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In Grade 9, learners continue their explorations of science and strengthen their science literacy. They investigate atomic particles, electricity, and how living things reproduce and pass on information. The knowledge areas of matter, energy, genetics, and evolution provide a foundation for study. An active and practical approach to learning and doing science continues in Grade 9. This includes conducting scientific investigations, furthering tool and measurement skills, exploring science in everyday life, and looking into how science interacts with society and the environment. Learners develop their agency and sense of belonging in science, and explore Indigenous ways of knowing, being, and doing, including through interacting with local community and learning in nature. The Grades 7 to 9 Nature of Science learning outcomes conclude with an exploration of the purpose, method, application, and implications of science.
Inquiry questions to help guide learning and planning for the year may include the following:
Please see documents in the curriculum implementation resources section for more information on how to use this curriculum.
The Guiding Principles for the Design of Learning Experiences and Assessment Practices provide guidance to all Manitoba educators as they design learning experiences and classroom assessments to strengthen, extend, and expand student learning.
Please note, this website continues to evolve, so please visit regularly to keep current with what’s new in the Learning Experiences and Assessment Practices section.
The Guiding Principles for the Evaluation and Communication of Student Learning build shared understandings of what is needed to ensure equity, reliability, validity, and transparency in judgment and communication of student learning.
Please note, this website continues to evolve, so please visit regularly to keep current with what’s new in the Evaluation and Communication of Student Learning section.
Science learning outcomes are organized into five strands. These strands and learning outcomes are intended to be woven together throughout all learning experiences while supporting the development of global competencies. All strands equally and cohesively build scientific literacy, skills, and attitudes, inclusive of Indigenous ways and knowledge. Teachers can tailor curriculum implementation to the learners’ specific interests and needs.
Legend
Include the following = compulsory content
Examples/e.g.,= suggestions for learning
Learning Outcome Key
[SCI] Subject
[K] Grade level
[A] Strand
[1] Learning Outcome
SCI.9.A.1
Demonstrate an understanding of different First Nations, Métis, and Inuit ways of knowing, being, and doing in relationship with the land and the natural world by exploring Indigenous methods of observing and interpreting the world, applying scientific principles, and creating technologies within local traditional and contemporary cultural contexts (e.g., wholistic, reciprocal, interconnected, and sustainable ways; land-based learning; outdoor learning; intersections with Western science).
SCI.9.B.1
Develop a sense of agency, identity, and belonging in science by
Science, Technology, Society, and Environment (STSE) Contexts
SCI.9.C.1
Demonstrate an awareness of the dynamic interplay between science, technology, society, and the environment (STSE), thereby being empowered to critically evaluate the impacts of scientific and technological advancements on individuals, communities, and ecosystems, and to make informed decisions for a sustainable future.
Examples: historical progression of atomic models (Democritus, Dalton, Thompson, Rutherford, Bohr); atomic theory and macroscopic effects; application of atomic theory (nuclear energy, electronics, materials science, battery technology); implication of conservation laws (mass/energy); sustainability of energy resources (renewable and non-renewable); consequences of various types of energy generation (renewable, non-renewable); history of electrical energy production in Manitoba; advantages and disadvantages of various reproductive strategies in the natural world; ethnobotany and cultural signification of plant names in Indigenous languages; sustainable resource management; the history of the theory of evolution by natural selection; ethical implications of artificial selection and genetic modification in living things; wildlife-human interactions and coexistence
Scientific Measurement
SCI.9.C.2
Demonstrate an understanding of units, measuring tools, and the nature of measurement in science. (Bold indicates items introduced for the first time at this grade level.)
Include the following:
Tools: balance, volumetric vessels, voltmeter, ammeter (multimeter), caliper, digital scale
Attributes: length, mass, volume, time, energy, electric potential, current (Note: low-voltage DC only), power
Units: length (km, m, cm, mm, mm fractions), mass (kg, g), volume (L, mL), time (h, min, s), temperature (°C), speed (km/h, m/s), force (N), energy (J), density (kg/m3, g/cm3), pressure (kPa, Pa), electric potential (V), electric current (A), power (W)
Skills: measure and estimate using standard SI tools and units; select measurement tools; display quantitative data (charts, line graphs, tables, etc.); recognize the importance of standard units; convert between SI length, time, and volume units; understand the meaning of SI prefixes and their symbols (micro, milli, centi, deci, deka, hecto, kilo, mega); describe the definition and relationship between SI units m and kg (historical and modern definitions); differentiate between base SI units (m, kg, s, A) and derived units (N, C, W); understand measurement precision, accuracy, uncertainty; use unit/dimensional analysis techniques to check computation
Action and Practice
SCI.9.C.3
Demonstrate practical scientific skills through safely and actively participating in a variety of scientific practices such as inquiry-based learning experiences, experimentation, scientific observation, data analysis, measurement, debate, communicating scientific information, and designing and building.
Examples:
Scientific Instruments
SCI.9.C.4
Demonstrate an understanding of the purpose and functioning of various scientific instruments and materials (considering availability and appropriateness), as well as competence in using them safely.
Examples: microscope, prism, glassware, hot plate, chemical substances, Bunsen burner, electrostatic material, electric circuit components, magnets, fossils, craft and recycled materials, classroom materials, materials from nature, logbook, diagrams, charts, graphs, spreadsheets, safety procedures
Careers, Hobbies, and Activities
SCI.9.C.5
Demonstrate an understanding of the connections between the scientific ideas studied and a range of careers, hobbies, and activities.
Examples: chemist, laboratory technician, medical professional, physiotherapist, truck driver, mechanic, farmer, electrician, hydro worker, heating, ventilation and air conditioning (HVAC) technician, teacher, geneticist, paleontologist, museum curator, electronics, coding, DJing, model building, crafting, nature walks, art, photography, swimming, hockey, soccer, football, traditional practices of hunting, trapping, fishing, and picking
Purpose: Science is about finding the cause or causes of phenomena in the natural world.
SCI.9.D.1
Demonstrate the understanding that empirical data must be systematically collected, and conclusions reviewed, to detect potential errors and minimize bias. Include the following: peer review, types of bias.
SCI.9.D.2
Demonstrate an understanding of the nature of scientific predictions, and how they are tested.
Include the following: hypothesis, experiment, variables.
Method: Scientific explanations, theories, and models are those that best fit the evidence available at a particular time.
SCI.9.D.3
Demonstrate the understanding that models are metaphorical representations of phenomena used to aid understanding or better explain what is happening.
Examples: physical model, mathematical model, simulation
SCI.9.D.4
Demonstrate the understanding that scientific models may be well established (e.g., Solar System model) while others are more tentative (e.g., black hole model).
Application: The knowledge produced by science is used in engineering and technologies to create products and processes.
SCI.9.D.5
Demonstrate the understanding that many factors play a role in finding optimal solutions to problems.
Examples: available materials, effects on humans and other animals, environmental effects, costs
SCI.9.D.6
Demonstrate the understanding that seeking solutions to problems often involves employing a variety of strategies before an actual solution is determined.
Examples: drawings, models, mathematical modelling, computer simulations
Implication: Applications of science often have ethical, environmental, social, economic, and political implications.
SCI.9.D.7
Demonstrate the understanding that technologies that improve human life can have predictable as well as unforeseen detrimental consequences.
Examples: medicine; improved agriculture and overpopulation; overproduction and pollution; resources and space depletion; extinction
SCI.9.D.8
Demonstrate the understanding that sometimes, when detrimental effects of a technology are revealed, the trade-off between the advantages and consequences of continued use must be carefully considered.
Include the following: fossil fuels and climate change; paper usage and biodiversity; cell phones and social health.
Matter: All matter in the universe is made of very small particles.
SCI.9.E.1
Demonstrate an understanding of pure substances versus mixtures.
SCI.9.E.2
Demonstrate an understanding of the difference between a chemical change and a physical change.
SCI.9.E.3
Demonstrate an understanding of the law of conservation of mass and how it contributes to a scientific understanding of the nature of matter.
Include the following: contribution to the development of atomic theory, understanding chemical reactions.
SCI.9.E.4
Demonstrate the understanding that all matter is made up of tiny structures called atoms of which there are at least 118 different kinds.
Include the following: atom, element, compound.
SCI.9.E.5
Demonstrate an understanding of the internal structure of atoms.
Include the following: nucleus, electron shell, electrons, protons, neutrons, isotopes, element symbol, atomic number, atomic mass, Bohr Model.
SCI.9.E.6
Demonstrate an understanding of the nature of static electricity.
Include the following: attraction, repulsion, negative and positive charge, electricity models of static electricity.
SCI.9.E.7
Demonstrate an understanding of the method of arrangement, and the significance of position, of elements on the periodic table.
Include the following: atomic number, valence electrons, periodicity, reactivity, metal, non-metal, metalloid, staircase, element family, alkali metal, alkaline earth metal, noble gas, halogen.
Energy: The total amount of energy in the universe is always the same but can be transferred from one energy store to another during an event.
SCI.9.E.8
Demonstrate an understanding of the many uses of alternating and direct current electricity in modern society.
Examples: in the home, in transportation, in manufacturing, in technology.
SCI.9.E.9
Demonstrate an understanding of the law of conservation of energy and its implications.
Include the following: potential energy, energy sources, energy uses, efficiency.
SCI.9.E.10
Demonstrate an understanding of the basic principles of current electricity.
Include the following: polarity, cells, energy, current, voltage, resistance, simple circuits, series, and parallel circuits.
SCI.9.E.11
Demonstrate the understanding that there is a relationship between electrons and magnetic fields.
Include the following: electrical generator, permanent magnet, electromagnet, electromagnetism.
SCI.9.E.12
Demonstrate an understanding of various methods of electricity generation (e.g., hydro, fossil fuels, nuclear, solar, wind) and their pros and cons.
Include the following: sustainability, feasibility, economics.
SCI.9.E.13
Demonstrate an understanding of the basic process of the generation and transportation of hydroelectricity in Manitoba.
Include the following: potential energy of water, turbine, powerlines, household, appliances.
SCI.9.E.14
Demonstrate an understanding of safety precautions associated with electricity.
Examples: household electricity, power lines, transformer pad mount (green boxes), overhead transformers and transformer stations (substations)
Genetics: Genetic information is passed down from one generation of organisms to another.
SCI.9.E.15
Demonstrate an understanding of the role of asexual reproduction in various living things.
Examples: fission, budding, sporulation, vegetative propagation, regeneration
SCI.9.E.16
Demonstrate an understanding of the mechanism of sexual reproduction in plants, animals, and humans.
Include the following: gamete, sperm, egg, meiosis, zygote, mitosis, stem cell, differentiation.
SCI.9.E.17
Demonstrate an understanding of the structure, function, and hormonal regulation (e.g., testosterone, estrogen) of the human reproductive system.
SCI.9.E.18
Demonstrate an understanding of the role of sexual reproduction in generating variety in the traits of individuals.
Include the following: chromosome, dominant and recessive genes, diploid, haploid, recombination.
SCI.9.E.19
Demonstrate an understanding of naturally occurring and induced genetic mutations.
Include the following: somatic cell mutation, cancer, germ cell mutation, inheritance.
SCI.9.E.20
Demonstrate an understanding of the relationship between variations, selective pressures, and adaptation.
Examples: natural selection, sexual selection, artificial selection, migration
SCI.9.E.21
Demonstrate an understanding of the structure, function, and location of genetic material.
Include the following: nucleus, mitosis, human genome, DNA, genes, chromosomes, haploid, diploid, genotype, phenotype, trait.
SCI.9.E.22
Demonstrate an understanding of the nature of adaptation in infectious diseases, and related public health measures.
Include the following: preventative medicine, mutation, strain, antibiotics, vaccines, antibiotic resistance, waning effectiveness, waning immunity.
Evolution: The diversity of organisms, living and extinct, is the result of evolution.
SCI.9.E.23
Demonstrate an understanding of the timeline of evolution of life on Earth.
Include the following: first appearance of life at least 3.5 billion years ago, simple cell organisms, multicellular organisms, large animals, plants, fungi.
SCI.9.E.24
Demonstrate an understanding of the methods and evidence used by scientists to estimate when, and what type(s) of, living things first appeared on Earth.
Examples: fossil record, geochemical evidence, molecular biological evidence
SCI.9.E.25
Demonstrate an understanding of the role of natural and sexual selection in the evolution of life on Earth.
Include the following: competition, resources, selective pressure, advantageous traits, variation, inheritance, adaptation.
SCI.9.E.26
Demonstrate the understanding that adaptations accumulating over time can lead to the formation of new species.
Include the following: common ancestor, natural selection, mutation, sexual selection.
SCI.9.E.27
Demonstrate an understanding of the similarities and differences between natural and artificial selection.
Include the following: selective breeding, domestication, agriculture.
SCI.9.E.28
Demonstrate the understanding that environmental changes cause changes in the selective pressures acting on populations.
Include the following: adaption, population growth, extinction, climate change.
Curriculum implementation resources will include supplementary documents to support implementation. This section and the support documents will continue to be updated, so you are encouraged to visit the site regularly.
