Health and Physical Education............................................................................................... 79 

Interdisciplinary Studies ........................................................................................................ 82 

Mathematics ......................................................................................................................... 84 

Native Languages ................................................................................................................. 87 

Native Studies ....................................................................................................................... 89 

Science ................................................................................................................................. 97 

Social Sciences and Humanities ............................................................................................ 156 

Technological Education ....................................................................................................... 166 

Une publication équivalente est disponible en français sous le titre 

suivant : Le curriculum de l’Ontario de la 9 e à la 12 e année – 

Éducation environnementale : Portée et enchaînement des attentes 

et contenus d’apprentissage, 2011. 

This publication is available only on the Ministry of Education’s 

website, at www.ontario.ca/edu.

PREFACE 

This resource guide supersedes The Ontario Curriculum, Grades 9–12: Environmental 

Education – Scope and Sequence of Expectations, 2009. 

Environmental education is defined as: 

***** 

education about the environment, for the environment, and in the environment that promotes an 

understanding of, rich and active experience in, and an appreciation for the dynamic interactions of: 

• The Earth’s physical and biological systems 

• The dependency of our social and economic systems on these natural systems 

• The scientific and human dimensions of environmental issues 

• The positive and negative consequences, both intended and unintended, of the 

interactions between human-created and natural systems. 

(Shaping Our Schools, Shaping Our Future, p. 6) 

The document Acting Today, Shaping Tomorrow: A Policy Framework for Environmental 

Education in Ontario Schools, released in February 2009, provides a guide for the 

implementation of environmental education in boards and schools across the province. One of 

the goals of this policy framework is as follows: 

By the end of Grade 12, students will acquire knowledge, skills, and perspectives that 

foster understanding of their fundamental connections to each other, to the world around 

them, and to all living things. 

(Acting Today, Shaping Tomorrow, p. 11) 

The policy framework emphasizes the necessity of ensuring that young people become 

environmentally active and responsible citizens. Students need to have the knowledge and skills 

that will enable them to understand and deal with complex issues that affect the environment 

now and in the future. For example, students need to develop skills in problem solving, inquiry, 

decision making, action planning, higher-level thinking, systems thinking, and critical literacy. 

They also need to be able to identify issues and perspectives, carry out research, and 

communicate their ideas in meaningful ways. 

To help achieve this goal, the Ministry of Education is working to embed environmental 

education expectations and opportunities in all grades and in all subjects of the Ontario 

curriculum, as appropriate, as part of the ongoing curriculum review process. Scope and 

Sequence resource documents were prepared in 2008 to assist teachers in bringing environmental 

education into the classroom in each discipline in Grades 1 to 8 and Grades 9 to 12. The Scope 

and Sequence documents will be updated regularly to reflect changes in the curriculum 

documents that are in effect in that school year. 

Preface 3

The present document has been updated to include expectations from the following 

revised documents: 

The Ontario Curriculum, Grades 9 and 10: Arts, 2010 

The Ontario Curriculum, Grades 11 and 12: Arts, 2010 

The Ontario Curriculum, Grades 9 to 12: English as a Secondary Language and English 

Literacy Development, 2007 

Some disciplines, by virtue of their content, are more closely linked to the study of 

environmental topics and issues than others, but all disciplines provide opportunities to 

incorporate environmental education to some extent. This document identifies both the 

expectations that are connected explicitly with aspects of environmental education, and those 

that can provide opportunities for teachers and students to make connections to environmental 

topics or issues in various ways. Brief explanations of such opportunities are provided as 

appropriate in notes following the relevant expectations throughout the document. 

The expectations listed in this resource document are taken from the current Ontario curriculum 

policy documents for Grades 9 and 10 and Grades 11 and 12 in the following disciplines: 

• the arts 

• business studies 

• Canadian and world studies 

• classical studies and international languages 

• computer studies 

• English 

• English as a second language and English literacy development 

• French as a second language 

• guidance and career education 

• health and physical education 

• interdisciplinary studies 

• mathematics 

• Native languages 

• Native studies 

• science 

• social sciences and humanities 

• technological education 

The date of publication of each of the documents represented is given in the heading at the start 

of the section for each discipline. 

The disciplines are organized alphabetically in the document, and expectations are presented 

under the name of the strand within which they appear in the curriculum policy document. 

(Examples and teacher prompts are included only if they have an environmental connection.) 

4 Environmental Education, Grades 9−12: Scope and Sequence of Expectations, 2011

Expectations are cited in the way in which they appear in the various documents. For example, 

the overall and specific expectations from recently revised documents are identified using the 

numbering system that is used in the particular document (e.g., “1”, “1.1”, “1.2”, or “A1”, 

“A1.1”, “A1.2”). Expectations from older documents are identified as follows: 

• for overall expectations 

– for specific expectations 

For the purposes of this document, the text that normally precedes the expectations – “By the end 

of Grade x, students will” – has been omitted. 

Expectations that are related to one another (e.g., an overall expectation and its corresponding 

specific expectations; several specific expectations from the same subsection) are grouped 

wherever possible. Line spaces or subheadings are used to indicate that expectations are from 

separate sections in the same strand. 

Preface 5

THE ARTS, GRADES 9 AND 10 (2010) AND GRADES 

11 AND 12 (2010) 

See the Preface for important information on the organization of the following material. 

The expectations listed here either refer directly to the environment or include examples and/or 

prompts that offer opportunities for environmental education. Beyond these particular 

expectations, the arts classroom also provides many other occasions for students to develop their 

awareness and understanding of, and express their thoughts and feelings about, environmental 

issues. Students may choose to create art works inspired by the environment or commenting on 

environmental issues, and they may engage critically with such works created by others. They 

also have opportunities to demonstrate environmental awareness and responsibility when 

creating, presenting, and/or promoting their works. 

Dance, Grade 9, Open (ATC1O) 

A. Creating, Presenting, and Performing 

A2. Choreography and Composition 

A2.2 construct a short dance composition based on a given stimulus (e.g., … use a process or 

form observed in nature as the basis for a short dance composition; create a short dance 

based on images from nature in Aboriginal art) 

A2.3 use experimentation to enhance the communicative power of their dance compositions … 

Teacher prompts: … “What are some familiar movements we associate with different 

animals? How might you experiment with other types of movements for communicating 

new or different ideas about the animals?” 

B. Reflecting, Responding, and Analysing 

B2. Dance and Society 

B2.4 explain how dance can contribute to a sense of community (e.g., a dance performance 

can help draw attention to or raise funds for a social or environmental cause in the 

school or local community) 

Teacher prompt: “The school is having an assembly to celebrate Earth Day. What could 

our dance class do to help highlight the significance of this event?” 

C. Foundations 

C2. Context and Influences 

C2.2 identify and describe ways in which choreographers and performers use or have used 

dance to address social and environmental issues (e.g., identify issues raised in Danny 

Grossman’s 1981 work Endangered Species and discuss their relevance to society today; 

describe how Isabel Croxatto’s Revolution of the Butterflies highlights the urgent need to 

protect and restore the environment) 


C2.3 identify some shared characteristics of dance forms from around the world and illustrate 

them through performance (e.g., … identify elements in the Aboriginal dances of two 

different cultures that reveal their connection to nature and the environment) 

Teacher prompts: … “How are dances of Polynesians and Aboriginal peoples in Canada 

the same and/or different in the way they reflect the natural environment?” 

Dance, Grade 10, Open (ATC2O) 


A1. The Creative Process 

A1.1 use the elements of dance to create and perform a variety of movement phrases inspired 

by sources (e.g., … create a short dance composition based on a personal, social, or 

environmental issue) 

Teacher prompts: “What sources can you examine to enhance your exploration of this 

social or environmental issue?” … 


A2.3 use a variety of compositional approaches to extend their ability to express ideas through 

dance (e.g., use approaches such as guided improvisation, responding to the stimulus of a 

poem or a social or environmental issue …) 

A4. Performance 

A4.2 use the tools of stagecraft in dance performances, including performances at alternative 

venues (e.g., suggest solutions for staging problems presented by an alternative or 

unconventional performance environment, such as an outdoor site) 



B2.3 identify and describe ways in which different types of dance reflect the cultures that 

produced them (e.g., … the hoop dance reflects Aboriginal beliefs about how all living 

things on the earth grow, change, and are connected) 

Teacher prompts: … “What beliefs about the natural world are expressed in the 

Aboriginal hoop dance or animal dance?” 


C2. Contexts and Influences 

C2.2 identify and describe ways in which dance addresses social questions of local and/or 

global interest (e.g., explain how the choreography of a dance work on a social justice or 

environmental theme helps communicate the intended message) 

Teacher prompts: … “What dance programs have the CityDance Ensemble of 

Washington created, and what environmental messages have they presented?” 

The Arts 7

Drama, Grade 9, Open, ADA1O 

A. Creating and Presenting 


A1.3 use role play to explore, develop, and represent themes, ideas, characters, feelings, and 

beliefs in producing drama works (e.g., … write in role as a character who is reflecting 

on the people, events, and relationships affected by a personal, social, or environmental 

issue) 

A2. Elements and Conventions 

A2.1 use the elements of drama to suit an identified purpose and form in drama presentations 

(e.g., … use a futuristic, science-fiction setting for a mask comedy about an 

environmental or social issue) 


B2. Drama and Society 

B2.4 identify ways in which dramatic exploration promotes an appreciation of diverse cultures 

and traditions … 

Teacher prompts: “What did you learn about our connections to nature and the world 

around us from viewing or presenting dramas based on Aboriginal legends?” … 




A1.2 select and use appropriate forms to present identified issues from a variety of 

perspectives (e.g., use a radio play, improvisation, or series of tableaux to present two 

opposing views about a political, social, or environmental issue) 

A3. Presentation Techniques and Technologies 

A3.3 use a variety of technological tools (e.g., light, sound, set design, props, models) to 

enhance the impact of drama works 

Teacher prompts: … “How could you use sound to suggest a natural setting such as a 

forest or a rocky ocean shore?” 



C2.2 describe how drama is used for various purposes in a range of social contexts (e.g., … to 

raise awareness of social, environmental, and political issues …) 


C3. Responsible Practices 

C3.1 identify and follow safe and ethical practices in drama activities (e.g., … follow 

procedures for the environmentally responsible use of materials and energy; …) 

Integrated Arts, Grade 9 or 10, Open, ALC1O/ALC2O 



A1.3 use the appropriate stages of the creative process to produce and present preliminary 

integrated art works, individually and/or collaboratively, in response to creative 

challenges (e.g., a multidisciplinary art work on a topic such as folklore, body image, or 

the environment; …), and revise their works on the basis of peer- and self-assessment … 

Teacher prompts: “Which arts disciplines might you combine in a work on an 

environmental theme?” … 

A3. Tools, Techniques, and Technologies 

A3.1 integrate media/materials, tools, and techniques from more than one arts discipline to 

create an integrated art work/production that communicates a specific message (e.g., in 

the style of Barbara Kruger or Jenny Holzer, create a work that conveys a message on an 

issue such as … the causes and/or effects of global warming …) 


C3. Conventions and Responsible Practices 

C3.4 identify environmental issues associated with the arts, and apply environmentally 

responsible practices when creating and presenting art works, including integrated art 

works/productions (e.g., dispose of paint containers in an environmentally responsible 

way; recycle batteries and toner cartridges; source environmentally friendly materials) 

Teacher prompts: “How can art affect the environment? How can the environment affect 

art?” “What are some ways in which an individual artist can contribute to the 

environment?” 

Media Arts, Grade 10, Open, ASM2O 


A2. The Principles of Media Arts 

A2.2 design and produce original media art works on a specific theme (e.g., an environmental 

issue) by combining one or more of the principles of media arts and a variety of elements 

from the contributing arts … 



B2. Identity and Values 

B2.3 identify and describe ways in which media art works can influence community or societal 

values (e.g., the impact on their school community of a media art work on combating 

climate change) 

Teacher prompt: “Can you identify some media artists who deal with issues related to 

nature or the environment in their work? What do you see as the potential of these or 

similar media artists to help society address environmental challenges in the future?” 

B3. Connections Beyond the Classroom 

B3.3 identify and describe skills and understandings acquired through the creative and critical 

analysis processes in the media arts …, and describe how they can be applied in 

everyday life (e.g., … to create a slide show for an environmental organization) 



C2.3 describe … how sociocultural trends have contributed to the development of an aspect of 

media arts (e.g., … how social issues such as global warming have influenced content) 


C3.3 identify and apply responsible environmental practices associated with the media arts 

workplace (e.g., dispose of chemicals and batteries in environmentally safe ways; use 

energy conservation practices; recycle used materials when possible) 

Teacher prompt: “Are you working with any chemicals or other materials that could 

damage the environment? What practices could you adopt to minimize the environmental 

impact of your work?” 

Music, Grade 9, Open, AMU1O 


A1.2 apply the creative process when composing and/or arranging music (e.g., … explore 

sounds from the human-created or natural environment as possible inspiration for a 

musical composition; …) 


B2. Music and Society 

B2.1 identify and describe ways in which traditional music reflects the society in which it was 

created and how it has affected communities or cultures … 

Teacher prompts: … “Why are First Nation musical ceremonies and celebrations often 

connected to aspects of nature? What do these themes tell us about the Aboriginal 

societies in question?” 


B3. Skills and Personal Growth 

B3.1 identify and describe how the study of music has contributed to their personal growth 

(including the development of their values), their ability to express themselves, their 

awareness of the aural world around them (both human-created and natural), and their 

awareness of others (e.g., … how musical study has affected their appreciation of the 

aesthetic value of the sounds of nature …) 


A. Creating and Performing 

A2. The Elements of Music 

A2.3 apply the elements of music and related concepts appropriately when composing and/or 

arranging simple pieces of music (e.g., … when creating a soundscape using 

environmental sounds such as forest sounds …) 



B3.1 explain how the study of music has contributed to their personal growth (including the 

development of their values), their ability to express themselves, their awareness of social 

and environmental issues, and their understanding of others … 


C2. Characteristics and Development of Music 

C2.2 identify and describe shared and unique characteristics of traditional and contemporary 

music, including Aboriginal music, from Canada and around the world … 

Teacher prompts: “What are some of the characteristics of Canadian Aboriginal music? 

Why does it often portray or speak about nature and the environment?” … 

Visual Arts, Grade 9, Open, AVI1O 


A2. The Elements and Principles of Design 

A2.2 apply elements and principles of design to create art works that communicate ideas and 

information (e.g., an informational public service poster on a social issue such as 

bullying or protecting the environment) 

A3. Production and Presentation 

A3.1 explore and experiment with a variety of media/materials and traditional and/or emerging 

technologies, tools, and techniques, and apply them to produce art works … 

Teacher prompts: “How could you use found materials to create an art work that shows 

your concern for the environment?” … 




B3.1 identify types of knowledge and skills acquired in visual arts …, and describe how they 

could be applied in a variety of areas of personal and professional life 

Teacher prompts: “What particular knowledge or skills do artists possess that might be 

used to address social or environmental problems?” … 

B3.3 identify, on the basis of exploration, a variety of personal opportunities in their 

community in cultural or other fields related to visual arts … 

Teacher prompt: “What types of cultural, social, or environmental events are held in 

your community? Could any of these provide opportunities for you to design promotional 

material, make costumes, design sets, or display your art works?” 



C3.3 demonstrate an understanding of how the production and presentation of art works can 

affect the environment, and apply environmentally responsible practices when creating 

and presenting art works (e.g., reduce, reuse, and recycle when possible; limit their use of 

environmentally hazardous substances or non-sustainable resources; dispose of 

materials in environmentally responsible ways) 

Teacher prompts: “Why is it important to recycle newspapers used as packing material 

as opposed to throwing them in the garbage?” “What is the environmentally responsible 

way to dispose of empty ink containers?” 




A2.2 apply elements and principles of design as well as art-making conventions to create art 

works that communicate ideas, information, or messages, and/or that convey a point of 

view on an issue (e.g., … incorporate symbolism to communicate a message about an 

environmental issue) 

Teacher prompt: “How might you use colour, texture, and emphasis to help convey the 

effects of climate change? What imagery might you incorporate into this work?” 


A3.1 explore and experiment with a variety of materials/media, including alternative media, 

and traditional and/or emerging technologies, tools, and techniques, and apply them to 

create art works (e.g., use recycled, found, and/or handmade objects to make a mosaic or 

assemblage; …) 

Teacher prompt: “What sorts of objects might you combine in an art work related to 

the environment? …” 

12 Environmental Education, Grades 9−12: Scope and Sequence of Expectations, 2011

A3.3 demonstrate an understanding of a variety of ways in which art works can be presented to 

reach different audiences (e.g., … in a sculpture garden or other outdoor space in the 

community, on the sides of buildings or in bus shelters …) 



C3.2 demonstrate an understanding of safe and conscientious practices associated with the use 

of materials, tools, and technologies in visual arts, and apply these practices when 

creating and/or presenting art works … 

Teacher prompt: “Why is it important to know about the toxicity of art materials? What 

are some precautions you should take when working with toxic materials?” 


affect the environment, and apply environmentally responsible practices when creating 

and presenting art works (e.g., use recycled materials where possible; separate 

recyclable and hazardous materials from their waste; limit the use of environmentally 

hazardous substances or non-sustainable resources) 

Teacher prompt: “What is the most environmentally responsible way of disposing of 

photographic chemicals? Why? What other substances do you use that can be partially or 

wholly recycled?” 

Dance, Grade 11, University/College Preparation, ATC3M 



C2.2 describe how artistic, social, political, and environmental events have influenced the 

evolution of local and global dance communities … 

Teacher prompt: “How does dance compare to drama and music as an effective way to 

comment on environmental issues such as pollution or global warming?” 

Dance, Grade 11, Open, ATC3O 



A1.1 use the elements of dance to develop and perform a series of connected dance phrases 

inspired by a source (e.g., … depict changes in an object from nature or the surrounding 

environment) 


A2.1 use a variety of choreographic forms, structures, and techniques to create and perform a 

series of movement phrases (e.g., … create a group composition using movement motifs 

that communicate a response to a natural or built environment beyond the studio) 


A2.2 create a dance composition inspired by a source (e.g., develop dance phrases suggested 

by … The Great Kapok Tree by Lynne Cherry and use them as the basis for a longer 

composition) 



B2.3 identify and describe different types of dance represented in a particular culture, and 

describe their purposes (e.g., the characteristics of rain dances in ancient Egypt and their 

relationship to environmental factors, agricultural practices, and religious beliefs) 

Teacher prompt: “What are some environmental issues in the world today? Which of 

these issues could you comment on in a dance? How might your dance be enhanced if 

you studied how dances from other cultures addressed environmental issues?” 



C2.2 identify and describe ways in which dance is or can be used to reflect or comment on 

social questions in the local and/or global community (e.g., research and report on … 

how companies such as CityDance Ensemble, TRIP Dance Theater, and ODC Dance use 

dance to comment on environmental issues) 

Dance, Grade 12, University/College Preparation, ATC4M 



A1.1 use the elements of dance to create and perform abstract dance phrases inspired by a 

theme of personal significance (e.g., a theme suggested by an environmental or social 

issue or by a composition of a favourite dance group) 



C2.2 describe the influence of global artistic, social, and political events or issues (e.g., 

globalization, the environment, poverty, HIV/AIDS, war, political repression, refugees) 

on the current Canadian arts scene, including but not limited to the dance scene 

Teacher prompt: “How have Canadian choreographers used dance to raise public 

awareness of an important social or environmental issue?” 


C3.3 model safe and ethical practices in dance activities in both classroom and performance 

settings (e.g., … use environmentally friendly materials and processes in dance 

productions; …) 


Teacher prompts: … “What procedures should we follow when preparing the costumes, 

sets, and performance venue to ensure the environmentally responsible use of materials 

and energy?” … 

Dance, Grade 12, Workplace Preparation, ATC4E 



A1.2 create and perform movement phrases that use the elements of dance to express physical 

or emotional states (e.g., body movements and accents that reflect the emotions evoked by 

a piece of music or a natural or urban landscape; …) 


A2.3 identify and use a variety of compositional approaches to communicate ideas and feelings 

through dance (e.g., use structured improvisation and a combination of elements to 

develop a short piece about an environmental concern; …) 

A4. Performance 

A4.2 choreograph and perform dances to meet the needs of a specific community audience or 

event (e.g., a retirement home “social”, an environmental awareness event, a cyberbullying 

awareness session) 



C2.2 describe the influence of some global issues on dance (e.g., … the focus on issues such as 

racism, violence, the environment as themes for choreographers) 

Drama, Grade 11, University/College Preparation, ADA3M 



A1.2 select and use appropriate drama forms to present a variety of adapted or original drama 

works (e.g., … use puppetry to adapt a children’s book on a social or environmental 

theme, such as The Lorax [Seuss] or The Great Kapok Tree [Cherry], for a dramatic 

presentation) 




B2.1 analyse different styles of drama and explain their influence on artistic and social 

conditions in diverse communities and cultures from the past and present (e.g., … assess 

the influence of groups such as Dreamrider Theatre and Ubon! Eastern Cape Drama 

Company in raising awareness of environmental issues) 

B2.2 identify ways in which drama can influence personal growth, relationships with others, 

and aesthetic judgement (e.g., issue-based and whole-group drama activities can help 

develop empathy, self-knowledge, and environmental awareness; …) 

B2.3 identify ways in which drama can influence the broader community 

Teacher prompt: “What social or environmental issue might you use as the basis for an 

anthology for a school assembly? What would be your goal in presenting this issue?” 



C3.1 identify and follow safe and ethical practices in all drama activities (e.g., … follow 


Teacher prompts: … “How can we ensure that the materials used in these sets are 

available for re-use in future productions?” … 




B2.1 identify different purposes for drama and the forms used to achieve these purposes in 

diverse communities and cultures from the past and present (e.g., … to draw attention to 

problems or promote attitudinal change – issue-based drama) 

Teacher prompts: “What are some examples of contemporary issue-based drama (e.g., 

The Laramie Project; productions of Dreamrider Theatre or Ubom! Eastern Cape Drama 

Company)?” “What social purpose does issue-based theatre serve?”… 





Teacher prompts: “How can we ensure that the materials used in our sets are available 

for re-use in future productions?” … 


Drama, Grade 12, University/College Preparation, ADA4M 



A1.2 select and use a variety of drama forms to present original drama works (e.g., combine 

forms such as dance drama, mime, and reader’s theatre to dramatize or comment on a 

social or environmental issue) 


B1. The Critical Analysis Process 

B1.2 analyse a variety of contemporary and historical drama works to explain and evaluate 

how they communicate themes and dramatize issues 

Teacher prompt: “What are the social, environmental, and/or political issues raised in 

this play? …” 


B2.1 demonstrate an understanding of how drama questions social and cultural conditions in a 

variety of Canadian and global drama sources and traditions (e.g., determine the intended 

message in … various “green movie dramas” such as Erin Brockovitch, Gorillas in the 

Mist, The Day After Tomorrow, Hoot, and Avatar; …) 

B2.3 describe ways in which drama can support or influence school and/or local 

community goals … 

Teacher prompt: “What are some examples of the use of drama to promote social or 

environmental change?” 

B2.4 describe different approaches used to explore universal concepts and themes in the drama 

of diverse cultures (e.g., compare and contrast the treatment of themes such as hunger, 

loneliness, parenthood, oppression, war, and environmental degradation in dramas from 

different countries or time periods) 





Drama, Grade 12, Workplace Preparation, ADA4E 



C3.1 identify and follow safe and ethical practices in drama activities and explain their 

relevance to workplace settings (e.g., … identify and follow procedures for the 

environmentally responsible use of materials and energy; …) 


Exploring and Creating in the Arts, Grade 11 or 12, AEA3O/AEA4O 



A1.1 use a variety of strategies … to generate innovative ideas and to develop and refine 

detailed plans to address an integrated art challenge, individually and/or collaboratively 

(e.g., the challenge to create a performance piece or installation on a theme related to 

nature, such as water, fire, birth, or decay) 

A2. Elements and Principles 

A2.1 select and apply a combination of elements and principles from multiple arts disciplines 

when creating and presenting complex integrated art works/productions (e.g., use 

relationship from dance, timbre and texture from music, and unity and harmony from 

visual arts to highlight the connections between different life forms on Earth; …) 

A3. Tools, Techniques, and Technologies 

A3.2 use technologies, tools, and techniques associated with more than one arts discipline to 

create integrated art works/productions that demonstrate creativity and/or innovation 

(e.g., use accompaniment and animation software to create an innovative art work based 

on an environmental theme; …) 



C2.3 demonstrate an understanding of how past and present social, economic, and/or political 

factors have affected artistic form and content (e.g., … how environmental issues have 

influenced various contemporary artists; …) 

C3. Conventions and Responsible Practices 

C3.4 describe environmental issues associated with the arts, and apply environmentally 

responsible practices when creating, presenting, and promoting art works, including 

integrated art works/productions (e.g., safely and appropriately dispose of paint 

containers, toner cartridges, and other arts supplies; recycle batteries; use the 

Environment Canada website as a source for an integrated arts project on the four R’s 

[reduce, reuse, recycle, and recover]; reduce the use of paper by promoting a 

performance or art exhibition through the Internet) 

Teacher prompts: “Why is it important to check the source the supplies you use for your 

art works?” “Are any of the items you used in creating your art work classified as 

hazardous waste? How should you dispose of them?” 


Media Arts, Grade 11, University/College Preparation, ASM3M 


A3. Using Technologies, Tools, and Techniques 

A3.3 communicate their purpose and artistic intention when creating and presenting media art 

works, using a variety of approaches, tools, technologies, and techniques (e.g., create a 

video-based installation that uses dramatic images to encourage the audience to consider 

social issues related to Aboriginal rights or environmental protection) 




workplace (e.g., dispose of chemicals, batteries, and obsolete hardware in 

environmentally safe ways; use energy conservation practices; use recycled or recyclable 

material where possible) 

Teacher prompt: “What practices should media artists put in place to ensure that they are 

working in environmentally friendly ways? Have you applied these practices in your 

recent projects?” 

Media Arts, Grade 11, Open, ASM3O 



A1.1 use a variety of strategies … to generate and explore ideas, individually and 

collaboratively, for solutions to creative challenges (e.g., creating a media art work on 

the signs of or issues relating to climate change in their community or on a cultural 

theme) 

A1.4 exhibit or perform media art works, individually and/or collaboratively, using a variety of 

methods that are appropriate for their work (e.g., a classroom exhibition showcasing a 

variety of works on a social issue; an outdoor installation based on an environmental 

theme; …) 


A3.1 explore a variety of traditional and emerging technologies, tools, and techniques, and use 

them to produce effective media art works (e.g., … use a digital recording device to store 

sounds for a soundscape based on an environmental theme) 

Teacher prompts: … “How does the inclusion of a soundscape enhance viewers’ 

experience of your landscape photographs?” 

A3.3 communicate a personal message or an opinion on an issue of personal concern by 

creating and presenting media art works using a variety of techniques, tools, and/or 

technologies (e.g., an animated short to express their personal point of view on issues 


elated to smoking; a series of ads for public spaces on reducing the size of our 

ecological footprint, using techniques similar to those of Adbusters) 



B2.4 explain, using a variety of formats …, how creating and presenting media art works has 

affected their personal values and their understanding of their culture and community … 

Teacher prompt: “How did creating your interactive collage on climate change affect 

your own approach to the environment and your understanding of the values of 

your community?” 


B3.3 identify and describe skills and understandings acquired through the creative and critical 

analysis processes in the media arts (e.g., … more sophisticated understanding of social 

and environmental issues and anti-discrimination practices) and explain how they can be 

applied in everyday life … 



C3.1 identify and apply healthy, safe, and conscientious work practices when performing tasks 

related to media arts production (e.g., use safe practices when … using and storing 

chemicals …) 


workplace (e.g., reuse and recycle materials when possible; dispose of chemicals and 

batteries in environmentally safe ways; use energy conservation practices) 

Teacher prompts: “In what ways can an individual media artist contribute to the 

environment?” “What environmentally friendly practices can you adopt when you are 

creating a media art work?” 

Media Arts, Grade 12, University/College Preparation, ASM4M 


A2. The Principles of Media Arts 

A2.3 investigate and analyse how media artists use the principle of duration, and apply that 

principle and at least one other principle in the design and production of media art works 

that incorporate elements from contributing arts (e.g., using the work of Ron Haselden as 

inspiration, apply the principles of duration and point of view to create a multimedia, 

site-specific group performance piece that is to be presented in a particular area of the 

school or the school grounds and that challenges or changes the space’s purpose or 

meaning) 



A3.2 create and present media art works that are highly appropriate for a variety of specific 

audiences and venues (e.g., … a venue such as … an outdoor site that is relevant to the 

particular art work), using a range of technologies, tools, and techniques … 



C2.3 analyse, with reference to specific artists and their works …, the types of roles played by 

media artists in various societies, and explain how their roles may vary depending on the 

sociocultural context in which they work 

Teaching prompt: “Why did Annie Leonard create the video The Story of Stuff? What 

role did she adopt in making this video? Why?” 



workplace (e.g., dispose of chemicals, batteries, and obsolete hardware in 

environmentally safe ways; use energy conservation practices; use recycled or recyclable 

materials where possible; substitute more environmentally friendly materials for 

hazardous ones) 

Media Arts, Grade 12, Workplace, ASM4E 



B2.3 analyse how media art works influence community or societal values (e.g., 

advertisements for advocacy groups; music videos; documentaries such as Carts of 

Darkness, I’ll Find a Way, Wapos Bay, An Inconvenient Truth, Bowling for Columbine) 



workplace (e.g., dispose of chemicals and batteries in environmentally appropriate ways; 

use energy conservation practices; reuse and recycle materials when possible; substitute 

a less harmful substance for a hazardous one) 


Music, Grade 11, University/College Preparation, AMU3M 


B2. Music and Society 

B2.1 analyse ways in which traditional, commercial, and art music are a response to and 

reflection of the community or culture in which they were created … 

Teacher prompts: … “What are some of the songs associated with the 

environmental movement? …” 


C2. Characteristics and Development of Musical Forms 

C2.2 analyse, on the basis of research, and report on the characteristics of and ideas in traditional 

and contemporary music, including Aboriginal music, from Canada and around the world 

(e.g., … research and report on connections between music and nature; …) 

Teacher prompts: “Why might the composer of a Renaissance madrigal have imitated 

the sounds of nature?” … 


A. Creating and Performing 


A1.1 apply the creative process when performing music and composing and/or arranging 

music (e.g., … experiment with various natural and instrumental sounds when arranging 

music for their ensemble; …) 


C2. Musical Genres and Influences 

C2.2 describe, in a research-based report or presentation, the interrelationship between nature/the 

environment and various kinds of music, including Aboriginal music (e.g., present a ritual 

or celebration using replica instruments created from natural or recycled materials; 

investigate how composers have used nature as a source of inspiration and ideas) 

Teacher prompts: “What attitudes towards the environment are evident in traditional and 

contemporary Aboriginal music?” “How does Stravinsky represent nature in Rite of 

Spring? What are some other art music compositions that were inspired by nature?” 

“How can music connect us to the environment?” 


Music, Grade 12, Workplace Preparation, AMU4E 



B3.1 assess how the study of music has affected their personal growth and values, their 

expressive capabilities, and their understanding of others, particularly within the context 

of the workplace and their daily life … 

Teacher prompts: … “Identify some musicians and songs that have influenced your point 

of view on an environmental issue. How have they affected your day-to-day behaviour?” 

Visual Arts, Grade 11, University/College Preparation, AVI3M 



A2.2 apply elements and principles of design as well as art-making conventions to create art 

works that comment and/or communicate their personal perspective on issues related to 

social justice or the environment … 


B1. The Critical Analysis Process 

B1.2 deconstruct the visual content and the use of elements and principles of design in their 

own art work and the work of others … 

Teacher prompt: “What differences are there between the landscapes of Homer Watson 

and those of Emily Carr with respect to the artists’ use of elements/principles such as 

colour, value, shape, proportion, and emphasis? What impact do these differences have 

on the mood or meaning of the works?” 




affect the environment (e.g., in small groups, prepare a role play to illustrate the 

environmental consequences of improper use or disposal of hazardous or toxic 

materials), and apply environmentally responsible practices when creating, presenting, 

and promoting art works 

Teacher prompts: “Why is it important to know the source and content of the materials 

and media you are using?” “What types of materials should you avoid using in your art 

works because their sourcing, processing, and/or disposal can damage the environment?” 




B2. Art, Society, and Values 

B2.3 describe how creating and analysing art works has affected their personal identity and 

values and/or changed their perception of society (e.g., with reference to … their 

relationship with the physical environment …) 




affect the environment, and apply environmentally responsible practices when creating, 

presenting, and promoting art works (e.g., use recycled materials and those made from 

sustainable resources when creating their works and when packing and shipping art 

works; dispose of waste materials, including hazardous materials, in an 

environmentally responsible way; reduce the use of paper by using email and the 

Internet to promote an exhibition) 

Teacher prompts: “What are some of the ways you could use found materials 

responsibly in the creation of an assemblage?” “What are some alternatives to styrofoam 

packaging?” “How can creating art works be harmful to the environment? What are some 

ways of ensuring that you are an environmentally friendly artist?” 

Visual Arts, Grade 12, University/College Preparation, AVI4M 



A2.2 apply the elements and principles of design as well as a wide range of art-making 

conventions with increasing skill and creativity to produce art works that comment and/or 

communicate a clear point of view on a variety of issues … 

Teacher prompts: “What images or symbols might you use to comment on the impact of 

human behaviour on the natural environment?” … 



B2.3 assess the impact that the creation and analysis of art works has had on their personal 

identity and values and their perceptions of society (e.g., with reference to … their 

appreciation for the natural and built environment around them …) 



C1. Terminology 

C1.1 extend their understanding of the elements and principles of design, and use terminology 

related to these elements and principles correctly and appropriately when creating or 

analysing a variety of art works (e.g., when analysing how artists’ manipulation of space, 

movement, form, and proportion affects meaning in an environmental work) 


C3.3 explain how art works can have both a positive and negative impact on the environment 

(e.g., explain how art works can educate people about environmental issues; identify 

hazardous substances commonly used in the production of art works, explain their 

potential environmental impact, and identify the proper way to dispose of them; explain 

the pros and cons of using recycled materials in their art works) 

Teacher prompts: “What artists can you think of who deal with environmental themes in 

their art work? Has their work influenced your attitudes on environmental issues? Why or 

why not?” “What type of art works might you create to educate your audience about an 

issue such as loss of habitat?” 

Visual Arts, Grade 12, Workplace Preparation, AVI4E 



A2.2 apply the elements and principles of design as well as art-making conventions with 

increasing skill to create a variety of art works that explore and/or present a point of view 

on contemporary social issues and/or themes … 

Teacher prompt: “How might you use space, proportion, and emphasis in a public 

service advertisement encouraging people to limit their use of plastic water bottles? …” 


A3.1 extend their exploration of media/materials, techniques, tools, and traditional and 

emerging technologies, and apply them to create a variety of art works, including applied 

and commercial art works, for a range of purposes (e.g., … create a promotional item 

such as a poster or T-shirt for a fund-raising event for an environmental advocacy group) 



B2.1 explain how applied and commercial art works can influence individual and community 

values (e.g., how the design of sustainable products such as reusable bags or bottles can 

encourage people to reduce and reuse packaging; …) 


Teacher prompt: “What are some examples of products that artists have designed or 

modified to encourage people to respect or protect the environment? How have these 

products affected practices in your family, school, or community?” 



C3.3 identify responsible environmental practices that should be used in applied arts 

workplaces (e.g., safe disposal of paints, solvents, and photographic chemicals; reuse 

and recycling of materials; substitution of a less harmful substance for a toxic one), and 

apply these practices when creating visual art works 

Teacher prompts: “Why is it important to source materials that have been produced with 

the least harm to the environment?” “What items in a graphic arts workplace can be 

recycled?” “What fabrics cause the least environmental damage? Why?” 


BUSINESS STUDIES, GRADES 9 AND 10 (2006) AND 

GRADES 11 AND 12 (2006) 


The business studies curriculum identifies two critical areas of learning that can be connected with 

environmental education. These are: (1) “ethical, moral, and legal considerations in business” – 

i.e., “the understanding and/or determination of social and environmental consequences of business 

practices on the local, national, and global levels” and (2) “business skills” – i.e., “the knowledge 

and skills necessary for success in business”, when considered within an environmental context 

(see page 5 of the policy documents for Grades 9 and 10 and Grades 11 and 12). In addition, 

business courses cover one of the fundamental principles of business and economics – that is, the 

role of business enterprises in responding to people’s needs and wants. This topic offers rich 

opportunities for making environmental connections, in that responding to “wants” can conflict 

with meeting “needs”, including the need to protect the environment. 

The expectations in each course that address these areas are identified below. 

Introduction to Business, Grade 9 or 10, Open (BBI1O/BBI2O) 

Business Fundamentals 

• demonstrate an understanding of how businesses respond to needs, wants, supply, 

and demand 

• demonstrate an understanding of ethics and social responsibility in business 

– explain the concepts of ethics and social responsibility as they apply to business (e.g., 

workplace safety, antidiscrimination issues, accessibility issues for people with 

disabilities, environmental responsibility, respect for labour laws, fair trade) 

– explain controversial business issues from a local, national, and international perspective 

(e.g., accounting scandals, environmental impact of some business practices, insider 

trading, fraud) 

• demonstrate an understanding of the benefits and challenges for Canada in the field of 

international business 

– explain the potential benefits (e.g., access to markets, cheaper labour, increased quality 

and quantity of goods, access to resources) and social costs (e.g., outsourcing, human 

rights or labour abuses, environmental degradation) of international business for domestic 

and foreign partners 

Business Studies 27

Functions of a Business 

• demonstrate an understanding of sound management practices in business 

– explain the importance of ethical behaviour with respect to employees, the environment, 

and communities 

Entrepreneurship 

• analyse the importance of invention and innovation in entrepreneurship 

– describe how entrepreneurs discover opportunities in people’s needs, wants, and problems 

Note: Environmental connections can readily be made in the context of these expectations. 

Information and Communication Technology in Business, 

Grade 9 or 10, Open (BTT1O/BTT2O) 

Ethics and Issues in Information and Communication Technology 

• assess the impact of information and communication technology on personal health and 

the environment 

– explain the impact of information and communication technology on the environment 

(e.g., disposal of hardware, recycling of paper and toner cartridges) 

ACCOUNTING 

The subject matter in these courses does not lend itself to environmental education. 

ENTREPRENEURSHIP 

Entrepreneurship: The Venture, Grade 11, College Preparation 

(BDI3C) 

Enterprising People and Entrepreneurs 

• compare the characteristics and contributions of various entrepreneurs 

– outline the importance of incorporating ethical practices and social responsibility when 

operating a business venture 

– describe the impact that local entrepreneurs have had on the community (e.g., by creating 

jobs, providing community leadership, funding scholarships) 

– describe how entrepreneurs have been agents of change (e.g., by developing new 

products, methods of production, and ways of doing business) 

– describe the effect that changes brought about by entrepreneurs have had on the lives of 

people (e.g., workers, consumers, business people) 

Note: Attention can be drawn to entrepreneurs who have made a difference with respect to 

the environment. 


Ideas and Opportunities for New Ventures 

• analyse various methods of generating ideas and identifying opportunities to satisfy needs 

and wants 

– explain how new ventures have been developed in response to consumer needs or wants 

– describe how similar needs and wants have been satisfied in different ways (e.g., 

alternative methods of healing, such as Aboriginal or Chinese methods, versus Western 

medicine; organic produce versus genetically modified produce) 

• generate realistic new ideas and identify possible opportunities for a school-based or studentrun 

business 

– apply creative-thinking strategies (e.g., mind mapping, brainstorming) to determine 

possible solutions to unsatisfied needs and wants in the school or the community 

The Benefits of a Venture Plan 

– describe why it is important for a venture plan to be flexible, ethical, and adaptable 

Note: The importance of considering the environment when creating a venture plan can be 

emphasized in the context of this expectation. 

Developing and Completing a Venture Plan for the Proposed Business 

All expectations 

Note: Students could choose a business relating to the environment or could consider the 

environmental impact of their proposed business. 

Entrepreneurship: The Enterprising Person, Grade 11, Open 

(BDP3O) 

The Changing Nature of the Workplace 

• describe the major factors affecting the labour market 

• analyse the changing nature of work and the workplace 

Note: The specific expectations corresponding to these overalls provide opportunities for making 

environmental connections. Societal concerns about protecting the environment and dealing with 

climate change will have an effect on available jobs and on the demand for various types of 

labour and skills, as well as on practices in the workplace. 

Entrepreneurship and the Enterprising Employee 

– describe the roles of entrepreneurs that benefit communities and society (e.g., agents of 

change, creators of jobs and wealth, role models of ethical behaviour, advocates for 

community development) 

Business Studies 29

The Enterprising Experience: Planning and Organizing an Event 

• generate and evaluate ideas for an event in the school or the community and identify a 

realistic event to plan and organize 

Note: The event could be related to an environmental issue or concern. 

Entrepreneurship: Venture Planning in an Electronic Age, 

Grade 12, College Preparation (BDV4C) 

The Venture Concept 

– identify community problems, needs, or wants, and explain how selected problems, 

needs, or wants could be addressed 

– identify community problems, needs, or wants that could best be addressed by a not-forprofit 

venture, and explain why 

Note: The problems and needs identified in these two specific expectations could be related to 


INFORMATION AND COMMUNICATION TECHNOLOGY 

Information and Communication Technology: The Digital 

Environment, Grade 11, Open (BTA3O) 

Digital Literacy 

– identify features and benefits of a networked environment 

Note: An environmental connection can be made in terms of reductions in the use of resources, 

such as paper and cables, in a networked environment. 

E-Business 

• evaluate the impact of e-business 

Note: The topic of e-business offers opportunities for making environmental connections, 

particularly with respect to the potential for conserving resources. 


Information and Communication Technology: Multimedia 

Solutions, Grade 12, College Preparation (BTX4C) 

The Electronic Business Environment 

– describe the positive and negative effects of information and communication technology 

on businesses and working conditions (e.g., more efficient communication, ease of 

information sharing/retrieval, job loss/reassignment, technical difficulties) 

Note: An environmental perspective could be introduced in connection with this expectation, 

focusing primarily on resource use. 

Information and Communication Technology in the Workplace, 

Grade 12, Workplace Preparation (BTX4E) 

The Electronic Workplace Environment 

– explain the ways in which workplace settings have changed as a result of recent 

developments in information and communication technology 

– explain how information and communication technology affects the way in which 

business is conducted (e.g., more efficient communication, ease of information sharing 

and retrieval, reduced mailing costs) 

Note: Content related to these expectations could be examined from an environmental perspective. 

INTERNATIONAL BUSINESS 

International Business Fundamentals, Grade 12, 

University/College Preparation (BBB4M) 

Business, Trade, and the Economy 

– evaluate the benefits (e.g., decreased prices, increased quantity and quality of products, 

technological developments) and drawbacks (e.g., loss of jobs, increased foreign 

ownership of Canadian companies) of international trade for Canada 

Note: The evaluation of the risks and benefits of international trade could take environmental 

impacts into account. 

Business Studies 31

The Global Environment for Business 

• analyse ways in which Canadian businesses have been affected by globalization 

– analyse how, in an era of globalization, consumer choices and attitudes affect Canadian 

business decisions 

• assess the effects of current trends in global business activity and economic conditions 

– explain how globalization creates the need for standardization of products, services, and 

processes (e.g., through the International Organization for Standardization) 

Note: Various environmental concerns and considerations related to globalization can be 

explored in the context of these expectations. 

Factors Influencing Success in International Markets 

– evaluate the advantages and disadvantages in both developed countries and developing 

countries with regard to business opportunities (e.g., size of consumer base, government 

regulations, infrastructure, cost of labour) 

– describe the roles corporations can play in the setting of international and domestic policy 

(e.g., lobbying, participating in trade missions) 

Marketing Challenges and Approaches, and Distribution 

• demonstrate an understanding of the logistics of, and challenges associated with, distribution 

to local, national, and international markets 

Note: This overall expectation, supported by its corresponding specific expectations (under 

Distribution and Logistics), provides an opportunity to consider environmental concerns related 

to the transportation of goods. 

Working in International Markets 

• analyse the ways in which ethical considerations affect international business decisions 

– evaluate the ethical issues that arise for companies competing internationally, in relation 

to the following groups: consumers (e.g., safety, fair pricing, disclosure); stockholders 

(e.g., fair return, controlled risk); employees (e.g., fair wages, good working conditions, 

outsourcing, regulation of child labour); the host country (e.g., effects on local economy, 

respect for local laws and cultural preservation); and society (e.g., sustainability of 

development, practices to combat corruption) 

Note: Ethical considerations would include, among other environmental concerns, the need to 

protect the environment of the host country. Other specific expectations in the subsection Ethical 

Issues also provide opportunities to make links to environmental issues. 


International Business Essentials, Grade 12, Workplace 

Preparation (BBB4E) 

Canada in the Global Marketplace 

• identify the advantages, disadvantages, and challenges associated with international 

business activity 

• determine how Canadians have been affected by international business activity 

– describe the effects of foreign investment on Canada 

– explain how the needs and wants of Canadians may present opportunities for 

foreign companies 

– identify Canada’s current major trading partners and the products traded 

Note: These expectations provide significant opportunities to explore the environmental 

concerns and implications connected with international business and trade and foreign 

investment in Canada. 

Conducting International Business 

• demonstrate an understanding of the way in which ethical considerations affect international 

business decisions 

– compare the code of ethics for a variety of international companies 

– summarize the ethical issues that arise for companies that are competing internationally 

(e.g., fair wages, regulation of child labour, cultural preservation, environmental practices) 

International Careers and Skills 

– illustrate the impact of recent international events (e.g., 9/11, the outbreak of SARS in 

Toronto, the discovery of BSE in Canadian cattle) on Canadian international business 

Note: Events connected with climate change or other environmental phenomena can be 

considered in the context of this expectation. 

MARKETING 

Marketing: Goods, Services, Events, Grade 11, College 

Preparation (BMI3C) 

Marketing Fundamentals 

– summarize the factors that motivate a customer to purchase a product (e.g., discretionary 

income, peer pressure, social responsibility, evolving needs and wants) 

Business Studies 33

– compare the purposes of marketing for profit and not-for-profit organizations (e.g., to sell 

products and lifestyles, to raise funds, to raise awareness about issues) 

– describe, drawing on computer research, ethnocultural, linguistic, and geographical 

factors that firms should consider when they enter the global market (e.g., cultural 

variations in consumer preference and buying behaviour, language barriers, expense of 

delivery to distant markets) 

Note: Environmental considerations are relevant to the topic of each of these expectations. 

The Marketing Mix 

– compare the advantages and disadvantages of the various ways of delivering goods and 

services (e.g., truck, train, plane, auto, the Internet) from the producer to the consumer 

Trends in Marketing 

• identify and describe various environmental, ethical, social, and legal issues that affect 

marketing activities 

– identify examples of businesses that include corporate social responsibility as a 

component of their marketing philosophy (e.g., not using animals in product testing, 

sponsoring charitable events, hosting children’s camps, engaging in responsible 

environmental practices) 

The Marketing Plan 

– explain how a marketing plan can address the areas of ethics and social responsibility (e.g., 

by identifying diverse markets, by requiring environmentally friendly components in the 

product and its packaging, by incorporating positive social messages for healthy products) 

Note: The product, service, or event chosen for marketing will determine the extent of the 

environmental considerations that need to be taken into account. 

Marketing: Retail and Service, Grade 11, Workplace Preparation 

(BMX3E) 

Marketing Fundamentals 

– summarize changes in lifestyles and consumer needs and wants over the past few decades 

and explain their impact on retail and service businesses (e.g., changing gender roles, 

consumer demand for fast food, use of portable communication and entertainment devices) 

– explain how changing demographics, tastes, preferences, and psychographics of 

Canadian consumers have influenced their buying decisions (e.g., needs of aging 

population; interest in organic, green, or energy-efficient products) 


Trends in Retail and Service Marketing 

• identify and describe various environmental, ethical, social, and legal issues that affect the 

retail and service industries 

– describe ways in which marketing activities (e.g., packaging, labelling) have been 

influenced by the environmental movement 

– identify ways that federal, provincial, and municipal laws and regulations (e.g., 

concerning health and safety, environmental protection, product standards) can affect 

how retail and service businesses operate 

BUSINESS LEADERSHIP 

Business Leadership: Management Fundamentals, Grade 12, 

University/College Preparation (BOH4M) 

Foundations of Management 

• evaluate the impact of issues related to ethics and social responsibility on the management 

of organizations 

– evaluate the impact of major ethical issues (e.g., bribery, harassment, polluting the 

environment, theft in the workplace, Aboriginal land claims versus interests of resource 

companies) and dilemmas (e.g., for the individual, the workplace, and the local and 

global community) on management strategies and decision making 

– explain the nature of corporate ethical and social responsibility and analyse, on the basis 

of research, including stakeholder analysis, a particular company’s commitment to it 

(e.g., in relation to non-discriminatory hiring, promotion, and retention practices; 

implementing the Persons with Disabilities Act and the Accessibility for Ontarians with 

Disabilities Act; environmental issues; customer/supplier relationships) 

Business Leadership: Becoming a Manager, Grade 12, 

Workplace Preparation (BOG4E) 

The Role of the Manager 

– explain the need for ethical and socially responsible behaviour in business management 

Note: Socially responsible behaviour in business management includes protection of the 

environment. 

Business Studies 35

CANADIAN AND WORLD STUDIES, GRADES 9 AND 10 

(2005) AND GRADES 11 AND 12 (2005) 


Many of the courses in the Canadian and world studies (CWS) curriculum deal with subjects 

that focus on the environment or are closely connected to environmental concerns and 

phenomena – for example, courses in geography – or that involve developments and 

relationships in human life from which environmental factors cannot be separated – for 

example, courses in history and economics. In some courses, expectations that concern the 

environment may be too numerous to list in full, and in those cases, only the relevant overall 

expectations are listed in this document. In some cases, examples of the corresponding specific 

expectations that serve to strengthen environmental connections may also be listed or a note 

may be provided summarizing the nature of the opportunities for environmental connections 

offered by the corresponding specific expectations. 

The last strand of every course in the CWS curriculum focuses on methods of inquiry and 

research particular to each of the subject areas. The expectations in this strand help students 

develop skills that will enable them to think critically and independently and become responsible 

members of society. These skills provide a necessary foundation for students to become 

environmentally literate citizens as well. This environmental connection is broad, and the 

expectations in the inquiry and research strands have consequently not been identified 

individually unless they offer opportunities to explore specific topics related to the environment. 

Geography of Canada, Grade 9, Academic (CGC1D) 

Geographic Foundations: Space and Systems 

• demonstrate an understanding of the regional diversity of Canada’s natural and human systems 

• analyse local and regional factors that affect Canada’s natural and human systems 

Human-Environment Interactions 

• explain the relationship of Canada’s renewable and non-renewable resources to the 

Canadian economy 

• analyse the ways in which natural systems interact with human systems and make predictions 

about the outcomes of these interactions 

• evaluate various ways of ensuring resource sustainability in Canada 


Global Connections 

• describe how Canada’s diverse geography affects its economic, cultural, and environmental 

links to other countries 

– explain how Canada’s natural systems form part of global natural systems (e.g., Pacific 

Ring of Fire, continental shelves, global biomes) 

• analyse connections between Canada and other countries 

– compare Canada’s approaches to specific concerns (e.g., species loss, deforestation, 

pesticide use, cross-border pollution, movement of people, trade) with the approaches of 

other nations 

– evaluate Canada’s participation in organizations that deal with global issues (e.g., global 

warming, biodiversity, human rights) 

• report on global issues that affect Canadians 

– compare, in terms of resource use and consumption, the “ecological footprint” of an 

average Canadian with that of an average citizen in a developing country 

– produce a set of guidelines for developing a solution to a global geographic or 

environmental issue 

Understanding and Managing Change 

• explain how natural and human systems change over time and from place to place 

• predict how current or anticipated changes in the geography of Canada will affect the 

country’s future economic, social, and environmental well-being 

• explain how global economic and environmental factors affect individual choices 

Methods of Geographic Inquiry and Communication 

• use the methods and tools of geographic inquiry to locate, gather, evaluate, and organize 

information about Canada’s natural and human systems 

• analyse and interpret data gathered in inquiries into the geography of Canada, using a variety 

of methods and geotechnologies 

– collect and synthesize information about the local ecozone 

– make planning decisions concerning a regional community after studying its existing natural 

and human systems (e.g., transportation, communication, energy networks, ecozones) 

Geography of Canada, Grade 9, Applied (CGC1P) 


• identify patterns and diversity in Canada’s natural and human systems 

• illustrate regional differences using the concept of ecozone 

• describe issues that affect natural and human systems in Canada 

Canadian and World Studies 37


• assess the impact of human systems and/or resource extraction on the natural environment 

• describe ways in which renewable, non-renewable, and flow resources are used in Canada 

• relate current lifestyle choices of Canadians to the prospects for sustaining Canada’s 

economic and environmental well-being 


• identify the economic, cultural, and environmental connections between Canada and 

other countries 

– compare Canadian and global trends in resource consumption and pollution (e.g., level of 

development versus rate of resource use, GDP versus pollution levels) 

• report on how Canada influences and is influenced by its economic, cultural, and 

environmental connections with other countries 

– evaluate Canada’s effectiveness and commitment in responding to global challenges 

(e.g., climate change, depletion of ocean resources, terrorism) and promoting 

international well-being (e.g., humanitarian aid, human rights advocacy, peacekeeping) 

• explain how current global issues affect Canadians 

– compare the “ecological footprint” of a typical Canadian with those of people from 

other countries 


• explain the relationship between sustainability, stewardship, and an “ecological footprint” 

– describe how regional disparities (e.g., in resource accessibility) affect the economic 

sustainability of communities 

• identify current or anticipated physical, social, or economic changes and explain how they 

could affect the lives of Canadians 

• apply the concepts of stewardship and sustainability to analyse a current national or 

international issue 

– predict the impact of selected technological changes (e.g., in communications and 

information technology, renewable energy technology) on the future quality of life for 

Canadians (e.g., working conditions, air and water quality, education, transportation) 



information about Canada’s natural and human systems 

• analyse and interpret data gathered in inquiries into the geography of Canada, using a variety 

of methods and geotechnologies 

– collect and synthesize information about the local ecozone 


– conduct an inquiry, using a variety of appropriate tools, into a current Canadian geographic 

issue (e.g., loss of farm land, declining fish stocks, petroleum industry in the Arctic) 

Canadian History Since World War I, Grade 10, Academic 

(CHC2D) 

Communities: Local, National, and Global 

• explain how local, national, and global influences have helped shape Canadian identity 

• analyse the impact of external forces and events on Canada and its policies since 1914 

Note: Some of the specific expectations in this strand provide opportunities to explore how 

historical forces and events have influenced interactions between social, economic, and natural 

systems, as well as some of the positive and negative consequences they have had on the natural 

environment (e.g., the decision to use atomic weapons against Japan; economic globalization; the 

Gulf War, 1991; the Kyoto Protocol on Climate Change). 

Change and Continuity 

• analyse changing demographic patterns and their impact on Canadian society since 1914 

Note: Some of the specific expectations in this strand provide opportunities to explore how 

historical patterns have influenced interactions between social, economic, and natural systems, as 

well as some of the positive and negative consequences they have had on the natural 

environment (e.g., the impact of the population shift to the suburbs; the impact of the baby boom 

generation on material consumption). 

Citizenship and Heritage 

• analyse the contributions of various social and political movements in Canada since 1914 

Note: This overall expectation provides the opportunity to evaluate the social, economic, and 

environmental consequences of the ideologies and platforms of various political parties 

and movements. 

Social, Economic, and Political Structures 

• analyse how changing economic and social conditions have affected Canadians since 1914 

Note: Some of the specific expectations in this strand provide an opportunity to explore the 

impact that the natural environment has had on economic and social conditions (e.g., drought as 

a factor in the Depression of the 1930s; the loss of fisheries in Newfoundland in the 1990s). 


Canadian History Since World War I, Grade 10, Applied (CHC2P) 


• describe some of the major local, national, and global forces and events that have influenced 

Canada’s policies and Canadian identity since 1914 

Note: The expectations in this strand provide opportunities to examine some of the positive and 

negative consequences that historical forces and events have had with respect to the natural 

environment (e.g., the effect of wars, the effect of trade policies and economic policies) 


• explain some major ways in which Canada’s population has changed since 1914 

• evaluate the impact of some technological developments on Canadians in different periods 

Note: The expectations in this strand provide an opportunity to illustrate that technological 

developments and changes in population demographics have had both positive and negative 

consequences for the natural environment (e.g., negative effects of the increased material 

consumption that came about as a consequence of the postwar baby boom; the impact 

of landmines). 


• describe the impact of significant social and political movements on Canadian society 

Note: This overall expectation provides the opportunity to examine the social, economic, 

and environmental consequences of the ideologies and values of various political parties 

and movements. 


• explain changing economic conditions and patterns and how they have affected Canadians 

Note: Some of the specific expectations in this strand provide opportunities to examine how 

economic and social conditions can affect the natural environment. (e.g., environmental 

regulations under NAFTA; the spread of disease). 

Civics, Grade 10, Open (CHV20) 

Informed Citizenship 

• explain the legal rights and responsibilities associated with Canadian citizenship 

• explain what it means to be a “global citizen” and why it is important to be one 

Note: The expectations in this strand, viewed from an environmental perspective, would help 

students acquire both the skills and the personal attributes of environmentally literate citizens. 


Purposeful Citizenship 

• demonstrate an understanding of the beliefs and values underlying democratic citizenship 

and explain how they guide citizens’ actions 

• describe the diversity of beliefs and values of various individuals and groups in 

Canadian society 

• analyse responses, at the local, national, and international levels, to civic issues that involve 

multiple perspectives and differing civic purposes 

Note: Many of the expectations in this strand, viewed from an environmental perspective, would 

help students develop the skills and the personal attributes of environmentally literate citizens. 

Some of the specific expectations provide an environmental context. 

Active Citizenship 

• apply appropriate inquiry skills to the research of questions and issues of civic importance 

• demonstrate an understanding of the various ways in which decisions are made and conflicts 

resolved in matters of civic importance, and the various ways in which individual citizens 

participate in these processes 

Note: The expectations in this strand, viewed from an environmental perspective, would help 

student develop the skills and personal attributes of environmentally literate citizens. Important 

among these is an understanding of the value of personal action. 

ECONOMICS 

In today’s world, applications of some of the fundamental principles of economics, such as 

supply and demand, scarcity and choice, and the self-interest of economic stakeholders, 

inevitably involve environmental considerations. Many of the expectations identified below focus 

on these principles. 

The Individual and the Economy, Grade 11, University/College 

Preparation (CIE3M) 

Economic Decision Making 

• explain how the scarcity of economic resources requires individuals and societies to make 

economic choices 

– explain, using specific examples, the economic problem of scarcity and the choices and 

trade-offs that individuals and societies must make 


Note: Trade-offs made necessary by a scarcity of resources often involve negative consequences 

for the environment. 

Economic Stakeholders 

• describe the economic rights and responsibilities of citizens 

– describe the economic responsibilities of Canadian citizens (e.g., respect for laws against 

pollution, vandalism, etc.; awareness of the economic implications of public issues) 

– analyse a current issue (e.g., pollution), identifying how the economic rights of 

individuals must be balanced by economic responsibility and public accountability 

Self-Interest and Interdependence 

• explain how self-interest in a market makes consumers and producers interdependent 

– describe the criteria that consumers and producers each use to determine which of several 

choices is in their own best interest 

• describe ways in which governments in Canada intervene in the economy to balance the 

competing self-interests of stakeholders 

• assess the extent, nature, and impact of Canada’s economic interdependence with other nations 

– assess the benefits and disadvantages to trading partners of international specialization 

and trade arising from comparative advantage between Canada and Mexico in the 

production of wheat and radios) 

Note: The ideas explored in this strand provide ample opportunity to make environmental 

connections, in view of societal concerns about climate change and the role of environmental 

considerations in the negotiation of free trade agreements. 

Methods of Economic Inquiry and Communication 

– use economic models (e.g., competitive market) to analyse economic relationships and to 

forecast outcomes (e.g., how changes in supply and demand will affect price and output) 

– use methods of economic inquiry (e.g., cost-benefit analysis) to evaluate an economic 

choice from the perspective of the affected stakeholders 

Making Economic Choices, Grade 11, Workplace Preparation 

(CIC3E) 


• identify the economic choices that individuals, organizations, and societies must make 

because resources are scarce 


• describe the economic roles that an individual plays 


– differentiate between consumer wants and needs and consumer demand (e.g., consumers’ 

willingness and ability to pay for goods and services) 

Note: To achieve this expectation, students would need to understand why the resources are 

scarce. 

Self-Interest and Interdependence 

• explain how self-interest motivates both consumers and producers in a market and creates 

interdependence 

– describe how consumers and producers each determine what is in their own best interest 

(e.g., satisfaction of needs and wants, profitability) 

• describe the extent and nature of Canada’s economic interdependence with other nations and 

the significance of this interdependence to Canadian stakeholders 

Economic Institutions 

– describe specific examples of the ways in which government is involved in the Canadian 

economy (e.g., consumer, regulator, producer, distributor of income, tariff collector, 

quota setter) 

Note: This expectation can be applied to topics that provide environmental connections. For 

example, the government acts as a regulator with respect to the environmental impact of 

economic activity. 


– apply a cost-benefit analysis to define a problem and to identify and evaluate choices 

from the point of view of different stakeholders 

Note: A productive application for this expectation would involve environmental considerations. 

Analysing Current Economic Issues, Grade 12, University 

Preparation (CIA4U) 


• analyse the changing importance of the public and private sectors of the economy and what 

this means for the achievement of the macroeconomic goals of freedom and equity 

– describe the effects of changes in the economic influence of markets and the public sector 

(e.g., a reduced level of public services, deregulation, privatization) 

Note: The possible consequences of privatization for the environment and the role of 

environment in considerations of equity can be addressed in the context of these expectations. 



• describe economic stakeholder groups and the criteria each uses to make economic decisions 

• explain the economic rights and responsibilities of “the economic citizen” 

– explain the concept of stewardship as it applies to specific examples of economic 

responsibility and choice (e.g., pollution, income distribution, use of resources and energy) 

• compare the ways and the degree to which different types of economic systems satisfy the 

needs of stakeholders 

– analyse the economic and social/cultural impact of resource development on traditional 

lands of First Nation peoples (e.g., logging or commercial fishing in British Columbia, 

pipeline construction or mining in the North, gaming in Ontario) 

Economic Institutions 

• analyse the nature and functions of international economic institutions and their impact on 

the Canadian economy 

– describe the nature and role of international economic agreements and institutions (e.g., 

North American Free Trade Agreement, Kyoto Protocol, World Trade Organization, 

International Monetary Fund, Organization for Economic Cooperation and Development) 

– analyse the growth of private-sector multinational corporations and their impact on the 

Canadian economy 

– analyse the costs and benefits to Canadian stakeholders of the trend towards freer 

international trade 


– apply economic concepts (e.g., opportunity cost, demand, absolute advantage) and 

models (e.g., production-possibility boundary, the market, circular flow) to identify and 

analyse choices, forecast economic change, and define a reality, problem, or issue 

– apply the cost-benefit method of inquiry to current economic issues to evaluate choices, 

using stakeholder criteria and economic goals 

Note: These expectations allow for applications involving environmental issues. 

GEOGRAPHY 

By their very nature, the strands Geographic Foundations: Space and Systems, Human- 

Environment Interactions, and Global Connections incorporate environmental education. 

Consequently, the specific expectations in these strands that relate to the environment or provide 

opportunities to make environmental connections are too numerous to list, and in most cases, 

only the overall expectations have been identified below. 


The Americas: Geographic Patterns and Issues, Grade 11, 

University/College Preparation (CGD3M) 


• describe and compare the natural characteristics of the equatorial, midlatitude, and polar 

regions of the Americas 

– identify how colonizing countries have influenced people and the environment in selected 

regions of the Americas 

• compare the diverse human systems and cultural realms of the Americas 

• analyse the political, economic, and social factors that contribute to disparities in economic 

development within the Americas 

– analyse development patterns in selected regions of the Americas (e.g., Bolivia, northeastern 

Brazil, the Caribbean, the Arctic) and identify the benefits and disadvantages of 

development for each region chosen 


• analyse the causes and effects of human-environment interactions in various ecological zones 

of the Americas 

• evaluate the environmental and economic consequences for the Americas of natural hazards 

and climatic variations 

• analyse the linkages between population shifts and changes in physical and human 

environments in the Americas 


• evaluate the impact of the global economy on the environment and peoples of the Americas 

• analyse how the nations of the Americas interact to promote or defend their political, 

economic, environmental, and social interests 

• assess the roles of current and emerging major powers in the Americas 

– analyse selected examples of relationships that have developed between regions in the 

Americas because of environmental problems (e.g., oil spills, ozone depletion), resource 

needs (e.g., energy exchanges, water transfers), and border conflicts 


• evaluate the effects of various political, economic, social, and technological changes on 

physical and human environments in the Americas 

• analyse the problem of underdevelopment in the Americas and explain the difficulties in 

alleviating it 


• evaluate various aid programs in the Americas and their impact 

– analyse a development project in the Americas to determine its effect on local 

environments and economies, including those of indigenous peoples (e.g., mining in the 

Amazon, rural improvement projects in Central America, mining of the Athabasca oil 

sands in Alberta) 

Physical Geography: Patterns, Processes, and Interactions, 

Grade 11, University/College Preparation (CGF3M) 


• analyse the sources and nature of energy flows through the lithosphere, atmosphere, 

hydrosphere, and biosphere 

• explain the physical processes that create landforms, climate, soils, and vegetation 

Note: The specific expectations in this strand deal with the interrelationship of these components. 


• explain how the earth provides both a habitat for life and a resource for society 

• evaluate the impact of natural systems on people and their activities 

• evaluate the impact of human life on the environment 

• explain the importance of stewardship and sustainability as guiding principles for human use 

of the physical environment 


• explain the importance of water to global systems 

• explain the reasons for the global patterns of continents and oceans, landforms, climate, soils, 

and vegetation 

• analyse local, regional, and global issues related to physical geography 


• analyse the causes and consequences of climate change 

• analyse how changes in natural systems are caused by natural phenomena 

• explain how human uses of the earth, especially uses involving technology, cause changes 

over time in natural systems 


Geographics: The Geographerʼs Toolkit, Grade 11, Workplace 

Preparation (CGT3E) 


• explain the use of geotechnologies in studying and managing human-environment interactions 

• evaluate the usefulness of geotechnologies for identifying environmental concerns and 

developing possible solutions 


• explain the use of geotechnologies in addressing matters of global concern 

– describe the role of geotechnologies in addressing issues affecting the world as a whole 

(e.g., global warming, high population densities) 

• use techniques of geographic inquiry to complete an investigation concerning global 

physical, demographic, or economic patterns 

– explain a global phenomenon (e.g., rainforest destruction, desertification, globalization) 

incorporating geotechnology (e.g., use ArcView to illustrate epicentres and magnitudes 

of seismic activity) 


• explain and demonstrate the use of geotechnologies to monitor and predict change in the 

physical and human environment 

– describe the role of geotechnologies, especially satellite imaging, in monitoring changing 

features and phenomena (e.g., sea ice, forests, oil spills) 

• evaluate the implications for the user of developments in geotechnology 

– use geotechnology to illustrate changes in the physical and/or cultural geography of their 

local community 

Travel and Tourism: A Regional Geographic Perspective, Grade 

11, Open (CGG3O) 


• explain how environmental factors affect patterns of travel and tourism 

• analyse the impact of different types of travel and tourism on the natural environment 

• evaluate the effectiveness of programs and initiatives designed to manage and protect the 

resources on which tourism is based 



• explain the social, environmental, cultural, economic, and political effects of travel and 

tourism on various destination regions 

• compare the characteristics of selected tourist regions of the world 


• analyse the social, environmental, cultural, economic, and political effects of tourism-related 

development on a community or region 

• evaluate the impact on travel and tourism of the plans, policies, and initiatives of 

governments, businesses, and other organizations 


– develop possible solutions to problems or issues related to travel, tourism, or regional 

geography (e.g., a plan to protect a fragile ecosystem from the effects of travel and 

tourism), using appropriate forecasting, decision-making, and/or problem-solving strategies 

Canadian and World Issues: A Geographic Analysis, Grade 12, 

University Preparation (CGW4U) 


• explain how the earth’s natural and human systems are interconnected in multiple, 

complex ways 

• analyse the causes and effects of economic disparities around the world 

• compare the cultural, economic, and political aspirations of selected groups and the effects of 

their actions on local, national, and global geographic issues 


• analyse the impact of selected global trends on people and environments at the local, 

national, and global level 

• analyse geographic issues that arise from the impact of human activities on the environment 

in different regions of the world 

• evaluate approaches, policies, and principles relating to the protection and sustainability of 

the planet’s life-support systems 


• analyse the influences that increase the interdependence of countries around the world 


– identify current global sustainability issues and environmental threats (e.g., greenhouse 

gas emissions, global warming) 

– explain how inequities in the distribution of resources (e.g., water scarcity, unequal 

land distribution) and boundary disputes (e.g., confiscation of land) contribute to 

uprisings and conflicts 

• analyse instances of international cooperation and conflict and explain the factors that 

contributed to each 

• evaluate the social, economic, and environmental impact of the strategies for sustainable 

development implemented by a variety of individuals, organizations, and institutions 


• analyse trends and predict changes in the human use of the earth and its resources 

• evaluate the cultural, economic, and environmental impact of changing technology 

• evaluate the effectiveness of short-term and long-term solutions to geographic problems and 

issues at the local, national, and global level 

World Geography: Human Patterns and Interactions, Grade 12, 

University Preparation (CGU4U) 


• apply concepts of spatial interaction to explain the impact of spatial factors on human systems 

• explain the influence of social, political, cultural, economic, and environmental factors on 

human environments and activities 


• explain how humans have modified the natural environment to create particular landscapes 

• analyse the environments of urban areas to determine the effects on them of large-scale ruralto-urban 

migration 

• evaluate ways in which humans adapt or have adapted to the natural environment and 

natural phenomena 


• analyse examples of cultural/economic/ecological convergence and divergence to identify 

their causes 

• evaluate the effects of the information revolution, technological progress, and global trade on 

selected world regions 


The Environment and Resource Management, Grade 12, 

University/College Preparation (CGR4M) 


• analyse how the earth’s major components – the lithosphere, atmosphere, hydrosphere, and 

biosphere – interact and are interdependent 

• explain how key ecological processes contribute to ecosystem health 

• analyse how the distribution of ecosystems has been and continues to be influenced by 

natural conditions 


• explain significant short-term and long-term effects of human activity on the 

natural environment 

• analyse and evaluate interrelationships among the environment, the economy, and society 

• analyse patterns of resource availability and use 


• analyse environmental and resource management issues and explain their global implications 

• explain how population growth affects the sustainability of global ecosystems 

• evaluate the effectiveness of the efforts of the international community to deal with 

environmental and resource management issues 


• evaluate the impact of economic, social, political, and technological change on natural and 

human systems 

• explain the purpose of environmental laws and regulations at the local, provincial, and 

national levels and evaluate their effectiveness over time 

• evaluate a variety of approaches to resolving environmental and resource management 

concerns on a local, regional, and national scale 



information about environmental and resource management issues and concerns 


Geomatics: Geotechnologies in Action, Grade 12, 

University/College Preparation (CGO4M) 


• analyse how geotechnologies are used in studying physical and human systems 

– utilize geotechnologies in analyses of physical systems (e.g., resource mapping, climate 

modelling, forest mapping) 

– utilize geotechnologies in analyses of human systems (e.g., market analysis, route 

planning, precision farming, land use planning) 


• analyse how geotechnologies are used in studying and managing human-environment 

interactions 

• evaluate the effectiveness of geotechnologies in identifying environmental problems and 

finding solutions 


• explain the use of geotechnologies in monitoring change in dynamic systems 

• evaluate the use of geotechnologies in modelling and predicting future change 

World Geography: Urban Patterns and Interactions, Grade 12, 

College Preparation (CGU4C) 


• analyse and compare the characteristics of major urban systems in different parts of the world 

– describe how social, political, cultural, environmental, and economic factors, patterns, 

and processes have influenced and continue to influence the development of selected 

cities and urban environments 

• explain how social, political, cultural, environmental, and economic processes shape 

urban places 


• describe how the natural environment influences the location and development of settlements 

• explain how humans modify the environment to meet urban needs 

• assess the effects of human activities on urban and regional ecosystems and propose 

solutions to urban environmental problems 



• describe the influence of social, cultural, political, environmental, and economic factors on 

the development of urban settlements in different parts of the world 

• analyse the relationships between cities and their surrounding regions 


• assess the impact of human migrations on urban systems and patterns 

• assess various ways of managing urban change in selected world regions 

• analyse various proposed solutions to typical problems of large urban areas 

The Environment and Resource Management, Grade 12, 

Workplace Preparation (CGR4E) 


• explain relationships among the earth’s major components: the lithosphere, atmosphere, 

hydrosphere, and biosphere 

• explain key ecological processes and their significance for ecosystem health 

• analyse patterns of bioregions and resource distribution on the earth 


• explain how humans both depend upon and are an integral part of ecosystems 

• analyse how human activities have positive and negative effects on natural systems 

• analyse patterns of resource availability and use 


• explain the relationships among population growth, increasing consumption of resources, and 

environmental degradation on a global scale 

• explain how the sustainable use of resources may be achieved through the cooperation of 

governments, businesses, industries, non-governmental organizations, and citizens around the 

world, even though their environmental perspectives may differ 

• evaluate the effectiveness of international efforts to deal with global environmental issues 


• describe trends in the consumption of natural resources and in resource management practices 


• describe the process of environmental degradation in an ecosystem and assess an existing 

rehabilitation strategy or devise a new one 

• evaluate the effects that environmental protection and resource management have on society 

HISTORY 

Cause-and-effect relationships are critical to the study of history and often provide a rich context 

for making connections to environmental factors and concerns. The two strands in the history 

courses that incorporate environmental education to the greatest extent are Communities: Local, 

National, and Global, and Social, Economic, and Political Structures (specifically, the Economic 

Development section). 

American History, Grade 11, University Preparation (CHA3U) 


• analyse the development of the United States as a world power and how American policy has 

influenced communities outside the United States 

– assess the impact of American policies on other nations since 1945 (e.g., rebuilding 

Europe and Japan after World War II; veto on the United Nations Security Council; 

competition in the space race; involvement in Cuba, Nicaragua, the Middle East, and the 

Balkans; position on the Kyoto Protocol on Climate Change; war on terrorism) 

– assess the factors (e.g., geographic, ideological, political, economic) that have contributed 

to the United States’ status as a world power 


• analyse the forces that have influenced American economic development 

– compare American capitalism in the nineteenth and twentieth centuries (e.g., 

Reconstruction, robber barons, muckrakers, anti-trust legislation, anti-combines legislation, 

black market during Prohibition, stock market crash of 1929, Great Depression, postwar 

affluence, labour legislation, Reaganomics, environmental regulation) 

World History to the Sixteenth Century, Grade 11, 

University/College Preparation (CHW3M) 

Note: The expectations identified below focus on the evolution of human relationships with the 

natural environment over time, knowledge that will enhance students’ understanding of current 

environmental concerns. 

Communities: Characteristics, Development, and Interaction 

• analyse how selected societies have evolved and responded to challenges 

– explain the development of societies from hunter-gatherer to horticultural/pastoral 

societies, to rural agricultural communities, and then to urban communities 


– analyse the factors that contributed to the differentiation of societies (e.g., climate, 

geography, resources, decisions of leaders, external pressures, size) 


• analyse the factors that contributed to the process of change from earliest times to the 

sixteenth century 

– identify major changes that took place in the world before the sixteenth century (e.g., 

climatic shifts, domestication of plants and animals, discovery of the wheel, the Neolithic 

Revolution, development of writing, invention of the printing press, military innovations) 


• analyse the development and diversity of social structures in various regions of the world 

prior to the sixteenth century 

– describe the roles of different members of society in the early stages of human history 

(e.g., warrior, hunter, healer, spiritual leader) 

– analyse the factors that influenced the development of a variety of forms of social structure 

(e.g., scarcity of resources and nomadic society, threat of invasion and militaristic society, 

religion and monastic society, industrial technology and urban society) 

• analyse diverse economic structures and the factors that affected their development 

– describe the diverse forms of economic organization that existed prior to the sixteenth 

century (e.g., horticultural, agricultural, commercial, nomadic, feudal, slave-based) 

Canadian History and Politics Since 1945, Grade 11, College 

Preparation (CHH3C) 


• explain how global economic and environmental forces have affected Canadians since 1945 

– describe ongoing global environmental challenges and assess the role of Canadians in 

addressing these challenges (e.g., Greenpeace, negotiations with the United States on acid 

precipitation, fishing moratoriums, Kyoto Protocol on Climate Change) 

• assess Canada’s continuing role in the world community since 1945 

– describe Canada’s participation in international agreements and organizations 

(e.g., agreements to participate in United Nations peacekeeping operations, World 

Health Organization [WHO], Universal Declaration of Human Rights, Draft United 

Nations Declaration on the Rights of Indigenous Peoples, International Campaign to 

Ban Landmines) 

Note: The examples in these expectations illustrate how environmental connections can be made 

in the context of the expectations. 



– analyse key developments in Canada’s relations with the United States since 1945 (e.g., 

defence agreements such as NORAD; trade agreements such as the Auto Pact and 

NAFTA; changing mandate of the Foreign Investment Review Agency [FIRA]; trade 

disputes over softwood lumber and following the mad cow crisis; the CRTC’s Canadian 

content rules; changes in the aftermath of world events such as the Cuban Missile Crisis 

and September 11) 

• analyse continuing issues, concerns, and strengths in Canadian society since 1945 

– assess how the continuing forces of capitalism and free enterprise have affected Canada 

since 1945 (e.g., exploitation of natural resources, private banking systems, deregulation 

and privatization of Crown corporations, environmental degradation, increase in parttime 

employment, economic disparities, loss of national sovereignty, growth of 

companies such as Bombardier, Magna International, and WestJet) 


– assess the advantages and disadvantages of globalization and offshore industries for 

Canadian workers and other Canadian citizens 

• explain the importance of active citizenship and respect for heritage in the lives of Canadians 

– describe the workings of different levels of government, with a focus on how they relate 

to the rights and responsibilities of active citizenship 

• explain how different individuals and communities in Canada seek to fulfil their ambitions 

and express their identities 

– identify significant Canadian individuals who, through their actions, have affected 

Canada’s image at home and/or abroad (e.g., Rosalie Abella, Susan Aglukark, Lincoln 

Alexander, Louise Arbour, Roberta Bondar, Rosemary Brown, Thérèse Casgrain, Roméo 

Dallaire, Wayne Gretzky, Rick Hansen, Stephen Lewis, Donald H. Oliver, 

Lester B. Pearson, Bruny Surin, David Suzuki, Pierre Trudeau) 


• analyse changes in the Canadian economy since 1945 

– assess the effects of public and private investment and economic policy on local, 

provincial, and national economies (e.g., sponsorship of megaprojects such as the 

TransCanada Pipeline; National Energy Program; privatization of Crown corporations 

such as Petro-Canada, Air Canada; wage and price controls; Bank of Canada monetary 

policies; branch plants; downsizing) 

– describe developments in Canada’s resource industries since 1945 (e.g., Leduc oil wells; 

the Tar Sands; Hibernia; nuclear power plants; developments in hydroelectricity, mining, 

forestry, fishing) 


Canadian History and Politics Since 1945, Grade 11, Workplace 

Preparation (CHH3E) 


• describe how key global economic and environmental forces have affected Canadians 

since 1945 

– identify major international economic organizations and agreements and describe their 

impact on Canadians (e.g., Organization of the Petroleum Exporting Countries [OPEC], 

European Economic Community, General Agreement on Tariffs and Trade [GATT]) 

– identify ongoing global environmental challenges and describe the role of Canadians in 

addressing these challenges (e.g., Greenpeace, negotiations with the United States on acid 

precipitation, fishing moratoriums, Kyoto Protocol on Climate Change) 


– describe key developments in Canada’s relations with the United States since 1945 (e.g., 

defence agreements such as NORAD; trade agreements such as the North American Free 

Trade Agreement [NAFTA]; changing mandate of the Foreign Investment Review 

Agency [FIRA]; trade disputes over softwood lumber and following the mad cow crisis; 

the CRTC’s Canadian content rules; changes in the aftermath of world events such as 

September 11) 

Note: A number of environmental issues that have affected Canada–U.S. relations since 1945 

could be addressed in the context of this expectation, including cross-border pollution, diversion 

of water to the south, and the negotiation of air and water quality agreements. 

• identify continuing issues, concerns, and strengths in Canadian society 


• explain the importance of active citizenship and respect for heritage in the everyday lives 

of Canadians 

– demonstrate an understanding of the workings of different levels of government, with a 

focus on how they relate to the rights and responsibilities of active citizenship 

– explain how individual citizens can participate in political decision making by 

communicating with government officials (e.g., letters to politicians, “town hall” 

meetings, petitions) 

Note: These expectations help students understand their right – and their responsibility − to take 

meaningful action as citizens in a democracy – a necessary foundation for becoming 

environmentally responsible citizens. 


• describe changes in the Canadian economy since 1945 

– identify important effects of government policies and programs on national, provincial, 

and local economies (e.g., sponsorship of megaprojects such as the TransCanada Pipeline 


or James Bay hydroelectric project, the National Energy Program, wage and price 

controls, Bank of Canada monetary policies) 

– describe the impact of major developments in the Canadian consumer economy since 

1945 (e.g., suburbanization, subsidized housing, targeting of teenage consumers, 

shopping malls, personal credit cards, automated service) 

World History Since 1900: Global and Regional Perspectives, 

Grade 11, Open (CHT3O) 


• describe the nature and impact of significant change since 1900 

– describe major technological and economic changes since 1900 and their impact on 

society (e.g., the automobile, electricity, electronic and computer technology; 

progressive taxation, consumerism, global capitalism) 

• explain the importance of chronology and cause-and-effect relationships within the context 

of history since 1900 

– analyse the relationships between selected political, social, economic, and cultural issues 

and events since the beginning of the twentieth century (e.g., World War I and 

isolationism, the Great Depression and social welfare legislation, fishing practices and 

territorial waters, civil disobedience and economic disruption) 


– describe elements that have helped to create a sense of international and global unity 

(e.g., political ideologies such as pacifism, communism, and socialism; international 

women’s movements; humanitarian idealism; global environmental concerns) 


– describe and assess local, national, and global implications of major economic crises 

since 1900 (e.g., the Great Depression, China’s Great Leap Forward, the 1973 OPEC oil 

crisis, eastern Europe and the collapse of the Soviet Union, the Asian financial crisis of 

the 1990s, the technology stock crash of 2000, the Enron scandal) 

– analyse the problems that have faced the underdeveloped world in achieving economic 

stability and prosperity (e.g., lack of capital investment, exploitation of citizens as cheap 

labour, fragile taxation base, political corruption, foreign ownership, debt load) 

Canada: History, Identity, and Culture, Grade 12, University 

Preparation (CHI4U) 


• describe the characteristics of Aboriginal communities before and after contact with 

Europeans and analyse the significant effects of the interactions between Aboriginal 

communities and the colonizers 


– describe various aspects of Aboriginal life prior to contact with Europeans (e.g., traditional 

economies, spirituality, relationship with the environment, political organization) 

– analyse significant aspects and effects of the interactions between Aboriginal peoples and 

European colonists (e.g., spread of disease; introduction of new weapons; missions; 

Aboriginal peoples’ sharing of environmental knowledge with Europeans; the Royal 

Proclamation of 1763; territorial relocation; emergence of the Métis; treaties; Riel 

Rebellion; movement towards self-government) 


• assess changes in Canada’s rural-agricultural and urban-industrial communities 

– evaluate the changing economic and cultural contributions of Canadian agricultural and 

resource-based communities (e.g., fishing villages, mining and mill towns, Prairie 

breadbasket, oil sands; . . .) 

• analyse the relationship between major technological and social changes in Canada 

– analyse how changes in technology (e.g., introduction of steam power, combustion 

engine, automation, mechanization, electricity, telephone, labour-saving appliances, 

radio, television, computers) have affected Canadian homes and workplaces 


– assess the effectiveness of various economic policies and initiatives in promoting 

Canadian sovereignty (e.g., National Policy; Halibut Treaty, 1923; Foreign Investment 

Review Agency; National Energy Program; Arctic Environmental Protection Strategy, 

1991; Turbot War, 1995) 

• assess the efforts of popular movements to reform Canadian society 

– analyse the growth of environmentalism (e.g., establishment of national parks, Federation 

of Ontario Naturalists, work of Jane Jacobs, Greenpeace, Lubicon-Daishowa dispute, 

James Bay hydroelectric project protests, ratification of the Kyoto Protocol on Climate 

Change) and its influence on how Canadians live 

World History: The West and the World, Grade 12, University 

Preparation (CHY4U) 


– describe the development of urbanization and its impact on various communities and the 

environment (e.g., development of administrative, market, commercial, and industrial 

towns and cities; the rise of the metropolis and metropolitan sprawl; issues of inner cities 

and suburbia; issues of law, order, and infrastructure; cycles of construction and 

destruction of the urban landscape; loss of agricultural land; pollution) 

• assess various types of interactions that have occurred among diverse peoples and cultures, 

and the impact of these interactions, since the sixteenth century 


– analyse the impact of Western colonization on both the colonizer and the colonized (e.g., 

enrichment and impoverishment; exploitation of resources and indigenous populations; 

cultural transfers; exposure to highly contagious diseases; introduction of non-indigenous 

species; assimilation and acculturation; ethnic cleansing; revival of commitment to 

indigenous cultural identities) 


• explain how key Western beliefs, philosophies, and ideologies have shaped the West and the 

rest of the world since the sixteenth century 

– describe the main tenets of key modern beliefs and philosophies and explain how they 

have shaped Western thought (e.g., the Reformation and Calvinism, rationalism and 

empiricism, romanticism, various forms of socialism, Darwinism, Marxism-Leninism, 

fascism and Nazism, liberal democracy, feminism, consumerism, environmentalism, 

conflicting conceptions of globalization) 


• analyse significant economic developments in the West and the rest of the world since the 


– analyse the effects of industrialization and free enterprise capitalism on the economies 

and environment of the West and the rest of the world (e.g., unprecedented increase in 

material wealth, creation of large factories and industrial cities, increase in resource and 

market imperialism, rise of consumerism; resource depletion, air and water pollution) 

– assess the consequences of international economic interrelationships that have developed 

since the sixteenth century (e.g., labour and resource exploitation of poor countries, 

widening disparities of economic opportunity and wealth, environmental degradation, 

cultural homogenization, globalized production and marketing, revival of economic and 

cultural nationalism, increased demand for rights for women and children) 

World History: The West and the World, Grade 12, College 

Preparation (CHY4C) 


• demonstrate an understanding of a variety of types of communities that have evolved since 

the sixteenth century 

– identify pivotal developments and issues in the process of urbanization and describe their 

impact on the environment (e.g., development of administrative, market, commercial, and 

industrial towns and cities; the rise of the metropolis and metropolitan sprawl; issues of 

inner cities and suburbia; issues of law, order, and infrastructure; cycles of construction 

and destruction of the urban landscape; loss of agricultural land; pollution) 



– identify internal and external forces that have influenced the process and scope of change 

that has occurred in different regions from the sixteenth century to the present (e.g., 

developments in religion; changing views of the universe, from the geocentric to the 

heliocentric to notions of an expanding universe; social reform; disease; limited 

resources; conflict and war; human migration; climate change) 


• describe key Western beliefs, philosophies, and ideologies that have shaped the West and the 

rest of the world since the sixteenth century 

– describe the main tenets of some key modern beliefs and philosophies and how they have 

shaped Western thought (e.g., the Reformation and Calvinism, rationalism and empiricism, 

romanticism, socialism, Darwinism, Marxism-Leninism, fascism and Nazism, liberal 

democracy, feminism, environmentalism, competing concepts of globalization) 


• explain significant economic developments in the West and the rest of the world since the 


– describe the effects of industrialization and free enterprise capitalism on the economies 

and environment of the West and the rest of the world (e.g., unprecedented increase in 

material wealth, creation of large factories and industrial cities, increase in resource and 

market imperialism, rise of consumerism; resource depletion, air and water pollution) 

– describe the consequences of global economic interrelationships that developed in the 

twentieth century (e.g., labour and resource exploitation, widening disparities of 

economic opportunity and wealth, environmental degradation, cultural homogenization, 

globalized production and marketing, revival of economic and cultural nationalism, 

increased demand for rights for women and children) 

Adventures in World History, Grade 12, Workplace Preparation 

(CHM4E) 


• explain how people in different communities have developed skills and created implements 

in order to work productively 

– identify selected developments in tool making from the Stone Age to the present (e.g., 

fashioning of stone and obsidian implements, invention and uses of the wheel, 

development of measuring systems and devices) 

• explain the effects of pivotal inventions and technological innovations on community life 

Note: These expectations focus on the evolution of human relationships with the natural 

environment over time, knowledge that will enhance students’ understanding of current 

environmental concerns. 


LAW 

Understanding Canadian Law, Grade 11, University/College 

Preparation (CLU3M) 

Rights and Freedoms 

• describe the sources of rights and freedoms in Canada and explain how particular rights and 

freedoms may conflict 

Note: This overall expectation could include a consideration of environmental rights. 

Regulation and Dispute Resolution 

• explain the dynamic nature of law, including the way in which it evolves in response to 

technology and changes in societal values 

– explain how changes in attitudes and societal values bring about changes in the law (e.g., 

censorship, gambling, and drinking and driving laws; laws relating to women and 

children; laws protecting the environment; laws regulating the workplace; legal 

requirements of a valid marriage) 

Understanding Canadian Law, Grade 11, Workplace Preparation 

(CLU3E) 


• explain how recognition of rights, responsibilities, and freedoms has developed in Canada 

Note: This expectation allows for consideration of environmental issues. 

Canadian and International Law, Grade 12, University 

Preparation (CLN4U) 

Heritage 

• describe the relationship between law and societal values 


• analyse the conflicts between minority and majority rights and responsibilities in a 

democratic society, and examine the methods available to resolve these conflicts 

Note: The first expectation above can be applied to incorporate the relationship between law and 

societal concerns about the environment, and the second could be applied to conflicts related to 



Regulation and Dispute Resolution 

• evaluate the effectiveness of governments, courts, and individual and collective action in 

protecting the environment 

• evaluate the effectiveness of international laws, treaties, and agreements in resolving 

conflicts of a global nature 

– evaluate the effectiveness of international treaties for the protection of the 

environment (e.g., Kyoto Protocol, 2002; Johannesburg Summit; World Summit on 

Sustainable Development) 

POLITICS 

Many of the expectations in the Politics courses address processes and relationships that are 

highly relevant to current issues related to the environment. The expectations identified below 

lend themselves well to making environmental connections in the classroom. 

Canadian Politics and Citizenship, Grade 11, Open (CPC3O) 

Citizenship, Democracy, and Participation 

• describe the key features of citizenship and democracy 

• evaluate the influence of various forms of citizen action on public policy 

Power, Influence, and the Resolution of Differences 

• explain power relationships among individuals, groups, and governments 

• analyse how pressure groups, media, technology, and governments influence the political process 

• evaluate different approaches to conflict resolution 

Decision-Making Systems and Processes 

• describe the extent to which political and economic systems and institutions in Canada meet 

people’s needs and promote the common good 

– explain how selected choices made in Canada (e.g., ratification of the Kyoto Protocol, 

Ontario’s Drive Clean program, NAFTA, the ban on cod fishing) are likely to affect the 

current and future well-being of people and environments in Canada and around the world 

Values, Beliefs, and Ideologies 

• explain how political ideologies and the political spectrum in Canada influence debates on 

current issues 

• evaluate the major historical, geographic, economic, and cultural influences that shape 

Canadian political ideologies 

• describe the factors that shape the political values and beliefs of Canadians 


Canadian and World Politics, Grade 12, University/College 

Preparation (CPW4U) 

Participation in the International Community 

• explain the rights and responsibilities of individual citizens, groups, and states in the 

international community 

– describe the rights and obligations of selected international groups (e.g., UNESCO, 

International Monetary Fund [IMF], environmental lobby groups) 

– describe the actions of individuals, including Canadians, who have influenced global 

affairs (e.g., Nelson Mandela, Jimmy Carter, Kim Dae-jung, Aung San Suu Kyi, Pope 

John Paul II, Lester B. Pearson, David Suzuki, Stephen Lewis, Craig Kielburger) 

• evaluate the role of Canada and Canadians in the international community 

– evaluate the role of pressure groups in formulating and implementing Canada’s foreign 

policy (e.g., anti-landmine activists, the environmentalist lobby, the media, the Alliance 

of Manufacturers and Exporters Canada) 

• describe the structure and function of international intergovernmental and nongovernmental 

organizations 

– explain the origins, functions, and objectives of selected international non-governmental 

organizations (NGOs) (e.g., International Committee of the Red Cross/Red Crescent, 

Amnesty International, Greenpeace) 

Power, Influence, and the Resolution of Differences 

– analyse how natural resources and human resources help to determine the power and 

influence of a country (e.g., geography, demography, economic resources and markets, 

military strength and diplomatic traditions) 

• evaluate Canada’s role and influence in international relations 

– describe some important factors shaping Canadian foreign policy (e.g., commitments under 

the 1997 Mine Ban Treaty, Kyoto Protocol, North American Free Trade Agreement) 

Values, Beliefs, and Ideologies 

• compare the aspirations, expectations, and life conditions of people in developed and 

developing nations 

– compare key elements of selected theories concerning the nature of effective 

development (e.g., in relation to human development, global industrialization, sustainable 

national development, ecological preservation) 


CLASSICAL AND INTERNATIONAL LANGUAGES, 

GRADES 9 AND 10 (1999) AND CLASSICAL STUDIES 

AND INTERNATIONAL LANGUAGES, GRADES 11 

AND 12 (2000) 


Although none of the expectations in the classical studies and international languages curriculum 

explicitly addresses environmental education, in each of the strands in the various courses the 

development of environmental understanding can be fostered through both the learning context 

(e.g., a topic, thematic unit, or issue related to the environment) and learning materials (e.g., 

books, websites, media). Students could address aspects of life and/or culture in ancient times 

from an environmental perspective or present a topic from an environmental point of view in a 

debate, panel discussion, speech, or written assignment. 

International Languages, Level 4, Open (LBADO–LYXDO) 

Writing 

– convey information and express opinions in writing, using different forms (e.g., write a 

résumé, business letter, or personal composition on an environmental or other issue) 

Note: The example in this expectation illustrates how environmental connections can be 

introduced in the context of expectations in classical studies and international languages courses. 


COMPUTER STUDIES, GRADES 10 TO 12 (2008) 

Introduction to Computer Studies, Grade 10, Open (ICS2O) 

C. Computers and Society 

C2. Environmental Stewardship and Sustainability 

C2. describe computer use policies that promote environmental stewardship and sustainability 

C2.1 describe the negative effects of computers and computer use on the environment 

(e.g., chemicals from electronic waste dumped in landfills – domestic or overseas – 

leaching into soil and groundwater; unnecessary use of paper; heavy power 

consumption) and on human health (e.g., effects of exposure to radiation …) 

C2.2 identify measures that help reduce the negative effects of computers on the environment 

(e.g., lab regulations, school policies, corporate policies, provincial policies, paperless 

workplaces) and on human health … 

C2.3 describe ways in which computers are or could be used to reduce resource use and to 

support environmental protection measures (e.g., computer modelling to reduce use of 

physical resources; interpretation of large amounts of environmental data; management 

of natural resources; programmable temperature control to reduce energy consumption) 

C2.4 describe, on the basis of research, how and where recycled electronic waste is processed, 

and identify local companies and institutions that offer such services 

Introduction to Computer Science, Grade 11, University 

Preparation (ICS3U) 

D. Topics in Computer Science 

D1. Environmental Stewardship and Sustainability 

D1. describe policies on computer use that promote environmental stewardship and 

sustainability 

D1.1 describe the negative effects of computer use on the environment (e.g., creation of e- 

waste, excessive use of paper resulting from unnecessary printing of files and emails, 

heavy power consumption) and on human health (e.g., exposure to radiation …) 

D1.2 identify measures that help reduce the impact of computers on the environment (e.g., lab 

regulations, school policies, corporate and government policies promoting paperless 

workplaces and computer recycling and reuse) and on human health … 

D1.3 describe ways in which computers are or could be used to reduce resource use and to 


physical resources; management of natural resources) 

D1.4 identify government agencies and community partners that provide resources and 

guidance for environmental stewardship (e.g., local community recycling centres, private 

companies that refurbish computers, printer cartridge recycling programs) 

Computer Studies 65

D2. Exploring Computer Science 

D2.2 demonstrate an understanding of an area of collaborative research between computer 

science and another field (e.g., … geology, … climatology, …) 

Introduction to Computer Programming, Grade 11, College 

Preparation (ICS3C) 

B. Software Development 

B3. Designing Simple Algorithms 

B3.2 solve problems (e.g., … fuel consumption on a car trip; … temperature at a given 

altitude, using the environmental lapse rate) by applying mathematical equations or 

formulas in an algorithm 

D. Computers and Society 


D1. describe computer use policies that promote environmental stewardship and sustainability 

D1.1 describe negative effects of computer use on the environment (e.g., creation of waste, 

unnecessary printing of emails, heavy power consumption) and on human health (e.g., 

exposure to radiation, …) 

D1.2 identify measures that help reduce the impact of computers on the environment (e.g., lab 

regulations, school policies, corporate policies, provincial policies, paperless 

workplaces, computer recycling and reuse) and on human health … 

D1.3 describe ways in which computers are or could be used to reduce resource use and to 


physical resources; interpretation of large amounts of environmental data; management 

of natural resources; programmable temperature control to reduce energy consumption) 

D1.4 identify government agencies and community partners that provide environmental 

stewardship opportunities (e.g., local community recycling centres, private companies 

that refurbish computers, printer cartridge recycling programs) 

D3. Emerging Technologies 

D3.3 describe some of the solutions to complex problems affecting society that have been or 

are being developed through the use of advanced computer programming and emerging 

technologies (e.g., monitoring and regulating electrical supply and demand; … analysing 

large-scale meteorological data to predict catastrophic storms) 


Computer Science, Grade 12, University Preparation (ICS4U) 

D. Topics in Computer Science 


D1. assess strategies and initiatives that promote environmental stewardship with respect to 

the use of computers and related technologies 

D1.1 outline strategies to reduce the impact of computers and related technologies on the 

environment (e.g., reduce, reuse, and recycle; turn computers and monitors off at end of 

day; participate in printer cartridge recycling) and on human health … 

D1.2 investigate and report on governmental and community initiatives that encourage 

environmental stewardship and promote programs and practices that support 

sustainability (e.g., local community recycling centres, private companies that refurbish 

computers, printer cartridge recycling programs) 

D4. Exploring Computer Science 

D4.1 report on some areas of collaborative research between computer science and other fields 

(e.g., … geology, … climatology, …), on the basis of information found in industry 

publications (e.g., from the ACM and IEEE) 

Computer Programming, Grade 12, College Preparation (ICS4C) 

D. Computers and Society 


D1. analyse and apply strategies that promote environmental stewardship with respect to the 

use of computers and related technologies 

D1.1 outline and apply strategies to reduce the impact of computers and related technologies 

on the environment (e.g., reduce, reuse, and recycle; turn computers and monitors off at 

end of day; participate in printer cartridge recycling) and on human health … 

D1.2 investigate and describe governmental and community initiatives promoting 

environmental stewardship and sustainability (e.g., local community recycling centres, 

private companies that refurbish computers, printer cartridge recycling programs) 

Computer Studies 67

ENGLISH, GRADES 9 AND 10 (2007) AND GRADES 11 



Although none of the expectations in the English curriculum explicitly addresses environmental 

education, in each of the strands in the various courses the development of environmental 

understanding can be fostered through both the learning context (e.g., a topic, thematic unit, or 

issue related to the environment) and learning materials (e.g., books, websites, media). 

In all courses in the English curriculum, students are encouraged “to look beyond the literal 

meaning of texts and to think about fairness, equity, social justice, and citizenship in a global 

society” (see the section “Instructional Approaches” in the front matter of both the Grade 9–10 

and 11–12 policy documents). In addition to the opportunities to explore environmental issues 

afforded by this approach, students acquire literacy skills, including skills related to research and 

inquiry, that support the development of environmental literacy (see the section “Literacy, 

Mathematical Literacy, and Inquiry/Research Skills” in the front matter of the policy 

documents). 

In many cases, when global, historical, political, social, and/or economic issues are referred to in 

the expectations (especially when they are connected to Aboriginal perspectives), the inclusion 

of environmental topics would be a logical extension and would help students appreciate the 

scope of the impact that the environment has on their world. 

English, Grade 9, Applied (ENG1P) 

Media Studies 

3.1 describe the topic, purpose, and audience for media texts they plan to create (e.g., a 

storyboard for a music video to raise money for an environmental cause; the outline for a 

radio broadcast over the school PA system to commemorate a famous Canadian) and 

identify challenges they may face in achieving their purpose 

Note: One of the examples in this expectation illustrates how environmental connections can be 

made through the choice of the topic and purpose of the media texts students are expected to 

create. A similar approach can be adopted in expectations in the Writing strand, with respect to 

pieces of writing students are expected to produce. 


English, Grade 10, Applied (ENG2P) 

Reading and Literature Studies 

1.1 read several different short, contemporary, student- and teacher-selected texts from 

diverse cultures, identifying specific purposes for reading (e.g., identify information from 

a recycling brochure or from the website of an environmental organization to use in an 

assignment about protecting the environment; …) 

Note: One of the examples illustrates how an environmental connection can be made in the 

context of a reading assignment. 

English, Grade 11, University Preparation (ENG3U) 

Media Studies 

1.4 explain why the same media text might prompt different responses from different 

audiences (e.g., explain why a war veteran and a student might have different reactions 

to their country’s flag; explain why a parent and a teen might respond differently to a 

Young Adult novel depicting teen issues and behaviour in a realistic way) 

Teacher prompts: “Why might some people be offended by certain ring tones?” “Why does 

this documentary on climate change prompt such conflicting responses among viewers?” 

Note: The teacher prompt in this expectation illustrates how environmental connections can be 

made in the context of exploring differing responses to media texts. In this instance, students 

would learn about different perspectives on an environmental issue. 

English, Grade 12, University Preparation (ENG4U) 

Oral Communication 

1.8 identify and analyse in detail the perspectives and/or biases evident in oral texts, 

including complex and challenging texts, commenting with understanding and increasing 

insight on any questions they may raise about beliefs, values, identity, and power (e.g., 

compare and analyse the meaning in the songs of several hip-hop artists; analyse the 

perspectives of various participants on an expert panel about global warming) 

Note: One of the examples illustrates how an environmental connection can be made in the 

context of this expectation, enabling students to examine various perspectives on a global 

environmental issue. 

English 69

English, Grade 12, College Preparation (ENG4C) 

Reading and Literature Studies 

1.5 extend understanding of texts, including increasingly complex or difficult texts, by 

making appropriate and increasingly rich connections between the ideas in them and 

personal knowledge, experience, and insights; other texts; and the world around them 

(e.g., compare their own values to those of an Olympic athlete profiled in a magazine 

article; compare their own food choices with those recommended in Canada’s Food 

Guide; verify the credibility of descriptions of the environment in a futuristic novel by 

reading current articles about the likely effects of global warming) 

Note: One of the examples illustrates how an environmental connection can be made in the context 

of this expectation, enabling students to examine the possible future impact of global warming. 

Business and Technological Communication, Grade 12, Open 

(EBT4O) 

Investigating Business and Technological Communications and Culture 

1.4 research and demonstrate an understanding of the ways in which communications 

technologies influence business practices (e.g., the role of rich web communications 

systems that combine presentation, training, and online video-conferencing technology in 

supplementing or replacing face-to-face meetings that require travel; … the impact of 

new communications technologies on the ecological “footprints” of various businesses) 

Teacher prompts: “How possible is it to have a paperless office?” “What are some 

examples of waste in the workplace?” … “Give an example of a communications 

technology that has increased efficiency in the workplace or home. Do you know of any 

examples that have decreased rather than increased efficiency? In what way?” 

Note: The examples and teacher prompts illustrate how environmental connections can be made 

in the context of learning about communications technologies in business, enabling students to 

examine the environmental implications of different technologies. 


ENGLISH AS A SECOND LANGUAGE AND ENGLISH 

LITERACY DEVELOPMENT, GRADES 9 TO 12 (2007) 


The expectations listed here either refer directly to the environment or include examples and/or 

prompts that offer opportunities for environmental education. Beyond these particular 

expectations, the English as a second language and English literacy development classroom also 

provides many other occasions for students to develop their awareness and understanding of, and 

communicate their ideas about, environmental issues. Students can be encouraged to read, write, 

and speak about and/or listen to information about a range of environmental issues, and they can 

learn about environmental topics when developing their awareness of Canada’s geography, 

history, and social and economic issues. 

English as a Second Language, ESL Level 1, Open (ESLAO) 

Socio-Cultural Competence and Media Literacy 

4. Developing Media Knowledge and Skills 

4.1 view, read, and listen to simple media texts to obtain information and complete assigned 

tasks (e.g., report the weather as forecast on television; …) 

English as a Second Language, ESL Level 2, Open (ESLBO) 

Writing 

2. Organizing Ideas in Writing 

2.1 organize information relating to a central idea in a short paragraph with a topic sentence, 

supporting details, and a concluding sentence (e.g., follow a teacher think-aloud to write 

a paragraph about the variety of natural resources found in Canada; …) 


2. Developing Awareness of Canada, Citizenship, and Diversity 

2.1 demonstrate knowledge of a variety of facts about Canada (e.g., describe similarities 

and differences among the regions of Canada with respect to their major economic 

activities, immigration patterns, weather, geographical features, and industrial and 

agricultural production; …) 

English as a Second Language and English Literacy Development 71

English as a Second Language, ESL Level 3, Open (ESLCO) 



2.1 explain the relationship between some important aspects of geography and history and 

current Canadian issues (e.g., the effect of rivers on transportation routes and 

settlement patterns; …) 

2.2 demonstrate knowledge of a variety of key facts about Canadian citizenship, levels of 

government in Canada, and current Canadian issues (e.g., … research issues such as the 

sustainable use of natural resources, provincial elections, or the legalization of same-sex 

unions, and participate in small- and large-group discussions about them) 

English as a Second Language, ESL Level 4, Open (ESLDO) 

Writing 


2.1 organize information relating to a central idea in a structured composition of three or 

more paragraphs (e.g., … a report showing cause-and-effect relationships concerning the 

decline of an endangered species) 



2.1 identify examples of the influence of Canada’s history and geography on its literature and 

art (e.g., images of nature in Aboriginal art and Group of Seven paintings; …) 


4.3 create a variety of media texts for specific purposes and audiences (e.g., … a publicservice 

announcement on a current issue relevant to students such as poverty, AIDS, 

violence prevention, or global warming) 

English as a Second Language, ESL Level 5, Open (ESLEO) 

Writing 

1. Writing for Different Purposes 

1.1 write complex texts to convey information and ideas for academic purposes using a 

wide variety of forms (e.g., write a report comparing the environments of two regions 

of Canada; … write a detailed report clearly outlining causes and effects of greenhouse 

gas emissions; …) 


English Literacy Development, ELD Level 2, Open (ELDBO) 

Reading 

1. Reading for Meaning 

1.4 identify the characteristics of some simple text forms (e.g., maps: labels, different colours 

for land and water; …) 



2.1 demonstrate knowledge of some Canadian celebrations and sites of historical, social, or 

civic significance (e.g., … provincial and national parks, tourist attractions) 


4.1 view, read, and listen to different types of media texts to obtain and record key 

information (e.g., compile a weather report based on television forecasts; …) 

English Literacy Development, ELD Level 3, Open (ELDCO) 

Listening and Speaking 

1. Developing Listening Comprehension 

1.1 demonstrate comprehension of specific information in more detailed directions, 

instructions, and classroom presentations, with moderate contextual and visual support 

(e.g., identify major weather trends from weather broadcasts; …) 

Writing 

1. Writing for Different Purposes 

1.1 write short texts to convey information and ideas for academic purposes using a variety 

of scaffolded forms (e.g., use a model to write a short informational paragraph about a 

landform in a region of Canada; …) 



2.1 demonstrate knowledge of a variety of facts about Canadian geography (e.g., name and 

locate on maps the provinces and territories, major cities, and major rivers and lakes; 

complete charts showing the distribution of natural resources in some 

provinces/territories) 

English as a Second Language and English Literacy Development 73

English Literacy Development, ELD Level 4, Open (ELDDO) 



2.2 demonstrate knowledge of key facts about Canadian citizenship, levels of government in 

Canada, and current Canadian issues (e.g., … research issues such as energy 

conservation, recycling, election platforms of different political parties, human rights) 


4.1 view, read, and listen to coverage of the same subject or issue in different media sources 

and compare the type of information provided (e.g., compare television, newspaper, and 

Internet accounts of a natural disaster or a sports event) 

Teacher prompt: “How did the map in the newspaper report help you understand the 

television coverage of the hurricane?” 

English Literacy Development, ELD Level 5, Open (ELDEO) 

Reading 

1. Reading for Meaning 

1.2 demonstrate an understanding of complex texts in a wide variety of ways (e.g., … 

summarize a report about the impact of human activity on aquatic systems; …) 

Writing 


2.1 organize information to develop a central idea in a structured composition of three or 

more paragraphs (e.g., use a graphic organizer to map cause-and-effect relationships for 

a report about an endangered species; …) 


FRENCH AS A SECOND LANGUAGE – CORE, 

EXTENDED, AND IMMERSION FRENCH, GRADES 9 

AND 10 (1999) AND GRADES 11 AND 12 (2000) 

Although none of the expectations in the French as a Second Language (FSL) curriculum 

explicitly addresses environmental education, in each of the strands in the various courses – Oral 

Communication, Reading, and Writing – the development of environmental understanding can 

be fostered through both the learning context (e.g., a topic, thematic unit, or issue related to the 

environment) and materials (e.g., books, websites, media). Students could address aspects of life 

and/or culture in French-speaking countries or communities from an environmental perspective 

or present a topic from an environmental point of view in a debate, panel discussion, speech, or 

written assignment. 

French As a Second Language 75

GUIDANCE AND CAREER EDUCATION, GRADES 9 



Courses in guidance and career education provide opportunities for students to make 

environmental connections by exploring careers related to the environment, considering how 

current environmental concerns and developments may affect jobs and the labour market, and 

learning about workplace practices that have been adopted to protect the environment. Relevant 

expectations are listed below. 

Learning Strategies 1: Skills for Success in Secondary School, 

Grade 9, Open (GLS1O/GLE1O/GLE2O) 

Exploration of Opportunities 

All expectations in the strand 

Note: The expectations in this strand allow students who are interested in the environment to 

identify and research related careers. 

Career Studies, Grade 10, Open (GLC2O) 


• identify current trends in society and the economy and describe their effect on work 

opportunities and work environments 

Note: This overall expectation, along with its corresponding specific expectations, gives students 

the opportunity to make various environmental connections. 

Discovering the Workplace, Grade 10, Open (GLD2O) 


• demonstrate an understanding of the nature of work and of workplace expectations and issues 

– identify various workplace issues (e.g., ethics, confidentiality, harassment, equity, 

responsible use of technology) and explain how policies and procedures dealing with 

these issues contribute to a positive and productive work environment 

Note: “Workplace issues” would include whether procedures are in place to protect the 

environment, such as paper recycling and safe disposal of hazardous substances. 


Designing Your Future, Grade 11, Open (GWL3O) 


• analyse emerging social and economic trends and their impact on individuals, workplaces, 

and career opportunities 

Note: Learning related to the expectations in this strand can address trends such as globalization 

and growing environmental concerns, as well as employment and entrepreneurial opportunities 

that may emerge in connection with those trends. 

Leadership and Peer Support, Grade 11, Open (GPP3O) 

Interpersonal Knowledge and Skills 

– demonstrate effective use of leadership skills in classroom groups and in planning school 

or community events 


• demonstrate the ability to design and implement a plan or program that addresses needs 

identified in the school or the community 

Note: Environmental connections can be made by applying the requirements described in the 

expectations above to school or community needs related to the environment. 

Advanced Learning Strategies: Skills for Success After 

Secondary School, Grade 12, Open (GLS4O/GLE4O/GLE3O) 


– assess the effects of information technology on selected fields of work, including its 

impact on educational and skill requirements, learning opportunities, how work is done, 

and employment opportunities 

– compare emerging work-style alternatives (e.g., contract work, telecommuting, talent 

pooling) and other employment-related trends (e.g., changing composition of the labour 

market, impact of education level on earnings and employment), and explain how these 

trends may influence their education and career plans 

Note: These two expectations allow for environmental connections related to conservation of 

energy and resources and the influence of growing environmental concerns on employment 

opportunities, respectively. 

Guidance and Career Education 77

Navigating the Workplace, Grade 12, Open (GLN4O) 


– identify workplace issues (e.g., harassment, ethics, confidentiality and the right to 

privacy, responsible use of computers, gender equity) and explain how policies and 

procedures dealing with them contribute to a positive and productive work environment 

– identify potential health and safety hazards in a workplace setting 

Note: “Workplace issues” would include whether procedures that protect the environment are in 

place, such as paper recycling and safe disposal of hazardous substances. Also, by identifying 

health and safety hazards, students can learn about environmental concerns associated with 

cleaning products and other substances used in workplace environments, building materials, air 

vents, and so on. 


HEALTH AND PHYSICAL EDUCATION, GRADES 9 



Health and physical education courses provide opportunities for environmental education in 

several ways. In the Active Living strand of all Healthy Active Living Education (HALE) 

courses, students are required to demonstrate positive and responsible behaviour in the physical 

activity setting. If that setting is out of doors, responsible behaviour with respect to the 

environment should be emphasized. Various other opportunities present themselves in 

connection with other strands. They are explained below. 

Healthy Active Living Education, Grade 9, Open (PPL1O) 

Active Living 

– demonstrate positive, responsible personal and social behaviour (e.g., striving for 

personal best, practising regularly, encouraging others, modelling positive behaviour, 

playing fair) in physical activity settings 

– identify the factors that affect choices of activities with potential for lifelong participation 

and enjoyment 

Note: Being out of doors is one of the factors that could affect people’s choice of activities for 

lifelong participation and enjoyment. A closely related idea is the need to care for the 

environment with which people would like to interact throughout their lives. 


Active Living 

– demonstrate positive, responsible personal and social behaviour (e.g., striving for 

personal best, practising regularly, encouraging others, modelling positive behaviour, 

playing fair) in physical activity settings 

Healthy Living 

• explain how healthy eating fits into a healthy lifestyle 

Note: An environmental connection to the idea of healthy eating would be a consideration of 

organic foods, leading to learning about where our food originates and how it is grown, 

produced, or processed. 

Health and Physical Education 79

Living Skills 

– explain their reasoning for their personal choices and actions related to health and well-being 

Note: Students’ reasoning may include wanting to be in an outdoor setting and this consideration 

could involve thinking about protection of the environment. 


Active Living 

– demonstrate positive, responsible personal and social behaviour in physical activity 

settings (e.g., encouraging and helping others, striving for personal bests, showing respect 

for others, demonstrating good sportsmanship) 

Healthy Living 

– describe factors (e.g., environmental, hormonal, nutritional) affecting reproductive health 

in males and females 

Note: Consideration of chemicals in foods (e.g., pesticides) and in the environment (e.g., 

environmental estrogens) is an important aspect of this expectation, as are factors related to the 

physical environment. 

Health for Life, Grade 11, Open (PPZ3O) 

Determinants of Health 

– analyse how various lifestyle choices (e.g., decisions pertaining to nutrition, physical 

activity, and smoking) affect health 

– implement a personal plan for healthy living 

– analyse the social factors that influence personal health (e.g., employment, education, 

socio-economic status, isolation, rural and urban settings, access to health and 

recreational services) 

Note: An environmental connection to the idea of healthy eating would be a consideration of 

organic foods, leading to learning about where our food originates and how it is grown, 

produced, or processed. 

Community Health 

• analyse how the environment influences the health of the community 

– analyse the environmental factors (e.g., air and water quality, living conditions) that 

affect personal health (e.g., increase in respiratory and communicable diseases) 

– describe environmental influences on health on the local, national, and global levels (e.g., 

pollution, industrial activity, weather) 


– analyse the impact of public health policies and government regulations on 

environmental health and community health (e.g., water treatment, waste disposal 

management, immunization program) 

– identify school and workplace health issues (e.g., air quality, occupational injuries) 

Healthy Active Living Education, Grade 12, Open (PPL4O) 

Active Living 

– demonstrate positive, responsible personal and social behaviour in physical activity settings 

(e.g., modelling positive behaviour, facilitating group cohesiveness and cooperation) 

– demonstrate behaviour that minimizes risk to themselves and others (e.g., when dealing 

with a capsized kayak, by assessing the safety of climbing equipment, by adopting the 

principles of fair play) 

Note: Depending on the activity involved, an understanding of the natural environment could 

help minimize risk (e.g., understanding wind and wave dynamics, avalanche control). 

Recreation and Fitness Leadership, Grade 12, College 

Preparation (PLF4C) 

Facilitation of Recreation and Leisure 

– explain the personal, social, economic, and environmental benefits of recreation and leisure 

Note: Many of the specific expectations in this strand lend themselves to environmental 

education to some extent, depending on the needs of the participants and/or the community and 

whether the recreation or leisure activity takes place out of doors. 

Health and Physical Education 81

INTERDISCIPLINARY STUDIES, GRADES 11 AND 12 

(2002) 


The depth of knowledge relating to the environment that students may acquire in single-credit 

interdisciplinary studies courses or multiple-credit packages will depend on the courses selected for 

interdisciplinary study. The Theory and Foundation strand in each interdisciplinary studies course 

emphasizes examining each discipline from the perspective of the other component discipline(s), 

and focuses on the use of higher-level thinking skills to integrate knowledge and skills associated 

with the different disciplines. This approach supports systems thinking, a form of analysis that is 

essential for understanding environmental issues and concerns. The other two strands in the 

interdisciplinary studies courses – Processes and Methods of Research, and Implementation, 

Evaluation, Impacts, and Consequences – will equip student with other important inquiry and 

critical-thinking skills that will help them become environmentally literate citizens. 

Interdisciplinary Studies, Grade 11, Open (IDC3O/IDP3O) 

Implementation, Evaluation, Impacts, and Consequences 

• analyse and describe the impact on society of interdisciplinary approaches and solutions to 

real-life situations 

– describe and critically analyse contemporary examples of interdisciplinary products and 

activities that provide innovative approaches and solutions to a variety of real-life 

situations in the local community (e.g., the coordination of local transportation systems, 

the delivery of services through e-commerce and e-government, the development of 

community health and recreation facilities) 

Note: Students can choose an environmental issue or project as one of the real-life situations that 

would be the object of their study of interdisciplinary approaches. 

Interdisciplinary Studies, Grade 12, University Preparation 

(IDC4U/IDP4U) 




– describe and critically analyse the contributions to society of leading practitioners who have 

engaged in interdisciplinary endeavours related to the subjects or disciplines studied and 

describe the potential impact of their work on future society (e.g., David Suzuki, biologist; 

Buckminster Fuller, futurist; Margaret Mead, anthropologist; Douglas Cardinal, architect) 


Note: The example of David Suzuki illustrates how an environmental connection can be made in 

the context of this expectation. 

– identify postsecondary training requirements for and potential employment opportunities 

in interdisciplinary fields related to the subjects or disciplines under study (e.g., by 

searching trade and professional publications, consulting university calendars, or inviting 

guest speakers to class) and describe possible future trends and opportunities (e.g., by 

researching economic forecasts and futurist speculations) 

Note: Students could explore educational opportunities in the field of environmental studies or 

careers in related fields. 

Interdisciplinary Studies, Grade 12, Open (IDC4O/IDP4O) 

Theory and Foundation 

– analyse and describe the different perspectives of various disciplines on the same topic as 

exemplified in key interdisciplinary texts, and explain how these texts have influenced 

human endeavour (e.g., the influence on urban development of The Death and Life of 

Great American Cities by Jane Jacobs, the influence on health care of On Death and 

Dying by Elisabeth Kübler-Ross) 

– demonstrate an understanding of the collaborative attitudes and skills that contribute to the 

research and creation of interdisciplinary products and activities (e.g., the ability to manage 

conflict and delegate tasks in planning a public exhibition of school art, to test and extend 

ideas by role-playing diverse perspectives on environmental issues in biotechnology 

developments, or to identify decision points in designing a municipal facility) 

– identify and describe the strategies that community organizations use to address 

interdisciplinary issues, problems, and decisions (e.g., a municipality responding to 

changing environmental concerns, an arts organization funding diverse cultural activities) 

Note: The examples illustrate how environmental connections can be made in the context of 

these expectations. 




– describe and critically analyse the potential cultural, economic, political, environmental, 

and technological impacts on present and future societies of interdisciplinary endeavours 

related to the subjects or disciplines studied (e.g., the impact of the Bauhaus movement 

on modern architecture, design, and the arts; of cybernetics on effective organizations; of 

alternative medicine on health-care systems) 

Interdisciplinary Studies 83

MATHEMATICS, GRADES 9 AND 10 (2005) AND 



Although expectations in the mathematics curriculum do not explicitly address environmental 

education, the development of environmental understanding can be fostered through the learning 

context (e.g., problems and examples related to environmental issues such as climate change, 

habitat destruction, population growth, energy conservation, and waste management). Skills 

related to data management and measurement can readily be applied to environmental education 

(e.g., environmental monitoring could involve using trigonometry to determine the height of 

trees). In addition, becoming practised in the use of mathematical processes such as problem 

solving and connecting, and developing the literacy and inquiry skills described in the 

introduction to the mathematics policy documents, will equip students with the qualities and 

skills they need to become environmentally literate, responsible citizens. 

Principles of Mathematics, Grade 9, Academic (MPM1D) 

Measurement and Geometry 

– explain the significance of optimal area, surface area, or volume in various applications 

(e.g., the minimum amount of packaging material; the relationship between surface area 

and heat loss) 

– solve problems involving the surface areas and volumes of prisms, pyramids, cylinders, 

cones, and spheres, including composite figures (Sample problem: Break-bit Cereal is 

sold in a single-serving size, in a box in the shape of a rectangular prism of dimensions 5 

cm by 4 cm by 10 cm. The manufacturer also sells the cereal in a larger size, in a box 

with dimensions double those of the smaller box. Compare the surface areas and the 

volumes of the two boxes, and explain the implications of your answers.) 

Note: The examples and the sample problem in these expectations illustrate how connections can 

be made to environmental issues such as waste (e.g., excess packaging) and energy conservation 

(e.g., heat loss). 

Foundations for College Mathematics, Grade 11, College 

Preparation (MBF3C) 

Geometry and Trigonometry 

1.4 solve design problems that satisfy given constraints (e.g., design a rectangular berm that 

would contain all the oil that could leak from a cylindrical storage tank of a given height and 

radius), using physical models (e.g., built from popsicle sticks, cardboard, duct tape) or 

drawings (e.g., made using design or drawing software), and state any assumptions made 


Note: The example illustrates how the context of environmental protection (i.e., containing an oil 

spill) can be introduced in connection with the expectation. 

Mathematics for Work and Everyday Life, Grade 11, Workplace 

Preparation (MEL3E) 

Transportation and Travel 

3.1 gather, interpret, and describe information about the impact (e.g., monetary, health, 

environmental) of daily travel (e.g., to work and/or school), using available means (e.g., car, 

taxi, motorcycle, public transportation, bicycle, walking) 

Sample problem: Discuss the impact if 100 students decided to walk the 3-km distance to 

school instead of taking a school bus. 

Note: This expectation gives students the opportunity to calculate the environmental impact of 

various means of transportation. 

Advanced Functions, Grade 12, University Preparation (MHF4U) 

Characteristics of Functions 

2.2 recognize real-world applications of combinations of functions (e.g., the motion of a damped 

pendulum can be represented by a function that is the product of a trigonometric function and 

an exponential function; the frequencies of tones associated with the numbers on a telephone 

involve the addition of two trigonometric functions), and solve related problems graphically 

Sample problem: The rate at which a contaminant leaves a storm sewer and enters a lake 

depends on two factors: the concentration of the contaminant in the water from the sewer 

and the rate at which the water leaves the sewer. Both of these factors vary with time. The 

concentration of the contaminant, in kilograms per cubic metre of water, is given by 

c(t) = t 2 , where t is in seconds. The rate at which water leaves the sewer, in cubic metres per 

second, is given by w(t) = 1/t 4 + 10. Determine the time at which the contaminant leaves the 

sewer and enters the lake at the maximum rate. 

Note: The sample problem above illustrates how the learning context can be related to the 

environment − in this case, to water pollution. 

Mathematics 85

Foundations for College Mathematics, Grade 12, College 

Preparation (MAP4C) 

Mathematical Models 

2.2 describe trends based on given graphs, and use the trends to make predictions or justify 

decisions (e.g., given a graph of the men’s 100-m world record versus the year, predict the 

world record in the year 2050 and state your assumptions; given a graph showing the rising 

trend in graduation rates among Aboriginal youth, make predictions about future rates) 

Sample problem: Given the following graph [see page 138 of the curriculum document], 

describe the trend in Canadian greenhouse gas emissions over the time period shown. 

Describe some factors that may have influenced these emissions over time. Predict the 

emissions today, explain your prediction using the graph and possible factors, and verify 

using current data. 

Note: The sample problem illustrates how an environmental connection can be made in the context 

of this expectation – in this case, through a detailed examination of greenhouse gas emissions. 


NATIVE LANGUAGES, GRADES 9 AND 10 (1999) AND 



In the Oral Communication, Reading, and Writing strands of the Native language courses, the 

development of environmental education can be fostered through the learning context (e.g., a 

topic, thematic unit, or issue related to the environment) and through materials used in the 

classroom (e.g., books, websites, media). Stories and legends play an important role in First 

Nation, Métis, and Inuit cultures, often telling of the relationship between humans and their 

environment. The retelling of such stories and legends in Native language courses thus offers a 

natural opportunity for environmental education. In addition, teachers of Native language 

courses can draw upon the understanding and involvement of the local community with respect 

to environmental concerns to help their students make environmental connections through 

language study. 

Native Languages, Level 1, Open (NL1) (LNAAO–LNOAO) 


• demonstrate an awareness of Native oral traditions (e.g., Native legends, stories, songs) 

Native Languages, Level 2, Open (NL2) (LNABO–LNOBO) 


– compare the creation stories of various Native communities 

– retell Native legends and stories 

Native Languages, Level 3, Open (NL3) (LNACO–LNOCO) 


• use various forms of communication to express Native philosophy 

– retell Native legends, stories, and community histories with accuracy 

Note: The particular philosophy will determine the extent of the environmental connections that 

can be made. 

Native Languages 87

Native Languages, Level 4, Open (NL4) (LNADO–LNODO) 


• demonstrate an understanding of the concept of citizenship in Native North American culture 

– demonstrate an understanding of and respect for Native cultural traditions and arts 

– demonstrate an understanding of citizenship as it applies to the local community 

– describe the concept of citizenship in Native North American culture 

– describe the concept of relationships in Native North American culture (Aboriginal 

world view) 

Note: All of these expectations provide opportunities for making environmental connections, by 

virtue of their content. 

Native Languages, Level 5, Open (NL5) (LNAEO–LNOEO) 


• demonstrate an understanding of the concepts of citizenship and relationships (Aboriginal 

world view) in the context of an indigenous culture outside North America 

– express a point of view on contemporary issues (e.g., environmental issues, political 

issues) from a Native perspective 

– demonstrate an understanding of the concept of citizenship in an indigenous culture 

outside North America 

– demonstrate an understanding of the concept of relationships (Aboriginal world view) in 

an indigenous culture outside North America 

Note: All of these expectations provide opportunities for making environmental connections, by 

virtue of their content. 


NATIVE STUDIES, GRADES 9 AND 10 (1999) AND 



First Nation, Métis, and Inuit cultures in Canada, along with Indigenous cultures around the 

world, are characterized by a profound relationship with the natural environment, which informs 

various aspects of the lives of contemporary Aboriginal peoples. The Native studies curriculum 

explores this relationship and its implications from social, economic, political, and artistic 

perspectives. The expectations that address environmental topics and issues directly, along with 

those that provide opportunities for making environmental connections, are identified below. 

Expressing Aboriginal Cultures, Grade 9, Open (NAC1O) 

Relationships 

• demonstrate understanding of the relationships among Aboriginal peoples, their 

environments, and art forms 

– describe aspects of traditional and contemporary Aboriginal relationships, including the 

relationships of Aboriginal peoples among themselves, to their communities and nations, 

to Canada, and to the natural environment 

– describe how their art forms demonstrate the relationships of Aboriginal peoples to 

themselves, their families, their communities (including gender roles), their nations, 

Canada, and the natural environment 

– explain how natural environments affect the development of Aboriginal art forms (e.g., 

Inuit soapstone carving) 

– describe the role of art forms in relation to the environment in specific Aboriginal cultures 

• identify how specific Aboriginal art forms reflect aspects of the society that produced them 

– identify materials (e.g., tobacco, sage, deer hide) that demonstrate specific relationships 

among Aboriginal peoples and their environments, including people 

– use appropriate natural materials to reproduce art forms that convey some aspect of 

Aboriginal peoples’ beliefs or values related to good relationships 

– produce art forms, using multimedia approaches, to illustrate various relationships to the 

natural environment 

Challenges 

– produce Aboriginal-style art forms that reflect solutions to contemporary issues of 

Aboriginal peoples 

Note: Environmental issues are important among the contemporary issues of Aboriginal peoples. 

Native Studies 89

Aboriginal Peoples in Canada, Grade 10, Open (NAC2O) 

Identity 

– identify issues currently affecting Aboriginal peoples and the responses of local and 

national leadership to these issues 

Note: Environmental issues are important among the issues currently affecting Aboriginal peoples. 

Relationships 

– describe the different economic relationships that Aboriginal peoples in Canada have 

cultivated with the public and private sectors (e.g., ecotourism, co-management of Crown 

lands, banking) 

Challenges 

• describe the impact of twentieth-century innovations in technology on Aboriginal communities 

– describe the impact that technological developments have had on Aboriginal society 

during the latter half of the twentieth century 

Note: A variety of twentieth-century innovations in technology (e.g., snowmobiles, pesticides) 

have had an impact on Aboriginal communities and their environment. 

English: Contemporary Aboriginal Voices, Grade 11, University 

Preparation (NBE3U) 


– analyse the changing quality of life of Aboriginal communities (e.g., Alkali Lake, Davis 

Inlet), as depicted in media works 

Note: Students could study media depictions of Aboriginal communities in which quality of life 

has been affected by environmental factors (e.g., Grassy Narrows, Kashechewan). 

Challenges 

– identify challenges faced by Aboriginal peoples (e.g., challenges related to identity, 

urbanization, the need for improved educational and employment opportunities, the loss 

of extended family), as presented in the works of Aboriginal writers 

– analyse Aboriginal writers’ depictions of challenges faced by Aboriginal peoples that have 

resulted directly from societal influences (e.g., racism, ethnocentricity, marginalization) 

Note: The challenges described in the works of Aboriginal writers would include challenges 

related to the environment. 

– create media works (e.g., a radio documentary on the social changes occurring within an 

Aboriginal community, a photo essay on a day in the life of a community leader, a brochure 

on a local entrepreneur, a short video clip promoting an Aboriginal activity) that demonstrate 

an understanding of the issues associated with challenges faced by Aboriginal peoples 

Note: The media works created by students could focus on environmental issues. 


Current Aboriginal Issues in Canada, Grade 11, 

University/College Preparation (NDA3M) 


• demonstrate an understanding of how Aboriginal identity is linked to the physical environment 

– identify ways in which Aboriginal elders, healers, leaders, artists, and writers promote 

cultural perspectives and identities 

Note: The specific expectation above provides an opportunity to examine Aboriginal art and 

writing that conveys Aboriginal peoples’ strong links to the land and their relationship with 


Relationships 

• demonstrate an understanding of Aboriginal peoples’ strong relationship to the land 

– describe how an Aboriginal world view defines and promotes close relationships (e.g., to 

the land, family, community, and culture) 

– explain how Aboriginal peoples’ relationship with the land affects their perspectives on 

environmental issues (e.g., resource management), and compare the perspectives of non- 

Aboriginal society on these issues 

– identify current land-use issues that involve Aboriginal peoples, non-Aboriginal society, 

and Canadian governments (e.g., issues relating to mining and logging) 

– identify ways in which Aboriginal peoples and non-Aboriginal peoples could cooperate 

to achieve a common economic, political, or social objective (e.g., through World Earth 

Day; by jointly providing ecotourism tours) 

– predict how global trends (e.g., increasing scarcity of water, changes in economic 

opportunity) will impact on the relationship between Aboriginal peoples and 

Canadian society 

– describe sustainable land-use plans appropriate to local environments (e.g., the 

Porcupine Caribou Management Board) and resource megaprojects (e.g., the 

Mackenzie Valley pipeline) 

– describe community service projects (e.g., sports camps, habitat restoration projects) that 

would promote a positive relationship between Aboriginal peoples and other Canadians 

Challenges 

• demonstrate an understanding of contemporary Aboriginal education and health issues 

– describe how health and education issues relevant to the quality of life of Aboriginal 

peoples on and off reserves (e.g., the prevalence of diabetes, alcohol and substance abuse, 

teen pregnancy) are a mutual responsibility of Aboriginal peoples and Canadian society 

Native Studies 91

Note: Many of the health problems that affect Aboriginal peoples are related to environmental 

issues (e.g., water quality, pollution). 

– explain Aboriginal and non-Aboriginal perspectives on a specific treaty right (e.g., 

fishing rights, hunting rights, logging rights) 

Aboriginal Beliefs, Values, and Aspirations in Contemporary 

Society, Grade 11, College Preparation (NBV3C) 


– explain specific environmental influences (e.g., salmon migration on the Northwest 

Coast; caribou migration for the Dene people, utilization of forests and lakes by the 

Ojibway and Cree communities) on the social and cultural identity of Aboriginal peoples 

– demonstrate an understanding of how Aboriginal peoples’ identity as custodians and 

protectors of the land entrusted to them by the Creator (e.g., as expressed in the 

thanksgiving address) inspires their historical and contemporary commitment to 

remaining on their lands (e.g., as reflected in their negotiation of treaties such as the 

Maritimes Treaty of 1752 and Treaty No. 11) 

– describe how Aboriginal practices, behaviours, beliefs, and symbols (e.g., hunting and 

fishing traditions; ceremonies and feasts; the use of drums, music, and dance) strengthen 

Aboriginal cultural identities 

Relationships 

• explain how Aboriginal peoples’ relationship to the land traditionally sustained them in 

various environments across Canada 

• explain how Aboriginal peoples’ links to the land and to a sustainable environment are part 

of their cultural identity 

– identify customs, ceremonies, and spiritual beliefs that connect Aboriginal peoples to 

nature and to one another (e.g., hunters’ respect for animal bones, drumming, dream 

interpretations, traditional roles of family members in different Aboriginal cultures) 

– identify examples of art, architecture, and artifacts that depict a spiritual and emotional 

link between Aboriginal peoples and their traditional lands (e.g., totem pole carvings; 

masks; designs of cultural centres; artwork of Daphne Odjig, Maxine Noel, and Joane 

Cardinal Schubert) 

– demonstrate an understanding of traditional Aboriginal activities associated with the 

seasonal cycle 

– describe how the spiritual relationship that Aboriginal peoples have with the land is 

integrated with their beliefs and values (e.g., the Aboriginal belief that many parts of 

nature have spirits) 

– compare harvesting behaviours and beliefs of Aboriginal and non-Aboriginal peoples 

(e.g., wild rice harvesting, fishing practices on the east and west coasts of Canada) 


English: Contemporary Aboriginal Voices, Grade 11, College 

Preparation (NBE3C) 

Relationships 

– demonstrate an understanding of relationships (e.g., within the family or community; 

within the plant, animal, or spirit world) portrayed in the works of Aboriginal writers 

Challenges 

• demonstrate an understanding of Aboriginal writers’ descriptions of the challenges faced by 


– analyse Aboriginal writers’ depictions of challenges faced by Aboriginal peoples that have 

resulted directly from societal influences (e.g., racism, ethnocentricity, marginalization) 

Note: The challenges described in the works of Aboriginal writers would include challenges 

related to the environment. 

– create media works (e.g., a radio documentary on the social changes occurring within an 

Aboriginal community, a photo essay on a day in the life of a community leader, a 

brochure on a local entrepreneur, a short video clip promoting an Aboriginal activity) that 

demonstrate an understanding of the issues associated with challenges faced by 


Note: The media works created by students could focus on environmental issues. 

Aboriginal Beliefs, Values, and Aspirations in Contemporary 

Society, Grade 11, Workplace Preparation (NBV3E) 


• describe how traditional and contemporary beliefs and values of Aboriginal cultures 

influence present-day activities and behaviours 

– identify specific environmental influences (e.g., salmon migration on the Northwest 

Coast; caribou migration for the Dene people; utilization of forests and lakes by the 

Ojibway and Cree communities) on the social and cultural identity of Aboriginal peoples 

– describe the importance of aspects of the environment (e.g., animals, fish, plants) to the 

identity of Aboriginal cultures 

– identify characteristics of language, artistic symbols, and the spiritual beliefs of 

Aboriginal nations that relate to the natural environment (e.g., the language of the 

Iroquoian thanksgiving address, West Coast totem poles, Inuit stone carvings) 

– describe the importance of Aboriginal customs inside and outside of Aboriginal 

communities (e.g., smudging, ceremonial uses of tobacco, naming ceremonies, walking 

out ceremonies, marriage ceremonies, burial ceremonies) 

– identify Aboriginal businesses that incorporate traditional beliefs, values, and aspirations 

(e.g., ecotourism projects, wild rice marketing, Air Creebec) 

Native Studies 93

Relationships 

• explain how Aboriginal peoples’ relationship to the land traditionally sustained Aboriginal 

life in various environments across Canada and continues to be evident in the cultural 

practices of Aboriginal peoples today 

– describe the physical, intellectual, emotional, and spiritual beliefs of Aboriginal peoples 

related to the land 

– identify customs, ceremonies, and spiritual beliefs (e.g., respect for animal bones and 

spirits, uses of songs and drums, creation stories) that connect Aboriginal peoples to the 

natural environment and to one another 

– identify how provincial laws and developments such as hydro-electric dams may 

restrict Aboriginal harvesting, hunting, and fishing practices (e.g., Northern Manitoba 

Flood Agreement) 

Sovereignty 

– identify how the beliefs and teachings of contemporary elders support political, social, 

and economic growth (e.g., environmental protection to ensure survival of future 

generations) as a framework for Aboriginal self-determination 

– describe Aboriginal beliefs and values (e.g., relationship to the land) that may affect 

future directions of treaties and agreements 

Challenges 

• identify the obstacles that Aboriginal peoples must overcome to protect and maintain their 

cultures and languages 

– describe the challenges of accommodating both Aboriginal and business corporation 

values concerning ecological sustainability in such areas as logging, mining, and the 

production of hydro-electric power 

English: Contemporary Aboriginal Voices, Grade 11, Workplace 

Preparation (NBE3E) 

Challenges 

– identify challenges to Aboriginal communities (e.g., urbanization, economic pressures) 

that are presented in media works 

– examine the challenges facing Aboriginal peoples depicted in documentaries, news 

reports, journalistic accounts, and photographs (e.g., by examining bias in both the 

images and the scripts) 

Note: The challenges depicted in media works would include challenges related to 

environmental issues. 


Aboriginal Governance: Emerging Directions, Grade 12, 

University/College Preparation (NDG4M) 


– identify traditional beliefs and values that are part of Aboriginal identity and that affect 

Aboriginal decision making and leadership 

Challenges 

– describe the difference in how land is perceived by Aboriginal society and by Canadian 

society (e.g., in terms of respect for the land and all living things, compatible resource 

development, and sustainable small-scale economies) and explain the crucial importance 

of this difference to governance among Aboriginal peoples 

– describe how the ways in which Aboriginal peoples perceive land (e.g., the Aboriginal 

belief that human beings were given special responsibilities to serve as stewards of the 

natural environment) may affect the future of Aboriginal and Canadian relations 

Issues of Indigenous Peoples in a Global Context, Grade 12, 

University/College Preparation (NDW4M) 


• describe emerging global economic and environmental practices and their impact on 

indigenous cultural identity 

– describe the legal and political perspectives of the world views of indigenous peoples 

concerning their own social, economic, or cultural development (e.g., regarding 

governance, resource development, or the preservation of indigenous languages); 

– describe how indigenous peoples throughout the world have maintained the core 

principles of an indigenous world view (e.g., land stewardship; cooperation; reciprocal 

relationships, such as “people with the Creator”, “people with people”, and “people with 

the environment”) or have lost their traditional ways (e.g., destruction of the rain forest) 

– define the factors that indigenous peoples believe are critical for ensuring healthy, 

sustainable communities (e.g., a secure land base, political autonomy, a viable 

community-based economy) 

– demonstrate an understanding of the different political, economic, and environmental 

issues that unite indigenous peoples throughout the world (e.g., decolonization, economic 

exploitation, preservation of biodiversity) 

Relationships 

– demonstrate an understanding that the North American Aboriginal cultural perspective on 

land is shared by indigenous peoples in various parts of the world 

Native Studies 95

Challenges 

– demonstrate an understanding of the global roles that indigenous peoples see for 

themselves (e.g., stewardship of the environment, co-management of resources with 

national governments) 

– describe the strategies that indigenous peoples are using to sustain their cultures and 

languages, and to protect the environment 

– describe how indigenous peoples are using their cultural practices and traditional 

teachings when developing new strategies to cope with change 

– demonstrate an understanding of the issues that are of common interest to the world’s 

indigenous population (e.g., resource development, self-determination, the preservation 

of culture) 

– describe the steps (e.g., resolving land claims, granting indigenous peoples rights to 

natural resources) that members of the international community have taken to ensure that 

indigenous peoples will have a sustainable land base for generations to come 

– identify the successes that indigenous peoples have had in influencing the policies of 

national governments and multinational corporations (e.g., land-use policies, 

partnerships, co-management strategies) 


SCIENCE, GRADES 9 AND 10 (2008) AND GRADES 11 


Science, Grade 9, Academic (SNC1D) 

A. Scientific Investigation Skills and Career Exploration 

A2. Career Exploration 

A2.1 identify and describe a variety of careers related to the fields of science under study (e.g., 

astrophysicist, geophysicist, conservation officer, park warden, fire protection engineer, 

hydrologist, electrician) and the education and training necessary for these careers 

A2.2 identify scientists, including Canadians (e.g., David Suzuki, Howard Alper, Roberta 

Bondar, Kenneth Hill), who have made a contribution to the fields of science under study 

B. Biology: Sustainable Ecosystems 

B1. Relating Science to Technology, Society, and the Environment 

B1. assess the impact of human activities on the sustainability of terrestrial and/or aquatic 

ecosystems, and evaluate the effectiveness of courses of action intended to remedy or 

mitigate negative impacts 

B1.1 assess, on the basis of research, the impact of a factor related to human activity (e.g., 

urban sprawl, introduction of invasive species, overhunting/overfishing) that threatens the 

sustainability of a terrestrial or aquatic ecosystem [IP, PR, AI, C] 

Sample issue: The Great Lakes constitute an important shipping route. Foreign ships often 

empty their ballast water, which can contain invasive species, directly into the lakes. The 

goby, which was likely imported in ballast water, is an aggressive fish that has taken over 

the spawning grounds of some native species, threatening the balance of the ecosystem. 

Sample questions: How has suburban development on the Niagara Escarpment or the 

Oak Ridges Moraine affected local ecosystems? How has the zebra mussel population in 

Lake Erie affected aquatic species and water quality? How has commercial logging 

affected the sustainability of forests in Northern Ontario? 

B1.2 evaluate the effectiveness of government initiatives in Canada (federal, provincial, 

municipal), and/or the efforts of societal groups or non-governmental organizations, such 

as Aboriginal communities, environmental groups, or student organizations, with respect 

to an environmental issue that affects the sustainability of terrestrial or aquatic 

ecosystems (e.g., wetland restoration, recycling programs, Canada–Ontario 

Environmental Farm Plans, stewardship of national and provincial parks) [AI, C] 

Sample issue: Landfill sites can have negative effects on adjacent ecosystems, attracting 

pests, leaching toxic chemicals, and producing greenhouse gases. Municipal recycling 

and composting programs divert garbage, reducing the need for new landfill sites. 

However, many people, particularly rural residents and those in apartment buildings, may 

not be included in these programs. 

Science 97

Sample questions: What provincial or federal legislation attempts to protect special 

features or sensitive elements of terrestrial or freshwater ecosystems? How could such 

legislation be more effective? How have the actions of local wetland-reclamation, 

municipal tree-planting, Aboriginal fisheries-management, Great Lakes–rehabilitation, 

organic farming, or other groups helped to ensure ecological sustainability? What further 

action could such groups take? 

B2. Developing Skills of Investigation and Communication 

B2. investigate factors related to human activity that affect terrestrial and aquatic ecosystems, 

and explain how they affect the sustainability of these ecosystems 

B2.1 use appropriate terminology related to sustainable ecosystems, including, but not limited 

to: bioaccumulation, biosphere, diversity, ecosystem, equilibrium, sustainability, 

sustainable use, protection, and watershed [C] 

B2.2 interpret qualitative and quantitative data from undisturbed and disturbed ecosystems 

(terrestrial and/or aquatic), communicate the results graphically, and, extrapolating from 

the data, explain the importance of biodiversity for all sustainable ecosystems [PR, AI, C] 

B2.3 plan and conduct an investigation, involving both inquiry and research, into how a human 

activity affects soil composition or soil fertility (e.g., changes to soil composition 

resulting from the use of different compostable materials, organic or inorganic fertilizers, 

or pesticides), and, extrapolating from the data and information gathered, explain the 

impact of this activity on the sustainability of terrestrial ecosystems [IP, PR, AI, C] 

B2.4 plan and conduct an investigation, involving both inquiry and research, into how a human 

activity affects water quality (e.g., leaching of organic or inorganic fertilizers or 

pesticides into water systems, changes to watersheds resulting from deforestation or land 

development, diversion of ground water for industrial uses), and, extrapolating from the 

data and information gathered, explain the impact of this activity on the sustainability of 

aquatic ecosystems [IP, PR, AI, C] 

B2.5 analyse the effect of human activity on the populations of terrestrial and aquatic 

ecosystems by interpreting data and generating graphs (e.g., data from Statistics Canada, 

Parks Canada, and other websites on: the concentration in water of chemicals from 

fertilizer run-off and their effect on the growth of algae; stressors associated with human 

use of natural areas, such as trampled vegetation, wildlife mortality from motor vehicles, 

and the removal of plants, animals, and/or natural objects; suburban developments and 

their impact on the food supply for animals such as foxes and racoons) [PR, AI, C] 

B3. Understanding Basic Concepts 

B3. demonstrate an understanding of the dynamic nature of ecosystems, particularly in terms 

of ecological balance and the impact of human activity on the sustainability of terrestrial 

and aquatic ecosystems 

B3.1 compare and contrast biotic and abiotic characteristics of sustainable and unsustainable 

terrestrial and aquatic ecosystems 

B3.2 describe the complementary processes of cellular respiration and photosynthesis with 

respect to the flow of energy and the cycling of matter within ecosystems (i.e., carbon 

dioxide is a by-product of cellular respiration and is used for photosynthesis, which 

produces oxygen needed for cellular respiration), and explain how human activities can 

disrupt the balance achieved by these processes (e.g., automobile use increases the 


amount of carbon dioxide in the atmosphere; planting more trees decreases the amount of 

carbon dioxide in the atmosphere) 

B3.3 describe the limiting factors of ecosystems (e.g., nutrients, space, water, energy, predators), 

and explain how these factors affect the carrying capacity of an ecosystem (e.g., the effect 

of an increase in the moose population on the wolf population in the same ecosystem) 

B3.4 identify the earth’s four spheres (biosphere, hydrosphere, lithosphere, atmosphere), and 

describe the relationship that must exist between these spheres if diversity and 

sustainability are to be maintained 

B3.5 identify various factors related to human activity that have an impact on ecosystems (e.g., 

the introduction of invasive species; shoreline development; industrial emissions that 

result in acid rain), and explain how these factors affect the equilibrium and survival of 

ecosystems (e.g., invasive species push out native species and upset the equilibrium in an 

ecosystem; shoreline development affects the types of terrestrial and aquatic life that can 

live near lake shores or river banks; acid rain changes the pH of water, which affects the 

type of aquatic life that can survive in a lake) 

C. Chemistry: Atoms, Elements, and Compounds 

C1. Relating Science to Technology, Society, and the Environment 

C1. assess social, environmental, and economic impacts of the use of common elements and 

compounds, with reference to their physical and chemical properties 

C1.1 assess the usefulness of and/or the hazards associated with common elements or 

compounds in terms of their physical and chemical properties [AI, C] 

Sample issue: Polyethylene is a versatile, flexible, and durable compound that is used in 

a range of products, including toys, plastic bottles, bulletproof vests, and plastic bags. 

However, its durability poses problems for the environment because products made from 

polyethylene are not biodegradable. 

Sample questions: … What property of DDT allows it to continue to accumulate in the 

fatty tissue of mammals despite its ban by the Canadian government in the 1980s? How 

do the chemical properties of peroxide make it suitable for use in hair dye? What are the 

hazards associated with this use? 

C1.2 assess social, environmental, and economic impacts of the use of common elements or 

compounds [AI, C] 

Sample issue: By reducing the accumulation of ice on roads, road salt makes winter 

driving safer, decreasing medical and insurance costs associated with motor vehicle 

accidents. But the compounds in road salt damage roads and vehicles, pollute water 

systems, and harm animals and vegetation. 

Sample questions: How has the presence of mercury in water bodies in Northern Ontario 

affected the environment and the lives of Aboriginal people? How does the widespread 

use of agricultural chemicals in Canada or elsewhere affect the economy, society, and the 

environment? What are the economic benefits and environmental costs of diamond 

mining for Northern Canadian communities? 

Science 99

D. Earth and Space Science: The Study of the Universe 

D1. Relating Science to Technology, Society, and the Environment 

D1.2 assess some of the costs, hazards, and benefits of space exploration (e.g., the expense of 

developing new technologies, accidents resulting in loss of life, contributions to our 

knowledge of the universe), taking into account the benefits of technologies that were 

developed for the space program but that can be used to address environmental and other 

practical challenges on Earth (e.g., radiation monitors and barriers, sensors to monitor air 

and water quality, remote sensing technology, fire-resistant materials) [AI, C] 

Sample issue: Technologies that were originally developed for space exploration now 

have a range of environmental, medical, business, and domestic uses. However, these 

technologies were developed at great cost, using funds that might have been directed to 

other types of research and development. 

Sample questions: What hazards do humans face when they are in space? What 

technologies have been developed in response to these hazards? How have these 

technologies been adapted for use on Earth? How much money was spent to develop the 

Canadarm? How is Canadarm technology now used in other sectors such as medicine and 

the environment? 

D3. Understanding Basic Concepts 

D3.4 describe the sun’s composition and energy source, and explain how its energy warms 

Earth and supports life on the planet (e.g., with reference to the types of radiation the sun 

emits and the interaction of the sun’s energy with Earth’s atmosphere) 

E. Physics: The Characteristics of Electricity 

E1. Relating Science to Technology, Society, and the Environment 

E1. assess some of the costs and benefits associated with the production of electrical energy 

from renewable and non-renewable sources, and analyse how electrical efficiencies and 

savings can be achieved, through both the design of technological devices and practices 

in the home 

E1.2 assess some of the social, economic, and environmental implications of the production of 

electrical energy in Canada from renewable and non-renewable sources (e.g., wind, solar, 

hydro, coal, oil, natural gas, nuclear) [AI, C] 

Sample issue: The operation of wind farms along Lake Huron produces electricity from a 

renewable source, reducing dependence on non-renewable sources of electricity. 

However, the wind farms produce noise and visual pollution, affect local animal life, and 

reduce the amount of land available for agriculture. 

Sample questions: What is the price difference between electricity produced from solar 

power and by coal-burning plants? What effects do coal mining, oil production, wind 

farms, and hydroelectric dams have on surrounding ecosystems? What types of hazardous 

substances are used or created in the production of solar power and nuclear power? What 

types of emissions are produced by coal-burning and hydroelectric power plants? What 

are the effects of these emissions on human health and the environment? 


E1.3 produce a plan of action to reduce electrical energy consumption at home (e.g., using 

EnerGuide information when purchasing appliances), and outline the roles and 

responsibilities of various groups (e.g., government, business, family members) in this 

endeavour [IP, AI, C] 

Sample issue: Replacing incandescent light bulbs with compact fluorescent bulbs can 

reduce the energy needed to light a home by 75%. Although the bulbs are more expensive 

than incandescent bulbs, electrical companies sometimes provide coupons to reduce the 

price. Also, the Ontario government is phasing out incandescent bulbs, which will further 

reduce energy consumption. 

Sample questions: What are EnerGuide and ENERGY STAR, and how can they be used 

when purchasing appliances or electronics? What is the difference in energy consumption 

between a conventional and a front-loading washing machine? What appliances consume 

electrical energy even when they are not in use? 

Science, Grade 9, Applied (SNC1P) 




radar satellite technician, fish and wildlife technologist, ceramicist, electrician) and the 

education and training necessary for these careers 

A2.2 identify scientists, including Canadians (e.g., Kim Fernie, Robert Ackman, Helen Hogg, 

Kenneth Hill), who have made a contribution to the fields of science under study 

B. Biology: Sustainable Ecosystems and Human Activity 


B1. analyse the impact of human activity on terrestrial or aquatic ecosystems, and assess the 

effectiveness of selected initiatives related to environmental sustainability 

B1.1 analyse, on the basis of research, how a human activity (e.g., urban sprawl, use of 

pesticides and fertilizers, creation of pollution, human interaction with wildlife) threatens 

the sustainability of a terrestrial or aquatic ecosystem [IP, PR, AI, C] 

Sample issue: Pesticides and fertilizers are used to increase the productivity of land. 

However, run-off flows into water bodies and leaches into groundwater, poisoning the 

water or altering its chemical balance and affecting aquatic ecosystems. 

Sample questions: How does the draining of wetlands for new subdivisions affect local 

waterbirds and plants that thrive in marshes? How does untreated waste released into 

rivers or lakes affect fish and animals that eat the fish? How does the introduction of 

Atlantic salmon or other sport fish affect indigenous lake trout and brook trout? 

B1.2 assess the effectiveness of a local initiative of personal interest that seeks to ensure the 

sustainability of a terrestrial or aquatic ecosystem (e.g., greening their school grounds; 

conservation efforts of local Aboriginal communities; naturalizing banks of local rivers 

or ponds with native vegetation; adoption of an integrated pest management strategy to 

Science 101

combat pests in a local garden), and explain why the initiative is important to the 

sustainability of the ecosystem [AI, C] 

Sample issue: Municipal composting initiatives divert garbage from landfill sites and 

make compost available to gardeners. The use of compost reduces the need for chemical 

fertilizers, helping to ensure the sustainability of aquatic ecosystems by reducing fertilizer 

run-off. However, many people, such as those living in apartment buildings, are not 

included in composting programs. 

Sample questions: What action has been taken to green the grounds of your school? 

What effect has such action had on the local ecosystem? What additional action could be 

taken? What local initiatives have been developed to reduce the amount of pollution 

released into nearby rivers or lakes? What additional initiatives could be taken to enhance 

the sustainability of these ecosystems? How has the implementation of an Environmental 

Farm Plan (EFP) changed practices at a local farm? What are the benefits of the plan with 

regard to the sustainability of the ecosystem? 


B2. investigate some factors related to human activity that affect terrestrial or aquatic 

ecosystems, and describe the consequences that these factors have for the sustainability 

of these ecosystems; 

B2.1 use appropriate terminology related to sustainable ecosystems and human activity, 

including, but not limited to: biodiversity, biotic, ecosystem, equilibrium, species 

diversity, sustainability, and watershed [C] 

B2.2 investigate the characteristics and interactions of biotic and abiotic components of a 

terrestrial or aquatic ecosystem, and describe the importance of these components in a 

sustainable ecosystem [PR, AI, C] 

B2.3 compile and graph qualitative and quantitative data on organisms within an undisturbed 

or disturbed ecosystem (terrestrial or aquatic) (e.g., nematode and earthworm populations 

in soil or compost; bird populations during migration or winter feeding; tadpole and 

mosquito larvae populations in a local pond) [PR, AI, C] 

B2.4 plan and conduct an inquiry into how a factor related to human activity affects a 

terrestrial or aquatic ecosystem (e.g., how changes to soil composition from the use of 

different compostable materials or organic or inorganic fertilizers affect the types of 

plants that can be grown; how lower water levels resulting from water diversion affect 

waterfowl nesting areas and fish reproduction), and describe the consequences that this 

factor has for the sustainability of the ecosystem [IP, PR, AI, C] 

B2.5 analyse the effect of factors related to human activity on terrestrial or aquatic ecosystems 

by interpreting data and generating graphs (e.g., data on the concentration in water of 

chemicals from fertilizer run-off and their effect on the growth of algae) [AI, C] 


B3. demonstrate an understanding of characteristics of terrestrial and aquatic ecosystems, the 

interdependence within and between ecosystems, and the impact humans have on the 

sustainability of these ecosystems 

B3.1 identify similarities and differences between terrestrial and aquatic ecosystems, and 

describe these similarities and differences using diagrams 


B3.2 describe the interdependence of the components within a terrestrial and an aquatic 

ecosystem, and explain how the components of both systems work together to ensure the 

sustainability of a larger ecosystem 

B3.3 describe the complementary processes of cellular respiration and photosynthesis with 

respect to the flow of energy and the cycling of matter within ecosystems (e.g., carbon 

dioxide is a by-product of cellular respiration and is used for photosynthesis, which 

produces oxygen needed for cellular respiration), and explain how human activities can 

disrupt the balance achieved by these processes (e.g., automobile use increases the 

amount of carbon dioxide in the atmosphere; planting trees reduces the amount of carbon 

dioxide in the atmosphere) 

B3.4 identify the major limiting factors of ecosystems (e.g., nutrients, space, water, predators), 

and explain how these factors are related to the carrying capacity of an ecosystem (e.g., 

how an increase in the moose population in an ecosystem affects the wolf population in 

the same ecosystem) 

B3.5 identify some factors related to human activity that have an impact on ecosystems (e.g., 

the use of fertilizers and pesticides; altered shorelines; organic and conventional farming; 

urban sprawl), and explain how these factors affect the equilibrium and survival of 

populations in terrestrial and aquatic ecosystems (e.g., fertilizers change the fertility of 

soil, affecting what types of plants can grow in it; pesticides leach into water systems, 

affecting water quality and aquatic life; shoreline development affects the types of 

aquatic life and terrestrial vegetation that can live by lake shores or river banks; urban 

sprawl wipes out fields and woods, destroying wildlife habitats) 

C. Chemistry: Exploring Matter 


C1. analyse how properties of common elements and/or simple compounds affect their use, 

and assess the social and environmental impact associated with their production or use 

C1.1 analyse how the chemical and physical properties of common elements and/or simple 

compounds affect the use of everyday materials that contain those elements and/or 

compounds [AI, C] 

Sample issue: Chlorine compounds have strong disinfectant properties and are used in 

bleach and to purify water. However, these compounds can be highly toxic and must be 

used with care. 

C1.2 assess the social and environmental impact of the production or use of a common element 

or simple compound [AI, C] 

Sample issue: The use of road salt makes winter driving safer, reducing the social costs 

of motor vehicle accidents, including loss of human life. But the compounds in road salt 

damage roads and vehicles, pollute water systems, and harm animals and vegetation. 

Sample questions: What are the social benefits and environmental costs of mining or 

refining metals such as nickel, iron, or gold? What is the environmental impact of using 

fertilizers rich in nitrogen on lawns and gardens? What is the environmental impact of the 

widespread use of plastics? 

Science 103

D. Earth and Space Science: Space Exploration 


D1.1 research the challenges associated with space exploration, and explain the purpose of 

materials and technologies that were developed to address these challenges and how these 

materials and technologies are now used in other fields of endeavour (e.g., robotic arm 

technology developed for the space program is used in industry to handle hazardous 

chemicals; synthetic materials developed to protect astronauts are used in fire-fighting 

equipment) [IP, PR, AI, C] 

Sample questions: Why is radiation a particular hazard for astronauts? What sorts of 

instruments are used to monitor radiation levels? What sorts of materials have been 

developed to protect astronauts from radiation? What uses would such instruments and 

materials have on Earth? 


D3.4 describe the characteristics of the sun and the effects of its energy on Earth and Earth’s 

atmosphere 

E. Physics: Electrical Applications 


E1. assess the major social, economic, and environmental costs and benefits of using 

electrical energy, distinguishing between renewable and non-renewable sources, and 

propose a plan of action to reduce energy costs 

E1.1 assess social, economic, and environmental costs and benefits of using a renewable and a 

non-renewable source of electrical energy (e.g., solar, wind, hydro, nuclear, coal, oil, 

natural gas), taking the issue of sustainability into account [AI, C] 

Sample issue: The production of electricity at nuclear power plants generates very low 

levels of greenhouse gases. However, the construction and maintenance of nuclear power 

plants is expensive and the long-term storage of nuclear waste may have an impact on the 

environment. 

Sample questions: Which method of production of electrical energy generates the 

greatest amount of greenhouse gases? Which generates the smallest amount? What are 

the economic and long-term environmental costs of producing nuclear energy? Of using 

solar energy? What are some of the social and environmental effects of oil production? 

E1.2 propose a plan of action to decrease household energy costs by applying their knowledge 

of the energy consumption of different types of appliances (e.g., front-load and top-load 

washing machines; cathode ray tube [CRT] and liquid crystal display [LCD] computer 

monitors) [PR, AI, C] 

Sample questions: Which appliances in the home consume the greatest amount of 

energy? What are some options for reducing the amount of energy they consume? How 

cost-efficient is it to purchase a new energy-efficient appliance when a less efficient 

appliance is still in good working condition? 


Science, Grade 10, Academic (SNC2D) 




meteorologist, medical illustrator, geochemist, optical physicist) and the education and 

training necessary for these careers 

A2.2 identify scientists, including Canadians (e.g., Sheela Basrur, William Richard Peltier, 

Alice Wilson, Willard Doyle), who have made a contribution to the fields of science 

under study 

C. Chemistry: Chemical Reactions 


C1. analyse a variety of safety and environmental issues associated with chemical reactions, 

including the ways in which chemical reactions can be applied to address environmental 

challenges 

C1.1 analyse, on the basis of research, various safety and environmental issues associated with 

chemical reactions and their reactants and/or product(s) (e.g., chemical reactions related 

to the use of cyanide in gold mining, the corrosion of metal supports on bridges, the use 

of different antibacterial agents such as chlorine and bromine in recreational pools) [IP, 

PR, AI, C] 

Sample questions: Why is it important to understand the chemical composition of 

chlorinating agents used in swimming pools before using them? What chemical reactions 

result in acid precipitation? What impact does it have on the environment? What sources 

of information are available on the safety or environmental implications of chemicals and 

chemical reactions? Why is it important to ensure that these sources are up to date? Why 

is it important to understand WHMIS information, including Material Safety Data Sheets, 

before using any chemicals? 

C1.2 analyse how an understanding of the properties of chemical substances and their reactions 

can be applied to solve environmental challenges (e.g., renewing the Great Lakes, 

neutralizing acid spills, scrubbing smokestack emissions) [AI, C] 

Sample issue: Spills from oil tankers damage the environment by contaminating water 

and shorelines, killing birds and aquatic life. Biological oil agents help break down the oil 

so it degrades faster and does less damage to the environment. 

Sample questions: How does the addition of lime reduce the acidification of water? How 

can this reaction be applied to renew lakes that have been affected by acid precipitation? 

Why is acid leaching used in soil contaminated with heavy metals? 

D. Earth and Space Science: Climate Change 


D1. analyse some of the effects of climate change around the world, and assess the 

effectiveness of initiatives that attempt to address the issue of climate change 

Science 105

D1.1 analyse current and/or potential effects, both positive and negative, of climate change on 

human activity and natural systems (e.g., loss of habitat for Arctic mammals such as 

polar bears and loss of traditional lifestyles for Inuit as Arctic ice shrinks; famine as 

arable land is lost to desertification; an increase in water-borne disease and human 

resettlement as coastal lands are flooded; expansion of the growing season in some 

regions) [AI, C] 

Sample issue: Scientists are researching changes in climate patterns as possible 

contributing factors to an increase in the number of smog days in Ontario and elsewhere 

in Canada. As the air quality worsens, people may curtail their outdoor activities, and 

those with respiratory problems may require medical attention, increasing health care 

costs. 

Sample questions: How have recent extreme weather events such as heat waves in 

Europe or drought in southern Africa affected habitats in these regions? How might 

predicted changes to global temperature and precipitation affect agriculture in Ontario, 

Canada, or different areas around the world? How might the continuing reduction of the 

polar ice cap influence domestic and international transportation and shipping? 

D1.2 assess, on the basis of research, the effectiveness of some current individual, regional, 

national, or international initiatives that address the issue of climate change (e.g., Drive 

Clean, ENERGY STAR, federal and provincial government rebates for retrofitting older 

buildings to be more energy efficient, carbon offset programs, community tree-planting 

programs, municipal recycling programs, Intergovernmental Panel on Climate Change 

[IPCC]), and propose a further course of action related to one of these initiatives [PR, 

AI, C] 

Sample issue: Governments and industry have created rebates or tax cuts to encourage 

consumers to replace their old appliances with efficient ENERGY STAR appliances. 

However, such initiatives do not take into account the resources used to create the new 

products or the problems associated with the disposal of old appliances. 

Sample questions: What type of recycling and composting programs are in place in your 

community? What proportion of locally generated garbage do they divert from landfill 

sites? How could they be improved? What is the purpose of carbon offset credits? Do 

they achieve that purpose? Why or why not? 

D2. Developing Skills of Investigation and Communication 

D2. investigate various natural and human factors that influence Earth’s climate and climate 

change 

D2.1 use appropriate terminology related to climate change, including, but not limited to: 

albedo, anthropogenic, atmosphere, cycles, heat sinks, and hydrosphere [C] 

D2.2 design and build a model to illustrate the natural greenhouse effect, and use the model to 

explain the anthropogenic greenhouse effect [IP, PR, C] 

D2.3 analyse different sources of scientific data (e.g., lake cores, tree rings, fossils and 

preserved organisms, ice cores) for evidence of natural climate change and climate 

change influenced by human activity [PR, AI, C] 

D2.4 investigate a popular hypothesis on a cause-and-effect relationship having to do with 

climate change (e.g., the combustion of fossil fuels is responsible for rising global 

temperatures; the concentration of atmospheric CO 2 is responsible for rising global 

temperatures; global temperatures have been on the increase since the industrial 


evolution; the severity of cyclones, hurricanes, and tornadoes increases as atmospheric 

temperatures increase), using simulations and/or time-trend data that model climate 

profiles (e.g., data from Statistics Canada and Environment Canada) [PR, AI, C] 

D2.5 investigate, through laboratory inquiry or simulations, the effects of heat transfer within 

the hydrosphere and atmosphere [PR, AI] 

D2.6 investigate, through laboratory inquiry or simulations, how water in its various states 

influences climate patterns (e.g., water bodies moderate climate, water vapour is a 

greenhouse gas, ice increases the albedo of Earth’s surface) [PR, AI] 

D2.7 investigate, through research or simulations, the influence of ocean currents on local and 

global heat transfer and precipitation patterns [PR, AI] 

D2.8 classify the climate of their local region using various tools or systems (e.g., Ecoregions 

of Canada, bioclimate profiles), and compare their region to other regions in Ontario, 

Canada, and the world [AI, C] 

D2.9 compare different perspectives and/or biases evident in discussions of climate change in 

scientific and non-scientific media (e.g., with reference to knowledge, beliefs, and 

values) [AI, C] 


D3. demonstrate an understanding of natural and human factors, including the greenhouse 

effect, that influence Earth’s climate and contribute to climate change 

D3.1 describe the principal components of Earth’s climate system (e.g., the sun, oceans, and 

atmosphere; the topography and configuration of land masses) and how the system works 

D3.2 describe and explain heat transfer in the hydrosphere and atmosphere and its effects on 

air and water currents 

D3.3 describe the natural greenhouse effect, explain its importance for life, and distinguish it 

from the anthropogenic greenhouse effect 

D3.4 identify natural phenomena (e.g., plate tectonics, uplift and weathering, solar radiance, 

cosmic ray cycles) and human activities (e.g., forest fires, deforestation, the burning of 

fossil fuels, industrial emissions) known to affect climate, and describe the role of both in 

Canada’s contribution to climate change 

D3.5 describe the principal sources and sinks, both natural and/or anthropogenic, of greenhouse 

gases (e.g., carbon dioxide, methane, nitrous oxide, halocarbons, water vapour) 

D3.6 describe how different carbon and nitrogen compounds (e.g., carbon dioxide, methane, 

nitrous oxide) influence the trapping of heat in the atmosphere and hydrosphere 

D3.7 describe, in general terms, the causes and effects of the anthropogenic greenhouse effect, 

the depletion of stratospheric and tropospheric ozone, and the formation of ground-level 

ozone and smog 

D3.8 identify and describe indicators of global climate change (e.g., changes in: glacial and 

polar ice, sea levels, wind patterns, global carbon budget assessments) 

E. Physics: Light and Geometric Optics 


E1.2 analyse a technological device that uses the properties of light (e.g., microscope, 

retroreflector, solar oven, camera), and explain how it has enhanced society [AI, C] 

Science 107

Sample issue: Cameras can produce a range of optical effects, from highly detailed and 

realistic to manipulated and abstract. Photographic images are used for a wide range of 

purposes that benefit society, including in the areas of culture, education, security, 

policing, entertainment, and the environment. However, the widespread use of cameras 

raises privacy concerns. 

Sample questions: … How are outdoor lights such as street or stadium lights designed to 

limit light pollution in surrounding areas? 

Science, Grade 10, Applied (SNC2P) 




veterinarian assistant, quality control technician, conservation officer, sound and light 

technician) and the education and training necessary for these careers 

B. Biology: Tissues, Organs, and Systems 


B1.2 evaluate the effects that use of or exposure to a technology, substance, or environmental 

factor (e.g., cellphones, X-rays, UV radiation, personal audio players, cigarette smoke, 

pesticides, food additives/preservatives, vitamins, gene therapy) may have on the 

function of human tissues, organs, or systems [AI, C] 

Sample questions: What impact does the ingestion of food additives have on the cells of 

the digestive system? What impact does smoking have on lung tissue? What effects does 

exposure to UV radiation have on skin? How can using a personal audio player affect a 

person’s auditory system? 

C. Chemistry: Chemical Reactions and Their Practical Applications 


C1. analyse how chemical reactions are employed in common products and processes, and 

assess the safety and environmental hazards associated with them 

C1.1 analyse, on the basis of research, the function of chemical reactions in the production of 

selected products and/or in processes commonly encountered at home or in the 

workplace (e.g., carbonation of soft drinks; rust proofing), and communicate their 

findings [IP, PR, AI, C] 

Sample questions: How does the addition of ethanol to gasoline result in cleaner engine 

emissions? What chemical reactions are used in the rust-proofing process? How can 

chemical reactions affect the decomposition of important nutrients in food? 

C1.2 identify practical applications of chemical reactions in a particular profession (e.g., 

ceramics, cosmetology, firefighting, heating and cooling system technology, food 


preparation, plumbing, custodial services), and assess the associated hazards, including 

hazards associated with the handling and disposal of chemicals [PR, AI, C] 

Sample issue: Class B fire extinguishers containing ammonium phosphate, sodium 

bicarbonate, or potassium bicarbonate are effective in smothering fires involving 

flammable liquids. However, some of these chemicals are corrosive and can cause 

damage if introduced to an ecosystem. 

D. Earth and Space Science: Earth’s Dynamic Climate 


D1. analyse effects of human activity on climate change, and effects of climate change on 

living things and natural systems 

D1.1 analyse, on the basis of research, various ways in which living things and natural systems 

have been affected by climate change (e.g., the effect of loss of permafrost on northern 

roads and housing; the effect of longer growing seasons in some regions on farmers; the 

effect of warming oceans on coral reefs), and communicate their findings [IP, PR, AI, C] 

Sample issue: Some areas of Canada have been experiencing hotter and drier summers, 

resulting in poor harvests, loss of wetland habitat, and increased incidence of forest fires. 

However, in other areas, an increase in the number of frost-free days has extended the 

agricultural growing season. 

Sample questions: What effect does climate change have on air quality and extreme 

weather phenomena? How does global warming increase the vulnerability of Canadian 

forests to fire and pests? How does the destruction of forests affect animals and humans? 

D1.2 analyse ways in which human actions (e.g., burning fossil fuels, implementing treeplanting 

programs) have increased or decreased the production of greenhouse gases 

[AI, C] 

Sample issue: Motor vehicle emissions are a major contributor to greenhouse gases. 

People can reduce such emissions by walking, biking, or using public transportation 

instead of driving; by keeping their vehicle in good operating condition; or by driving a 

hybrid vehicle. 

Sample questions: Why do government and/or industry offer rebates to consumers 

buying programmable thermostats and compact fluorescent light bulbs? How does the 

production of oil from the Alberta oil sands contribute to greenhouse gas emissions? 

What is the difference in greenhouse gas emissions between a traditional SUV and a 

hybrid vehicle? What is “clean coal”, and what is its impact on greenhouse gas 

emissions? How does large-scale livestock farming increase the production of greenhouse 

gases? What actions have you and/or your community taken to help reduce levels of 

greenhouse gases? 


D2. investigate various natural and human factors that have an impact on climate change and 

global warming 

D2.1 use appropriate terminology related to Earth’s dynamic climate, including, but not limited 

to: anthropogenic, atmosphere, carbon footprint, carbon sink, climate, greenhouse gases, 

hydrosphere, and weather [C] 

Science 109

D2.2 investigate the principles of the natural greenhouse effect, using simulations, diagrams, 

and/or models, and compare these principles to those of an actual greenhouse [PR, AI] 

D2.3 use a research process to investigate a source of greenhouse gases (e.g., decaying 

garbage, animal digestive processes, burning biomass) and its effect on a region of 

Canada (e.g., melting of the polar ice cap in the Arctic, shrinking of glaciers in the 

Rockies) [IP, PR, AI] 

D2.4 conduct an inquiry to determine how different factors (e.g., an increase in surface 

temperature, an increase in water temperature) affect global warming and climate 

change [PR] 

D2.5 investigate their personal carbon footprint, using a computer simulation or numerical data 

(e.g., determine carbon emissions that result from their travelling to school, work, and 

recreation venues; from vacation travelling; from buying products imported from distant 

countries), and plan a course of action to reduce their footprint (e.g., a plan to increase 

their use of bicycles or public transit; to eat more local foods) [PR, AI, C] 

D2.6 compare different tools or systems used by scientists to make informed decisions on 

global climate change (e.g., Ecoregions of Canada, bioclimate profiles) [PR, AI] 

D2.7 compare different perspectives and/or biases evident in discussions of climate change in 

scientific and non-scientific media (e.g., with reference to knowledge, beliefs, and/or 

values) [PR, AI] 


D3. demonstrate an understanding of various natural and human factors that contribute to 

climate change and global warming 

D3.1 describe the principal components of Earth’s climate system (e.g., the sun, oceans, and 

the atmosphere; the topography and configuration of land masses) 

D3.2 describe the natural greenhouse effect, its importance for life, and the difference between 

it and the anthropogenic greenhouse effect 

D3.3 describe how heat is transferred and stored in both hydrospheric and atmospheric heat sinks 

D3.4 identify different greenhouse gases (e.g., carbon dioxide, methane, water vapour, nitrous 

oxide), and explain how they are produced naturally in the environment 

D3.5 describe methods by which greenhouse gases are produced by humans (e.g., burning of 

biomass, chemical reactions involving pollutants) 

D3.6 identify the natural and human causes of climate change in the world and, in particular, 

how Canada contributes to climate change 

D3.7 identify indicators of global climate change (e.g., changes in: the mass of glacial and 

polar ice, sea levels, wind patterns, global carbon budget assessments, migratory patterns 

of birds) 


BIOLOGY 

Biology, Grade 11, University Preparation (SBI3U) 




zoologist, botanist, geneticist, ecologist, pharmacologist, farmer, forester, horticulturalist) 

and the education and training necessary for these careers 

A2.2 describe the contributions of scientists, including Canadians (e.g., … Louis Bernatchez, 

… Helen Battle, Memory Elvin-Lewis), to the fields under study 

B. Diversity of Living Things 


B1.1 analyse some of the risks and benefits of human intervention (e.g., tree plantations; 

monoculture of livestock or agricultural crops; overharvesting of wild plants for 

medicinal purposes; using pesticides to control pests; suppression of wild fires) to the 

biodiversity of aquatic or terrestrial ecosystems [AI, C] 

Sample issue: Stocking lakes with fish provides recreation for fishing enthusiasts and 

increases the amount of food available for humans and other animals. However, this 

practice also increases the competition for food, which could threaten native species and 

affect the natural biodiversity of the aquatic ecosystem. 

Sample questions: What types of conservation efforts have been made to help protect 

local wetlands from urban developments? In what ways does the planting of native 

species in a disturbed area help to improve the ecosystem? How and why might some 

species benefit from human intervention? 

B1.2 analyse the impact that climate change might have on the diversity of living things (e.g., 

rising temperatures can result in habitat loss or expansion; changing rainfall levels can 

cause drought or flooding of habitats) [AI, C] 

Sample issue: Some scientists believe that we are in the early stages of a human-made 

mass extinction partly caused by rapid climate change. Many species that cannot tolerate 

the change will become extinct. However, Earth’s history has shown that extinction of 

some species creates opportunities for surviving species to adapt, evolve, and flourish. 

Sample questions: Why do higher temperatures affect the survival of some species in 

freshwater environments? Why would an increase in ocean temperatures endanger many 

species that depend on coral as a home and food supply? In what ways have longer 

growing seasons, which may include a second harvest, affected the biodiversity of 

agricultural lands? How might species such as the Eastern Massasauga rattlesnake be 

affected by increased water levels in their habitats? 


B3.5 explain why biodiversity is important to maintaining viable ecosystems (e.g., biodiversity 

helps increase resilience to stress and resistance to diseases or invading species) 

Science 111

C. Evolution 


C1. analyse the economic and environmental advantages and disadvantages of an artificial 

selection technology, and evaluate the impact of environmental changes on natural 

selection and endangered species 

C1.1 analyse, on the basis of research, the economic and environmental advantages and 

disadvantages of an artificial selection technology (e.g., livestock and horticultural 

breeding) [IP, PR, AI, C] 

Sample issue: Selective breeding of agricultural crops can benefit populations in lessdeveloped 

countries by producing hardier crops, increasing food supplies, and improving 

the nutritional content of food. However, opponents of artificial selection technology 

believe that it affects the natural ability of a species to reproduce, which negatively 

affects biodiversity. 

Sample questions: How has selective breeding of specific crops helped to increase the 

yield of the crop and decrease the need for chemicals in the fields? How has the 

introduction of genetically engineered species in the horticultural industry affected other 

species planted in the same areas? … 

C1.2 evaluate the possible impact of an environmental change on natural selection and on the 

vulnerability of species (e.g., adaptation to environmental changes can affect 

reproductive success of an organism) [AI, C] 

Sample issue: An increase in forest fires in some areas of North America has affected the 

reproductive success of some species as their food supplies decrease and they are forced 

to adapt to adverse habitat conditions. Yet, forest fires also naturally promote changes in 

plant and animal species over time as the environment becomes more suitable for other 

species. 

Sample questions: Why has a decline in the milkweed population, as a result of 

urbanization and pesticides, affected the migration of monarch butterflies? How has the 

introduction of bacteria and viruses in inland lakes affected the life cycle of carp? What 

impact has the loss of bamboo forests to urbanization had on the giant panda’s ability to 

breed and live? 

C2. Developing Skills of Investigation and Communication 

C2.2 use a research process to investigate some of the key factors that affect the evolutionary 

process (e.g., genetic mutations, selective pressures, environmental stresses) [IP, PR] 

F. Plants: Anatomy, Growth, and Function 

F1. Relating Science to Technology, Society, and the Environment 

F1.1 evaluate, on the basis of research, the importance of plants to the growth and 

development of Canadian society (e.g., as a source of food, pharmaceuticals, Aboriginal 

medicines, building materials, flood and erosion control; as a resource for recreation and 

ecotourism) [IP, PR, AI, C] 

112 Environmental Education, Grades 9−12: Scope and Sequence of Expectations, 2011

Sample issue: The agricultural sector holds great economic potential as demand increases 

for products such as biofuels, biochemicals, and biopharmaceuticals. Bioresources could 

also support our efforts to produce renewable energy, improve health, and minimize 

environmental impact. However, critics are concerned about the impact of bioresources 

on the availability of food crops and the price of food. 

Sample questions: In what ways does the local-food movement contribute to community 

development? How does the re-introduction of native plant species along river banks help 

to prevent land erosion? What plant species are considered important in sustaining 

Canada’s growth in the agricultural sector? How might the increasing demand for strawbale 

housing materials support Canada’s agricultural sector and increase the sustainability 

of other natural resources? 

F1.2 evaluate, on the basis of research, ways in which different societies or cultures have used 

plants to sustain human populations while supporting environmental sustainability (e.g., 

sustainable agricultural practices in developing countries such as crop rotation and seed 

saving; traditional Aboriginal corn production practices) [IP, PR, AI, C] 

Sample issue: Aboriginal peoples living near Canada’s boreal forest rely on forest plants 

for food and medicine. Plants are harvested by traditional methods to maintain natural 

habitats and local biodiversity. However, these traditional practices are threatened as 

more areas are subject to development and commercial resource exploitation. 

Sample questions: How are strategies for the conservation and sustainable use of 

medicinal plants being used by small communities and traditional healers in some 

developing countries? What effect does the re-establishment of wetland plants in 

agricultural settings have on the natural balance of the ecosystem? How are plants being 

used to clean wastewater from fish farms so that the water can go back into local 

streams? 

F3. Understanding Basic Concepts 

F3.5 explain the process of ecological succession, including the role of plants in maintaining 

biodiversity and the survival of organisms after a disturbance to an ecosystem 

Biology, Grade 11, College Preparation (SBI3C) 




food science technologist, medical laboratory technologist, dental hygienist, outpost 

clinic/primary care nurse, respiratory therapist, veterinary technician, water or wastewater 

technician) and the education and training necessary for these careers 

B. Cellular Biology 


B1. evaluate the impact of environmental factors and medical technologies on certain cellular 

processes that occur in the human body 

Science 113

B1.2 analyse the effects of environmental factors on cellular processes that occur in the human 

body (e.g., the effect of lead on nerve cells; the effect of electromagnetic radiation on 

brain cells) [AI, C] 

Sample issue: Vitamin D, essential to cellular processes that ensure the health of the 

bones and teeth, is not well absorbed by the human digestive system. It is manufactured 

by the body after exposure to the ultraviolet radiation of the sun. However, long-term 

exposure to the sun without proper UVA and UVB sunscreen protection can eventually 

lead to skin cancers, such as melanoma. 

Sample questions: How might ingesting a high level of mercury by eating contaminated 

fish affect the nerve cells in our bodies? Which chemicals that are sometimes found in 

drinking water can affect the cells of the reproductive system? What are their possible 

effects? How can ultraviolet light from the sun affect the cells of the human eye? What 

types of toxins accumulate in human cells? What is their long-term effect on the body? 

C. Microbiology 


C1. assess the effects of microorganisms in the environment, and analyse ethical issues 

related to their use in biotechnology 

C1.1 assess some of the effects, both beneficial and harmful, of microorganisms in the 

environment (e.g., decomposers break down waste, E. coli in water systems poses a 

severe risk to human health) [AI, C] 

Sample issue: Adding beneficial microorganisms to compost at large-scale composting 

facilities aids in the decomposition of organic waste, and produces high-quality compost 

in a reduced amount of time. However, the microorganisms can leach into groundwater 

and run off into nearby water systems, where they can harm other organisms. 

D. Genetics 


D1. evaluate some social, ethical, and environmental implications of genetic research and 

related technologies 

D1.2 evaluate, on the basis of research, some of the effects of genetic research and 

biotechnology (e.g., genetically modified organisms [GMOs]) on the environment [IP, 

PR, AI, C] 

Sample issue: Farmed salmon can be genetically modified to reach market size in half 

the time of normal fish, and cost half as much to feed. However, entire populations of 

wild fish could be endangered by mating with bioengineered fish that are released into 

the wild, with disastrous consequences for the ecosystem. 

Sample questions: What are the risks of growing genetically modified crops near fields 

where traditional crops are growing? Why have some countries banned genetically 

modified food crops? What impact has the introduction of herbicide-tolerant plants had 

on local environments? In what ways can insect-resistant plants both improve agriculture 

and hurt biodiversity? What are some of the possible effects on the environment of 

releasing bioengineered insects into the wild? 


F. Plants in the Natural Environment 


F1. analyse the roles of plants in ecosystems, and assess the impact of human activities on the 

balance of plants within those ecosystems 

F1.1 analyse, on the basis of research, and report on ways in which plants can be used to 

sustain ecosystems [IP, PR, AI, C] 

Sample issue: Urban areas place intense pressure on ecosystems. Some of the negative 

impact can be reduced by cultivating urban forests. These green spaces filter air, water, 

and sunlight; reduce the “urban heat island” effect; provide habitat for wildlife; and 

increase biodiversity. However, many cities do not set aside enough land for green spaces 

because of pressures for urban development. 

Sample questions: What are some of the environmental and economic benefits of building 

urban green spaces on large commercial buildings? What role do native plant species in 

marshes play in filtering organic waste? How have traditional Aboriginal seed maintenance 

and distribution practices helped sustain ecosystems in Aboriginal communities? 

F1.2 assess the positive and negative impact of human activities on the natural balance of 

plants (e.g., crop rotation, the use of fertilizers and herbicides, the introduction of new 

species) [AI, C] 

Sample issue: The greening of cities with a variety of native plant species helps to 

maintain biodiversity, restore natural landscapes, and provide food and habitat for local 

wildlife. However, many urban gardeners introduce non-native plants, which can 

compete with the native species and may not be hospitable to the local wildlife. 

Sample questions: How has increased knowledge about plant growth been applied to 

improve the resistance of some plants to pests, and allowed those plants to be used in nonnative 

areas? What are the positive and negative effects of such applications? In what ways 

does monoculture affect the natural balance of plants and the ecosystems they help sustain? 

F2. Developing Skills of Investigation and Communication 

F2. investigate some of the factors that affect plant growth 

F2.1 use appropriate terminology related to plants in the environment, including, but not 

limited to: xylem, phloem, chloroplast, pistil, stamen, nitrogen fixation, and tropism [C] 

F2.3 investigate how chemical compounds (e.g., fertilizers, herbicides, pesticides) and 

physical factors (e.g., amount of sun and water, quality of soil, pH of soil) affect plant 

growth [PR, AI] 

F2.4 investigate plant tropism by growing and observing plants in a variety of natural and 

human-made environments [PR] 


F3. demonstrate an understanding of the structure and physiology of plants and their role in 

the natural environment 

F3.4 explain the various roles of plants in the sustainability of the natural environment (e.g., in 

nutrient cycles, in the water cycle, in erosion control, in wildlife habitats) 

Science 115

Biology, Grade 12, University Preparation (SBI4U) 



A2.1 identify and describe a variety of careers related to the fields of science under study 

(e.g., scientific journalist, fisheries and wildlife officer, physician, infectious disease 

researcher, geneticist) and the education and training necessary for these careers 

B. Biochemistry 


B1.1 analyse technological applications related to enzyme activity in the food and 

pharmaceutical industries (e.g., the production of dairy products; breadmaking; the use of 

enzymes to control reaction rates in pharmaceuticals) [AI, C] 

Sample issue: Natural enzymes are used in many food production processes to speed up 

chemical reactions, which reduces water usage and energy consumption. Scientists are 

now designing and producing synthetic enzymes that will be more efficient catalysts and 

allow new technological applications in medicine and industry. 

C. Metabolic Processes 


C1.1 analyse the role of metabolic processes in the functioning of and interactions between 

biotic and abiotic systems (e.g., specialized microbes and enzymes in biotechnological 

applications to treat wastewater in the pulp and paper industry; microbes and enzymes in 

bioremediation, such as in the cleanup of oil spills; energy transfer from producers to 

consumers) [AI, C] 

Sample issue: Most restaurants dispose of cooking oil and grease in an environmentally 

sound way to avoid contaminating municipal sewer systems. One method they can use is 

bioaugmentation, which uses microorganisms to metabolize oils into bacterial biomass, 

carbon dioxide, and water. However, this process can create unpleasant odours, which are 

undesirable in a food service setting. 

Sample questions: How do symbiotic bacteria use metabolic processes to produce 

biohydrogen from food waste? How are microbes used in the bioremediation of 

contaminated groundwater sites? What is the relationship between the position of a 

particular species in the food chain and the energy required to maintain that species? 

D. Molecular Genetics 


D1.2 analyse, on the basis of research, some key aspects of Canadian regulations pertaining to 

biotechnology (e.g., current or potential legislation for mandatory DNA fingerprinting, 

human cloning, ownership of a genome, patenting of genetically modified organisms), 

and compare them to regulations from another jurisdiction [IP, PR, AI, C] 


Sample issue: Modern biotechnologies, such as selective breeding, are regulated under 

Health Canada’s Food and Drugs Act and the Canadian Environmental Protection Act. It 

is an ongoing challenge to ensure that our regulations keep up with advances in scientific 

knowledge and technologies, as well as with developments in other countries. 

Sample questions: What is the role of the Canadian Food Inspection Agency with respect 

to biotechnology? What role does the Canadian Environmental Protection Act play in 

regulating biotechnology? Why was bovine growth hormone approved for use in dairy 

cattle in the United States but not in Canada? Why does Mexico have laws to limit the 

cultivation of genetically modified corn? … 

E. Homeostasis 


E1. evaluate the impact on the human body of selected chemical substances and of 

environmental factors related to human activity 

E1.2 evaluate, on the basis of research, some of the human health issues that arise from the 

impact of human activities on the environment (e.g., the effects of synthetic estrogen 

compounds released into our water systems; the effects of leaching of compounds from 

plastic products into soil and water) [IP, PR, AI, C] 

Sample issue: Human-produced biosolids are a low-cost source of nutrient-rich 

organic matter that is often spread on agricultural land rather than being sent for 

incineration or landfill disposal. Opponents of land application of biosolids are 

concerned about the potential health impact of heavy metals, bacteria, and drugs that 

may remain in the biosolids. 

Sample questions: In what ways have mining, forestry, and hydroelectric developments 

affected the health of Aboriginal people in Northern Ontario? What are the links between 

air pollution and respiratory diseases such as asthma? What types of human activity have 

led to the thinning of the ozone? What human health conditions are related to this 

phenomenon? How can the dumping of chemicals down sinks and into storm sewers 

affect the incidence of skin conditions among swimmers at local beaches? 

F. Population Dynamics 


F1. analyse the relationships between population growth, personal consumption, 

technological development, and our ecological footprint, and assess the effectiveness of 

some Canadian initiatives intended to assist expanding populations 

F1.1 analyse the effects of human population growth, personal consumption, and technological 

development on our ecological footprint (e.g., the deforestation resulting from expanding 

development and demand for wood products causes the destruction of habitats that 

support biological diversity; the acidification of lakes associated with some industrial 

processes causes a decrease in fish populations) [AI, C] 

Sample issue: Every day, millions of Canadians drive their vehicles to work, school, or 

entertainment venues, which creates greenhouse gases and consumes non-renewable 

resources. These behaviours, and many other consumption habits, all contribute to our 

Science 117

ecological footprint. Many experts believe that we are consuming more resources each 

year than Earth can produce. 

Sample questions: How does the Living Planet Index (LPI) help a nation to assess its 

ecological footprint and sustain its population? How does the planned obsolescence of 

electronic devices and appliances contribute to our ecological footprint? What impact has 

rapid population growth into the suburbs had on the local environment? What is the 

environmental impact of using packaged infant formula instead of breastfeeding a baby 

for the first six months of life? 

F1.2 assess, on the basis of research, the effectiveness of some Canadian technologies and 

projects intended to nourish expanding populations (e.g., the risks and benefits of 

growing genetically modified canola; some of the sustainable development projects 

funded by the Canadian International Development Agency [CIDA]) [IP, PR, AI, C] 

Sample questions: How are Canadian programs helping to reverse the effects of land 

degradation and promote sustainable farming in semi-arid and dry sub-humid areas? 

What is Canada’s role in the Flour Fortification Initiative, and how effectively does this 

initiative meet its goal of nourishing expanding populations? 


F2. investigate the characteristics of population growth, and use models to calculate the 

growth of populations within an ecosystem; 

F2.3 determine, through laboratory inquiry or using computer simulations, the characteristics of 

population growth of two different populations (e.g., the different population cycles of a 

predator and its prey; the population cycles of two populations that compete for food; …) 

[PR, AI, C] 


F3.5 explain how a change in one population in an aquatic or terrestrial ecosystem can affect 

the entire hierarchy of living things in that system (e.g., how the disappearance of 

crayfish from a lake causes a decrease in the bass population of the lake; how the 

disappearance of beaver from an ecosystem causes a decrease in the wolf population in 

that ecosystem) 

CHEMISTRY 

Chemistry, Grade 11, University Preparation (SCH3U) 




pharmacist, forensic scientist, chemical engineer, food scientist, environmental chemist, 

occupational health and safety officer, water quality analyst, atmospheric scientist) and 

the education and training necessary for these careers 


B. Matter, Chemical Trends, and Chemical Bonding 


B1. analyse the properties of commonly used chemical substances and their effects on human 

health and the environment, and propose ways to lessen their impact 

B1.1 analyse, on the basis of research, the properties of a commonly used but potentially 

harmful chemical substance (e.g., fertilizer, pesticide, a household cleaning product, 

materials used in electronics and batteries) and how that substance affects the 

environment, and propose ways to lessen the harmfulness of the substance (e.g., by 

reducing the amount used, by modifying one of its chemical components) or identify 

alternative substances that could be used for the same purpose [IP, PR, AI, C] 

Sample issue: Many commercial household cleaning products contain corrosive 

substances that can accumulate in the environment. There are now many “green” cleaners 

that do not contain these substances, although some of these products may not be as 

environmentally friendly as claimed. 

Sample questions: Why is it more environmentally friendly to use latex rather than oilbased 

paint? Why should paint never be poured down a drain? What properties of some 

common pharmaceuticals allow them to stay in water systems and influence the growth and 

development of organisms? What are some ways in which this impact can be reduced? 

B1.2 evaluate the risks and benefits to human health of some commonly used chemical 

substances (e.g., chemical additives in foods; pharmaceuticals; cosmetics and perfumes; 

household cleaning products) [AI, C] 

Sample questions: How can the use of non-stick cookware help reduce the amount of fat 

in our diet? What risks are associated with the use of such cookware? What are the risks 

and benefits of using sunscreens that contain PABA? What are the risks and benefits of 

using insect repellents that contain DEET? 

C. Chemical Reactions 


C1. analyse chemical reactions used in a variety of applications, and assess their impact on 

society and the environment 

C1.1 analyse, on the basis of research, chemical reactions used in various industrial processes 

(e.g., pulp and paper production, mining, chemical manufacturing) that can have an 

impact on the health and safety of local populations [IP, PR, AI, C] 

Sample issue: Base metal smelting produces useful metals such as zinc, lead, copper, and 

nickel directly from their ores. However, during smelting, harmful compounds can be 

released into the environment, including cadmium, arsenic, sulphur dioxide, and mercury, 

all of which can endanger the health and safety of local populations. 

Sample questions: What are some chemical reactions used in the manufacture of paper? 

How might the reactants or products of the pulp and paper production process affect the 

health of people living near the plant? In what ways might the leaching of chemicals from 

tailing ponds affect the water quality in a local community? In what ways do toxic 

chemical fires affect local communities? 

C1.2 assess the effectiveness of some applications of chemical reactions that are used to 

address social and environmental needs and problems [AI, C] 

Science 119

Sample issue: Scrubber systems are a group of air pollution control devices used by 

industry to remove or neutralize acid exhaust gases before they reach the atmosphere. 

Scrubber technologies help to reduce acid precipitation, but there are many different 

scrubbing techniques with varying levels of effectiveness in controlling acid gas 

emissions. 

Sample questions: How are chemical reactions used to remediate environments affected 

by chemical spills? How can tailing ponds be rehabilitated to lessen the effects of 

hazardous chemicals on plant populations? What types of chemical reactions can change 

a toxic chemical into one that is less toxic or non-toxic? 

D. Quantities in Chemical Reactions 


D1. analyse processes in the home, the workplace, and the environmental sector that use 

chemical quantities and calculations, and assess the importance of quantitative accuracy 

in industrial chemical processes 

D1.1 analyse processes in the home, the workplace, and the environmental sector that involve 

the use of chemical quantities and calculations (e.g., mixing household cleaning 

solutions, calculating chemotherapy doses, monitoring pollen counts) [AI, C] 

Sample questions: … How are carbon dioxide emissions calculated and why are 

they monitored? 

D1.2 assess, on the basis of research, the importance of quantitative accuracy in industrial 

chemical processes and the potential impact on the environment if quantitative accuracy 

is not observed [IP, PR, AI, C] 

Sample issue: Errors in quantitative accuracy have played a role in many industrial 

chemical disasters worldwide. Failing to adjust the quantities of chemicals needed to 

produce different batch sizes of a product have created runaway reactions, resulting in 

huge explosions. Such industrial accidents can have devastating short- and long-term 

effects on the environment. 

Sample questions: Why is it important to use the correct salt-sand mix on highways 

during winter storms? Why is it important to correctly measure the chemicals used in 

water treatment plants? How might incorrect measurements affect the environment? How 

and why are environmental contaminants monitored in soil, water, and air around a 

chemical manufacturing plant? 

E. Solutions and Solubility 


E1. analyse the origins and effects of water pollution, and a variety of economic, social, and 

environmental issues related to drinking water 

E1.1 analyse the origins and cumulative effects of pollutants that enter our water systems (e.g., 

landfill leachates, agricultural run-off, industrial effluents, chemical spills), and explain 

how these pollutants affect water quality [AI, C] 

Sample issue: Golf courses use fertilizer and irrigation systems to sustain the vegetation. 

However, chemical substances, when combined with water, may run off and pollute local 

water systems. 

120 Environmental Education, Grades 9−12: Scope and Sequence of Expectations, 2011

Sample questions: What pollutants might be found in untreated wastewater from a 

chicken farm or a poultry-processing plant? How do leachates from old landfill sites enter 

our water system? How might they affect the water quality of local streams? What are 

some of the sources and effects of mercury in water systems? What impact might this 

contaminant have on Aboriginal communities that depend on fishing as a source of food? 

E1.2 analyse economic, social, and environmental issues related to the distribution, 

purification, or use of drinking water (e.g., the impact on the environment of the use of 

bottled water) [AI, C] 

Sample issue: In developing countries, thousands of people, many of them children, die 

every year from drinking contaminated water. Many of these countries cannot afford to 

build water treatment plants. In North America, where safe water is generally available, 

we spend millions of dollars on bottled water, draining sources of fresh water and 

challenging waste-disposal systems. 

Sample questions: What are the economic costs of building, maintaining, and monitoring 

water-purification plants? What are the social and environmental costs if these plants are 

not properly maintained and monitored? How effective are municipal wastewater 

treatment processes at removing pharmaceuticals such as hormones and antibiotics from 

our drinking water? What public health concerns are associated with the consumption of 

water bottled in plastic containers? 

E3. Understanding Basic Concepts 

E3.4 identify, using a solubility table, the formation of precipitates in aqueous solutions 

(e.g., the use of iron or aluminum compounds to precipitate and remove phosphorus 

from wastewater) 

F. Gases and Atmospheric Chemistry 


F1. analyse the cumulative effects of human activities and technologies on air quality, and 

describe some Canadian initiatives to reduce air pollution, including ways to reduce their 

own carbon footprint 

F1.1 analyse the effects on air quality of some technologies and human activities (e.g., 

smelting; driving gas-powered vehicles), including their own activities, and propose 

actions to reduce their personal carbon footprint [AI, C] 

Sample issue: Gas-powered lawnmowers cut grass quickly and efficiently, but they emit 

greenhouse gases. However, there are several alternatives, including electric or push 

mowers or replacing lawn with a naturalized garden. 

Sample questions: In what ways does our consumption of products imported from distant 

countries affect our carbon footprint? How might “eat local–buy local” initiatives help to 

reduce our carbon footprint? How effectively does the use of digital communications for 

business reduce our carbon footprint? 

Science 121

F1.2 assess air quality conditions for a given Canadian location, using Environment Canada’s 

Air Quality Health Index, and report on some Canadian initiatives to improve air quality 

and reduce greenhouse gases (e.g., Ontario’s Drive Clean program to control vehicle 

emissions) [AI, C] 

Sample issue: Historically, mining and smelting polluted the air, land, and water around 

Sudbury, Ontario. More recently, as a result of government regulations, industry has 

significantly reduced emissions, leading to an improvement in air quality and reversal in 

the acidification of local waterways. 

Sample questions: How effective has Ontario’s Drive Clean program been in reducing 

greenhouse gas emissions in the province? What are some industrial and geographic factors 

that might make air quality in some communities very different from that in others? What 

are some municipal governments doing to improve local air quality? How can public transit 

initiatives help improve air quality? What are the limitations of such initiatives? 


F3.1 identify the major and minor chemical components of Earth’s atmosphere 

Chemistry, Grade 12, University Preparation (SCH4U) 




food and drug analyst, chemical safety officer, nurse practitioner, consumer protection 

specialist, metallurgy technologist, environmental and waste management technician, 

geochemist) and the education and training necessary for these careers 

B. Organic Chemistry 


B1. assess the social and environmental impact of organic compounds used in everyday life, 

and propose a course of action to reduce the use of compounds that are harmful to human 

health and the environment 

B1.1 assess the impact on human health, society, and the environment of organic compounds 

used in everyday life (e.g., polymers, nutritional supplements, food additives, 

pharmaceuticals, pesticides) [AI, C] 

Sample issue: Organic solvents can dissolve many substances such as paint, oil, and 

grease. They are used to produce plastics, dyes, detergents, textiles, and pharmaceuticals. 

However, workers exposed to organic solvents may experience long-term effects on their 

health. Also, solvents from industrial spills and leaks can leach into soil and groundwater, 

posing serious health and environmental risks. 


B1.2 propose a personal course of action to reduce the use of compounds that are harmful to 

human health and the environment (e.g., weed lawns by hand rather than using 

herbicides, use cloth bags for shopping to reduce the number of plastic bags in landfill 

sites, choose fuel-efficient or hybrid vehicles to reduce fossil fuel emissions) [AI, C] 

Sample issue: Many Ontario communities have banned the use of pesticides. As a 

consequence of these by-laws, many homeowners are seeking alternative ways of 

controlling weeds in their lawns. 

Sample questions: How long does it take for plastic garbage bags to decompose in a 

landfill site? What biodegradable materials can be used to replace polystyrene as a 

packaging material? What are some technologies and features that are making new cars 

more fuel-efficient? 

C. Structure and Properties of Matter 


C1. assess the benefits to society and evaluate the environmental impact of products and 

technologies that apply principles related to the structure and properties of matter 

C1.2 evaluate the benefits to society, and the impact on the environment, of specialized 

materials that have been created on the basis of scientific research into the structure of 

matter and chemical bonding (e.g., bulletproof fabric, nanotechnologies, superconductors, 

instant adhesives) [AI, C] 

Sample issue: Nanoparticles have many potential applications in medicine, including the 

improvement of drug delivery systems, the enhancement of diagnostic images, and use in 

surgical robotics, all of which could improve the effectiveness of our health care system. 

However, nanoparticle contamination can have a negative effect on the environment. 

Sample questions: … What properties of disposable diapers enable them to hold so much 

liquid? What impact has the widespread use of such diapers had on the environment? … 

D. Energy Changes and Rates of Reaction 


D1. analyse technologies and chemical processes that are based on energy changes, and 

evaluate them in terms of their efficiency and their effects on the environment 

D1.1 analyse some conventional and alternative energy technologies (e.g., fossil fuel–burning 

power plants, hydro-powered generators, solar panels, wind turbines, fuel cells), and 

evaluate them in terms of their efficiency and impact on the environment [AI, C] 

Sample issue: The cooling of homes and commercial buildings in summer requires more 

energy than heating in the winter at peak times. Brownouts are more likely in summer 

than in winter. However, new technologies use deep lake water cooling as an alternative 

to conventional air conditioning systems in office towers. This significantly reduces 

energy use and its environmental impact. 

Sample questions: What proportion of Ontario’s energy needs is served by solar and 

wind technologies? What are the pros and cons of expanding the availability of these 

technologies? What types of chemical reactions occur in different types of fuel cells? 

What are the advantages and disadvantages, in terms of efficiency and environmental 

impact, of using corn to produce ethanol fuel? 


D1.2 analyse the conditions (e.g., temperature, pressure, presence of a catalyst) required to 

maximize the efficiency of some common natural or industrial chemical reactions (e.g., 

decomposition, combustion, neutralization), and explain how the improved efficiency of 

the reaction contributes to environmental sustainability [AI, C] 

Sample issue: Bleaches such as hydrogen peroxide and chlorine are used when fibres are 

processed into paper or textiles. Concentrations of these substances can harm the 

environment, but if enzymes are added to these processes as biocatalysts, fewer 

chemicals are needed, less energy is consumed, and there is less environmental impact. 

Sample questions: How can you increase the rate of decomposition in a home 

composter? What can be done to improve the efficiency of an automobile that runs 

entirely on fossil fuels? Why is just a very small quantity of catalyst required in industrial 

processes? Why is the ozone layer still deteriorating despite the banning of 

chlorofluorocarbons (CFCs)? 

E. Chemical Systems and Equilibrium 


E1.1 analyse the optimal conditions for a specific chemical process related to the principles of 

equilibrium that takes place in nature or is used in industry (e.g., the production of sulphuric 

acid, electrolyte balance in the human body, sedimentation in water systems) [AI, C] 

Sample issue: The principle of dynamic equilibrium is used in industrial processes to 

maximize the concentration of products and minimize leftover reactants. Industrial 

chemists determine ideal pressure and temperature conditions, and proper catalysts, so 

that fewer materials and less energy are used. 

E1.2 assess the impact of chemical equilibrium processes on various biological, biochemical, 

and technological systems (e.g., remediation in areas of heavy metal contamination, …) 

[AI, C] 

F. Electrochemistry 


F1. analyse technologies and processes relating to electrochemistry, and their implications for 

society, health and safety, and the environment 

F1.1 assess, on the basis of research, the viability of using electrochemical technologies as 

alternative sources of energy (e.g., fuel cells for emergency power generation or as power 

sources in remote locations), and explain their potential impact on society and the 

environment [IP, PR, AI, C] 

Sample issue: Hydrogen fuel cells use hydrogen as the fuel and oxygen as the oxidant, 

and produce water, rather than environmentally harmful greenhouse gases, as waste. 

Although some cars run on such cells, practical problems must be resolved before this 

source of energy is commonly used in the transportation sector. 

Sample questions: What is the capacity of a standard rechargeable battery before it has to 

be recharged? What methods should be used to dispose of depleted batteries? … 

F1.2 analyse health and safety issues involving electrochemistry (e.g., corrosion of metal pipes 

in drinking water systems) [AI, C] 


Sample questions: What health and safety hazards are associated with waste generated 

by electroplating companies? … What are some of the toxic substances that can escape 

from electronic waste into the environment? What are the potential effects of these 

poisons on our health? 

Chemistry, Grade 12, College Preparation (SCH4C) 



A2.1 identify and describe a variety of careers related to the fields of science under study 

(e.g., environmental technologist, pharmacy technician, electroplating technician, green 

building or renewable energy technician, veterinary technician, biochemical technologist) 

and the education and training necessary for these careers 

B. Matter and Qualitative Analysis 


B1. evaluate the effects of chemical substances on the environment, and analyse practical 

applications of qualitative analysis of matter 

B1.1 evaluate the risks and benefits to the environment of some commonly used chemical 

substances (e.g., substances used in fireworks, fire extinguishers, “green” cleaning 

products) [AI, C] 

Sample issue: Numerous synthetic fertilizers are available for residential lawns and 

gardens, all of which claim good results based on their chemical composition. Although 

these fertilizers provide nutrients that are essential for healthy plants and soil, they may 

also contain harmful chemicals that can pose risks to the environment. 

Sample questions: What chemical substances can be removed from drinking water by 

household water purification systems? What impact do chemical substances used in 

drive-through car washes have on the local environment? Why are packing chips that are 

made from cornstarch better for the environment than those made from polystyrene? 

B1.2 analyse, on the basis of research, applications of qualitative analysis of matter in various 

fields of endeavour (e.g., … in the manufacture of food products) [IP, PR, AI, C] 

Sample questions: What substances do environmental chemists test for in the soil of 

industrial sites that have been rezoned for residential use? What different chemical 

compounds are used to create some of the desired effects in fireworks? What types of 

particulate matter do air quality testers measure when there is the potential for a smog alert? 

C. Organic Chemistry 


C1. evaluate the impact on society, human health, and the environment of products made 

using organic compounds 


C1.1 identify various materials and products used in everyday life that are made from organic 

compounds (e.g., synthetic fabrics, drugs, pesticides, cosmetics, organic solvents, car 

parts, artificial hearts), and assess the benefits of those products for society, as well as the 

health hazards they pose [AI, C] 

Sample questions: … What are the benefits, and potential health risks, to farmers of 

spraying pesticides on their crops? … 

C1.2 research a useful product made from one or more organic substances (e.g., CDs, made 

from crude oil), and assess the environmental impact of the production, use, and disposal 

of the product [IP, PR, AI, C] 

Sample issue: We depend on plastics in every area of our lives, from food packaging to 

construction materials to DVDs. However, the manufacture of plastics involves the 

release of chemical pollutants and greenhouse gases into the environment, and huge 

quantities of plastic trash are now being found in our oceans. 

Sample questions: What is the environmental impact of the production, use, and disposal 

of plastic water bottles? What impact does the vulcanization of rubber have on the 

environment? What are the risks and benefits to the environment of the production of 

synthetic fibres for the textile industry? 

D. Electrochemistry 


D1. analyse technological applications or processes relating to oxidation-reduction reactions, 

and assess their impact on the environment 

D1.1 analyse, on the basis of research, a technological application that is based on the 

oxidation-reduction (redox) reaction that occurs in galvanic cells (e.g., in cardiac 

pacemakers, batteries, electroplating) [IP, PR, AI, C] 

Sample issue: Hydrogen fuel cells use a redox reaction that produces water, rather than 

environmentally harmful greenhouse gases, as waste. Although some cars could run on 

fuel cells, practical problems, such as the storage and cost of producing hydrogen, 

currently limit the usefulness of this technology in the transportation sector. 

D1.2 analyse, on the basis of research, the causes of metal corrosion, and assess the 

environmental impact of some techniques used to protect metals from corrosion (e.g., 

rustproofing, painting, cathodic protection, galvanization) [IP, PR, AI, C] 

Sample issue: The maintenance of large spanbridges over salt water has always been 

challenging, because the salt water spray causes corrosion. Newer bridges use support 

structures that have been protected from corrosion, but long-term studies have not been 

done on the impact of these methods on the environment. 

Sample questions: What are some of the techniques used to protect metals from corrosion? 

What are the benefits and risks to the environment of the electroplating of metals? … 


E. Chemical Calculations 


E1. analyse processes in the home, the workplace, or the environmental sector that use chemical 

quantities and calculations, and assess the importance of accuracy in chemical calculations 

E1.1 analyse processes in the home, the workplace, or the environmental sector that require an 

understanding of accurate chemical calculations (e.g., … testing water quality in a public 

pool) [AI, C] 

Sample issue: Farmers use fertilizers that contain nitrogen and phosphorus to fertilize 

their crops. Although these nutrients are needed by the crops for growth, too much 

fertilizer can harm crops and potentially run off into water systems and contribute to the 

eutrophication of ponds and lakes. 

Sample questions: What are the potential effects of adding too much or too little chlorine 

to drinking water at a water purification plant or private well? … 

F. Chemistry in the Environment 


F1. evaluate the importance of government regulations, scientific analyses, and individual 

actions in improving air and water quality, and propose a personal plan of action to 

support these efforts 

F1.1 evaluate, on the basis of research, the effectiveness of government initiatives or 

regulations (e.g., the Great Lakes Action Plan), and the actions of individuals (e.g., use of 

public transportation), intended to improve air and water quality, and propose a personal 

action plan to support these efforts [IP, PR, AI, C] 

Sample issue: The Yellow Fish Road is a nationwide program in which volunteers paint 

yellow fish symbols by storm drains to remind people that material poured into the drains 

flows directly into our local waterways, and that they should not pour hazardous 

substances down the drains. However, not everyone is aware of the symbolism of the 

fish, so the program may not be as effective as it could be. 

Sample questions: How can your personal actions influence the air or water quality in 

your local area? Why have government initiatives, such as mass transit in urban areas, not 

been readily accepted by everyone? What can be done to encourage more people to use 

mass transit? What plans do local conservation authorities have to improve water quality 

in lakes, rivers, and streams in your local area? How effective are these plans? 

F1.2 evaluate the importance of quantitative chemical analysis in assessing air and water quality 

(e.g., the use of Environment Canada’s Air Quality Index to determine when smog 

advisories need to be issued; systems to monitor the quality of drinking water), and explain 

how these analyses contribute to environmental awareness and responsibility [AI, C] 

Sample issue: Traditional stationary monitoring stations may not be able to supply 

sufficient data to reflect the differences in air quality from one location to another. 

However, researchers in Ontario now use mobile air quality monitors to measure vehicle 

emissions in high traffic areas and “hot spots” where vehicles idle for long periods of 

time. These data can be used to develop more precise air quality indices. 

Sample questions: How can increased monitoring and reporting of air and water 

pollution influence the actions of individuals? Why are present chemical analyses not 


sufficient to detect and quantify all organic and inorganic contaminants in the water 

supply? How does WHMIS aid in minimizing damage to the environment and ensuring 

the safety of individuals in a case of an industrial accident? 


F2.1 use appropriate terminology related to chemical analysis and chemistry in the environment, 

including, but not limited to: ozone, hard water, titration, pH, ppm, and ppb [C] 


F3. demonstrate an understanding of chemical reactions that occur in the environment as a 

result of both natural processes and human activities 

F3.1 identify major and minor chemical components of Earth’s atmosphere 

F3.2 identify gases and particulates that are commonly found in the atmosphere, and explain 

how they affect air quality (e.g., greenhouse gases, tropospheric and stratospheric ozone, 

carbon monoxide, chlorofluorocarbons, soot) 

F3.5 identify the gas emissions that are the major contributors to acid precipitation, and 

explain the steps in the formation of acid rain 

EARTH AND SPACE SCIENCE 

Earth and Space Science, Grade 12, University Preparation 

(SES4U) 

C. Planetary Science (Science of the Solar System) 


C1. analyse political, economic, and environmental issues related to the exploration and study 

of the solar system, and how technology used in space exploration can be used in other 

areas of endeavour 

C1.1 analyse political considerations related to, and economic and environmental 

consequences (actual and/or potential) of, exploration of the solar system (e.g., … the 

ability to monitor environmental conditions from space) [AI, C] 

Sample issue: As we deplete Earth’s natural resources, researchers are studying the 

feasibility of supplementing those resources through space mining. Asteroids and other 

bodies in the solar system are potentially rich sources of minerals and other valuable 

substances, but their exploitation raises a range of legal, economic, environmental, and 

technological questions. 

C1.2 analyse, on the basis of research, a specific technology that is used in space exploration 

and that has applications in other areas of research or in the environmental sector (e.g., 

Canadian satellites and robotics, spacecraft technologies, ground base and orbital 

telescopes, devices to mitigate the effects of the space environment on living organisms), 

and communicate their findings [IP, PR, AI, C] 

Sample issue: The Canadarms were developed for space shuttle missions and the 

International Space Station. However, the robotic arms have other applications, including 


inspecting and cleaning up hazardous substances, servicing nuclear power plants, 

repairing pipelines on the ocean floor, mining in areas too inhospitable for humans, and 

conducting remote or microsurgery. 

Sample questions: How are Landsat and radar from space shuttles used in archaeological 

research, costal studies, and the monitoring of natural disasters? How can technologies 

developed for space travel be used in water purification and waste treatment on Earth? 

How is remote sensing used to monitor atmospheric changes, such as changes in the 

ozone layer? How is remote sensing used to monitor changes to ecosystems? 

D. Recording Earthʼs Geological History 


D1. analyse, with reference to geological records, the relationship between climate, geology, 

and life on Earth, and evaluate contributions to our understanding of changes in Earth 

systems over geological time 

D1.1 analyse the relationship between climate and geology, and, using geological records, 

assess the impact of long-term climate change on life on Earth [AI, C] 

Sample issue: Geological records provide scientists with important evidence about 

climate change and changes in life on Earth. Not all scientists agree about the 

significance and meaning of geological evidence, however, and there is disagreement 

about the accuracy of some dating techniques. 

Sample questions: What do changes in atmospheric conditions recorded throughout the 

geological record tell us about past and present environmental conditions? How have the 

patterns of ocean currents changed as a result of continental drift, and how has this 

affected Earth’s climate? What environmental and evolutionary changes are seen from 

the Devonian period to the Carboniferous period? 

D1.2 evaluate the significance of contributions, including Canadian contributions, to our 

understanding of geological time and of changes in Earth systems over time (e.g., the 

contributions of Raymond A. Price; the Canadian contribution to the development of 

Landsat) [AI, C] 

Sample questions: What contributions have Canadian scientists made to the study of 

sediment and glacial records, and how have these contributions increased our 

understanding of long-term changes in Earth systems? What role have Canadians played 

in the development or use of technological applications such as Radarsat, and how have 

these applications contributed to our knowledge of Earth systems? 


D2.7 investigate interactions over time between physical, chemical, and biological processes, 

and explain how they have affected environmental conditions throughout Earth’s 

geological history (e.g., the impact of increasing amounts of atmospheric oxygen on 

stromatolites; the impact of increasing amounts of atmospheric carbon dioxide on global 

warming; the influence of plants on the water cycle, other life forms, the atmosphere, 

weathering, and erosion) [PR, AI, C] 



D3.2 describe various kinds of evidence that life forms, climate, continental positions, and 

Earth’s crust have changed over time (e.g., evidence of mass extinction, of past 

glaciations, of the existence of Pangaea and Gondwanaland) 

E. Earth Materials 


E1. analyse technologies used to explore for and extract Earth materials, and assess the 

economic and environmental impact of the exploitation of such materials 

E1.2 analyse technologies and techniques used to explore for and extract natural resources, and 

assess their actual or potential environmental repercussions [AI, C] 

Sample issue: Mountaintop removal is a coal-mining technique proposed for use near the 

headwaters of the Flathead River in British Columbia. Mining companies favour the 

technique because the coal can be removed more cheaply than in conventional mining. 

However, the process devastates the local environment, causing erosion, loss of terrestrial 

and aquatic habitat, and air and water pollution. 

Sample questions: Why has there been so much protest against the proposed Mackenzie 

Valley pipeline in the Canadian North? What mining techniques have the greatest and the 

least impact on local water systems? … What impact has the extraction of oil from the 

Alberta oil sands had on the local environment? 

E2. Developing Skills of Investigation and Communication 

E2.7 investigate a geological setting in their local area (e.g., a river/stream bed or lakeshore; a 

rock outcrop), and identify and classify rock samples collected from that area [PR, AI] 


E3.5 describe the role of Earth materials in the safe disposal of industrial and urban waste and 

toxic materials (e.g., the low permeability of clays makes them suitable material for 

barriers in waste disposal sites) 

F. Geological Processes 


F1.3 analyse the relationship between human activities and various geological structures and 

processes (e.g., the relationship between the location of deposits and the extraction/use of 

resources; the relationship between urban development and/or building codes and the 

probability of earthquakes or volcanic activity), and propose ways in which the 

relationships can be effectively or sustainably managed [AI, C] 

Sample questions: What impact do stream erosion and alluvial deposits have on 

agriculture along a river? What are some ways in which humans can exploit mineral 

resources without depleting them or harming the environment? What negative effects can 

construction projects have on surface water or groundwater systems? How can these 

effects be reduced? 


ENVIRONMENTAL SCIENCE 

Environmental Science, Grade 11, University/College Preparation 

(SVN3M) 


A1. Scientific Investigation Skills 

A1.2 select appropriate instruments (e.g., probes, moisture meters, rain gauges), and materials 

(e.g., water-sampling kits, soil-testing kits), and identify appropriate methods, techniques, 

and procedures, for each inquiry 



organic chemist, landscaper, conservationist, air quality technician, personal support 

worker, environmental lawyer) and the education and training necessary for these careers 

B. Scientific Solutions to Contemporary Environmental Challenges 


B1. analyse social and economic issues related to an environmental challenge, and how 

societal needs influence scientific endeavours related to the environment 

B1.1 analyse, on the basis of research, social and economic issues related to a particular 

environmental challenge (e.g., overfishing, deforestation, acid rain, melting of the polar 

ice cap) and to efforts to address it [IP, PR, AI, C] 

Sample issue: Greenhouse gas emissions from motor vehicles are a major contributor to 

global warming. The use of ethanol and other biofuels in motor vehicles reduces these 

emissions. However, diverting crops from food production to fuel production can 

increase prices and decrease the supply of food. 

Sample questions: What are some of the social and economic challenges associated with 

cleaning up and conserving fresh water supplies? What are some alternative energy sources? 

What social and economic challenges are associated with their development? In what ways 

can consuming locally grown foods help the local economy, society, and the environment? 

B1.2 analyse ways in which societal needs or demands have influenced scientific endeavours 

related to the environment (e.g., the development of drought- and pest-resistant crops to 

address the rising global need for food; research into alternative energy sources in response 

to demands to address the impact on climate change of burning fossil fuels) [AI, C] 

Sample issue: Because of unstable oil prices and the environmental damage caused by 

motor vehicle emissions, many consumers have been demanding more environmentally 

friendly vehicles. As a result, car companies are devoting greater resources towards the 

development of more fuel-efficient engines, hybrid vehicles, and cars powered by 

electricity or other types of energy. 

Sample questions: How and why do demands by environmentally conscious consumers 

affect the types of products developed by corporations? What impact have the energy 

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needs of remote communities had on innovations in the development of off-grid energy 

sources? What types of products have been developed in response to the health threats 

resulting from ozone depletion? 


B2. investigate a range of perspectives that have contributed to scientific knowledge about the 

environment, and how scientific knowledge and procedures are applied to address 

contemporary environmental problems 

B2.1 use appropriate terminology related to the application of scientific knowledge and 

procedures to environmental issues, including, but not limited to: fact, inference, 

paradigm, objectivity, and causality [C] 

B2.2 plan and conduct a laboratory inquiry to test a scientific procedure used to address a 

contemporary environmental problem (e.g., an oil spill, acid precipitation) [IP, PR, AI] 

B2.3 investigate, through research or using case studies or computer simulation, how scientific 

knowledge and procedures are applied to address a particular contemporary 

environmental issue (e.g., scientific data on the needs and habits of endangered species 

are used to develop plans to protect threatened species; life-cycle assessments are 

conducted to determine the total environmental impact of a consumer product) [PR, AI] 

B2.4 use a research process to investigate how evidence, theories, and paradigms reflecting a 

range of perspectives have contributed to our scientific knowledge about the environment 

(e.g., with respect to debates about climate change; regarding the relationship between 

the cod moratorium and seal populations in Atlantic Canada), and communicate their 

findings [IP, PR, AI, C] 

B2.5 use a research process to locate a media report on a contemporary environmental issue 

(e.g., climate change, melting of the polar ice cap, deforestation), summarize its 

arguments, and assess their validity from a scientific perspective [IP, PR, AI, C] 


B3. demonstrate an understanding of major contemporary environmental challenges and how 

we acquire knowledge about them 

B3.1 identify some major contemporary environmental challenges (e.g., global warming, acid 

precipitation), and explain their causes (e.g., deforestation, carbon and sulfur emissions) 

and effects (e.g., desertification, the creation of environmental refugees, the destruction 

of aquatic and terrestrial habitats) 

B3.2 describe how scientists use a variety of processes (e.g., environmental impact assessments, 

environmental scans) to solve problems and answer questions related to the environment 

B3.3 explain how new evidence affects scientific knowledge about the environment and leads 

to modifications of theory and/or shifts in paradigms (e.g., the impact of evidence of the 

effects of carbon dioxide emissions on theories of global warming) 

B3.4 explain how an environmental challenge has led to advances in science or technology 

(e.g., scrubbers on smokestacks to decrease sulphur dioxide emissions, hybrid cars) 

B3.5 describe a variety of human activities that have led to environmental problems (e.g., 

burning fossil fuels for transportation or power generation; waste disposal) and/or 

contributed to their solution (e.g., the development of renewable sources of energy; 

programs to reduce, reuse, and recycle) 


C. Human Health and the Environment 


C1. analyse initiatives, both governmental and non-governmental, that are intended to reduce 

the impact of environmental factors on human health 

C1.1 analyse grassroots initiatives that are intended to reduce the impact of environmental 

factors on human health (e.g., community cleanup of local aquatic or terrestrial 

environments; class action lawsuits against major polluters) [AI, C] 

Sample issue: People from the Grassy Narrows Reserve in Northern Ontario were 

experiencing chronic health problems. They commissioned a study, which found that 

many animals and fish that were part of a traditional diet were contaminated with 

mercury and heavy metals. Guidelines were proposed to limit consumption of the 

affected animals, and thereby improve people’s health. 

Sample questions: Are there any grassroots groups in your community concerned with 

the state of the environment and its impact on human health? What types of actions do 

they take? What action has been taken by the Bulkley Valley and Lakes District Airshed 

Management Society to help reduce the impact of particulate matter in air on the health 

of local people? What is the Yellow Fish Road program, and how does it try to reduce the 

number of contaminants in local water sources? 

C1.2 evaluate the effectiveness of government initiatives that are intended to reduce the impact 

of environmental factors on human health (e.g., Ontario Ministry of the Environment 

smog advisories; provincial laws regulating drinking water; WHMIS regulations on 

hazardous material) [AI, C] 

Sample questions: Why does the Ontario Ministry of the Environment issue smog 

advisories? Why are there concerns about the water quality in many First Nations 

communities in Canada? Why did the water treatment plant in Kashechewan, in Northern 

Ontario, fail to protect the community from contaminated water? 


C2. investigate environmental factors that can affect human health, and analyse related data 

C2.1 use appropriate terminology related to human health and the environment, including, but 

not limited to: contaminants, heavy metals, air pollution, and pesticide [C] 

C2.2 analyse longitudinal data to determine the impact of various environmental factors that 

affect human health (e.g., air temperature, atmospheric greenhouse gases, contaminants 

in drinking water) [AI] 

C2.3 investigate, through laboratory inquiry or field study, water samples from natural and 

disturbed environments (e.g., tap water; pond, river, or lake water from disturbed and 

undisturbed areas; water from an outdoor pool), and analyse the resulting data [PR, AI] 

C2.4 analyse, on the basis of a laboratory inquiry, computer simulation, or field study, 

particulate matter in air (e.g., an air sample from an exhaust pipe or air vent, particles in a 

filter that cigarette smoke has passed through, particles caught on sticky paper set up in 

an open area) [PR, AI] 

C2.5 investigate health standards for buildings and methods to retrofit or otherwise improve 

structures to reduce their negative impact on human health (e.g., the use of materials that 

do not contain volatile organic compounds, the use of biological air and water filters), 

and communicate their findings [PR, C] 

Science 133

C3. Understanding Basic Concepts 

C3. demonstrate an understanding of various environmental factors that can affect human 

health, and explain how the impact of these factors can be reduced 

C3.1 identify the main pollutants and environmental contaminants that can affect human health 

(e.g., air pollutants such as sulfur dioxide, nitrous oxide, and particulates; noise pollution; 

heavy metals such as lead and mercury; DDT; PCBs; mould; volatile organic compounds 

such as acetone and chlorinated solvents) 

C3.2 describe the effects of a variety of environmental factors on human health (e.g., air 

pollutants are associated with disorders such as asthma; consumption of fish products 

from contaminated water may lead to increased levels of heavy metals in the human 

body; the thinning of the ozone layer may lead to increased incidence of skin cancer; 

noise pollution may impair hearing) 

C3.3 describe ways in which a variety of environmental contaminants (e.g., volatile organic 

compounds in paints, carpets, and cleaning products; mercury in fish; E. coli in the water 

at public beaches) can enter the human body (e.g., inhalation, ingestion, absorption) 

C3.4 describe measures that can reduce exposure to environmental contaminants (e.g., wearing 

protective clothing or sunscreen, or remaining indoors during peak UV hours, to prevent 

exposure to ultraviolet rays; avoiding the use of paints, solvents, and cleaning agents that 

contain volatile organic compounds) 

C3.5 identify a variety of populations who are particularly vulnerable to the effects of 

environmental factors, and explain why these populations are vulnerable (e.g., seniors are 

vulnerable to extreme temperatures because the ability to regulate body temperature 

diminishes as people age; Inuit who follow a traditional diet are vulnerable to 

contaminants that accumulate in the fatty tissue of sea mammals because these animals 

are their main food source) 

D. Sustainable Agriculture and Forestry 


D1. evaluate the impact of agricultural and forestry practices on human health, the economy, 

and the environment 

D1.1 evaluate, on the basis of research, a variety of agricultural and forestry practices (e.g., 

companion planting, biological pest control, the use of genetically modified seed, forest 

fire control) with respect to their impact on the economy and the environment (e.g., the 

use of nematodes eliminates crop damage from grubs, thus contributing to better harvests, 

while reducing the use of toxic chemical pesticides; under some circumstances, forest 

thinning can help prevent or reduce the seriousness of forest fire, and its economic and 

environmental consequences) [IP, PR, AI, C] 

Sample issue: The recycling of animal waste as fertilizer is economical and is generally 

considered an environmentally sustainable practice. However, care must be taken that the 

manure does not run off into water sources, as it can contaminate them with E. coli and 

other bacteria. 

Sample questions: What are the economic and environmental pros and cons of growing 

crops that are genetically modified to be herbicide resistant? Why is organic produce 

more expensive than conventionally grown produce? What are the economic advantages 


of monoculture, both on farms and in forestry operations? How can monocultural 

practices lead to environmental degradation? What types of forestry practices can be 

implemented to maintain features of old-growth ecosystems while harvesting trees? 

D1.2 evaluate, on the basis of research, the impact, including the long-term impact, of 

agricultural and forestry practices on human health (e.g., the use of chemical fertilizers 

and pesticides; the use of growth hormones and antibiotics in livestock; the use of feed 

containing animal by-products; the clear-cutting of forests) [IP, PR, AI, C] 

Sample issue: The toxins in pesticides can accumulate in the human body over the years. 

Although the immediate effects of exposure to pesticide may be unnoticeable, the 

chemicals build up in body fat and organs and can lead to a variety of cancers. 

Sample questions: What was the source of contamination of well water in Walkerton, 

Ontario, in 2000? What are the immediate and long-term health effects of exposure to E. 

coli? What is known about the long-term effects of consuming genetically modified 

food? What impact could the spraying of forest canopies to prevent gypsy moth 

infestations have on human health? 


D2. investigate conditions necessary for plant growth, including the soil components most 

suitable for various species, and various environmentally sustainable methods that can be 

used to promote growth 

D2.1 use appropriate terminology related to sustainable agriculture and forestry, including, but 

not limited to: bioremediation, crop rotation, companion planting, organic product, 

humus, compost, mulch, silviculture, and naturalization [C] 

D2.2 test samples of a variety of types of soil (e.g., clay, loam, commercial potting soil) to 

determine their nutrients and composition (e.g., pH; the percentage of nitrogen, 

phosphorus, and potassium; porosity; moisture) [PR, AI] 

D2.3 use an inquiry process to investigate the nutrients in and composition of a variety of 

compost samples (e.g., nutrients such as nitrogen, phosphorous, potassium; composition 

with respect to pH, porosity), and analyse the findings to determine appropriate uses for 

each sample [IP, PR, AI] 

D2.4 prepare a soil mixture (e.g., using compost, manure, vermiculite, black earth, top soil, peat 

moss, loam, and/or sand) for a selected plant species, based on analysis of the criteria for 

optimal growth for that species (e.g., cactus, tomato plants, wheat, jack pine) [PR, AI] 

D2.5 use a research process to investigate environmentally sustainable methods of managing 

and maintaining healthy and productive agricultural zones and forests (e.g., companion 

planting, crop rotation, selective tree-harvesting, planting a diverse canopy) [IP, PR] 

D2.6 design a landscaping project for their local area (e.g., a rooftop garden, a plot in a 

community garden, a riparian restoration), taking into account local conditions (e.g., zone 

hardiness, soil composition, amount of sunlight and rainfall), and propose a course of action 

to ensure the sustainability of the project and its healthy interaction with the surrounding 

environment (e.g., companion gardening, the use of compost to fertilize the soil, the use of 

native plants, the inclusion of plants that attract birds or butterflies) [IP, PR, AI] 


D3. demonstrate an understanding of conditions required for plant growth and of a variety of 

environmentally sustainable practices that can be used to promote growth 

Science 135

D3.4 explain different ecologically sound practices for improving and maintaining soil 

structure and fertility (e.g., crop rotation, fallowing, adding compost or manure, interseeding 

grains and legumes, mulching, tree harvesting using a shelterwood system) 

D3.5 explain agricultural techniques and forestry practices that aim to maintain both 

biodiversity and long-term productivity (e.g., growing a variety of species, inter-planting 

crops, planting native and heritage varietals instead of hybrids or transgenic species, 

saving seeds, maintaining some older trees and snags for animal habitat) 

D3.6 describe sustainable water-management practices in agricultural and forestry settings 

(e.g., regulating the frequency of watering, planting species suited to local precipitation 

levels, limiting run-off and erosion) 

E. Reducing and Managing Waste 


E1. analyse economic, political, and environmental considerations affecting waste 

management strategies 

E1.1 analyse, on the basis of research, the impact of economic and political considerations 

on the development of waste management practices or strategies (e.g., incineration of 

hazardous waste; biological filtration and reuse of greywater; user fees for garbage 

disposal; vermicomposting) [IP, PR, AI, C] 

Sample issue: The use of landfill sites has been a long-time strategy for disposal of 

garbage. As local sites fill up, some municipalities are shipping their garbage to distant 

sites. This strategy is often politically unpopular and, with high fuel prices, is 

increasingly expensive, so local politicians are under pressure to implement new 

strategies. 

Sample questions: What are the costs of recycling compared to the costs of using landfill 

sites or incinerating garbage? Why is garbage incineration a controversial political issue? 

Why do municipal recycling programs recycle only a limited number of items? 

E1.2 evaluate the short- and long-term impact on the environment of a specific type of waste (e.g., 

waste products from animal farming; plastic shopping bags; tailings from mines) [AI, C] 

Sample issue: Non-rechargeable batteries can be convenient, but their disposal presents 

problems. Batteries contain heavy metals and corrosive substances that can contaminate 

landfill sites and leach into surrounding soil or water. Ontario municipalities designate 

batteries as hazardous waste, yet some people continue to throw them in the garbage. 

Sample questions: What impact do disposable diapers have on the environment? What 

effects does the dumping of solid waste into lakes, rivers, or oceans have on aquatic life? 

How long does it take polystyrene, widely used to make food and drink containers, to 

break down? What environmental challenges are associated with nuclear waste? 


E2. investigate the effectiveness of various waste management practices 

E2.1 use appropriate terminology related to waste management, including, but not limited to: 

solid, liquid, and gaseous waste; toxic waste; heavy metal; chlorinated hydrocarbons; 

and polychlorinated biphenyls (PCBs) [C] 


E2.2 plan and conduct an inquiry in a microenvironment to treat a solid, liquid, or gaseous 

waste (e.g., reduce the acidity in a closed bog system in an aquarium; use a 

vermicomposter to recycle solid organic matter) [IP, PR] 

E2.3 use a research process to investigate the waste generated throughout the life cycle of a 

product (e.g., the waste associated with all the materials and energy that go into the 

development and disposal of a computer or a running shoe) [IP, PR] 

E2.4 plan and conduct a waste audit within their school, and propose a plan of action for 

waste reduction based on their findings (e.g., review the school’s policy regarding 

paper and plastic recycling, monitor actual practices, and propose strategies to improve 

them) [IP, PR, AI, C] 

E2.5 investigate a local, regional, national, or global waste management practice (e.g., local 

practices such as recycling or charging for residential and/or commercial garbage bags; 

shipping garbage to landfill sites in another region; disposal of nuclear waste; dumping 

raw sewage into rivers, lakes, oceans), and communicate their findings [PR, C] 


E3. demonstrate an understanding of the nature and types of waste and strategies for 

its management 

E3.1 describe different categories of waste (e.g., biodegradable, recyclable, toxic, 

organic, inorganic) 

E3.2 explain some current waste remediation practices used with substances or products that 

are not environmentally friendly (e.g., “Toxic Taxi” for pick-up of household hazardous 

waste; the recycling of plastic to make furniture and “lumber”) 

E3.3 describe the scientific principles involved in processing solid, liquid, and gaseous waste 

(e.g., combustion, decomposition, pyrolysis) 

E3.4 explain common strategies and technologies used in the collection and storage of waste 

(e.g., strategies such as recycling, composting, dumping in landfill sites; technologies 

such as compacters, enzyme digesters, flocculation tanks) 

E3.5 explain how scientific knowledge and technological processes have been applied in the 

development of environmentally sound waste management strategies (e.g., accelerated 

waste aeration, bioremediation) 

F. Conservation of Energy 


F1. assess the impact on society and the environment of the use of various renewable and 

non-renewable energy sources, and propose a plan to reduce energy consumption 

F1.1 evaluate the impact on the environment of renewable and non-renewable energy sources, 

and propose an environmentally friendly solution to reduce non-renewable energy 

consumption (e.g., a plan for broader use of hybrid cars or solar panels) [AI, C] 

Sample issue: In some remote areas that are off the electrical grid, generators that run on 

fossil fuels are used to generate electricity. However, these devices are inefficient, and 

they produce carbon dioxide, which contributes to global warming, and noise pollution. 

Sample questions: What impact can hydroelectric dams and generating stations have on 

the local environment? What effects do coal mining and the use of coal-burning power 

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plants have on the local, regional, and global environment? How can the use of ethanol 

reduce the amount of petroleum needed to run cars? 

F1.2 assess the costs and benefits to society of the use of renewable and non-renewable energy 

sources, using a variety of criteria (e.g., associated health concerns, reliability, ability to 

meet demand, start-up and production costs) [AI, C] 

Sample issue: The extraction, processing, and burning of fossil fuels damage the 

environment. However, some fossil fuels, such as coal, are plentiful and therefore a 

reliable source of energy. Some alternative energy sources, such as wind and solar power, 

are less reliable, and their unit costs are much higher. 

Sample questions: How do the costs of coal and geothermal power compare? Do these 

costs change when environmental costs and benefits of the two sources are factored in? 

What are the health concerns associated with nuclear power? Why are wind and solar 

power less reliable than fossil fuel sources? How could that change? 


F2. investigate various methods of conserving energy and improving energy efficiency 

F2.1 use appropriate terminology related to energy conservation, including, but not limited to: 

renewable resource, non-renewable resource, and R-value 

F2.2 investigate energy consumption and costs in their household over a given period of time, 

and suggest ways in which their household could conserve energy [PR, AI, C] 

F2.3 plan and conduct an energy audit of a home or business, and propose ways to improve its 

energy efficiency [IP, PR, AI, C] 

F2.4 design and construct a working model of a device that uses an alternative energy source 

(e.g., a wind generator, a solar-powered car, a “fan boat”) [IP, PR] 

F2.5 plan and conduct an inquiry to evaluate the effectiveness of various insulation materials 

and/or techniques (e.g., straw, foam, fibreglass, blown cellulose) [IP, PR, AI] 


F3. demonstrate an understanding of energy production, consumption, and conservation with 

respect to a variety of renewable and non-renewable sources 

F3.1 explain the historical significance of a variety of energy sources (e.g., whale oil, coal), 

and describe their long-term impact on the environment 

F3.2 describe the characteristics of a sustainable energy system (e.g., equitable access to the 

source, long-term availability, limited environmental impact) 

F3.3 explain the basic principles and characteristics of various types of renewable (e.g., tidal, 

geothermal, solar, wind) and non-renewable (e.g., coal, oil, gas) energy production and 

their impact on the environment 

F3.4 describe methods of energy production and conservation intended to reduce greenhouse 

gas emissions (e.g., energy production methods at the Prince Edward Island Wind- 

Hydrogen Village; charging higher prices for energy used during peak hours) 

F3.5 describe technological advances aimed at reducing energy consumption (e.g., 

programmable thermostats, improved R-value in insulation, compact fluorescent light 

bulbs, rechargeable batteries, “smart meters”) 


Environmental Science, Grade 11, Workplace Preparation 

(SVN3E) 




hydro meter reader, hospitality employee, waste management operator, custodian) and 

the education and training necessary for these careers 

B. Human Impact on the Environment 


B1. analyse selected current environmental problems in terms of the role human activities have 

played in creating or perpetuating them, and propose possible solutions to one such problem 

B1.1 propose possible solutions, on the basis of research, to a current practical environmental 

problem that is caused, directly or indirectly, by human activities [IP, PR, AI, C] 

Sample issue: Car emissions contribute to smog as well as global warming. Road tolls and 

increased use of public transit to cut down on the number of cars on the road, and the 

implementation and enforcement of idling by-laws, could significantly cut these emissions. 

Sample questions: How can various kinds of chemical spills in local ecosystems (e.g., 

fields, rivers, streams) be cleaned up? In what ways does improper sewage treatment or 

agricultural run-off threaten local water supplies, and how can these dangers be addressed 

or averted? What can be done to minimize the effect of an invasive species (e.g., purple 

loosestrife) on a native species (e.g., milkweed)? 

B1.2 analyse the risks and benefits to the environment of human recreational activities and the 

leisure industry [AI, C] 

Sample issue: Ecotourism attempts to reduce the waste and environmental damage 

associated with mass tourism. Although responsible ecotourism seeks to conserve local 

ecosystems through sustainable practices, and can, for example, help reduce deforestation 

and animal poaching rates, any human intrusion can damage fragile ecosystems. 

Sample questions: What are the risks to the environment of herbicide use and water 

consumption on golf courses? What are some of the risks and benefits to the environment 

of landscaping? In what ways can hunters and fishers damage the environment? In what 

ways can they contribute to its sustainability? What rules are needed to ensure that 

visitors to a protected area do not harm that ecosystem? 


B2. investigate air, soil, and water quality in natural and disturbed environments, using 

appropriate technology 

B2.1 use appropriate terminology relating to the environmental impact of human activity, 

including, but not limited to: carbon footprint, carbon neutral, biodegradable, 

biodiversity, carrying capacity, sustainability, and invasive and native species [C] 

B2.2 plan and conduct an inquiry, using appropriate technology, to compare soil quality in 

natural and disturbed environments (e.g., compare the phosphorous content, pH, organic 

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matter content, water content, water-holding capacity, nutrient content, porosity, and/or 

bulk density of soil from a forest or meadow and soil from a garden or farmer’s field that 

has been treated with chemical fertilizer) [IP, PR, AI] 

B2.3 plan and conduct an inquiry, using appropriate technology, to compare water quality in 

natural and disturbed environments (e.g., compare the pH, ion content, temperature, 

dissolved oxygen content, hardness, turbidity, biological oxygen demand [BOD], and/or 

fecal coliform of tap water, water from a pond or stream, and water from a drainage 

ditch) [IP, PR, AI] 

B2.4 analyse and interpret data on particulate matter in air samples from several different 

regions of Canada, using prepared data from a variety of sources (e.g., the Ontario 

Ministry of the Environment – Air Quality Ontario, Environment Canada) [AI] 

B2.5 plan and conduct a waste audit of their home or school [IP, PR] 


B3. demonstrate an understanding of some of the ways in which human activities affect the 

environment and how the impact of those activities is measured and monitored 

B3.1 identify the basic components of soil, water, and air, and describe some of the effects of 

human activity on soil, water, and air quality (e.g., the effects of industrial or vehicle 

emissions on air quality; of chemical spills on soil quality; of chlorination on water quality) 

B3.2 explain the concept of the cycling of substances in ecosystems (e.g., fertilizers made from 

biosolids leach into ground water or run off into rivers and streams, where the chemicals 

are absorbed by aquatic life, which is in turn consumed by humans) 

B3.3 explain common methods of sampling soil, water, and air for analysis (e.g., soil core 

sampling, depth integrated sampling, stack sampling systems) and of monitoring soil, 

water, and air quality over time 

B3.4 explain the concept of a “carbon footprint” and how it is used to measure the impact on 

the environment of a range of human activities 

B3.5 explain the effects of human activity on an aquatic or terrestrial ecosystem (e.g., the 

impact of fertilizer run-off, acid precipitation, or an oil spill on an aquatic ecosystem) 

B3.6 explain how human activities (e.g., agriculture, travel, the purchase of exotic pets, 

importing and exporting, releasing domesticated fish into fresh water environments, the 

use of live bait) have led to the introduction of invasive species, and why it is important 

to measure and monitor the impact of invasive species on native species 

C. Human Health and the Environment 


C1. analyse the effects on human health of environmental contaminants and a significant 

environmental phenomenon 

C1.1 assess, on the basis of research, the effects on human health of a significant 

environmental phenomenon (e.g., the ice storm of 1998 in central Canada, the European 

heatwave of 2003), and communicate their findings [IP, PR, AI, C] 

Sample issue: In August 2005, Hurricane Katrina destroyed the levees surrounding New 

Orleans. Hundreds of people were drowned in the resulting floods. Many survivors 

contracted skin and gastro-intestinal diseases from contaminated water. 


Sample questions: What impact did the 2003 drought in the Okanagan Valley have on 

the health and well-being of local populations? How did the 2003 tsunami in the Indian 

Ocean affect the health of people in that region? 

C1.2 analyse how environmental contaminants can affect the health of different populations in 

Canada (e.g., mercury contamination in streams and rivers in Northern Ontario where 

Aboriginal people fish, toxins in Arctic sea mammals hunted by Inuit, smog in large 

cities) [AI, C] 

Sample issue: When the U.S. government abandoned its Cold War military bases in the 

Canadian North, it left behind a variety of contaminants, including large amounts of 

polychlorinated biphenyls (PCBs). Exposure to these chemicals can affect the nervous 

system and the immune system and can cause cancer. 

Sample questions: How does the use of biosolids as fertilizer on Canadian farms affect 

the health of local populations? What short- and long-term health problems can be traced 

to the chemicals in the tar ponds in Sydney, Nova Scotia? 


C2. investigate how different environmental factors can affect people’s health and their 

lifestyle choices 

C2.1 use appropriate vocabulary related to human health and the environment, including, but 

not limited to: smog, environmental contaminants, pathogens, inhalation, ingestion, and 

absorption [C] 

C2.2 investigate, using a research process, and report on an environmental factor that can have 

an impact on human health (e.g., smog, ultraviolet [UV] rays, bacteria, pesticide residue), 

and explain how their personal lifestyle choices can affect its impact (e.g., avoiding 

strenuous physical activity on days when there is a smog alert can reduce the severity of 

respiratory ailments; lying on the beach without sunscreen or sun protective clothing 

during peak UV hours can increase the risk of skin cancer) [IP, PR, AI, C] 

C2.3 investigate the characteristics of a personal protective device or substance (e.g., 

sunscreen, mosquito repellent, respiratory mask, sun protective clothing) and whether the 

device or substance is effective in protecting a person from an environmental factor that 

can affect human health [PR, AI] 


C3. demonstrate an understanding of the ways in which environmental factors can affect 

human health and how their impact can be reduced 

C3.1 describe common environmental factors, including pollution and environmental 

contaminants (e.g., air, noise, soil, and water pollution; UV rays; heat; heavy metals; 

workplace chemicals; pathogens), and explain how they can affect human health 

C3.2 describe various ways in which environmental contaminants can enter the human body 

(e.g., inhalation, ingestion, absorption) 

C3.3 explain how the human body can react to exposure to a variety of environmental factors 

(e.g., rashes, asthma, mercury poisoning, hearing loss, diseases such as malaria and cancer) 

C3.4 describe medical and non-medical ways to protect oneself from the effects of harmful 

environmental factors (e.g., vaccination or medication, washing of fruits and vegetables, 

use of sunscreen or insect repellent, use of personal protective devices) 

Science 141

C3.5 describe good personal hygiene and household cleanliness practices that reduce health 

risks resulting from environmental contaminants (e.g., thorough hand washing, use of air 

filters, reduced use of household chemicals) 

D. Energy Conservation 


D1. evaluate initiatives and technological innovations related to energy consumption and 

conservation, and assess their impact on personal lifestyles, social attitudes, and 


D1.1 assess, on the basis of research, the impact that initiatives for reducing energy 

consumption and waste have on personal lifestyles, societal attitudes, and the 

environment (e.g., local, provincial, or national initiatives by government, business, or 

non-governmental organizations) [IP, PR, AI, C] 

Sample issue: Home energy audit and retrofit rebate programs have been established by 

many provincial governments to help homeowners reduce their energy bills. Although 

these programs raise awareness of the environmental impact of wasting energy and 

provide practical ways of reducing waste, not all homeowners take advantage of them. 

Sample questions: What types of incentives exist to encourage consumers to purchase 

energy-efficient products and services? How effective are such incentives? What methods 

do energy companies use to encourage consumers to conserve energy? What are some of 

the non-governmental organizations in Canada that raise awareness of the environmental 

costs of energy consumption? Are there any groups in your local community that focus 

on energy conservation? How effective are they? 

D1.2 evaluate, on the basis of research, some of the advantages or disadvantages of 

technological innovations that contribute to the production of renewable energy and/or 

aid in conservation (e.g., bio-oil, biodiesel, wind turbines, improved insulation, 

programmable thermostats) [IP, PR, AI, C] 

Sample issue: Tankless water heaters heat water only when it is needed. They save energy 

over traditional water heaters, which keep a large tank of water hot at all times. However, 

tankless water heaters may not be able to supply enough hot water for multiple uses. 

Sample questions: What technologies are used to produce biofuels? How do these fuels 

help to reduce use of non-renewable energy? What problems might be associated with the 

use of agricultural crops for fuel rather than food? In what ways has the design of wind 

farm technology improved over the years? What are the advantages and disadvantages of 

replacing old appliances with more energy-efficient ones? 


D2. investigate various methods of conserving energy and improving energy efficiency 

D2.1 use appropriate terminology related to energy conservation and consumption, including, 

but not limited to: conventional source, alternative source, efficiency, watt, kilowatt-hour 

[kWh], joule, BTU, gas meter, electric meter, thermostat, and EnerGuide [C] 

D2.2 determine the energy consumption of their household over a given time period by reading 

and interpreting gas and/or electric meters, calculate the cost of consumption (e.g., the 

number of kWh × cost per kWh, cubic metres of gas × cost per cubic metre), and suggest 

ways in which the household could conserve energy [PR, AI, C] 


D2.3 use a research or inquiry process to compare the efficiency of different types or brands of 

a common household appliance (e.g., different brands of kettles, fans, or refrigerators; 

natural gas and electric water heaters) or of audio-visual equipment (e.g., different types 

of computer monitors), and report their findings [IP, PR, AI, C] 

D2.4 conduct a risk-benefit analysis of different types of electricity generation (e.g., fossil fuel, 

hydro, nuclear, wind, and/or solar power) [PR, AI] 


D3. demonstrate an understanding of the basic principles of energy production, with reference to 

both renewable and non-renewable sources, and of various methods of energy conservation 

D3.1 explain the basic principles and characteristics of various types of power generation from 

non-renewable sources (e.g., coal, oil, natural gas, nuclear) and renewable sources (e.g., 

hydroelectric, tidal, geothermal, solar, wind, hydrogen fuel cells) 

D3.2 compare and contrast renewable and non-renewable energy sources, using criteria such as 

availability, cost, and environmental impact (e.g., compare a fossil fuel and geothermal 

energy, using a graphic organizer) 

D3.3 describe methods of energy conservation (e.g., the replacement of incandescent bulbs 

with compact fluorescent bulbs, the replacement of a manual thermostat with a 

programmable one, the installation of more energy-efficient windows) and some policies 

that are intended to manage energy demand in the home and the workplace (e.g., variable 

pricing, which increases the price of electricity during peak hours) 

D3.4 describe several criteria used in the construction of energy-efficient buildings (e.g., 

“smart homes”, in which the use of light, heat, and power for equipment can be 

programmed; R-2000 homes; straw-bale houses) 

E. Natural Resource Science and Management 


E1. assess the environmental impact of the harvesting and/or extraction of resources, including 

ways of reducing this impact, and analyse threats to the sustainability of natural resources 

E1.1 assess the environmental impact of industrial practices related to the extracting or 

harvesting of natural resources, and describe ways in which that impact can be monitored 

and minimized [AI, C] 

Sample issue: As a result of overfishing, several marine species are endangered. Bottomtrawling 

drag nets drown sea life, including mammals and turtles, who become entangled 

in them, and destroy seafloor habitat. In an effort to allow endangered species to recover, 

governments monitor populations, sometimes limiting catches or declaring moratoriums, 

and some countries have banned bottom trawling. 

Sample questions: What impact can mine tailings have on local water? What practices 

can be used to reduce this impact? What impact does clear-cutting have on local 

ecosystems? What impact does large-scale deforestation have on the environment? What 

harvesting practices can the forestry industry use to minimize the effects of clear-cutting 

and deforestation? 

E1.2 analyse, on the basis of research, the impact that an environmental contaminant, parasite, 

or bacteria has on the sustainability of a natural resource in Canada (e.g., the effects of 

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PCBs on Arctic sea mammals, of sea lice on farmed and wild salmon, of E. coli on water 

resources) [IP, PR, AI, C] 

Sample issue: As a result of warmer winters and a policy of fire suppression, the 

mountain pine beetle has decimated coniferous forests in British Columbia, killing 

millions of lodgepole pines, the most widely harvested tree in the province. There are 

fears that the beetle will expand into Alberta and could eventually harm pine forests 

across the country. 

Sample questions: How have mercury levels in fish affected the local fishing industry 

in Northern Ontario? How has mange affected the fox population and people who 

depend on trapping? What impact has increased bacteria levels in inland waterways had 

on duck populations? 


E2. investigate methods scientists use to classify and monitor natural resources, and conduct 

investigations using those methods 

E2.1 use appropriate terminology related to natural resources and resource management, 

including, but not limited to: population, bioamplification, sampling size, sustainability, 

ore, mineral, tailings, and succession [C] 

E2.2 identify and classify a variety of natural resources found in Canada, using appropriate 

classification systems (e.g., dichotomous keys, botanical keys, tree identification guides, 

wildlife guides, mineral tests) [PR, AI] 

E2.3 investigate, through laboratory inquiry, field study, or simulations, some of the methods 

and procedures used by scientists to monitor biodiversity in different environments (e.g., 

making plant tallies in forests; tagging or marking ground vegetation species in fields; 

tagging and tracking wildlife with the global positioning system in remote areas; using 

aquatic dip nets for sampling organisms in shallow ponds or streams) [PR] 

E2.4 conduct an inventory of a local environment (e.g., a field, a pond), using appropriate 

techniques and methods (e.g., plant tallies, tags, keys), and display the results 

graphically [PR, C] 


E3. demonstrate an understanding of the sustainable use of resources and its relationship to 

the biodiversity and sustainability of ecosystems 

E3.1 describe the main types of natural resources found in Canada (e.g., forests, minerals, 

fisheries, wildlife, water, fossil fuels) 

E3.2 describe the characteristics and properties that make a natural resource viable for use 

(e.g., the size, type, and location of trees; the value, location, and extraction and 

processing costs of minerals), and explain the importance of managing natural resources 

to ensure sustainability and biodiversity 

E3.3 describe a variety of methods used to extract or harvest natural resources (e.g., drag nets, 

strip mining, selective cutting of forests) 

E3.4 explain how a variety of sampling techniques (e.g., quadrant sampling, catch-and-release, 

core sampling to measure tree rings, counting annuli in scales to measure the age of fish) 

are used to gather information about natural resources 


E3.5 explain the importance of biodiversity to the sustainability of life within an ecosystem 

(e.g., variability among biotic and abiotic factors within an ecosystem decreases the 

chance that any organism within that ecosystem will become extinct) 

E3.6 describe some methods that scientists use to monitor biodiversity in aquatic and terrestrial 

environments (e.g., field data collection, aerial and satellite imagery) 

F. The Safe and Environmentally Responsible Workplace 


F1. assess workplace situations with respect to safety and environmental issues, and propose 

a course of action to address unsafe working conditions 

F1.2 analyse, on the basis of research, and report on the environmental impact of unsafe 

handling, storage, and disposal of hazardous and non-hazardous workplace materials 

associated with a particular job [IP, PR, AI, C] 

Sample issue: Home construction workers use a range of materials that can harm the 

environment. Spills of stains and solvents, improper disposal of paint and other chemical 

substances, the particulate matter created when wall board is cut or insulation is blown, 

and improper storage of combustible or corrosive materials can contaminate the air, 

water, and soil. 

Sample questions: What impact does the improper storage and disposal of cooking oils in 

fast-food restaurants have on the environment? In what ways can improper handling or 

disposal of medical materials (e.g., pharmaceuticals, medical isotopes, disinfectants) in a 

hospital affect the environment? What is the environmental impact if fast-food restaurants 

do not separate their waste into compostable, recyclable, and non-recyclable materials? 


F2. investigate a variety of safe and environmentally responsible workplace practices 

F2.1 use appropriate terminology related to safety and environmental responsibility in the 

workplace, including, but not limited to: Möbius loop, Material Safety Data Sheet 

(MSDS), Hazardous Household Product Symbols (HHPS), hazardous material, and 

personal protective equipment (PPE) [C] 

F2.4 use appropriate techniques for handling, storing, and disposing of teacher-selected 

materials, drawing on Material Safety Data Sheets and Canadian Environmental 

Protection Act regulations (e.g., use appropriate personal protective equipment), and 

outline proper procedures for handling those materials in the workplace [PR, C] 

F2.5 design and report on a plan for reusing, recycling, reducing the volume of, or disposing of 

a hazardous material found in the workplace (e.g., disposing of batteries, reusing motor 

or cooking oils for a different purpose) [IP, C] 

F2.6 investigate the effectiveness of a personal protective device or environmental protection 

device for use in the workplace (e.g., compare two different spill kits for absorbing spills; 

test the key features of a mask for protection from airborne particulate matter; identify the 

appropriate types of eye protection for different situations) [PR, AI] 


F3. demonstrate an understanding of general workplace safety procedures and 

environmentally responsible practices 

Science 145

F3.1 describe some of the ways in which implementation of the 4Rs (reduce, reuse, recycle, 

and recover) in the workplace protects the environment (e.g., by reducing the production 

of garbage and recycling materials for daily use), and explain the meaning of different 

symbols used to promote these strategies (e.g., different representations of the Möbius 

loop [the international recycling symbol]) 

F3.2 compare some of the features, uses, and environmental implications of Hazardous 

Household Product Symbols and WHMIS hazard symbols 

F3.3 identify and describe common types of biological, physical, and chemical hazards in the 

workplace (e.g., hazards posed by bacteria, noise, work at dangerous heights, use of 

chemicals and other hazardous materials) and associated accident-prevention methods 

(e.g., sterilization, soundproofing, use of five-point safety harnesses, use of safe storage 

cabinets, safe disposal of chemicals) 

F3.4 explain how the use of personal protective equipment (e.g., aluminized gloves, a welding 

shield, ear plugs, a self-contained breathing apparatus, an air-purifying mask) minimizes 

exposure to hazardous materials that can enter the body through ingestion, inhalation, 

absorption, and injection 

F3.5 identify some current workplace procedures, practices, and protocols that help to protect 

the environment (e.g., garbage separation, paper recycling, use of recycled products, 

“telecommuting” to workplaces, practices that conserve water and energy) 

PHYSICS 

Physics, Grade 11, University Preparation (SPH3U) 

B. Kinematics 


B1. analyse technologies that apply concepts related to kinematics, and assess the 

technologies’ social and environmental impact 

B1.2 assess the impact on society and the environment of a technology that applies concepts 

related to kinematics (e.g., photo radar helps prevent vehicular accidents and reduces fuel 

consumption associated with excessive speeding) [AI, C] 

Sample issue: The use of the global positioning system (GPS) increases accuracy in 

mapping, surveying, navigation, monitoring earthquakes, and tracking the movement of 

oil spills and forest fires, among other benefits. However, its extensive use raises 

concerns about privacy and human rights. 

Sample questions: How are satellites used to track animal species in remote areas? How can 

scientists and environmentalists use this information to help protect vulnerable species? 

What is the impact of the use of speed limiters and tracking devices in the trucking industry? 

What effect do lower truck speeds have on highway safety and vehicle emissions? 

C. Forces 


C1. analyse and propose improvements to technologies that apply concepts related to dynamics 

and Newton’s laws, and assess the technologies’ social and environmental impact 


C1.2 evaluate the impact on society and the environment of technologies that use the principles 

of force … [AI, C] 

Sample questions: … What are the advantages and disadvantages for the environment of 

various methods of using the natural forces from tidal currents to generate energy? 

D. Energy and Society 


D1. analyse technologies that apply principles of and concepts related to energy 

transformations, and assess the technologies’ social and environmental impact 

D1.1 analyse, using the principles of energy transformations, a technology that involves the 

transfer and transformation of thermal energy (e.g., a power station, an air conditioner, a 

fuel cell, a laser printer) [AI, C] 

Sample questions: How do vertical or rooftop gardens help insulate structures? In what 

ways have refrigeration technologies changed since their initial development? When they 

are designed efficiently, how do homes with solar-powered cells use the energy from the 

sun? How do ground-source heat pumps reduce the need for traditional heating and 

cooling systems? 

D1.2 assess, on the basis of research, how technologies related to nuclear, thermal, or geothermal 

energy affect society and the environment (e.g., thermal regulating units, 

radiopharmaceuticals, dry-steam power plants, ground-source heat pumps) [IP, PR, AI, C] 

Sample issue: With the rising economic and environmental costs of heating homes using 

conventional methods, geothermal technologies are an increasingly popular alternative. 

However, tapping geothermal heat sources involves placing kilometres of tubing 

containing antifreeze in the ground, which constitutes a potential environmental hazard. 

Sample questions: How is the nuclear technology known as receptor binding assay used 

to monitor the toxicity of shellfish? How does this technology benefit consumers? How 

can nuclear technology be used to sterilize insects? If used widely, what impact would 

such a pest-control technique have on society and the environment? … 

E. Waves and Sound 


E1. analyse how mechanical waves and sound affect technology, structures, society, and the 

environment, and assess ways of reducing their negative effects 

E1.2 analyse the negative impact that mechanical waves and/or sound can have on society and 

the environment, and assess the effectiveness of a technology intended to reduce this 

impact [AI, C] 

Sample issue: Noise pollution from industrial, transportation, entertainment, and other 

sources can increase stress, lead to hearing loss, disrupt ecosystems, and alter animal 

behaviour. Noise pollution can be reduced by using mufflers, sound barriers, baffles, and 

earplugs, and by turning down the volume on devices such as cellphones and headsets. 

Sample questions: What impact can tsunamis have on coastal regions? How effective is 

tsunami-monitoring equipment in reducing death tolls and property destruction? How do 

the noise levels produced by different types of jet engines compare with each other? How 

Science 147

effective are the sound baffles erected on the sides of highways that run through 

residential areas? 

F. Electricity and Magnetism 


F1. analyse the social, economic, and environmental impact of electrical energy production 

and technologies related to electromagnetism, and propose ways to improve the 

sustainability of electrical energy production 

F1.1 analyse the social and economic impact of technologies related to electromagnetism (e.g., 

particle accelerators, mass spectrometers, magnetic levitation [maglev] trains, magnetic 

resonance imaging [MRI], electromagnetic pulses after nuclear explosions) [AI, C] 

Sample questions: What are the benefits of electromagnetic medical technologies? What 

impact does the cost of acquiring these technologies, and the need for specialized 

technicians to operate them, have on equitable access to health care in all regions of 

Canada? What harmful effects do solar flares have on our atmosphere, satellites orbiting 

the earth, and electrical systems? 

F1.2 analyse the efficiency and the environmental impact of one type of electrical energy 

production (e.g., from hydroelectric, fossil fuel–burning, wind, solar, geothermal, or 

nuclear sources), and propose ways to improve the sustainability of electrical energy 

production [AI, C] 

Sample issue: Compared to oil, coal is relatively inexpensive and plentiful, and, globally, 

the number of coal-burning electrical plants is expanding. Yet, coal power is inefficient, 

and the mining and burning of coal produce a great deal of pollution. Although 

technology is available to make coal cleaner, it is costly and has been implemented to 

only a limited extent. 

Sample questions: How efficient are the small and large-scale solar-power systems used 

in individual homes and industrial settings? What is the environmental impact of the 

generation of solar power? What technologies are being used to improve the efficiency of 

energy sources such as coal and biofuel? What impact does the increasing use of biofuels 

have on air quality, land use, and agricultural practices? 

Physics, Grade 12, University Preparation (SPH4U) 

B. Dynamics 


B1. analyse technological devices that apply the principles of the dynamics of motion, and 

assess the technologies’ social and environmental impact 

B1.2 assess the impact on society and the environment of technological devices that use linear 

or circular motion (e.g., projectile weapons, centrifuges, elevators) [AI, C] 

Sample issue: Satellites, which use principles of circular motion to revolve around Earth, 

support communications technologies and are used by governments to gather 

intelligence. They also provide information on the movement of animal populations and 


forest fires, and on changes in weather systems or the atmosphere. But satellites use huge 

amounts of fuel, and old satellites often become space junk. 

Sample questions: How are large-scale centrifuges used in wastewater treatment? How 

do windmills use the principles of dynamics to generate power? What is the 

environmental impact of wind power and wind farms? How are linear actuators used to 

make the workplace more ergonomic, reducing work days lost to strain and injury? 

C. Energy and Momentum 


C1. analyse, and propose ways to improve, technologies or procedures that apply principles 

related to energy and momentum, and assess the social and environmental impact of these 

technologies or procedures 

C1.2 assess the impact on society and the environment of technologies or procedures that 

apply the principles of energy and momentum (e.g., crumple zones, safety restraints, 

strategic building implosion) [AI, C] 

Sample issue: Hydroelectricity is produced by using the potential energy of dammed 

water to drive turbines and generators. Although hydroelectricity is renewable and 

generates no greenhouse gases, the damming of waterways can create massive flooding 

upstream and reduce flows downstream, affecting aquatic and terrestrial ecosystems and 

people living near the water source. 

Sample questions: … What is the environmental impact of the chemicals whose 

combustion produces the effects in fireworks displays? 

D. Gravitational, Electric, and Magnetic Fields 


D1. analyse the operation of technologies that use gravitational, electric, or magnetic fields, 

and assess the technologies’ social and environmental impact 

D1.2 assess the impact on society and the environment of technologies that use gravitational, 

electric, or magnetic fields (e.g., satellites used in surveillance or storm tracking, particle 

accelerators that provide high-energy particles for medical imaging) [AI, C] 

Sample issue: The radiation produced by the magnetic and electric fields of electron 

accelerators is used to treat tumours. In conjunction with other therapies, radiation 

increases the survival rate of cancer patients, but safeguards are needed to ensure that 

patients receive safe doses of radiation and that medical personnel and the immediate 

environment are not contaminated. 

Sample questions: … What is the effect on human health of long-term exposure to the 

electrical fields created by high-voltage lines? How could zero-gravity experiments on 

agricultural products benefit society and the environment? What are the environmental 

benefits of using technology involving gravitational fields to search for mineral deposits? 

E. The Wave Nature of Light 


E1. analyse technologies that use the wave nature of light, and assess their impact on society 

and the environment 

Science 149

E1.2 assess the impact on society and the environment of technologies that use the wave nature 

of light (e.g., DVDs, polarized lenses, night vision goggles, wireless networks) [AI, C] 

Sample questions: … In what ways can posting magazines or newsletters on the Internet, 

rather than printing and distributing them, benefit the environment? 

Physics, Grade 12, College Preparation (SPH4C) 




alternative energy advocate, sustainable energy technician, electrician, mechanic) and the 

education and training necessary for these careers 

B. Motion and Its Applications 


B1. analyse selected technologies that are used to move objects or track their motion, and 

evaluate their impact on society and the environment, including their contribution to 

scientific knowledge 

B1.1 analyse the design and uses of a transportation technology (e.g., snowmobiles, 

automobiles, motorized personal water craft), and evaluate its social and environmental 

impact, including the impact on risk behaviour and accident rates [AI, C] 

Sample issue: All-terrain vehicles (ATVs), designed to be driven off-road, are used in 

occupations requiring access to remote areas and for recreational purposes. However, 

ATVs can lack stability on uneven surfaces, which can result in serious accidents, 

particularly for inexperienced drivers. The vehicles can also cause damage when they are 

driven in environmentally sensitive areas. 

B1.2 analyse how technologies are used to track the motion of objects, and outline various 

kinds of scientific knowledge gained through the use of such technologies (e.g., data on 

animal populations and migrations, on changes in ocean currents related to global 

warming, on the behaviour of celestial objects) [AI, C] 

Sample questions: How are motion-related technologies used to monitor wildlife 

populations? What type of information do these technologies provide, and how is it 

used? How are satellites used to track weather systems? What are the uses of the 

information gathered? 

C. Mechanical Systems 


C1. analyse common mechanical systems that use friction and applied forces, and evaluate 

their effectiveness in meeting social or environmental challenges 


C1.2 evaluate, on the basis of research, the effectiveness of a common mechanical system in 

addressing a social or environmental challenge (e.g., … high-efficiency heating and 

cooling systems) [IP, PR, AI, C] 

Sample questions: … How have integrated mechanical systems such as programmable 

thermostats improved energy efficiency in homes? 

D. Electricity and Magnetism 


D1. analyse the development of selected electrical and electromagnetic technologies, and 

evaluate their impact on society and the environment 

D1.1 evaluate, on the basis of research, the impact on society and the environment of the 

evolution of an electrical technology (e.g., electric cars or buses, electric appliances) 

[IP, PR, AI, C] 

Sample questions: What impact has the development and evolution of refrigeration 

technologies had on society and the environment? Are trains powered by electricity an 

improvement over trains powered by steam or diesel engines? Why or why not? What 

impact does the use of electric buses, streetcars, and subway trains by the Toronto Transit 

Commission have on local residents and the environment? 

D1.2 assess the impact of an electromagnetic technology that is used for the benefit of society 

or the environment (e.g., devices for diagnosing and treating diseases, technologies for 

treating seeds to increase the rate of germination) [AI, C] 

Sample questions: … What are some of the uses of electromagnetic technologies in 

health care? What are the benefits of using electromagnetic sensors to detect metal 

concentrations in brown-field developments? What are the advantages of maglev trains 

over conventional transportation technologies? 

E. Energy Transformations 


E1. evaluate the impact on society and the environment of energy-transformation 

technologies, and propose ways to improve the sustainability of one such technology 

E1.1 analyse an energy-transformation technology (e.g., wind turbines, refrigerators, 

telephones, steam engines, coal-fired electrical plants), and evaluate its impact on society 

and the environment [AI, C] 

Sample issue: Fax machines allow documents to be transmitted quickly and securely. 

Most fax machines use ink cartridges, which can end up in landfill sites. By contrast, 

thermal fax machines use heat resistors to convert electricity into usable heat. They then 

apply this heat through a print head onto chemically treated paper to print a document. 

Sample questions: What types of energy transformations take place in an air conditioner? 

What impact does the widespread use of air conditioners have on society and the 

environment? What types of energy transformations occur in incandescent and 

fluorescent light bulbs? What impact does the difference in energy transformations in 

these two types of bulbs have on the environment? 

Science 151

E1.2 propose a course of practical action to improve the sustainability of an energytransformation 

technology (e.g., solar panels, internal combustion engines, fuel cells, air 

conditioners) [PR, AI, C] 

Sample issue: Although wind is a renewable source of energy, many windmills are 

needed to generate a useful amount of energy, and large wind farms can have a negative 

impact on wildlife and local residents. Researchers are experimenting with modifications 

to the blades to increase the efficiency of each windmill. 

Sample questions: Why are ice-cooling systems more energy efficient than traditional air 

conditioners? How could solar panels be modified to enable them to capture solar energy on 

a cloudy day? How could a speaker system be improved to maximize its energy use? What 

modifications could be made to an internal combustion engine so that it used less gasoline? 


E3.4 compare the efficiency of various systems that produce electricity (e.g., wind farms, 

hydroelectric generators, solar panels), using the law of conservation of energy, and 

outlining the transformations, transmissions, and energy losses involved 

E3.5 describe a variety of renewable and non-renewable sources of energy (e.g., solar energy, 

fossil fuels, hydroelectric energy, energy generated from biomass), and identify the 

strengths and weaknesses of each 

F. Hydraulic and Pneumatic Systems 


F1. analyse the development of technological applications related to hydraulic and pneumatic 

systems, and assess some of the social and environmental effects of these systems 

SCIENCE 

Science, Grade 12, University/College Preparation (SNC4M) 

C. Pathogens and Disease 


C3.6 describe some of the means used by international non-governmental organizations (e.g., 

Médecins sans Frontières, Oxfam, Ryan’s Well Foundation, UN agencies, the Stephen 

Lewis Foundation) to control the spread of disease (e.g., distribution of vaccines, 

medication, malaria nets; installing wells so people have access to clean water; public 

education on strategies for transmission prevention) 

E. Science and Public Health Issues 


E3.3 explain the impact of various threats to public health, including infectious diseases (e.g., 

hepatitis, HIV/AIDS, tuberculosis, malaria, sexually transmitted diseases), chronic 


diseases (e.g., cardiovascular disease, diabetes, asthma), and environmental factors (e.g., 

climate change, air pollution, chemical pollutants, radiation) 

E3.4 explain a variety of social factors that can promote the rapid spread of infectious diseases 

(e.g., global population growth, international travel, poor sanitation, lack of clean 

drinking water) 

F. Biotechnology 


F1. analyse a variety of social, ethical, and legal issues related to applications of 

biotechnology in the health, agricultural, or environmental sector 

F1.1 analyse social issues related to an application of biotechnology in the health, agricultural, 

or environmental sector (e.g., issues related to the uses of genetically modified 

organisms …) [AI, C] 

Sample issue: The promise of genetically modified (GM) crops was that they would 

be resistant to pests and would produce more abundant harvests. However, GM crops 

can crossbreed with crops in adjoining fields, thus contaminating traditional food 

sources, reducing biodiversity, changing farming practices, and limiting the choices 

available to consumers. 

F1.2 analyse, on the basis of research, ethical and legal issues related to an application of 

biotechnology in the health, agricultural, or environmental sector … [IP, PR, AI, C] 

Sample questions: … Who determines whether genetically modified foods are safe? How 

might the testing/regulation process be open to abuse? What are the legal and ethical 

implications of introducing into an ecosystem a species engineered through biotechnology? 


F3. demonstrate an understanding of biological processes related to biotechnology and of 

applications of biotechnology in the health, agricultural, and environmental sectors 

F3.3 describe applications of biotechnology in the health (e.g., genomics, gene therapy, 

xenotransplantation, in vitro fertilization), agricultural (e.g., genetically modified crops, 

biopesticides, cloning), and environmental sectors (e.g., bioremediation, 

phytoremediation) 

Science, Grade 12, Workplace Preparation (SNC4E) 

B. Hazards in the Workplace 


B1. assess common workplace settings with respect to hazards, and analyse selected 

legislation that is in place to protect workers and the environment from these hazards 

B1.1 assess a workplace setting, either real or simulated, with respect to hazards that could 

affect workers or the environment, using appropriate criteria (e.g., a checklist for a health 

and safety audit) [AI, C] 

Science 153

Sample questions: What hazardous substances are used in the workplace being assessed? 

Are warnings posted as to the dangers they pose? How are the substances handled, stored, 

and disposed of? … 

B1.2 analyse and summarize the requirements of selected sections of workplace safety and/or 

environmental protection legislation related to a career of personal interest (e.g., 

regulations applying to mining in the Occupational Health and Safety Act; regulations 

applying to waste management in the Ontario Environmental Protection Act) [AI, C] 

Sample issue: Section 91.1 of the Ontario Environmental Protection Act requires 

employers to prevent or reduce the risk of spills of pollutants and, if such a spill does occur, 

to provide the appropriate equipment, personnel, and material to clean it up. This section 

covers a range of workplaces where spills of environmental contaminants may occur. 

Sample questions: What types of jobs are affected by regulations under the Ontario 

Environmental Protection Act? … 

C. Chemicals in Consumer Products 


C1. analyse chemical products used in the home and workplace, and issues related to their 

safe and environmentally responsible use and disposal 

C1.2 assess the environmental consequences of improper disposal of chemical products 

commonly used in the home (e.g., pouring paint down the drain; dumping batteries in 

garbage destined for landfill sites) [AI, C] 

Sample issue: Some batteries contain lithium or cadmium, which are toxic heavy metals. 

If such batteries are tossed into the regular garbage, these metals can leach into the soil or 

run off into water systems. Batteries can also overheat and cause a fire or other kind of 

chemical reaction. 

Sample questions: What happens when pharmaceuticals are poured down the drain? 

Why should containers of flammable substances such as turpentine or corrosive 

substances such as drain cleaner not be thrown in the regular garbage? 

C1.3 evaluate the appropriateness of current disposal practices in their home, at school, or in 

the community, with particular reference to the disposal of chemical waste [AI, C] 

Sample issue: Many commonly used chemicals can damage the environment if they are 

not properly disposed of. Some chemicals are combustible, produce toxic vapours, or are 

corrosive. Some otherwise safe chemicals can become toxic if combined with another 

chemical. Safe disposal methods must take the properties of each chemical into account. 

Sample questions: What is the proper method for disposing of solvent-soaked rags? What 

sorts of items are considered to be household hazardous waste (HHW)? Are there HHW 

depots in your community? What happens to the waste once it arrives at such a depot? 


C2.6 investigate a variety of consumer products within a given category (e.g., shampoo, 

window cleaner, disinfectant), focusing on products claiming to be environmentally 

friendly, and analyse them with respect to selected factors (e.g., cost, effectiveness, 

impact on the environment) [PR, AI, C] 


E. Electricity at Home and Work 


E1. assess electrical hazards in the home and workplace, and the social and environmental 

impact of electrical technologies 

E1.1 assess the social and environmental impact of electrical technologies, including the 

impact associated with the manufacture and disposal of electronic devices (e.g., the 

impact of electrical devices used in the health care field, such as pacemakers or 

respirators; the impact of energy generation needed to power electrical devices and 

appliances) [AI, C] 

Sample issue: Electronics play an important part in our everyday lives. However, 

disposal of used electronic equipment is a huge problem. Globally, we generate 30 to 50 

million tonnes of electronic waste each year. Much of this waste is shipped to developing 

countries, where it is incinerated or dumped in landfill sites, practices that release toxic 

chemicals into the air or soil. 

Sample questions: How often do you replace an electronic device because something 

newer, faster, or more powerful has been developed? What do you do with the older 

devices? … 

F. Nutritional Science 


F1. assess the environmental implications of a variety of food choices, and evaluate and 

propose ways to improve the nutritional content of a menu 

F1.1 assess the environmental implications of food choices available in a variety of situations 

(e.g., in the school cafeteria, a fast-food restaurant, a supermarket, a local farmers’ 

market, an organic meat shop), and propose ways to minimize the environmental impact 

of their food choices [AI, C] 

Sample issue: Supermarkets commonly sell imported produce, distributed through large 

warehouses, even when the same types of food are in season locally and are available 

from local farmers. Importing foods generates greater carbon emissions but may be seen 

as more efficient if local farmers lack a reliable distribution system. 

Sample questions: What is the environmental impact of organic farming compared to 

traditional farming methods? What are the advantages and disadvantages of buying 

certified organic foods from a local farmer? What are the environmental costs of 

purchasing a pizza? Why is the environmental footprint associated with consuming a 

hamburger different from that associated with eating a veggie burger? 

Science 155

SOCIAL SCIENCES AND HUMANITIES, GRADES 9 



The different subjects represented in the social sciences and humanities curriculum provide 

opportunities to consider environmental topics from a variety of perspectives, from responsible 

consumerism in Family Studies to the role of the natural environment in various belief systems 

in World Religions. In many of the strands in these courses, the development of environmental 

understanding can be fostered through the learning context (e.g., a topic or issue related to 

the environment). 

FAMILY STUDIES 

Food and Nutrition, Grade 9 or 10, Open (HFN1O/HFN2O) 

Self and Others 

– categorize the reasons why people eat the foods they eat (e.g., cultural, emotional, 

environmental, nutritional, religious, social) 

Personal and Social Responsibilities 

• identify consumer responsibility in the investigation of current food issues 

Note: This expectation provides an opportunity to examine environmental issues related to 

agriculture and the processing of foods. 

Diversity, Interdependence and Global Connections 

– select and use regional and seasonal foods to plan and produce a Canadian food product 

or meal 

– complete an assessment of the influence of geography on food supply and production 

– explain the importance of policy decisions as applied to global food issues (e.g., how 

personal and family decisions can affect our world) 

Note: These expectations provide opportunities to examine the environmental and economic 

benefits of eating locally grown and produced foods, as well as to explore other food-related 

environmental issues. 


Individual and Family Living, Grade 9 or 10, Open (HIF1O/HIF2O) 

Social Challenges 

– compare individual and family lifestyles now and in the past, considering the effect of 

social, cultural, economic, technological, and environmental change 

– describe the impact of economic, social, technological, environmental, and health factors 

on lifestyle decisions (e.g., whether to purchase a product, use a service, or participate in 

an activity) 

Living and Working With Children, Grade 11, College Preparation 

(HPW3C) 

Growth and Development 

• demonstrate an understanding of the multifaceted nature of and the various influences on 

child development 

– demonstrate an understanding of age-appropriate learning environments for preschoolers 

and primary-school pupils 

– create activities or educational experiences that meet the physical, intellectual, social, and 

emotional needs of children at different stages of development 

Note: These expectations provide opportunities to discuss the importance for healthy child 

development of experiences in an unpolluted natural environment 

Socialization of Children 

• evaluate various global influences on children and families 

– explain the influence of war, famine, overcrowding, poverty, child labour, and 

malnutrition on the lives of children 

Note: Environmental considerations are relevant with respect to the factors to be explored in 

connection with these expectations. 


• demonstrate an understanding of issues and challenges that concern parents, care-givers, and 

others who interact with children in society 

– demonstrate an understanding of the universal rights of children (e.g., the right to food, 

shelter, safety, a peaceable existence) 

Note: These expectations provide opportunities to examine environmental concerns. 

Social Sciences and Humanities 157

Managing Personal and Family Resources, Grade 11, College 

Preparation (HIR3C) 


• analyse the role that responsible consumerism plays in independent and family living 

– explain the process of making wise consumer decisions (e.g., comparison shopping, 

reading labels, checking warranties) for a variety of purposes (e.g., purchasing food and 

clothing, choosing housing or modes of transportation) 

– plan for a specific major purchase (e.g., refrigerator, computer, entertainment system), 

using wise consumer techniques 

Note: Responsible consumerism involves consideration of factors related to the environment 

(e.g., environmentally friendly development and production of goods; environmental impact of 

products/services; energy efficiency of products). 

Preparing for the Challenges of the Future 

• analyse how families are affected by global disparities in wealth and resources 

– identify resources that influence the wealth or poverty of communities and nations (e.g., 

natural resources, agricultural yield, education) 

– explain the impact that the availability of these resources has on family life 

Note: Environmental factors should be considered in the context of these expectations. 

Social Structures 

• explain the effects of economic and business trends on the family 

– investigate and analyse the spending patterns of various socio-economic classes as 

documented by Statistics Canada 

– determine how demographic changes (e.g., those associated with the aging of the babyboomers) 

affect the production of goods and services 

Note: These expectations provide opportunities to examine various aspects and influences of the 

environmentalist movement. 

Managing Personal Resources, Grade 11, Workplace Preparation 

(HIP3E) 


– explain strategies for coping with issues of personal and public safety (e.g., be aware of 

safety organizations that provide protection, understand the use of safety equipment and 

safety features on the job, be aware of worker-protection protocols such as drills for 

response to fire and other emergencies) 

Note: Environmental safety should be considered in the context of this expectation (e.g. safe 

disposal of hazardous materials in the workplace) 


Personal Responsibilities 

– identify influences on buying decisions (e.g., advertising, status, convenience) and 

describe guidelines for becoming a wise and responsible consumer (e.g., comparison 

shopping, reading labels, checking warranties) 

– plan the purchase of specific items for personal use (e.g., clothing, appliances, 

entertainment equipment), using wise consumer techniques 

Note: Responsible consumerism involves consideration of factors related to the environment 

(e.g., environmentally friendly development and production of goods; environmental impact of 

products/services; energy efficiency of products). 

Fashion and Creative Expression, Grade 11, Open (HNC3O) 

The Apparel Industry 

– identify the factors that contribute to the cost of goods produced in Canada and abroad 

(e.g., standard of living, climatic factors, transportation, market size, design, unionization 

of workforce, government regulation of industry) 

– analyse the influence of current events on men’s and women’s fashion 

– identify countries that are major producers of fibres and fabrics (e.g., China, Egypt, 

England, Scotland) 

Note: These expectations provide opportunities to examine how measures to protect the 

environment affect cost of production in Canada and abroad, as well as how growing 

environmental consciousness is influencing the fashion industry. 

Textiles 

• explain the role of the environment in relation to the textile industry, and describe how the 

textile industry affects the environment 

Living Spaces and Shelter, Grade 11, Open (HLS3O) 

Functions of Living Spaces and Shelter 

• identify the ways in which living spaces and shelter meet individual and family needs 

– summarize the ways in which different forms of shelter satisfy various individual and 

family needs and functions, such as: … 6. lifestyle needs (e.g., those related to activities, 

interests, life-cycle events, community services); 7. special considerations (e.g., storage 

space, noise pollution, transportation, maintenance requirements, local demand for 

technologies and utilities; private and personal spaces) 

Note: These expectations provide opportunities to examine the need for energy-efficient housing 

to meet people’s financial needs, as well as environmentally friendly building practices to 

address their interest in protecting the environment. 


Shelter for Everyone 

• demonstrate an understanding of social realities related to living spaces and shelter in Canada 

and abroad 

– summarize the laws and regulations pertaining to such factors as zoning, pollution, and 

ownership and maintenance of property; building and development; expropriation; and 

conservation of energy 

• identify the ways in which political, social, economic, and technological trends, as well as 

psychological factors, affect available types of shelter 

– summarize how living spaces and shelter requirements are affected by social norms and 

pressures (e.g., those resulting from demographic changes) 

– identify how families are affected by new trends in household technologies (e.g., modular 

housing, the computerized home, the ecological house, new energy sources, new trends in 

appliances and household equipment) 

Note: These expectations address environmental considerations explicitly and also afford the 

opportunity to explore the effect on housing trends of “social norms and pressures” such as those 

resulting from growing consciousness of the need to protect the environment. 

Considerations in Acquiring Shelter and Designing Living Spaces 

– demonstrate an understanding of ways of enhancing personal spaces (e.g., by creating 

household accessories), using environmentally friendly materials (e.g., recycled materials, 

garage-sale purchases, non-toxic building materials and wall and floor coverings) 

– describe home furnishings and equipment requirements as influenced by family 

composition, living patterns, changing needs throughout the stages of life, cultural 

traditions, economic and human resources, and energy costs 

Parenting, Grade 11, Open (HPC3O) 

Diversity and Universal Concerns 

• demonstrate an understanding of the common experiences of young children across cultures 

Note: Common experiences include the ability to experience natural environments with or without 

the threat of health hazards, depending on environmental factors in different areas of the world. 

Food and Nutrition Sciences, Grade 12, University/College 

Preparation (HFA4M) 


– identify the ways in which physical factors influence food choices (e.g., geographical 

location, regional growing seasons, availability of food markets, home storage capacity) 

– plan menus for, select, and prepare foods, taking into consideration economic, 

geographical, and seasonal factors that affect the availability of ingredients 



• determine the relationship among nutrition, lifestyle, health, and disease 

Note: The expectation provides the opportunity to examine environmental factors, such as 

polluted well water and pesticide use. 

Diversity, Interdependence, and Global Connections 

• identify the economic, political, and environmental factors that affect food production and 

supply throughout the world 

• identify the factors that are critical to achieving and maintaining food security and 

eliminating hunger 

– describe policies necessary to protect the health and safety of food producers (e.g., 

against the risk of contaminants), and to protect land and water quality, and biodiversity 


• describe noticeable trends in food-consumption patterns 

Note: Trends in food-consumption patterns, such as the trend towards consuming locally grown 

and produced foods, are influenced by environmental factors. 

Individuals and Families in a Diverse Society, Grade 12, 

University/College Preparation (HHS4M) 

Note: The content of this course does not lend itself readily to the incorporation of 

environmental education. 

Issues in Human Growth and Development, Grade 12, 

University/College Preparation (HHG4M) 

Socialization and Human Development 

• identify and evaluate the various ways in which the media can be seen as agents 

of socialization 

– demonstrate an understanding of how the media influence people’s lives (e.g., making 

lifestyle changes, stereotyping), and evaluate the effectiveness of media censorship 

Note: The media’s role with respect to popularizing the environmentalist movement and 

bringing attention to climate change are examples of the connection that can be made in the 

context of this expectation. 

Diversity, Interdependence, and Global Connections 

• demonstrate an understanding of the diverse influences that shape human growth 

and development 

Note: Among the influences addressed in the context of this expectation could be the influence 

of the natural and built environments. 


Parenting and Human Development, Grade 12, Workplace 

Preparation (HPD4E) 


• demonstrate an understanding of how the parental responsibility for the nutritional wellbeing 

of children and adolescents is best fulfilled 

Note: Parental consideration of the use of pesticides or hormones in the foods their children 

consume is an environmental connection in the context of this expectation. 

The Fashion Industry, Grade 12, Open (HNB4O) 

The Canadian Fashion Industry 

– describe entrepreneurial opportunities in the fashion industry in terms of social, 

technological, political, and economic changes, with a focus on community needs, 

financial resources, and demographic patterns 

Note: An environmental connection can be made in the context of this expectation, in that 

environmental concerns today are involved in all of the types of changes listed in the expectation. 

Fibres and Textiles 

• identify the raw materials and processes that are appropriate for the production of particular 

fibres and fabrics 

– demonstrate an understanding of the relationships between fabric construction methods 

and specific end uses, between fabric performance and garment construction, and 

between chemicals used and ecological concerns 

GENERAL SOCIAL SCIENCE 

Introduction to Anthropology, Psychology, and Sociology, 

Grade 11, University/College Preparation (HSP3M) 


– identify and assess the major influences that contribute to an individual’s personal and 

social development (e.g., heredity, environment, race, gender) 

– explain why behaviour varies depending on context and on the individuals involved (e.g., 

at work, within a family, in sports, in a crowd, in a large city or small town) 


Challenge and Change in Society, Grade 12, University/College 

Preparation (HSB4M) 

Social Change 

• describe key features of major theories from anthropology, psychology, and sociology that 

focus on change 

– identify conditions for change (e.g., objectification, advocacy, personality) and 

impediments to change (e.g., cost, penalty, functional repercussions), as revealed in 

studies of anthropology, psychology, or sociology 

Note: These expectations provide an opportunity to examine the change of attitude with respect 

to the natural environment. 

– analyse the ways in which ecological knowledge resulting from advances in technology 

(e.g., improved tools, irrigation systems) influences indigenous approaches to resource 

management and land tenure 


• appraise the differences and similarities in the approaches taken by anthropology, 

psychology, and sociology to the study of social challenges pertaining to health, social 

injustice, and global concerns 

– evaluate, from a psychological perspective, the role of perception in Canadians’ 

understanding of themselves, their families, and their local and global communities 

Note: Global concerns today include environmental concerns. 

PHILOSOPHY 

Philosophy: The Big Questions, Grade 11, Open (HZB3O) 

Applications of Philosophy to Other Subjects 

• identify philosophical theories and presuppositions in natural science, history, art, social 

science and humanities, and other subjects 

Note: This strand offers opportunities to explore environmental connections. Questions that 

could involve environmental education include “What is a meaningful life? What makes a 

society just?”. 


Philosophy: Questions and Theories, Grade 12, University 

Preparation (HZT4U) 

Logic and the Philosophy of Science 

• demonstrate an understanding of how philosophical questions apply to disciplines such as 

physics, mathematics, and psychology 

• evaluate the strengths and weaknesses of the responses to some questions of natural and 

social sciences defended by some of the major philosophers and schools of philosophy, and 

defend their own responses 

– explain how philosophical theories (e.g., atomism, phenomenology) have influenced the 

development of the natural and social sciences 

Note: These expectations provide opportunities to explore environmental contexts. 

Ethics 

• demonstrate an understanding of how philosophical theories of ethics are implicit in 

other subjects 

– use critical and logical thinking skills to defend their own ideas about ethical issues (e.g., 

the nature of the good life) and to anticipate counter-arguments to their ideas 

Note: These expectations can be applied to environmental issues. 

WORLD RELIGIONS 

World Religions: Beliefs, Issues, and Religious Traditions, 

Grade 11, University/College Preparation (HRT3M) 

Social Structures 

– review the political, economic, social, ideological, or geographic impact of religion on at 

least one culture 

– demonstrate an understanding of how religious beliefs influence the development of the 

policies and practices of social institutions 

Note: Various religions emphasize respect for the natural environment, and the policies of the 

social institutions influenced by them will affect social attitudes towards the environment. 

Religion and the Human Experience 

– demonstrate an understanding of a variety of belief systems (e.g., secular humanism, 

materialism, agnosticism, atheism) 

– analyse how positive and negative attitudes within religious traditions have been used to 

justify local and global prejudices and biases 

Note: These expectations provide opportunities to explore the valuing of, or attitude towards, the 

natural environment in various belief systems and religious traditions. 


World Religions: Beliefs and Daily Life, Grade 11, Open (HRF3O) 

Religion and Daily Life 

• analyse the role of practices and rituals in the daily lives of believers from various 

religious traditions 

– identify some areas in which relationships between people of different beliefs, traditions, 

and practices can create conflict (e.g., Aboriginal peoples’ response to the encroachment 

of development on sacred sites) 

Note: Differences in various religions with respect to attitudes to the natural environment can be 

explored in the context of these expectations. 


TECHNOLOGICAL EDUCATION, GRADES 9 AND 10 

(2009) AND GRADES 11 AND 12 (2009) 

Exploring Technologies, Grade 9, Open (TIJ1O) 

A. Technology Fundamentals 

A1. Planning and Development 

A1.4 incorporate appropriate technological concepts (e.g., aesthetics, control, environmental 

sustainability/stewardship, ergonomics, fabrication/building/creation, function, 

innovation, material, mechanism, power and energy, safety, structure, systems) in the 

design, fabrication or delivery, and evaluation of a product or service … 

A3. Product or Service Evaluation 

A3.1 evaluate a product or service, and processes associated with its development, on the basis 

of a set of criteria relevant to that product or service (e.g., adherence to specifications, 

ease of use, attractive appearance, ruggedness, clean joints, acceptable weld bead, 

uniform colour, adherence to forest management plan, nutritional value) 

A3.2 suggest improvements to a product or service on the basis of a set of criteria relevant to 

that product or service (e.g., durability, reliability, ease of use, eco-friendliness, 

appearance, safety, customer satisfaction) 

C. Technology, the Environment, and Society 

C1. Technology and the Environment 

C1. demonstrate an awareness of the effects of various technologies on the environment 

C1.1 describe how various technologies (e.g., integrated pest management, water purification, 

mass transit, agricultural technologies, resource extraction) affect the environment, and 

identify important environmental considerations associated with different areas of 

technology (e.g., how to deal with ozone-depleting chemicals or hazardous wastes; how to 

increase opportunities for recycling, conservation, use of sustainable methods or materials) 

C1.2 identify technological solutions that have been designed in response to environmental 

concerns (e.g., catalytic converter, wind turbines, solar-powered signs, biofuels, nontoxic 

and hypoallergenic products, recyclable and reusable packaging) 

C1.3 follow proper procedures for the safe storage and disposal of materials and waste 

products (e.g., keep flammable solvents, paints, and varnishes in non-combustible 

cabinets; recycle used motor oil) 

C2. Technology and Society 

C2.2 describe how society is being affected today by various new and emerging technologies 

(e.g., electronic messaging, Global Positioning System [GPS], wireless access, hybrid 

vehicles, nanotechnology, biotechnology) 


C2.3 describe economic, ecological, social, and safety considerations facing consumers when 

they make choices between particular products or services (e.g., natural versus synthetic 

materials, renewable versus non-renewable resources; …) 

C2.5 describe how social and economic factors influence the development and use of 

technology (e.g., … rotating blackouts speed the development of energy alternatives, …) 

Communications Technology, Grade 10, Open (TGJ2O) 



C1. describe the impact of communications media technologies and activities on the 

environment and identify ways of reducing their harmful effects 

C1.1 describe the effects of current communications technologies on the environment (e.g., 

effects related to paper consumption, energy use, light and sound pollution, disposal of 

obsolete equipment) 

C1.2 identify sustainable practices that are currently used or can be used to minimize the 

impact of communications technologies on the environment (e.g., recycling of paper, 

recycling or reuse of electronic components, use of energy-efficient equipment, use of 

sleep mode when computers are temporarily unused) 

Computer Technology, Grade 10, Open (TEJ2O) 



C1. identify harmful effects of the widespread use of computers and associated technologies 

on the environment, as well as agencies that reduce these effects 

C1.1 identify harmful effects of computer use on the environment (e.g., resources used and 

wastes created during production; disposal of old computers in landfill) 

C1.2 identify government agencies and community partners that provide resources and 

guidance for environmentally sound production, use, and recycling of computer 

equipment (e.g., recycling centres that accept old computers and/or batteries, companies 

that recycle printer cartridges or refurbish computers for resale) 

Construction Technology, Grade 10, Open (TCJ2O) 

B. Design, Layout, and Planning Skills 

B1. Design and Problem Solving 

B1.3 apply appropriate technological concepts (e.g., aesthetics, control, environmental 

sustainability/stewardship, ergonomics, fabrication, function, innovation, material, 

Technological Education 167

mechanism, power and energy, structure, safety, systems) as they work through design 

and/or problem-solving processes … 

D. Technology, the Environment, and Society 

D1. Technology and the Environment 

By the end of this course, students will: 

D1. demonstrate an understanding of ways in which the construction industry affects 


D1.1 describe the major effects of the construction industry on the environment (e.g., nonsustainable 

logging causing deforestation; water and air pollution released during the 

production of manufactured building materials; landfills required for the disposal of 

construction waste; energy required to produce and transport construction materials) 

D1.2 identify the environmental impact of producing and using natural and manufactured 

construction materials (e.g., deforestation and loss of animal habitat; release of arsenic 

from pressure-treated wood and formaldehyde from oriented-strand board [OSB] and 

medium-density fibreboard [MDF]) 

D1.3 identify ways of reducing the environmental impact of a structure (e.g., ground-source 

heating and cooling, improved insulation, building-envelope systems, technologies to 

reduce light and noise pollution, energy-conserving lighting, non-toxic building 

materials, use of local materials) 

D1.4 apply best practices for sustainable construction and building (e.g., use efficient cutting 

patterns to minimize waste; reduce, reuse, or recycle materials) 

D2. Technology and Society 

D2.1 identify the economic and social effects of the construction industry on society (e.g., … 

effects of logging on traditional hunting by Aboriginal communities) 

Green Industries, Grade 10, Open (THJ2O) 

A. Green Industry Fundamentals 

A1. Basic Biology 

A1. demonstrate an understanding of plant and/or animal biology and species classification as 

they relate to the green industries 

A1.1 describe the key distinguishing characteristics of different plant and/or animal groups 

(e.g., shrubs, trees, annuals, flowers, animal breeds) 

A1.2 identify the basic components of common plants and/or animals and describe their 

functions (e.g., leaves, flowers, bark, internal organs) 

A1.3 describe important physiological processes in plants and/or animals (e.g., germination, 

photosynthesis, reproduction, digestion) 

A2. Factors Affecting Growth 

A2. describe the factors affecting the growth and care of plants and/or animals 


A2.1 describe environmental factors that affect growth and post-harvest quality (e.g., light, 

temperature, soils, nutrients, water, wind) 

A2.2 describe biological factors that affect growth and post-harvest quality (e.g., plant type, 

photosynthesis, genetics) 

A2.3 identify a variety of pests and diseases (e.g., Asian long-horned beetle, thrips, grubs, 

moles, Dutch elm disease, mastitis, hoof-and-mouth disease) and describe their effects on 

plants and/or animals 

A3. Designs, Processes, and Systems 

A3.3 demonstrate an understanding of a variety of processes used in plant and/or animal care 

(e.g., plant growth experiments, propagation, pruning, sheep shearing) 

B. Green Industry Skills 

B1. Design and Production 

B1.2 demonstrate competence in applying techniques related to the propagation and growth 

of plants and/or the breeding and growth of animals (e.g., seeding, hatching eggs, 

making cuttings) 

B1.4 apply techniques relating to the maintenance, care, and handling of plants and/or animals, 

using environmental best practices (e.g., mulching gardens, feeding and watering, 

product processing, visual inspection) 

B2. Technical Skills 

B2.1 complete a variety of green industry projects and tasks using appropriate tools, 

equipment, and materials (e.g., … prune a tree, scale a log, transplant a shrub, create a 

walkway, design a butterfly garden) 



C1. identify the impact of green industries on the environment and describe ways of 

minimizing harmful effects 

C1.1 identify ways in which green industry activities affect the environment (e.g., 

contamination of water by fertilizers, pesticides, and manure; emission of greenhouse 

gases from animals, tilled soils, and equipment; emission of air pollutants from gasolineand 

diesel-powered machinery; noise pollution; high energy demand) 

C1.2 identify best management practices, environmentally sustainable practices, and 

technologies that can be used to reduce the harmful effects of green industry operations 

(e.g., composting, recycling, use of renewable energy sources, land retirement, minimal 

use of fertilizers and pesticides) 


C2.1 describe the societal and economic implications of recent innovations and trends in the 

green industries (e.g., mechanization and its effects on productivity and employment, 


expanded distribution systems and their consequences for consumer choice and local 

production, transgenic plants and their effects on food cost and availability) 

C3. Local Industries 

C3.2 describe the relationships between a variety of local green industries and their local 

outlets (e.g., garden centre and nursery, vegetable production and farmers’ market, 

maple syrup production and specialty food store, flower producer and florist) 

C3.3 describe the effects of local green industries on the community (e.g., effects on 

employment, water and air quality, leisure opportunities, aesthetics; availability of 

locally produced specialty products) 

D. Professional Practice and Career Opportunities 

D1. Health and Safety 

D1.3 identify potential hazards (e.g., trip hazards, environmental conditions, danger zones) 

related to the materials, site conditions, and equipment used in the work environment 

D2. Career Opportunities 

D2.1 describe career opportunities in a variety of sectors in the green industries (e.g., landscape 

architect, arborist, forester, florist, horticulturalist, farmer, herder) and the education, 

training, and certification required for employment in green industry occupations (e.g., 

training in first aid, CPR, and WHMIS; driver’s licence; cut skid certification) 

Hairstyling and Aesthetics, Grade 10, Open (TXJ2O) 

C. Industry Practices, the Environment, and Society 

C2. Industry Practices and the Environment 

C1. describe ways in which hairstyling and aesthetics products and activities can affect the 

environment, and ways to reduce harmful effects 

C1.1 identify some environmental effects of various products used in the hairstyling and 

aesthetics industry (e.g., toxic substances: peroxide, chemical relaxers, lighteners; 

nonbiodegradable substances: plastic; organic/natural substances: facial masks, olive oil) 

C1.2 describe how salons and spas can help to protect the environment (e.g., purchase 

sustainable products, such as refillable containers, products with natural ingredients, 

non-toxic cleaning products, and energy-saving products; adopt environmentally friendly 

methods of managing waste, such as recycling and waste-reduction programs) 

C2. Industry Practices and Society 

C2.1 describe some key social issues that are of concern to the hairstyling and aesthetics 

industry (e.g., … the use of natural versus synthetic ingredients in product development; 

demand for scent-free and hypoallergenic products; …) 


Health Care, Grade 10, Open (TPJ2O) 

A. Health Care Fundamentals 

A2. Personal Health 

A2.1 identify factors that affect the personal health and well-being of children and adolescents 

(e.g., environmental conditions, diet, food safety, food security, adequate shelter, amount 

of daily exercise, amount of daily rest, recreation opportunities, work/life balance, stress) 

A3. Conventional and Complementary Therapies 

A3.1 compare conventional and complementary approaches to health care in terms of the 

therapeutic approaches used (e.g., pharmaceutical medications versus herbal/natural 

remedies) and the types of practitioners offering the services (e.g., physicians versus 

homeopaths or Aboriginal healers) 

C. Health Care, the Environment, and Society 

C1. Health Care and the Environment 

C1. demonstrate an understanding of environmental issues related to health care and personal 

well-being 

C1.1 identify current environmental issues and describe their implications for human health 

and well-being (e.g., air quality and respiratory disease, water quality and 

gastrointestinal problems, toxic substances and cancer or birth defects) 

C1.2 describe the impact of health-related choices on the environment, and create a plan for 

improving personal health and fitness that also benefits the environment (e.g., walking or 

biking rather than driving; eating more locally produced fruits and vegetables and less 

meat and processed food) 

C2. Health Care and Society 

C2.2 describe current issues related to the delivery of health care services in Canada (e.g., … 

lack of health care support, sanitation, and clean water in remote communities) 

C2.3 identify current child and adolescent health issues in developing countries from recent 

media coverage (e.g., malnutrition, lack of effective immunization programs, lack of 

clean water) 

Hospitality and Tourism, Grade 10, Open (TFJ2O) 

A. Hospitality and Tourism Fundamentals 

A1. Services and Products of the Tourism Industry 

A1.5 identify the types of tourist attractions associated with the various geographic regions of 

Ontario (e.g., wineries in the Niagara region, ecotourism in northern Ontario, museums 

and art galleries in Ottawa, sporting events and conventions in major urban areas) 


A1.6 identify province-wide tourist activities and attractions in Ontario (e.g., seasonal 

festivals, cultural events, areas of natural beauty, historical sites, fishing and hunting, 

Aboriginal powwows) 

B. Hospitality and Tourism Skills 

B4. Planning an Event or Activity 

B4.2 design a tourism event or activity (e.g., reception, ski vacation, fishing trip, catered 

event) that meets a customer’s specific needs 



C1. demonstrate an understanding of ways in which various aspects of the tourism industry 

affect the environment, and ways in which harmful effects can be reduced 

C1.1 describe ways in which various aspects of the tourism industry affect the environment 

(e.g., use of pesticides and fertilizers on golf courses may cause water pollution; air 

travel causes increased greenhouse gas emissions through the burning of jet fuel; 

Aboriginal lands and traditions may be affected by ecotourism; high water consumption 

by hotels may put a strain on the local environment) 

C1.2 identify ways of reducing the harmful effects that various aspects of the tourism industry 

have on the environment (e.g., create wildlife sanctuaries; support conservation projects; 

ensure that tourist facilities do not exceed the carrying capacity of the area or region; 

invest in carbon offsets such as planting a diversity of native trees) 

C1.3 describe and apply appropriate conservation measures (e.g., reduce, reuse, recycle) 

C1.4 describe, on the basis of research, codes of ethics and/or guidelines for sustainable 

tourism, and use them to assess a tourism product, facility, or service 


C2.1 explain the economic and social impact of the tourism industry (e.g., developing tourist 

facilities creates jobs; tourism can cause road congestion, pollution, and/or degradation 

of the environment; tourists bring money into the community) 

Manufacturing Technology, Grade 10, Open (TMJ2O) 

A. Manufacturing Technology Fundamentals 

A1. The Manufacturing Industry 

A1.1 describe major differences between primary manufacturing industries (e.g., iron and 

steel, lumber, paper, petroleum) and secondary manufacturing industries (e.g., 

automotive, aerospace, chemicals, plastics, textiles) 

A1.4 describe ways in which manufacturing technology affects people’s daily lives (e.g., by 

providing improved consumer products, developing new diagnostic equipment in health 

care, creating more energy-efficient means of transport) 


A2. Design Fundamentals 

A2.2 identify technological concepts (e.g., aesthetics, control, environmental sustainability/ 

stewardship, ergonomics, fabrication, function, innovation, material, mechanism, power 

and energy, structure, safety, systems) … and particular environmental concerns (e.g., 

pollution, disposal of waste, packaging, recycling) that are important considerations in 

product design 



C1. demonstrate an understanding of ways in which the manufacturing industry affects 


C1.1 identify ways in which manufacturing affects the environment today (e.g., through the 

demand for raw materials, creation of greenhouse gases, disposal of waste materials), 

and predict how the effects will change in the future 

C1.2 explain the importance of “reduce, reuse, and recycle” and life cycle assessment (LCA) 

when designing, manufacturing, and marketing a product 

C1.3 use proper storage and disposal techniques of materials and waste products, ensuring that 

there is a minimal effect on the environment 

C1.4 explain the need for environmental stewardship and describe how the manufacturing 

industry can act in an environmentally responsible way (e.g., by harvesting raw materials 

in a sustainable manner, using energy from renewable sources, making products that can 

be recycled, ensuring ethical treatment of people affected by manufacturing activities) 


C2.1 describe the past and present effects of manufacturing on society (e.g., changes in work 

environments and lifestyle brought about by the Industrial Revolution, rising standards of 

living, widespread availability of consumer goods, effect of resource extraction on 

Aboriginal communities, effect on developing countries that accept industrialized 

countries’ waste), and predict how manufacturing will affect society in the future 

C2.3 evaluate from various perspectives (e.g., safety, technical, financial, environmental, 

ethical) the effects of new and emerging manufacturing technologies … on culture 

and society 

Technological Design, Grade 10, Open (TDJ2O) 

A. Technological Design Fundamentals 

A1. Design Process 

A1.1 describe the purpose of design for a given project (e.g., cleaner energy, cost-efficient 

products, smaller living spaces) in terms of key technological concepts (e.g., aesthetics, 

control, environmental sustainability/stewardship, ergonomics, fabrication, function, 

innovation, material, mechanism, power and energy, structure, safety, systems) … 


B. Technological Design Skills 

B1. Research, Planning, and Organization 

B1.1 gather and use pertinent information (e.g., on existing products, available materials, and 

other resources) for a variety of design challenges (e.g., … birchbark canoe, tikinagan, 

or other item made from local renewable resources) 

B3. Making and Testing Models and Prototypes 

B3.3 assess models and/or prototypes on the basis of prescribed criteria (e.g., aesthetics, 

ergonomics, safety, efficiency, environmental impact) 



C1. demonstrate an understanding of environmentally responsible practices, and apply them 

throughout the technological design process 

C1.1 identify environmental issues that affect technological design (e.g., global climate 

change, resource depletion, conservation, toxins) 

C1.2 describe and apply best practices for conserving energy and other resources during the 

design process (e.g., use wood glue instead of hot glue, plan projects to make efficient use 

of materials and equipment, reuse and recycle prototype material) 


C2. describe how society influences technological innovation and how technology 

affects society 

C2.1 describe how society influences the development and use of technology (e.g., traffic 

congestion spurs development of compact vehicles; increasing population density leads 

to the construction of taller buildings; environmental awareness leads to increased use of 

alternative energy sources) 

C2.2 describe how various technological innovations have affected quality of life (e.g., 

pesticides, internal combustion engines, plastics, on-demand water heaters, catalytic 

converters, nanotechnology, wireless communication) 



D1. apply appropriate health, safety, and environmental practices throughout the 

design process 

D1.2 demonstrate an understanding of and follow personal and environmental health and 

safety procedures with respect to processes, materials, tools, equipment, and facilities 

throughout the design process and related activities (e.g., use protective equipment; set 

tool and equipment guards properly; ensure adequate ventilation and ergonomic seating 

and other workplace arrangements; follow safe operating procedures; keep work areas 

clean and organized; store materials and dispose of wastes properly) 


Transportation Technology, Grade 10, Open (TTJ2O) 



C1. demonstrate an understanding of ways in which various aspects of the transportation 

industry affect the environment and ways in which harmful effects can be remedied 

or reduced 

C1.1 research and report on ways in which the transportation industry affects the environment 

and on efforts being made to remedy or reduce harmful effects (e.g., improved production 

methods, automotive parts recycling), including ways of disposing of waste products 

(e.g., used oil, used batteries, used paint/thinners) 

C1.2 describe the pros and cons of using environmentally friendly products (e.g., 

biodegradable cleaners) and procedures (e.g., recycling of materials) when servicing 

and/or maintaining vehicles and/or craft 

C1.3 describe the environmental impact of various modes of transportation (e.g., tail-pipe 

emissions, noise pollution, water contamination and habitat degradation, bird and 

animal strikes) 


C2.2 describe recent technological innovations (e.g., related to performance, comfort, 

driveability, fuel economy, recycling of parts) in vehicles and/or craft 



D1.2 demonstrate good housekeeping and safety practices in the work environment (e.g., cleaning 

up spills and leaks, proper disposal of waste, keeping areas clean and clear of obstructions) 

COMMUNICATIONS TECHNOLOGY 

Communications Technology, Grade 11, University/College 

Preparation (TGJ3M) 



C1. describe the impact of current communications media technologies and activities on the 

environment and identify ways of reducing harmful effects 

C1.1 describe the impact of current communications media technologies on the environment 

(e.g., increased energy consumption, disposal of electronic equipment and batteries, 

noise pollution, electromagnetic interference, RF pollution, chemical and other wastes 

associated with paper production) 


C1.2 describe environmentally responsible practices that can be used to reduce the impact of 

communications technologies on the environment (e.g., recycling or finding new uses for 

obsolete equipment, disposal of batteries as toxic waste, using energy-efficient equipment 

and turning off equipment that is not being used, recycling of toner cartridges, use of 

recycled paper) 

Communications Technology: Broadcast and Print Production, 

Grade 11, Open (TGJ3O) 

A. Communications Technology Fundamentals 

A1. Core Concepts, Techniques, and Skills 

A1.1 demonstrate an understanding of technological concepts (e.g., aesthetics, control, 

environmental sustainability, ergonomics, fabrication/building/creation, function, 

innovation, material, mechanism, power and energy, safety, structure, systems) and their 

relevance to the design and creation of media projects … 



C1. describe the impact of communications media technologies and activities on the 

environment, and identify ways of reducing their harmful effects 

C1.1 describe the effects of current audio, video, broadcast journalism, graphic arts, and 

printing technologies on the environment (e.g., increased energy consumption, waste and 

disposal problems created by rapid obsolescence, toxic wastes, noise pollution, 

electromagnetic interference, RF pollution) 

C1.2 describe ways in which environmental problems are being or can be addressed by the 

audio, video, broadcast journalism, graphic arts, and printing industries (e.g., using 

energy-efficient equipment, upgrading rather than replacing obsolete equipment, 

recycling equipment slated for disposal, using environmentally friendly inks and 

environmentally responsible press cleanup methods, using the persuasive power of the 

media to promote environmental stewardship, environmental certification of operations 

[EcoLogo, ISO 14001]) 

Communications Technology, Grade 12, University/College 

Preparation (TGJ4M) 



C1. analyse the environmental impact of recent advances in communications technology, and 

describe ways of reducing harmful effects 


C1.1 analyse the environmental costs and benefits, local and global, of recent innovations in 

communications technology (e.g., costs and benefits related to resource usage, energy 

demand, waste disposal, toxic substances, radiation, air and water pollution) 

C1.2 describe ways of minimizing or avoiding harmful environmental effects caused by 

communications technologies and media activities (e.g., upgrade products rather than 

dispose of them; turn off equipment that is not being used; treat dead batteries as toxic 

waste; recycle used paper and printer cartridges) 

Communications Technology: Digital Imagery and Web Design, 

Grade 12, Open (TGJ4O) 

A. Communications Technology Fundamentals 

A1. Core Concepts, Techniques, and Skills 

A1.1 demonstrate an understanding of technological concepts (e.g., aesthetics, control, 

environmental sustainability, ergonomics, fabrication/building/creation, function, 

innovation, material, mechanism, power and energy, safety, structure, systems) and their 

relevance to the design and creation of media projects … 



C1. describe the environmental impact of communications media technologies, and identify 

ways of minimizing their harmful effects 

C1.1 describe the effects of current photographic, digital imaging, animation, 3D modelling, 

and web design technologies on the environment (e.g., paperless publication, increased 

energy consumption, battery disposal, waste and disposal problems created by rapid 

obsolescence of equipment) 

C1.2 describe ways in which environmental problems are being or can be addressed by the 

photographic, digital imaging, animation, 3D modelling, and web design industries (e.g., 

use of rechargeable batteries; reduction of packaging; recycling of paper, toner and ink 

cartridges; use of energy-efficient equipment; upgrading rather than replacing obsolete 

equipment; recycling equipment slated for disposal; environmental certification of 

operations [EcoLogo, ISO 14001]) 


COMPUTER TECHNOLOGY 

Computer Engineering Technology, Grade 11, University/College 

Preparation (TEJ3M) 



C1. describe environmental issues related to the widespread use of computers and 

associated technologies 

C1.1 describe the effects of computer and electronic technology on the environment (e.g., 

accumulation of electronic waste, including lead and other toxic materials used in 

computers; release of ozone-destroying chemicals used to wash soldering flux from 

circuit boards; energy consumed by computers left in standby mode; fuel consumption 

and air pollution reduced by computerized traffic-control systems) 

C1.2 outline how community partners and government agencies apply the reduce/reuse/recycle 

concept to computer technology 

Computer Technology, Grade 11, Workplace Preparation (TEJ3E) 



C1. describe environmental issues related to the widespread use of computer technology 

C1.1 describe the effects of computer technology on the environment (e.g., accumulation of 

electronic waste, use of lead and other toxic materials in computers, use of ozonedestroying 

chemicals to wash soldering flux from circuit boards, energy consumed by 

computers left in standby mode, energy saved by use of programmable thermostats) 

C1.2 outline how community partners and government agencies apply the reduce/reuse/recycle 

concept to computer technology 

Computer Engineering Technology, Grade 12, University/College 

Preparation (TEJ4M) 



C1. analyse environmental issues related to the widespread use of computers and associated 

technologies, and apply strategies to reduce environmental harm from computer use 

C1.1 assess the effects of computer and electronics technology on the environment (e.g., 

hazardous materials contained in computer components, use of energy and other resources, 

fuel consumption and air pollution reduced by computerized traffic-control systems) 


C1.2 outline and apply strategies to recycle or reuse computers and computer components (e.g., 

develop a local recycle/reuse program, create an in-school public awareness campaign) 


C2.1 assess the benefits of computer and electronic technology for society (e.g., … software 

that can help monitor or predict changes in wetland area, deforestation, and climate) 


D2. Ethics and Security 

D2.2 outline a purchasing policy for computers, taking ethical issues into account (e.g., the 

environment, human rights, child labour) 

Computer Technology, Grade 12, Workplace Preparation (TEJ4E) 



C1. describe environmental issues related to the widespread use of computer technology, and 

apply strategies to reduce environmental harm from computer use 

C1.1 assess the effects of computer technology on the environment (e.g., leakage of hazardous 

substances from obsolete computers dumped in landfills or improperly recycled; 

increased energy use; benefits of computer-controlled heating and cooling systems) 

C1.2 outline and apply strategies to recycle and reuse computer components (e.g., build 

computers using used components and donate to a community partner, offer a service 

where computers can be upgraded using used components) 

C1.3 describe and apply strategies and devices that help reduce the energy used by computers 

at home and in the workplace (e.g., software that throttles drive speed and CPU speed, 

monitors that turn off automatically, more efficient processors, lower-speed hard drives, 

diskless computers, virtualization to eliminate extra computers) 


C2.1 analyse the benefits of computer technology for society (e.g., … use of computers to help 

monitor and predict long-term environmental changes) 


CONSTRUCTION TECHNOLOGY 

Construction Engineering Technology, Grade 11, College 

Preparation (TCJ3C) 

A. Construction Technology Fundamentals 

A2. Building Codes, Regulations, and Standards 

A2.6 identify organizations that promote sustainable building practices, and related standards 

(e.g., Canada Green Building Council, Leadership in Energy and Environmental Design 

[LEED ® ] certification standards) 

A4. Design Considerations 

A4.3 identify components of an environmentally friendly house (e.g., solar water heater, 

energy-efficient heating and cooling systems, recycled building materials) 



D1. demonstrate an understanding of the environmental effects of construction projects, and 

ways of reducing harmful effects 

D1.1 plan projects and processes to minimize waste (e.g., use efficient cutting patterns, reuse 

and recycle leftover materials) 

D1.2 identify and describe environmentally friendly building practices (e.g., high-efficiency 

heating and cooling, renewable energy technologies, reuse of grey water, use of 

materials produced from sustainable resources) 

D1.3 describe the environmental effects of using natural and manufactured construction 

materials (e.g., energy use, release of toxic chemicals, disposal of manufacturing and 

construction waste, effects on water supply and quality) 

D1.4 describe ways of reducing and/or managing energy consumption in the home (e.g., smart 

meters, energy-efficient lighting, timers, heat-recovery ventilators) 

D1.5 describe the life cycle of a construction product (e.g., manufacture; installation; reuse, 

recycling, or disposal) 


D2.2 describe factors affecting the quality of life of the occupants of residential buildings (e.g., 

air quality; allergens; …) 

E. Professional Practice and Career Opportunities 

E2. Career Opportunities 

E2.1 identify careers in construction technology (e.g., civil or construction engineer, 

architectural draftsperson, renovation technician or technologist, indigenous 


environmental technician, project manager), and describe the education and training 

required for these careers 

Construction Technology, Grade 11, Workplace Preparation 

(TCJ3E) 





D1.1 compare the efficiency and environmental effects of a variety of energy sources used in 

residential dwellings (e.g., solar, ground source, pellets, propane, wood, oil, natural 

gas, wind) 

D1.2 plan projects and processes to minimize waste (e.g., use efficient cutting patterns, reuse 

and recycle leftover materials) 

D1.3 identify ways of reducing energy consumption in the home (e.g., heat recovery ventilator, 

tankless water heater, timers, energy-efficient lighting) 

D1.4 identify programs provided by community partners and government agencies to 

reduce construction waste and to reuse or recycle construction materials (e.g., 

drywall, wood, refrigerants) 

D1.5 research and identify sources and certifications for construction materials that have been 

manufactured using sustainable practices 


D2.3 identify the economic and social effects of the construction industry on a community or 

region (e.g., direct and indirect effects on employment, waste disposal, land use, water 

supply, Aboriginal land claims and traditional hunting) 

Custom Woodworking, Grade 11, Workplace Preparation 

(TWJ3E) 



D1. demonstrate an understanding of the environmental effects of the woodworking industry, 

and ways of reducing harmful effects 

D1.1 describe the major effects of the woodworking industry on the environment (e.g., costs and 

benefits related to forest management; non-sustainable logging that causes deforestation, 

destruction of old-growth forests, and/or loss of wilderness habitat for endangered species; 

water and air pollutants released during the production of manufactured materials; energy 

required to produce and transport materials for woodworking) 


D1.2 identify the environmental effects of using and disposing of specific natural and 

manufactured materials (e.g., landfill or incineration of woodworking waste; harmful 

emissions from some types of paints, adhesives, and manufactured materials, which 

contribute to “sick building syndrome”) 

D1.3 identify ways of reducing environmental harm through the choice of particular materials 

(e.g., sustainably produced products, products that have a minimal ecological footprint, 

non-toxic products) 

D1.4 plan projects and use materials to minimize waste (e.g., use efficient cutting patterns, 

reuse or recycle leftover materials) 

D1.5 identify various certifications and/or standards for sustainable practices (e.g., Forest 

Stewardship Council Canada standards) 


D2.3 describe how societal needs and client preferences (e.g., budget restraints; cultural, 

religious, and environmental choices; ease of use by persons with physical disabilities) 

affect custom woodworking projects 

Construction Engineering Technology, Grade 12, College 

Preparation (TCJ4C) 

A. Construction Technology Fundamentals 

A4. Design Considerations 

A4.3 describe factors affecting the design of a foundation (e.g., drainage, soil type, load, 

frost penetration) 

A4.4 describe the weather-related loads and stresses that a building must be designed to 

withstand (e.g., force of wind, snow load on roofs, expansion and contraction due to 

changes in temperature and humidity) 



D1. identify and evaluate measures that can be taken to conserve resources on 

construction projects 

D1.1 plan projects and construction processes to minimize waste (e.g., use efficient cutting 

patterns, reuse leftover material) 

D1.2 describe the costs and benefits of environmentally friendly building practices (e.g., highefficiency 

heating and cooling, renewable energy technologies, reuse of grey water, use 

of materials produced from sustainable resources) 

D1.3 compare ways of reducing the environmental footprint of construction projects through 

the choice of energy sources (e.g., solar, geothermal, wind), building design (e.g., extra 

insulation, high-efficiency heating systems, green roof), and construction processes (e.g., 

use of recycled material, fuel-efficient equipment) 


D1.4 outline strategies to reduce, reuse, and recycle construction materials, and identify methods 

for implementing sustainable building practices (e.g., work with a community partner or 

government agency, help develop local programs, create a public awareness campaign) 

D1.5 research and describe strategies for implementing sustainable building practices (e.g., 

Canada Green Building Council guidelines, Forest Stewardship Council Canada standards) 


D2.1 research and assess the economic and social effects of the construction industry (e.g., 

creation of primary and secondary jobs, transport of materials, land use, resource 

management, encroachment on Aboriginal lands) 

D2.2 describe the factors affecting the quality of life of the occupants of residential and/or light 

commercial buildings (e.g., air quality, allergens, carcinogens, aesthetics, access to 

transit and other services) 

D2.4 identify factors to consider in community planning (e.g., population density, 

ecology, culture) 

Construction Technology, Grade 12, Workplace Preparation 

(TCJ4E) 

B. Design, Layout, and Planning Skills 

B4. Building Skills 

B4.1 identify and describe the factors that affect the design and installation of foundations for 

construction projects (e.g., drainage, soil conditions, frost penetration, …) 





D1.1 assess environmentally friendly alternatives for building systems (e.g., heating with solar 

energy, heat pumps, or geothermal systems; reusing grey water; harvesting rainwater; 

chlorine-free treatment of storm water and sewage) 

D1.2 assess the environmental and health effects of using manufactured construction 

materials (e.g., pressure-treated wood, oriented-strand board, medium-density 

fibreboard, cultured stone) 

D1.3 compare ways of reducing and/or managing energy consumption in homes and 

businesses (e.g., smart meters, timers, skylights, heat recovery, energy-efficient lighting) 

D1.4 research and describe strategies for implementing sustainable building practices (e.g., 

Canada Green Building Council guidelines, Forest Stewardship Council Canada standards) 


D2.1 identify the economic and social effects of the construction industry (e.g., waste disposal, 

land use, labour supply and cost, water supply, local infrastructure) 


D2.2 identify factors to consider in community planning (e.g., population density, culture, 

the environment) 

Custom Woodworking, Grade 12, Workplace Preparation 

(TWJ4E) 



D1. demonstrate an understanding of the environmental effects of the woodworking industry, 

and ways of reducing harmful effects 

D1.1 describe ways to improve air quality in a living or working space through the choice of 

materials for woodworking projects (e.g., lumber, plastics, medium-density fibreboard, 

paint, varnish) 

D1.2 assess the environmental effects of using scarce and/or exotic woods (e.g., destruction of 

rainforest and old-growth boreal forests, displacement of Aboriginal peoples, loss of 

wildlife habitat) and the extent to which sustainable forestry practices can reduce 

environmental degradation 

D1.3 plan projects and apply strategies to minimize or mitigate degradation of the environment 

(e.g., use efficient cutting patterns, reuse and recycle leftover materials, select 

sustainably produced products, contribute to restoration plans, purchase carbon offsets) 

D1.4 assess various certifications and/or standards used to recognize sustainable practices (e.g., 

Forest Stewardship Council Canada standards) 


D2.1 assess how consumer trends and technological innovations have affected employment in 

the custom woodworking industry (e.g., use of exotic or old-growth woods, sale of 

prefabricated furniture and cabinets in large retail outlets, use of computer assisted 

design [CAD] and CNC machines) 

D2.2 assess economic and societal issues related to the custom woodworking industry (e.g., 

waste disposal, labour supply, logging near Aboriginal communities, imports and 

exports, use of renewable and non-renewable resources) 

GREEN INDUSTRIES 

Green Industries, Grade 11, University/College Preparation 

(THJ3M) 


A1. Species Classification and Geographical Regions 

A1. demonstrate an understanding of species classification and identification and 

relationships between species and geographical regions 


A1.1 distinguish between different plant and/or animal groups on the basis of key identification 

characteristics, and identify species using both common names and scientific 

classifications (e.g., annuals and perennials; native and non-native plants; major types, 

species, and varieties of trees, shrubs, flowering plants, and crops; animal breeds) 

A1.2 identify geographical regions on the basis of classification criteria relevant to the green 

industries (e.g., forest type, hardiness, agricultural use, ease of cultivation, water features) 

A1.3 explain the relationships between the characteristics of different geographical regions 

and the key desirable characteristics of plant and/or animal groups within them (e.g., 

relationship of plant and animal characteristics to available heat, moisture, light, 

shelter, and food) 

A2. Factors Affecting Growth and Product Quality 

A2. demonstrate an understanding of the effects of biotic and abiotic factors on growth and 

product quality 

A2.1 describe how abiotic factors (e.g., air quality, temperature, nutrients, water, topography, 

handling procedures) affect the growth of various plant and/or animal species and the 

quality of products derived from them 

A2.2 explain biological processes that are essential to the propagation, development, and 

health of plants and/or animals and the quality of products derived from them (e.g., 

reproduction, respiration, photosynthesis, transpiration, post-harvest physiology) 

A2.3 identify a variety of pests and diseases (e.g., bacteria, viruses, moulds, fungi, insects, 

animals) and explain their effects on the health of plants and/or animals and the quality of 

products derived from them 

A3. Designs and Processes 

A3.1 demonstrate an understanding of and apply the steps in a design process … to a variety of 

requirements in the green industries (e.g., creation of forest management plans, 

environmental farm plans, urban landscape designs, hydroponic system designs) 

A3.2 explain fundamental operational processes that are commonly used in the green industries 

(e.g., single animal management, crop location and rotation, crop scheduling, event 

planning, nutrient and waste management, composting, select cutting, timber cruise) 

A3.4 demonstrate an understanding of correct procedures for the care and handling of plants 

and/or animals (e.g., propagating, pruning, transporting, watering, feeding, fertilizing, 

removing bark) 

A4. Technological and Mathematical Literacy and Communication Skills 

A4.1 demonstrate an understanding of terminology used in the green industries and use it 

correctly in oral and written communication (e.g., sustainability, coniferous, massing 

flower, flagstone, organic) 



B1.1 implement a production process or procedures according to a design or plan (e.g., timber 

cruise, stand inventory, landscape construction, crop rotation, mixed animal farming, 

selective breeding) 


B1.2 utilize a management plan for a specific application related to the green industries (e.g., 

forest management plan, nutrient management plan, site layout plan, crop rotation plan, 

annual work plan, business plan, five-year operational plan) 

B1.3 demonstrate an understanding of and apply techniques related to the propagation and 

maintenance of a variety of plant and/or animal species and the post-harvest handling of 

plant products (e.g., techniques related to crop, mammal, and poultry production, sexual 

and asexual plant production, shrub rejuvenation, rose processing, care of selected local 

tree species) 

B1.4 demonstrate an understanding of and apply techniques or processes that promote 

biodiversity, increase ecosystem function, and reduce maintenance requirements (e.g., 

planting native species, mulching, establishing natural habitat) 

B2. Plant and Animal Management Strategies 

B2. apply management strategies for assessing and controlling biotic and abiotic factors that 

affect plant and/or animal quality 

B2.1 apply a variety of methods to monitor and assess biotic factors that affect plant and/or 

animal quality (e.g., weed identification, regular animal health inspections, plant quality 

inspections, pest scouting, post-harvest tracking of product freshness and quality) 

B2.2 apply a variety of methods to monitor and assess abiotic factors that affect plant and/or 

animal quality (e.g., nutrient balance analysis, soil testing, plant tissue analysis, 

monitoring growing degree days [GDDs], form defect analysis, water testing) 

B2.3 apply a variety of techniques to control pests and reduce plant and/or animal defects (e.g., 

maintenance or enhancement of natural barriers to control pest migration, animal 

quarantine, log hydration, integrated pest management) 



C1. analyse the impact of the green industries on the environment and describe ways of 


C1.1 demonstrate an understanding of ecological relationships and processes (e.g., food webs, 

symbiotic relationships, ecological succession, nutrient flows and cycles, habitat and 

species diversity) that can affect or be affected by green industry operations 

C1.2 analyse the effects of green industry activities on the environment in the past and in the 

present (e.g., logging practices, irrigation, fertilization, pest control, nutrient and 

waste management) 

C1.3 assess the advantages and disadvantages of using natural rather than manufactured materials 

or products in green industry activities (e.g., natural fertilizers and pest control methods 

rather than chemical fertilizers and pesticides, real flowers rather than artificial flowers, 

real grass rather than artificial turf, untreated rather than pressure-treated lumber) 

C1.4 identify sustainable practices and guidelines that are currently applied within the green 

industries or may be applied in the future (e.g., environmental farm planning, integrated 

pest management, xeriscaping, forest regeneration, low-till cultivation) 

C1.5 explain the environmental implications (e.g., effects on landfill lifespan and water and air 

quality) of using particular materials, products, processes, and disposal methods (e.g., 


ecycling, reusing, composting, growing genetically modified crops, organic farming, 

various disposal methods for invasive plants) 


C2.2 analyse societal issues relating to the green industries, and identify ways of resolving 

them, taking a variety of perspectives into account (e.g., effects on Aboriginal hunting 

and harvesting territories, land use conflicts such as parkland versus commercial 

development, property rights and municipal landscape management, animal welfare, 

rights of migrant workers, fair trade concerns relating to imported agricultural or floral 

products, fuel ethanol versus food production) 



D1.2 demonstrate an understanding of environmental and site-related hazards (e.g., land 

conditions; weather conditions; crew competence and organization; presence of utility 

lines, glass structures, hanging limbs, chicots) and apply appropriate safety measures for 

avoiding them (e.g., roping off an area, setting up caution signs, removing hazards, 

implementing traffic control measures) 


D3.1 describe careers in the green industries (e.g., landscape architect, forest manager, 

horticulturalist, farm manager, turf manager, botanist, veterinarian) and the education, 

training, and certification required for entry into these occupations 

Green Industries, Grade 11, Workplace Preparation (THJ3E) 



A1. demonstrate an understanding of species classification and identification and of 


A1.1 distinguish between different plant and/or animal groups and identify them by key 

characteristics and desirable features (e.g., annuals and perennials; native and non-native 

plants; major types, species, and varieties of trees, shrubs, flowering plants, and crops; 

animal breeds) 


industries (e.g., forest type, hardiness, soil type) 

A1.3 explain the relationships between geographical regions and the key characteristics and 

desirable features of plant and/or animal groups within them (e.g., relationship of plant 

and animal characteristics to available heat, moisture, light, shelter, and food) 





A2.1 identify the main abiotic factors that affect growth and post-harvest quality (e.g., 

temperature, sunlight, soil composition, rainfall and soil moisture) 

A2.2 describe biological processes that are essential to the propagation, development, and 

health of plants and/or animals and the quality of products derived from them (e.g., 

photosynthesis, respiration, reproduction, transpiration, post-harvest physiology, 

digestion) 

A2.3 identify a variety of pests and diseases (e.g., bacteria, viruses, moulds, fungi, insects, 

animals) that may affect the health of plants and/or animals and the quality of products 

derived from them 


A3.1 describe the steps in a design or planning process … and demonstrate an understanding of 

their application to a variety of requirements in the green industries (e.g., preparing 

environmental farm plans, urban forestry management plans, landscape designs; 

designing water gardens, mass arrangements) 

A3.2 describe common operational processes that are used in the green industries (e.g., single 

animal management, crop location and rotation, crop scheduling, event planning, waste 

management, composting, select cutting) 



B1.1 implement a production process or procedures according to a design or plan (e.g., harvest 

a crop, construct a landscape, grow and cultivate plants, make floral arrangements) 

B1.2 demonstrate an understanding of and apply techniques for the propagation and care of 

plants and animals and for ensuring the quality of products derived from them (e.g., 

plant/tree regeneration, animal reproduction, cut flower processing, crop production, 

tree planting) 

B1.3 demonstrate an understanding of and apply techniques and processes that promote 


planting of native species, mulching, naturalizing gardens, using local cut flowers) 




B2.1 apply a variety of methods to monitor biotic factors that affect plant and/or animal quality 

(e.g., pest scouting, regular health inspections of animals, weed identification, postharvest 

tracking of product freshness and quality) 

B2.2 apply a variety of methods to monitor abiotic factors that affect plant and/or animal 

quality (e.g., nutrient balancing, soil testing, monitoring indoor and outdoor 

environmental conditions) 

B2.3 apply a variety of pest and disease control techniques (e.g., crop rotation, greenhouse 

sanitation, enhancement of natural barriers, disinfection of equipment) 




C1. identify the impact of the green industries on the environment and describe ways of 


C1.1 describe the effects of green industry activities on the environment in the past and in 

the present (e.g., destruction of habitat, increased energy use for long-distance 

shipping of floral products, pesticide and fertilizer contamination, greenhouse gas 

emissions from tillage and sheep and cattle, noise and air pollution from gasoline- and 

diesel-powered machinery) 

C1.2 describe the advantages and disadvantages of using natural rather than manufactured 

materials or products in the green industries (e.g., natural fertilizers and pest control 

methods rather than chemical fertilizers and pesticides, real flowers rather than artificial 

flowers, real grass rather than artificial turf, untreated rather than pressure-treated lumber) 

C1.3 identify sustainable practices and guidelines that are currently applied within the green 

industries or may be applied in the future (e.g., environmental farm planning, sustainable 

forest management, integrated pest management, sustainable golf course maintenance, 

select spraying, energy-efficient greenhouse production) 

C1.4 describe the environmental implications (e.g., effects on landfill lifespan and water and 

air quality) of using particular materials, products, processes, and disposal methods (e.g., 

chemically treated wood products; recycling, reusing, composting; using correct disposal 

methods for invasive plants) 


C2.2 describe societal issues relating to the green industries and identify ways of resolving 

them (e.g., effects on Aboriginal hunting and harvesting territories, land use conflicts 

such as parkland versus commercial development, property rights and municipal 

landscape management, animal welfare, rights of migrant workers, fair trade concerns 

relating to imported agricultural or floral products) 



D1.2 demonstrate an understanding of environmental and site-related hazards (e.g., land 

conditions, weather conditions, dangerous plants and animals, utility lines, glass 

structures, hanging limbs, chicots) and apply appropriate safety measures for avoiding 

them (e.g., roping off danger areas, removing hazards, setting up traffic controls) 


D2.1 describe careers (e.g., arborist, florist, herder, greenhouse worker, forester) in the sectors 

of the green industries and the education, training, and certification required for entry into 

these occupations 


Green Industries, Grade 12, University/College Preparation 

(THJ4M) 



A1. demonstrate an understanding of species classification and identification and explain 


A1.1 distinguish between different plant and/or animal groups on the basis of key identification 

characteristics (e.g., native and non-native species, dairy and beef cattle, deciduous and 

coniferous shrubs, monocotyledonous and dicotyledonous plants), and identify species 

using both common and scientific names (e.g., white birch [also known as paper birch or 

canoe birch] [Betula papyrifera] and Mountain paper birch [Betula cordifolia], 

euonymus [gen. Euonymus] and Emerald Gaiety [Euonymus fortunei ‘Emerald Gaiety’]) 

A1.2 identify geographical regions in Canada on the basis of classification criteria relevant to 

the green industries (e.g., plant hardiness, growing degree days, elevation, soil type, soil 

moisture), and explain how geographical factors determine the distribution of species in 

these regions 

A1.3 compare different kinds of ecosystems in terms of their biodiversity (e.g., a climax forest 

versus a rejuvenated forest, natural versus managed land, a cultivated field versus a 

greenhouse), and explain how biodiversity affects the stability of ecosystems (e.g., 

monocultures versus diversified ecosystems) 


A2. analyse the effects of biotic and abiotic factors on growth and post-harvest quality 

A2.1 analyse the effects of abiotic factors on growth and post-harvest quality (e.g., effects of 

differences in soil composition, climate, water quality and quantity, topography) 

A2.2 analyse the effects of biotic factors on growth and post-harvest quality (e.g., 

physiological effects of pests and diseases, invasive species, genetic variations) 

A2.3 assess the effects of interactions between abiotic, biotic, and cultural factors on a variety 

of ecosystems (e.g., forests in various stages of natural succession, golf courses, fish 

farms, organic farms, riparian zones) 

A2.4 compare the effectiveness of different integrated pest management techniques for a 

variety of applications (e.g., cultural [tilling and mulching], physical [crop rotation], 

environmental [introduction of beneficial insects], biological [fungi, nutrients], chemical 

[pheromones, chemical pesticides]) 


A3.1 explain the steps required to create designs or plans for a variety of applications in the 

green industries (e.g., timber cruising, surveying, perennial gardens, farms, 

environmental assessments) 

A3.2 explain advanced systems, processes, and techniques relating to the propagation, 

maintenance, and care of plants or animals (e.g., irrigation systems, tree support and 

protection systems, plantation tending, prescribed burning, regeneration) 


A3.3 evaluate the appropriateness and effectiveness of a management process (e.g., 

environmental impact assessment, tree or crop loss assessment, herd health evaluation, 

growth and yield monitoring) 

A4. Technological and Mathematical Literacy and Communication Skills 

A4.1 demonstrate an understanding of terminology used in the green industries and use it 

correctly in oral and written communication (e.g., biodiversity, tendril, balance, 

pergola, tilth) 



B1.1 develop a design and/or process that fulfills a specific functional or aesthetic requirement 

(e.g., a graphic design, a barn design, a specialty garden design, an urban forest 

regeneration schedule, an advertising brochure; specialty pruning techniques) 

B1.2 design and implement a management plan or site layout for a specific application (e.g., a 

natural disturbance response and restoration plan, a site survey and construction 

implementation plan for a landscape design, a growing system for plant production and 

distribution, plant selection and schedule for crop rotation, animal housing, an urban 

forest development plan) 

B1.3 demonstrate competence in the use of biological techniques for propagating and 

maintaining a variety of species (e.g., cone selection, transplanting large trees, 

reforestation, insect control, hybridization, grafting, artificial insemination) 

B1.4 create plans or designs for green industry projects that enhance biodiversity (e.g., moisture 

conservation, xeriscaping, integrating diverse native plants, sustainable water gardening) 


B2. develop and apply management strategies for assessing and controlling biotic, abiotic, 

and cultural factors that affect plant and/or animal quality 

B2.1 analyse biotic conditions affecting the health of plants and/or animals and the quality of 

products derived from them, using a variety of diagnostic procedures (e.g., pest counts, 

pest determination, microscopic investigation, visual inspection, blood testing, 

cavity assessment) 

B2.2 analyse abiotic conditions affecting the health of plants and/or animals and the quality of 

products derived from them, using a variety of diagnostic procedures (e.g., nutrient 

balance testing, soil and water testing, form defect analysis, air quality assessment) 

B2.3 apply a variety of pest and disease control techniques (e.g., integrated pest management, 

crop rotation, animal inoculation, instituting invasive species controls), and assess their 

effects on plant and/or animal stock and the environment 

B2.4 develop and apply best management practices for enhancing environmental sustainability 

within the green industries (e.g., herd management, native species selection and 

placement, forest certification, cut selection, local purchasing, composting, integrated 

pest management, water management, biogas production from wastes) 




C1. assess options for achieving environmental sustainability in green industry operations 

C1.1 evaluate green industry operations and processes in terms of their impacts on 

environmental sustainability (e.g., global floral sourcing and greenhouse gas emissions, 

by-product management and water quality, monocultures and biodiversity, genetically 

modified products and effects on pesticide use and biodiversity) 

C1.2 analyse ways of reducing negative or enhancing positive environmental consequences 

through the use of particular materials, products, processes, and disposal methods (e.g., 

nutrient recycling, spot spraying for insects and fungus, using organic fertilizer, 

composting, xeriscaping) 

C1.3 describe methods used in the green industries to balance economic sustainability with 

environmental responsibilities (e.g., selective breeding, selective cutting, organic 

production methods, restricted cattle crossings and buffer zones to prevent water 

contamination, environmental best management practices) 

C1.4 describe the benefits of alternative practices that reduce the environmental impact of 

green industry operations (e.g., living walls, naturalscaping, xeriscaping, forest 

certification, tree marking guidelines, fibre crops, armatures and grid work, alternative 

animal housing systems) 

C1.5 describe legislation, regulations, standards, and guidelines relating to environmental 

protection that affect operations in the green industries (e.g., Greenbelt Act, Fisheries 

Act, Crown Forest Sustainability Act, Nutrient Management Act, Forest Fires Prevention 

Act, pest control regulations) 


C2.2 assess the economic importance of linkages between the green industries and related 

industries and technologies (e.g., agriculture: food processing industry, farm implement 

industry; horticulture: shipping industry, event-related businesses [funeral homes, 

wedding planners]; landscaping: recreational industries, small-engine industry; 

forestry: heavy equipment industry, paper-consuming industries such as newspapers) 



D1.3 demonstrate the ability to make appropriate safety decisions for personnel on the basis of 

environmental and site conditions (e.g., weather conditions, presence of poisonous plants 

or dangerous gases, hazardous trees, reliability of communications in remote areas, 

access to emergency services) and level of crew training and experience 

D2. Business and Regulatory Environment 

D2.1 identify industry associations, government departments, and non-governmental 

organizations that are involved with matters that affect the green industries (e.g., local 

growers’ associations; provincial and federal agriculture, health, environment, and 

resource departments; environmental NGOs) 



D3.3 investigate areas of specialization within the green industries (e.g., lighting systems, water 

features, irrigation systems, GIS analysis, robotics, automation, entomology, pathology, 

tissue culture, agronomy, marketing, environmental management, farm management) 

Green Industries, Grade 12, Workplace Preparation (THJ4E) 



A1. demonstrate an understanding of species classification and identification and of 


A1.1 use common classification schemes and key identification characteristics to distinguish 

between different plant and/or animal groups (e.g., annuals versus perennials, deciduous 

versus coniferous trees and shrubs, oaks versus birches, Holsteins versus Ayrshires) 


industries (e.g., plant hardiness, growing degree days, elevation, soil type, soil moisture), 

and describe how geographical factors determine the distribution of species in these regions 

A1.3 compare different kinds of ecosystems in terms of their biodiversity (e.g., a climax 

forest versus a rejuvenated forest, natural versus managed land, a cultivated field 

versus a greenhouse) 




A2.1 describe the effects of abiotic factors (e.g., light, temperature, soils, nutrients, 

topography, moisture, climate change, ethylene gas) on plant and/or animal growth and 

post-harvest quality (e.g., a southern exposure may increase yields by increasing 

available light; too little moisture may stunt growth and reduce yields; too much 

moisture may encourage growth of mould and mildew; ethylene gas acts as a ripening 

agent for picked fruits) 

A2.2 describe the effects of biotic factors (e.g., pests, diseases, weeds) on plant and/or animal 

growth and post-harvest quality (e.g., form defects, stunted growth, reduced yields, 

damaged fruit) 

A2.3 describe the effects of interactions between abiotic, biotic, and cultural factors in a variety 

of environments (e.g., gardens, greenhouses, barns, florists’ coolers, fields, forest stands) 

A2.4 describe a variety of integrated pest management techniques (e.g., cultural [tilling and 

mulching], physical [crop rotation], environmental [introduction of beneficial insects], 

biological [fungi, nutrients], chemical [pheromones, chemical pesticides]), and identify 

situations in which they can be applied effectively 



A3.1 describe how design or planning processes are used in a variety of green industry 

applications (e.g., preparation of species prescriptions, crop rotation plans, 

environmental assessments, site layouts, event plans) 

A3.2 explain processes and techniques relating to the propagation, maintenance, and care of 

plants and/or animals (e.g., animal breeding, taking cuttings, seeding, irrigation, pruning, 

clipping, feeding, clearing) 



B1.1 develop a design or process for a green industry application (e.g., a landscape design, a 

crop production plan, a herd management procedure, a plant propagation schedule) 

B1.2 devise an effective management plan or site layout for a specific application (e.g., a 

forest prescription, a herd management plan, an event plan, a landscape construction 

plan, a block layout and harvesting plan, animal housing) 

B1.3 demonstrate an understanding of and apply techniques related to the propagation, 

maintenance, and post-harvest handling of a variety of species (e.g., pruning, scarification 

of forest floor, artificial insemination, transplanting large trees, cut flower conditioning) 

B1.4 demonstrate an understanding of and apply designs and production processes that promote 


mulching, sustainable water gardening, rooftop gardening, naturalizing landscapes) 




B2.1 perform a variety of procedures (e.g., pest counts, microscopic investigations, visual 

inspections, estrous cycle monitoring) to assess biotic conditions that affect plant and/or 

animal quality 

B2.2 perform a variety of procedures (e.g., soil and air temperature measurement, water 

analysis, form defects analysis, air quality assessment, nutritional assessment, 

monitoring ethylene gas concentrations) to assess or measure abiotic conditions that 


B2.3 apply techniques for controlling pests and disorders of plants and/or animals (e.g., 

fogging, density planting, encouraging beneficial insects, constructing barriers, setting 

live traps, inoculations, animal tagging) 

B2.4 demonstrate an understanding of and apply management techniques that enhance 

environmental sustainability within the green industries (e.g., sustainable herd management 

practices, measures that enhance forest succession, preferential use of native species) 



C1. assess the impact of the green industries on the environment and describe ways of 

enhancing environmental sustainability 

C1.1 assess the environmental sustainability of various practices and procedures used in the 

green industries (e.g., harvesting methods, wood product manufacturing methods, 


naturalized landscaping, global floral sourcing, environmental farm plans, crop rotation, 

large-scale farming) 

C1.2 describe ways of reducing negative or enhancing positive environmental consequences 

through the use of particular materials, products, processes, and disposal methods (e.g., 

nutrient recycling, spot spraying for insects and fungus, using organic fertilizer, 

composting, xeriscaping) 

C1.3 describe methods used in the green industries to balance economic sustainability with 

environmental responsibilities (e.g., selective breeding, selective cutting, organic 

production methods, environmental best management practices) 

C1.4 describe the benefits of alternative practices that reduce the environmental impact of green 

industry operations (e.g., living walls, naturalscaping, forest certification, tree marking 

guidelines, fibre crops, armatures and grid work, alternative animal housing systems) 

C1.5 identify legislation, regulations, standards, and guidelines relating to environmental 

protection that affect operations in the green industries (e.g. Clean Water Act, Nutrient 

Management Act, species importation regulations, tree-cutting bylaws, pest 

control regulations) 



D3.1 identify careers in the green industries (e.g., arborist, florist, herder, greenhouse worker, 

forester), and describe the nature and scope of the work involved 

HAIRSTYLING AND AESTHETICS 

Hairstyling and Aesthetics, Grade 11, Workplace Preparation 

(TXJ3E) 



C1. describe the environmental impact of practices and products in the hairstyling and 

aesthetics industry, and identify safe practices and environmentally friendly solutions to 

problems 

C1.1 identify and explain environmental and health issues related to various products used in 

the hairstyling and aesthetics industry (e.g., the need for biodegradable products and 

refillable containers; the need for warnings/controls for carcinogenic/toxic ingredients; 

the need for proper ventilation in salons/spas) 

C1.2 describe and apply practices for the recycling and responsible disposal of waste from 

salon/spa operations (e.g., routines to reduce, reuse, and recycle; techniques for safe 

handling), and identify some sustainable purchasing practices for the hairstyling and 

aesthetics industry (e.g., purchasing products available in refillable containers, products 

with natural ingredients, non-toxic cleaning products, energy-saving products) 


Hairstyling and Aesthetics, Grade 12, Workplace Preparation 

(TXJ4E) 



C1. evaluate practices and products in the hairstyling and aesthetics industry in terms of their 

impact on the environment 

C1.1 summarize best practices for the safe handling, recycling, and disposal of waste (e.g., use 

of biodegradable products and refillable containers, proper methods for storing and 

disposing of products and chemicals) and develop a method (e.g., a checklist) for 

evaluating/monitoring the practices of individual salons/spas 

C1.2 evaluate the hairstyling and aesthetics industry in terms of its use/non-use of 

environmentally friendly practices and products (e.g., use of recycling programs for 

mannequins; use of non-toxic versus carcinogenic/toxic ingredients; use of energy-saving 

products) 

HEALTH CARE 

Health Care, Grade 11, University/College Preparation (TPJ3M) 



C1. describe the impact of health care industry activities on the environment and identify 

ways of minimizing their harmful consequences 

C1.1 describe the potential impact on the environment of biohazardous waste from health care 

facilities (e.g., body fluid and human tissue, sharps containing bacteria or viruses) 

C1.2 identify safe methods for the handling, storage, and disposal of waste and biohazardous 

materials (e.g., use of checklists, sharps containers, double wrapping, proper labelling) 

C1.3 describe good environmental practices that can be applied in the health care industry 

(e.g., using energy-efficient lighting; reducing, reusing, or recycling packaging material; 

storing information electronically instead of on paper) 

Health Care, Grade 11, College Preparation (TPJ3C) 



C1. describe the impact of health care industry activities on the environment and identify 

ways of minimizing their harmful consequences 

C1.1 describe the potential impact on the environment of biohazardous wastes from health care 

facilities (e.g., body fluid and human tissue, sharps containing bacteria or viruses) 


C1.2 identify safe methods for the handling, storage, and disposal of wastes and biohazardous 

materials (e.g., use of checklists, sharps containers, double wrapping, proper labelling) 

C1.3 describe good environmental practices that can be applied in the health care industry 

(e.g., using energy-efficient lighting; reducing, reusing, or recycling packaging material; 

storing information electronically instead of on paper) 

Health Care, Grade 12, University/College Preparation (TPJ4M) 



C1. assess the impact of the health care industry on the environment, and identify legal 

requirements and guidelines for protecting the environment from harmful consequences 

C1.1 describe the environmental impact of technological advances in the health care field (e.g., 

single-use devices create end disposal issues, as incineration results in heavy metal 

toxicity and landfilling creates biohazardous leachate; because of the increased use of 

pharmaceuticals, traces of prescription drugs are now being found in surface water) 

C1.2 research and report on laws, regulations, guidelines, and information sources pertaining to 

the disposal of medical waste (e.g., Atomic Energy Control Board – radioactive materials; 

Workplace Hazardous Materials Information System [WHMIS] – chemical hazards) 

C1.3 identify some environmental impacts of a health care product over its complete life 

cycle (e.g., use of harmful chemicals in manufacturing the product, energy consumption 

for manufacturing and transportation of raw materials and completed products, 

packaging waste, impact of the product when disposed of, impact of drug residues in 

human body wastes) 

Health Care, Grade 12, College Preparation (TPJ4C) 



C1. describe the impact of the health care industry on the environment, and identify legal 

requirements and guidelines for protecting the environment from harmful consequences 

C1.1 identify the environmental impact of technological advances in the health care field (e.g., 




C1.2 research and report on laws, regulations, guidelines, and information sources pertaining 

to the disposal of medical waste (e.g., Atomic Energy Control Board – radioactive 

materials; Workplace Hazardous Materials Information System [WHMIS] – chemical 

hazards; Ontario Regulation 102/94 – waste management) 

C1.3 identify some environmental impacts of a health care product over its complete life 

cycle (e.g., use of harmful chemicals in manufacturing the product, energy consumption 


for manufacturing and transportation of raw materials and completed products, 

packaging waste, impact of the product when disposed of, impact of drug residues in 

human body wastes) 

Child Development and Gerontology, Grade 12, College 

Preparation (TOJ4C) 



C1. analyse how environmental factors affect children and older adults, and how products and 

services related to the care of these groups may affect the environment 

C1.1 analyse the environmental impact of products developed to meet the needs of children 

and the elderly (e.g., landfill issues – throw-away toys, batteries, disposable diapers, 

plastic baby bottles) and identify more sustainable alternatives with respect to the use of 

such products 

C1.2 analyse the impact of a degraded environment and other environmental hazards on 

children and the elderly (e.g., increased rates of respiratory problems, detrimental effects 

of lead paint, effects of environmental estrogens) 

Health Care: Support Services, Grade 12, Workplace Preparation 

(TPJ4E) 



C1. identify the impact of medical wastes on the environment, and describe ways of 

protecting the environment from these hazards 

C1.1 identify the environmental impact of technological advances in the health care field (e.g., 




C1.2 research and report on laws, regulations, guidelines, and information sources pertaining 

to the disposal of medical waste (e.g., Atomic Energy Control Board – radioactive 

materials; Workplace Hazardous Materials Information System [WHMIS] – chemical 

hazards; Ontario Regulation 102/94 – waste management) 



D1.3 describe and apply safe methods for the handling, storage, and disposal of waste and 

biohazardous materials (e.g., use of a sharps container) 


HOSPITALITY AND TOURISM 

Hospitality and Tourism, Grade 11, College Preparation (TFJ3C) 


A1. The Tourism Industry 

A1.2 explain how various types of services, events, and activities from around the province 

(e.g., youth hostels, air transportation, ecotourism, weddings, guided tours) are 

associated with one or more sectors of the tourism industry 

A1.6 explain the effect of the weather and seasonal changes on the availability, pricing, and 

quality of products and services within the tourism industry 

A3. Culinary Knowledge 

A3.7 describe the effects of climate and season on the availability, quality, price, and 

nutritional value of food products and services 



C1. demonstrate an understanding of factors that affect the relationship between the tourism 

industry and the environment 

C1.1 explain the need for environmentally friendly waste management in the various sectors of 

the tourism industry (e.g., with regard to disposal of cooking oil and garbage, recycling 

of plastic and glass, composting of organic waste) 

C1.2 define environmental sustainability as it applies to the various sectors of the tourism 

industry (e.g., staying within the carrying capacity of environmentally sensitive areas; 

using energy-efficient buildings, equipment, and transportation; reusing and/or recycling 

waste products) 

C1.3 explain how the relationship between food producers and food consumers affects the 

environment (e.g., production of organic foods in response to consumer demand results 

in less use of chemical fertilizers and pesticides; the Slow Food movement supports local 

food production and the continuing use of traditional food products; culinary tourism 

increases consumer awareness of and helps to support traditional food producers in 

many parts of the world) 

C1.4 assess the ecological footprint of an event or activity 


C2.3 describe the social responsibility of companies and workers in the tourism industry (e.g., 

with regard to equal employment opportunities, conservation and preservation of the 

environment, relations with local communities) 


Hospitality and Tourism, Grade 11, Workplace Preparation 

(TFJ3E) 



C1. demonstrate an understanding of ways in which various practices of the food and 

beverage services sector of the tourism industry affect the environment 

C1.1 describe environmentally friendly disposal procedures for waste food products and food 

packaging (e.g., composting, recycling) 

C1.2 create a plan to implement an environmentally friendly disposal procedure for waste 

food products and/or food packaging (e.g., a plan to set up a composting or recycling 

program in the school cafeteria, a plan to encourage the use of biodegradable 

containers for take-out food) 

C1.3 explain how the food and beverage services sector can support the achievement of 

environmentally responsible goals (e.g., goals of ecotourism, conservation goals, 

preservation goals) 

C1.4 assess the ecological footprint of an event or activity 


C2.1 describe the social and economic impact of new products and technologies used in the 

food and beverage services sector (e.g., marketing of organic and genetically modified 

foods has raised consumer awareness of health and environmental issues; use of 

combination ovens has reduced labour costs and product wastage; …) 

Hospitality and Tourism, Grade 12, College Preparation (TFJ4C) 


A1. Management Techniques and Strategies 

A1.4 summarize the necessity for policies and procedures (e.g., … procedures for dealing 

with environmental issues such as waste) to support management objectives in the 

tourism industry 



C1. demonstrate an understanding of factors that affect the relationship between the tourism 

industry and the environment 

C1.1 explain why the tourism industry has a responsibility to protect the environment and 

encourage the sustainable use of natural resources (e.g., by reducing, reusing, and 

recycling waste; by using energy efficiently; by using biodegradable cleaning products) 


C1.2 analyse how tourism has affected the environment within or outside the local community 

(e.g., the effects of increased tourist traffic, increased water use, rising property values) 

C1.3 identify, through research, an appropriate code of ethics and/or guidelines for sustainable 

tourism and describe how they could be applied locally and globally 

C1.4 identify and describe ways in which the tourism industry could offset its impact on the 

environment (e.g., develop or support a tree planting program, develop or contribute to a 

carbon offset fund) 


C2.1 describe, on the basis of research, how the tourism industry has changed in recent years 

(e.g., growth in tourist numbers, greater variety of tourist destinations, growing 

popularity of eco/adventure tourism and culinary tourism) and explain how these 

changes have affected local and provincial communities and their economies 

Hospitality and Tourism, Grade 12, Workplace Preparation 

(TFJ4E) 


A2. Planning Nutritious Meals 

A2.4 identify the differences (e.g., with respect to yield, nutrition, freshness, taste) between 

locally grown and/or organically grown fruits and vegetables and those grown using 

traditional cultivation techniques (e.g., use of fertilizer and pesticides) and/or harvested 

unripe and transported long distances 

A3. Food Handling and Storage 

A3.4 demonstrate effective management of resources and inventory (e.g., in terms of portion 

control, waste management, and energy conservation) 



C1. demonstrate an understanding of how various practices connected with the tourism 

industry in general and the food and beverage services sector specifically affect the 

environment, and how these effects can be reduced 

C1.1 identify the effects that the tourism industry has on the environment (e.g., undeveloped 

areas exploited for commercial gain, environmentally sensitive areas affected by 

pollution and waste disposal, infrastructure expanded and upgraded, areas of natural 

beauty preserved as tourist attractions) 

C1.2 describe how the food and beverage services sector can both protect the environment and 

encourage the sustainable use of natural resources (e.g., by choosing new locations on or 

near existing infrastructure to reduce the need for new infrastructure, providing guests 

with the option not to have linens washed daily, composting organic waste from 


estaurants, reusing cooking oil as a biofuel, using locally grown produce to reduce the 

need for long-distance transportation) 

C1.3 identify, through research, an appropriate code of ethics and/or guidelines for sustainable 

tourism and describe how they could be applied to the operation of local food and 

beverage services facilities 

C1.4 identify ways in which the food and beverage services sector could offset its impact on 

the environment (e.g., develop or support a tree planting program, develop or contribute 

to a carbon offset fund) 

MANUFACTURING TECHNOLOGY 

Manufacturing Engineering Technology, Grade 11, 

University/College Preparation (TMJ3M) 



A1.3 explain why technological concepts (e.g., aesthetics, control, environmental 


mechanism, power and energy, structure, safety, systems) are important considerations in 

the design process … 

A1.4 explain how the application of technological concepts in design or other problem-solving 

processes can result in products that better meet human needs or wants (e.g., a ramp to 

replace a stairway, a lever-type door handle to replace a round knob, a remote control to 

operate a television, energy-efficient devices to replace inefficient ones) 





C1.1 analyse the effects that various manufacturing activities have on the environment (e.g., 

the effects of waste disposal, power consumption, processing of raw materials; effects on 

Aboriginal hunting and gathering grounds) 

C1.2 explain the benefits of using environmentally friendly processes and products in the 

manufacturing process 

C1.3 explain how various sources of power generation (e.g., coal, nuclear, wind, solar, 

geothermal) and transportation methods (e.g., truck, rail, ship) used in manufacturing 

affect the environment 


C2.2 explain how the manufacturing industry affects the local and provincial economy (e.g., 

with respect to job creation, standards of living, sustainability and conservation of the 

environment, impact on First Nation communities) 


C2.3 describe recent trends in the local manufacturing industry (e.g., globalization, rise in 

energy costs, increase in environmental awareness) and their effect on the local 

community or the province as a whole, and predict future trends 

Manufacturing Technology, Grade 11, College Preparation 

(TMJ3C) 











C1.1 describe the benefits of using environmentally friendly products in the manufacturing 

process (e.g., the benefits of water-based versus solvent-based adhesives) 

C1.2 identify a variety of alternative fuels (e.g., biodiesel, ethanol, hydrogen, electric power in 

hybrid systems) and energy sources (e.g., wind power, solar power, waste-to-energy) and 

explain how use of these fuels and energy sources can reduce the environmental impact 

of the manufacturing industry 

C1.3 explain how various sources of power generation used in manufacturing (e.g., coal, 

nuclear, solar, wind, hydrogen fuel cell, tidal, geothermal) affect the environment (e.g., 

construction of large hydroelectric dams can affect animal habitats and patterns of 

behaviour) 

C1.4 describe environmentally responsible practices that can be followed during the design 

and manufacture of a product (e.g., minimize waste, consider using renewable or 

recyclable materials, design and manufacture products that last or can be repaired as 

opposed to throw-away products, use processes that have minimal impact on workers 

and the local environment) 

C1.5 demonstrate the use of proper techniques for the disposal of waste products 


C2.1 explain how the manufacturing industry affects the local and provincial economy (e.g., 

with respect to job creation, standards of living, sustainability and conservation of the 

environment, impact on First Nation communities) 


Manufacturing Technology, Grade 11, Workplace Preparation 

(TMJ3E) 











C1.1 explain the importance of the proper storage, disposal, and recycling of obsolete and 

waste products in manufacturing 

C1.2 describe the benefits of using environmentally friendly products in the manufacturing 

process (e.g., the benefits of water-based versus solvent-based chemicals) 

C1.3 explain how various sources of power generation used in manufacturing (e.g., coal, 

nuclear, solar, wind, hydrogen fuel cell, tidal, geothermal) affect the environment 

C1.4 identify conservation strategies that the manufacturing industry could employ (e.g., 

minimize water usage, convert to energy-efficient lighting, exploit transportation 

efficiencies, reduce paper usage by communicating electronically) 


C2.3 identify ways in which the manufacturing industry affects the culture and society of a 

community or region (e.g., … increasing industrial activity in the community/region, 

which some people may see as a threat to their way of life and/or the environment) 

Manufacturing Engineering Technology, Grade 12, 

University/College Preparation (TMJ4M) 



C1. demonstrate an understanding of ways in which the manufacturing industry affects the 

environment, and make informed decisions based on this understanding 

C1.1 identify potentially harmful consequences of manufacturing activities for the 

environment (e.g., waste disposal, greenhouse gas emissions, water and energy 

consumption, the depletion of non-renewable resources), and formulate alternatives to 

reduce the severity of these consequences 


C1.2 assess and compare energy sources (e.g., renewable – water, wind, solar, geothermal; 

non-renewable – coal, oil and gas, nuclear) used in manufacturing, and identify ways of 

increasing environmentally friendly energy use 

C1.3 assess the carbon footprint of a manufactured product 

C1.4 explain the benefits of developing an environmentally friendly product (e.g., a windmill 

that develops energy from wind power) and assess its potential effectiveness 


C2.2 explain the importance of demographics, geography, and strategic plant location as 

factors to be considered in setting up a successful manufacturing facility, and describe 

possible short-term and/or long-term societal implications locally and beyond (e.g., 

regional or provincial planning issues, effects on the indigenous population, ecosystem 

and/or habitat considerations) 

Manufacturing Technology, Grade 12, College Preparation 

(TMJ4C) 









C1. demonstrate an understanding of the importance of using sustainable and environmentally 

friendly manufacturing practices 

C1.1 demonstrate the proper selection and disposal of oils, fluids, and materials used 

in manufacturing 

C1.2 explain how the three Rs (reduce, reuse, recycle) can minimize the effect the 

manufacturing industry has on the environment 

C1.3 explain the advantages and disadvantages of using various renewable and sustainable 

energy sources (e.g., solar, hydrogen fuel cell, wind, geothermal, tidal) in manufacturing 

C1.4 assess the benefits of using environmentally friendly products and processes in 

manufacturing (e.g., long-term cost savings, creation of positive company image by 

establishing “green” credentials) 

C1.5 follow environmentally responsible practices during the design and manufacture of a 

product (e.g., minimize waste, consider using renewable or recyclable materials, design 

and manufacture products that last or can be repaired as opposed to throwaway 

products, use processes that have minimal impact on workers and the local environment) 


Manufacturing Technology, Grade 12, Workplace Preparation 

(TMJ4E) 



A2.5 demonstrate a working knowledge of ways in which technological concepts (e.g., 

aesthetics, control, environmental sustainability/stewardship, ergonomics, fabrication, 

function, innovation, material, mechanism, power and energy, structure, safety, systems) 

are important considerations in the design process … 



C1. demonstrate an understanding of the importance of using sustainable and environmentally 

friendly manufacturing practices 

C1.1 demonstrate an understanding and application of the three Rs in a manufacturing facility 

(e.g., reduction of waste through efficient selection and conversion of materials, reuse of 

materials when possible, effective collection and recycling of materials and/or fluids) 

C1.2 demonstrate the use of proper techniques for the disposal of obsolete and/or waste products 

C1.3 describe the advantages and disadvantages of using various renewable and sustainable 

energy sources (e.g., solar, hydrogen fuel cell, wind, geothermal, tidal) and alternative 

fuels (e.g., biodiesel, ethanol) in manufacturing 

C1.4 follow environmentally responsible practices during the design and manufacture of a 

product (e.g., minimize waste, consider using renewable or recyclable materials, design 

and manufacture products that last or can be repaired as opposed to throwaway 

products, use processes that have minimal impact on workers and the local environment) 


C2.2 explain how the globalization of manufacturing industries affects Canadian society 

locally, provincially, and/or nationally (e.g., explain the effects of trade agreements, 

worker health and safety standards or the lack of such standards, environmental 

standards or the lack of such standards) 

TECHNOLOGICAL DESIGN 

Technological Design, Grade 11, University/College Preparation 

(TDJ3M) 



A1.1 describe ways in which society, the environment, and the economy inspire and/or affect 

technological design (e.g., need for barrier-free access or alternative-energy vehicles), 

with reference to key technological concepts (e.g., aesthetics, control, environmental 



mechanism, power and energy, structure, safety, systems) ... 



C1. demonstrate an understanding of environmentally responsible design practices, and apply 

them in the technological design process and related activities 

C1.1 demonstrate an understanding of environmental issues that affect the design of products 

and/or processes (e.g., gasoline consumption, pollution, greenhouse gases, habitat loss, 

extinction of species, depletion of natural resources) 

C1.2 describe, advocate, and apply best practices for conserving energy and other resources 

when designing a product or process (e.g., reuse or recycle lumber and other materials; 

use materials with recycled content; use wood glue instead of hot glue; use renewable 

energy sources, high-efficiency motors and appliances, and passive heating and cooling 

of buildings) 

C1.3 describe ways to reduce the waste produced by the manufacture and use of products 

(e.g., cutting patterns that minimize leftover materials, use of materials that are easily 

recycled, energy management controls in electronic equipment), and apply such practices 

when developing and building prototypes 


C2.1 research and compare technological eras (e.g., agricultural, industrial, information), and 

describe ways in which societal needs influenced these eras 

C2.3 demonstrate an understanding of ways in which history, trends, culture, and geography 

have inspired technological design 



D1. describe and apply health, safety, and environmental practices related to technological design 

D1.2 adhere to appropriate personal and environmental health and safety standards and 

procedures with respect to processes, materials, tools, equipment, and facilities 

throughout the design process and when performing related activities (e.g., … ensure 

adequate ventilation and ergonomic seating and other workplace arrangements; … store 

materials and dispose of wastes properly) 

Technological Design and the Environment, Grade 11, Open 

(TDJ3O) 



A1. describe the design process, and identify ways in which technological design can address 

an environmental need or challenge 


A1.1 describe the purpose of design for a given project (e.g., cleaner energy, reduced carbon 

footprint, less manufacturing waste) in terms of key technological concepts (e.g., 

aesthetics, control, environmental sustainability/stewardship, ergonomics, fabrication, 

function, innovation, material, mechanism, power and energy, structure, safety, systems) … 

A1.2 describe the need for technological designs that take environmental factors into account 

(e.g., fuel-efficient vehicles, non-toxic paints and pesticides, renewable energy sources, 

sustainable production of materials) 

A2. Research, Planning, and Organization 

A2. describe and apply strategies, techniques, and tools for researching, planning, and 

organizing projects to meet a specific environmental or other need 

A2.1 identify and apply strategies for gathering information from various sources (e.g., books, 

Ministry of the Environment website, interview with a naturalist) for a design project that 

meets an environmental need 

A2.3 plan ways to apply the principles of sustainability and minimize environmental harm 

throughout the design process for a project (e.g., plan to use recycled materials, limit the 

use of energy-consuming equipment) 

A4. Making and Testing Models and Prototypes 

A4.3 identify criteria for assessing the environmental friendliness of a design and of the 

processes required to produce it (e.g., by-products, waste, energy consumption, reuse 

and/or recycling of materials, biodegradability) 

A5. Reporting and Presenting 

A5. demonstrate an understanding of the technical and environmental terminology and the 

communication methods and formats used in the design process 

A5.1 demonstrate an understanding of technical and environmental terminology used in the 

design process (e.g., drafting versus drawing, scale versus ruler, greenhouse gases, parts 

per billion, fossil fuel) 



B1. use appropriate tools and strategies to research, plan, and organize design projects that 

have environmentally sound designs and production processes 

B1.1 gather and summarize relevant information for developing various designs (e.g., 

Canadian Standards Association [CSA] publications, Ontario Building Code, 

environmental criteria) 

B1.2 investigate and describe economic and environmental factors that should be considered 

during the design process 

B1.3 select and apply effective planning and organizational tools and strategies (e.g., sequence 

chart, time sheet, swatch book, checklists, file management) to develop environmentally 

sound design projects 



B3.3 test models and/or prototypes, and evaluate designs using student-generated criteria 

(e.g., by-products, waste, energy consumption, biodegradability, reliability, durability) 

B4. Reporting and Presenting 

B4. report on the progress, environmental rationale, and results of the design process, using 

appropriate formats and styles 

B4.1 present a report summarizing the design choices, progress, and results of the design 

project, with an emphasis on how the design deals with environmental concerns, using a 

variety of tools (e.g., presentation software, interactive white board, web pages, wordprocessing 

software) 



C1. demonstrate an understanding of environmentally responsible design practices and 

strategies, and apply them in the technological design process and related activities 

C1.1 identify environmental issues that affect technological design (e.g., pollution, greenhouse 

gases, resource use, ozone depletion) 

C1.2 describe and apply best practices for conserving energy and other resources when 

designing a product or process (e.g., reuse or recycle materials, use wood glue instead of 

hot glue, use energy management systems for computers) 

C1.3 research and report on organizations and/or community partners that foster environmentally 

friendly design practices (e.g., Ontario Centre for Environmental Technology 

Advancement, other Canadian environmental technology advancement centres) 

C1.4 describe innovative technological designs (e.g., alternative energy sources, more efficient 

automobiles, ways of reducing manufacturing waste) that were developed in response to 

changes in the environment (e.g., global warming, pollution, rainforest destruction) 

C1.5 compare the environmental impact of various products that are used for the same purpose 

(e.g., plastic bags versus paper bags or reusable cloth bags, paper cups versus 

polystyrene foam cups) 


C2.1 research and report on how society influences technology (e.g., higher energy costs spur 

development of more efficient vehicles, increasing population density leads to the 

construction of taller buildings, environmental awareness leads to development of 

alternative energy sources) 



D1. describe and apply appropriate health, safety, and environmental practices and standards 

throughout the design process 

D1.1 investigate and describe health, safety, and environmental laws, regulations, standards, 

and agencies that can affect technological design (e.g., Ontario Environmental Bill of 


Rights, Clean Water Act, Canadian Standards Association [CSA] standards, Workplace 

Hazardous Materials Information System [WHMIS]) 

D1.2 demonstrate an understanding of and follow personal and environmental health and 

safety procedures with respect to processes, materials, tools, equipment, and facilities 


adequate ventilation and ergonomic seating and other workplace arrangements; … store 

materials and dispose of wastes properly) 


D2.1 identify a variety of career opportunities related to technological design (e.g., civil 

engineer, architect, mechanical engineering technician, environmental technologist, 

landscape designer, fashion designer, interior designer) 

Technological Design, Grade 12, University/College Preparation 

(TDJ4M) 



A1.1 describe environmental and societal needs (e.g., barrier-free access, alternative-energy 

vehicles) that influence product designs, with reference to key technological concepts 

(e.g., aesthetics, control, environmental sustainability/stewardship, ergonomics, 

fabrication, function, innovation, material, mechanism, power and energy, structure, 

safety, systems) … 

A2. Research and Project Management 

A2.2 describe strategies for organizing, planning, and managing the human, material, and 

financial resources for a design project and related activities, with an emphasis on advocacy 

of design ideas and rationales, diplomacy in dealing with clients and suppliers, and 

marketing of design solutions (e.g., … advocating for environmentally sound materials, …) 



B3.3 analyse products and/or processes on the basis of student-justified criteria (e.g., 

aesthetics, ergonomics, performance, functionality, cost, environmental stewardship), 

with an emphasis on marketability 



C1. demonstrate an understanding of environmentally responsible design practices, and apply 

them in the technological design process and related activities 


C1.1 identify and analyse environmental effects of a particular industry or technological 

system (e.g., mass transit system, strip mining, sewer system), and recommend practices 

that are economically and environmentally sustainable 

C1.2 describe ways in which environmental issues influence the design of products 

and/or processes 

C1.3 describe, advocate for, and apply best practices for conserving energy and other resources 

when designing a product or process (e.g., reuse or recycle lumber and other materials; 

use materials with recycled content; use wood glue instead of hot glue; use renewable 

energy sources, high-efficiency motors and appliances, and passive heating and cooling 

of buildings) 

C1.4 describe ways to reduce the waste produced by the manufacture and use of products (e.g., 

cutting patterns that minimize leftover materials, use of materials that are easily 

recycled, energy management controls in electronic equipment), and apply such practices 

when developing and building prototypes 


C2.1 independently research and report on political, economic, cultural, and/or environmental 

issues that affected technological innovations in the past (e.g., traffic congestion spurred 

development of compact vehicles, increasing population density led to the construction of 

taller buildings) 

C2.2 describe examples of how culture, economics, and politics could influence the future 

design of products and/or processes (e.g., environmental awareness and rising costs for 

fossil fuels could increase the development and use of alternative energy sources) 



D1. describe and apply personal and environmental health and safety standards and practices 

related to technological design 

D1.2 adhere to and promote personal and environmental health and safety standards and 

procedures with respect to processes, materials, tools, equipment, and facilities 


adequate ventilation and ergonomic workplace arrangements; … store materials and 

dispose of wastes properly; …) 

Technological Design in the Twenty-first Century, Grade 12, 

Open (TDJ4O) 



A1.1 describe the purpose of design for a given project (e.g., technological convergence, costefficient 

products, smaller living spaces) with reference to key technological concepts 

(e.g., aesthetics, control, environmental sustainability/stewardship, ergonomics, 


fabrication, function, innovation, material, mechanism, power and energy, structure, 

safety, systems) … 

A1.2 describe ways in which societal needs, including environmental and economic factors, 

influence technological design (e.g., need for products that are smaller, lighter, faster, 

safer, and/or easier to use) 



B1.2 investigate and report on societal factors that influence technological design (e.g., news 

media, politics, religion, environment, gender, cultural and ethnic diversity) 

B1.4 research and identify relevant design criteria and constraints relating to societal 

influences (e.g., … use of environmentally friendly materials, …) 



C1. demonstrate an understanding of environmentally responsible design practices and 

strategies, and apply them in the technological design process and related activities 

C1.1 demonstrate an understanding of environmental issues that affect product design (e.g., 

finite non-renewable resources, pollution, wastes, greenhouse gases, climate change, 

ozone depletion, life cycle of products) 

C1.2 describe, promote, and apply design practices that conserve energy and other resources 

(e.g., reuse or recycle lumber and other materials, use materials with recycled content, use 

wood glue instead of hot glue, use energy-management software for computers and other 

electronic equipment, use renewable energy, use high-efficiency motors and appliances) 

C1.3 demonstrate an understanding of technological, political, and social strategies for 

managing the relationship between society and the environment (e.g., technological 

developments to improve energy efficiency and/or reduce emissions, lobbying 

governments for regulations and/or funding to improve the environment, education about 

environmental issues) 

C1.4 explain how good design can reduce the wastes produced by the manufacture and use 

of products 


C2.2 describe how society influences technology (e.g., higher energy costs spur development 

of more efficient vehicles, increasing population density leads to the construction of taller 

buildings, environmental awareness leads to development of alternative energy sources) 



D1. describe and apply appropriate health, safety, and environmental practices and standards 

throughout the design process 

212 Environmental Education, Grades 9−12: Scope and Sequence of Expectations, 2011

D1.2 adhere to personal and environmental health and safety standards and procedures with 

respect to processes, materials, tools, equipment, and facilities throughout the design 

process and related activities (e.g., … ensure adequate ventilation and ergonomic seating 

and other workplace arrangements; … store materials and dispose of wastes properly) 

TRANSPORTATION TECHNOLOGY 

Transportation Technology, Grade 11, College Preparation 

(TTJ3C) 



C1. demonstrate an understanding of environmental issues related to the use of materials and 

procedures in the service, repair, and recycling of vehicles or craft 

C1.1 describe the legislative requirements concerning the use of environmentally friendly 

products in the repair and service of vehicles or craft, and explain the costs and benefits 

of using such products 

C1.2 explain the importance of the proper processing of waste products (e.g., batteries, used 

oil, antifreeze, refrigerant, tires) as a means of minimizing the environmental impact of 

the transportation industry 

C1.3 describe appropriate actions to be taken in the event of a spill of waste products (e.g., 

gasoline, antifreeze), and demonstrate the ability to safely implement such actions (e.g., 

outline the steps described in an emergency action plan and carry them out) 


C2.2 describe the effects that increasing transportation costs (e.g., rising fuel costs, highway 

tolls, environmental taxes) have on society 

C2.3 explain how current societal needs and preferences influence transportation technology 

(e.g., by creating a greater demand for vehicles with improved safety features, fuel 

efficiency, and emission levels) 

Transportation Technology: Vehicle Ownership, Grade 11, Open 

(TTJ3O) 

A. Vehicle Ownership Fundamentals 

A2. Vehicle Registration and Ownership 

A2.2 describe the conditions that must be met to register a vehicle (e.g., safety standards 

inspection, emissions test, proof of insurance) 




D1. explain how vehicle ownership affects the environment and how vehicle owners can 

remedy or reduce harmful effects 

D1.1 outline the legal requirements and environmental reasons for emission standards and for 

testing when required 

D1.2 describe the options that vehicle owners have to choose environmentally friendly 

products (e.g., biodegradable cleaners) and procedures (e.g., recycling of antifreeze) in 

the repair and service of vehicles 

D1.3 describe a vehicle owner’s responsibilities with respect to recycling and/or disposing of 

waste products (e.g., used oil, used batteries) appropriately 

D1.4 explain the importance of vehicle maintenance from an environmental perspective (e.g., 

keeping tires properly inflated helps to maximize fuel efficiency and reduce emissions) 


D2.2 describe the economic, environmental, and social effects that various aspects of the 

transportation industry have on a community (e.g., … environmental: pollution caused 

by exhaust emissions and road salting; …) 

D2.3 assess from a consumer’s point of view the pros and cons (e.g., cost, availability, 

performance, reliability, emission levels) of various types of fuel/energy sources used 

to power vehicles (e.g., gasoline, propane, diesel, electrical/battery power, biodiesel, 

hybrid powerplant) 

Transportation Technology, Grade 12, College Preparation 

(TTJ4C) 

A. Transportation Technology Fundamentals 

A1. Understanding Engine Management Systems 

A1.4 explain how environmentally harmful gases are produced through combustion and how 

the engine management systems control the level of emissions in the exhaust gas (e.g., 

through after-treatment of exhaust gases, exhaust gas recirculation, vapour recovery, 

positive crankcase ventilation, variable valve timing) 



C1. demonstrate an understanding of environmental issues in the transportation industry, and 

use best practices to remedy or reduce the environmental effects of using specific 

products or processes 

C1.1 demonstrate an understanding of ways in which the transportation industry affects the 

environment and of efforts being made to remedy or reduce harmful effects (e.g., 


improved production methods, automotive parts recycling), including ways of disposing 

of waste products (e.g., used oil, used batteries, used paints/thinners) 


gasoline, antifreeze) and demonstrate the ability to safely implement such actions (e.g., 

implement an emergency action plan to contain and clean up the spill) 

C1.3 identify the procedures required to prevent the release of ozone-depleting materials and 

other harmful substances (e.g., electrolyte, antifreeze, gasoline) during the servicing of 

vehicle or craft systems 


C2.4 assess the pros and cons of various types of fuel/energy sources (e.g., gasoline, propane, 

diesel, electrical/battery power, biodiesel, hybrid powerplant, hydrogen power cells) 

used to power vehicles or small-engine products, taking into account a variety of 

perspectives (e.g., consumer’s perspective: cost to purchase, cost to operate, 

performance, emission levels; service/repair perspective: training, safety issues, new 

tools/equipment required) 

Transportation Technology: Vehicle Maintenance, Grade 12, 

Workplace Preparation (TTJ4E) 



C1. demonstrate an understanding of ways in which various aspects of the transportation 

industry affect the environment, and ways in which harmful effects can be remedied 

or reduced 

C1.1 demonstrate an understanding of ways in which the transportation industry affects the 

environment and of efforts being made to remedy or reduce harmful effects (e.g., 

improved production methods, automotive parts recycling), including ways of disposing 

of waste products (e.g., used oil, used batteries, used paints/thinners) 

C1.2 explain the pros and cons of using environmentally friendly products (e.g., biodegradable 

cleaners) and procedures (e.g., recycling of antifreeze) in the repair and service of 

vehicles or small-engine products 


used oil, antifreeze, fuel), and demonstrate the ability to safely implement such actions 

(e.g., outline the steps described in an emergency action plan and carry them out) 


C2.2 assess the pros and cons of various types of fuel/energy sources (e.g., gasoline, propane, 

diesel, electrical/battery power, biodiesel, hybrid powerplant, hydrogen power cells) 

used to power vehicles or small-engine products, taking into account a variety of 

perspectives (e.g., consumer’s perspective: cost to purchase, cost to operate, 

performance, emission levels; service/repair perspective: training, safety issues, new 

tools/equipment required) 


C2.3 explain how current trends in transportation technology (e.g., extended maintenance 

schedules, improved emission standards and testing, use of high-tech components, emphasis 

on fuel efficiency, manufacturers’ efforts to increase the amount of recyclable material in 

vehicles and small-engine products) are related to societal attitudes and behaviour 


10-303 

ISBN 978-1-4435-5513-5 (PDF) 

© Queen’s Printer for Ontario, 2011

The Ontario Curriculum, Grades 9-12 - MinistÃ¨re de l'Ã©ducation ...

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