Curriculum - Grade 9
More Information
Links to the Ontario Curriculum
Kids' Fish Art Contest Activities 1-7
[1]: Webs & Stacks
[2]: Know Your Fish!
[3]: Fish & Habitat Balance Mobiles
[4]: One Person's Trash (fish)...
[5]: Chinook Salmon: Too Successful?
[6]: Sketch Studies
[7]: Young Angler’s Licence Artwork
Numbers in [] following expectations refer to the activity number that will contribute to that expectation.
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Expectations for the Ontario Curriculum
Grade 9, Comprehensive Arts, Open
Theory
Overall Expectations
- Describe, orally and in writing, the elements and principles of the arts found in their own work and that of others [7]
Specific Expectations
- Identify the elements and principles common to all the arts [7]
- Demonstrate an understanding of arts elements that are specific to each of the arts [7]
- Demonstrate an understanding of the use of elements and principles in various artworks of their own and others [7]
- Explain how chosen techniques used in works and productions communicate mood and message [7]
Creation
Overall Expectations
- Create a work by applying concepts common to all arts areas [2/3, 6/7]
- Create works in all arts areas by applying techniques specific to each [2/3, 6/7]
Specific Expectations
- Create works in one art by applying elements and principles found in all the arts [2/3, 6/7]
- Communicate a specific message, using appropriate materials, techniques, and technologies [2/3, 6/7]Document the creative process through blocking, choreographic notes, sketches, and musical outlines [6/7]
Analysis
Overall Expectation
- Demonstrate the ability to conduct a step-by-step critical analysis of their own work and that of others [7]
Specific Expectations
- Apply the process of critical analysis to selected works and productions [7]
Grade 9, Visual Arts, Open
Theory
Overall Expectations
- Apply an understanding of the elements and principles of design to personal, historical, and contemporary artworks [7]
Design and Composition
- Apply the elements and principles of design to their own art, to historical art works, and to natural and constructed environments [7]
- Understand and apply the elements and principles of design as expressive components in their personal creative works [7]
Creation
Overall Expectations
- Use materials and processes to create art objects that express their intent [2/3, 6/7]
- Apply the elements and principles of design [2/3, 6/7]
- Produce two- and three-dimensional artworks, using a variety of materials, tools, processes, and technologies [2/3, 6/7]
- Apply the creative process in their work [2/3, 6/7]
- Explain the function of research and technology in visual arts [2/3, 6/7]
Perceiving and Planning
- Demonstrate appropriate selection of tools, materials, processes, and technologies for use in their art production [2/3, 6/7]
- Compile a collection of visual resources [2/3, 6/7]
Experimenting and Producing
- Demonstrate an understanding of basic drawing skills and concepts through the use of various materials and a variety of strategies [2/3, 6/7]
- Demonstrate an understanding of materials, basic skills, and concepts in painting, print making, and sculpture [7]
- Complete studio projects in fine art and applied design using the creative process [2/3, 6/7]
- Complete exercises and produce artworks in a variety of media to solve open-ended problems [2/3, 6/7]
- Demonstrate the ability to create representational, abstract, and non-objective artworks that convey ideas or concepts [2/3, 6/7]
Analysis
Overall Expectations
- Apply a framework of critical analysis to their own and acknowledged artworks through participation in a variety of art-viewing strategies [7]
- Explain, through critical analysis, the function of their artworks and those of other cultures [7]
Critical Process
- Describe the materials used and steps followed in the creation of a particular artwork [7]
- Explain how artistic intentions are expressed in specific examples of historical and student artworks [7]
Aesthetics
- Describe how art can imitate life [3, 7]
- Explain the organization of visual content in the creation of artworks [3, 7]
Grade 9, Science, Academic
Scientific Investigation Skills and Career Exploration
Overall Expectations
- Demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating) [1, 2, 4, 5]
- Identify and describe a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made contributions to those fields [5]
Scientific Investigation Skills
- Formulate scientific questions about observed relationships, ideas, problems, and/or issues, make predictions, and/or formulate hypotheses to focus inquiries or research [5]
- Identify and locate print, electronic, and human sources that are relevant to research questions [4]
- Analyse and interpret qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis, identify possible sources of error, bias, or uncertainty [5]
- Draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge [4]
- Communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentation, using appropriate language and a variety of formats [4]
Career Exploration
- Identify and describe a variety of careers related to the fields of science under study and the education and training necessary for these careers [5]
Biology: Sustainable Ecosystems
Overall Expectations
- 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 [1, 2, 4, 5]
- Investigate factors related to human activity that affect terrestrial and aquatic ecosystems, and explain how they affect the sustainability of these ecosystems [1, 2, 4, 5]
- Demonstrate and 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 [1, 2/3, 4, 5]
Relating Science to Technology, Society, and the Environment
- Assess, on the basis of research, the impact of a factor related to human activity that threatens the sustainability of a terrestrial or aquatic ecosystem [1, 2, 4, 5]
Developing Skills of Investigation and Communication
- Use appropriate terminology related to sustainable ecosystems, including, but not limited to: bioaccumulation, biosphere, diversity, ecosystem, equilibrium, sustainability, sustainable use, protection, and watershed [1, 2/3, 4, 5]
- 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 [5]
- Analyse the effect of human activity on the populations of terrestrial and aquatic ecosystems by interpreting data and generating graphs [5]
Understanding Basic Concepts
- 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 [1, 2, 4, 5]
- Identify various factors related to human activity that have an impact on ecosystems, and explain how these factors affect the equilibrium and survival of ecosystem [1, 2/3, 4, 5]
Grade 9, Science, Applied
Scientific Investigation Skills and Career Exploration
Overall Expectations
- Demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating) [1, 2/3, 4, 5]
- Identify and describe a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made contributions to those fields [5]
Scientific Investigation Skills
- Formulate scientific questions about observed relationships, ideas, problems, an/or issues, make predictions, and/or formulate hypotheses to focus inquiries or research [5]
- Identify and locate print, electronic, and human sources that are relevant to research questions [4]
- Analyse and interpret qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis, identifying possible sources of error, bias, or uncertainty [5]
- Draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge [4]
- Communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentation, using appropriate language and a variety of formats [4]
Career Exploration
- Identify and describe a variety of careers related to the fields of science under study and the education and training necessary for these careers [5]
Biology: Sustainable Ecosystems and Human Activity
Overall Expectations
- Analyse the impact of human activity on terrestrial or aquatic ecosystems, and assess the effectiveness of selected initiatives related to environmental sustainability [1, 2, 4, 5]
- Investigate factors related to human activity that affect terrestrial and aquatic ecosystems, and explain how they affect the sustainability of these ecosystems [1, 2, 4, 5]
- Demonstrate and 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 [1, 2/3, 4, 5]
Relating Science to Technology, Society, and the Environment
- Analyse, on the basis of research, how a human activity threatens the sustainability of a terrestrial or aquatic ecosystem [1, 2, 4, 5]
Developing Skills of Investigation and Communication
- Use appropriate terminology related to sustainable ecosystems, including, but not limited to: biodiversity, biotic, ecosystems, equilibrium, species diversity, sustainability, and watershed [1, 2/3, 4, 5]
- 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 [1, 2/3, 4, 5]
- Analyse the effect of factors related to human activity on terrestrial or aquatic ecosystems by interpreting data and generating graphs [5]
Understanding Basic Concepts
- 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 [1, 2/3, 4, 5]
- Identify some factors related to human activity that have an impact on ecosystems, and explain how these factors affect the equilibrium and survival of populations in terrestrial and aquatic ecosystem [1, 2, 4, 5]
Grade 9, Mathematics, Academic
Number Sense and Algebra
Manipulating Expressions and Solving Equations
- Solve problems requiring the manipulation of expressions arising from applications of percent, ratio, rate, and proportion [1]
Linear Relations
Overall Expectations
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Apply data management techniques to investigate relationships between two variables [5]
Using Data Management to Investigate Relationships
- Pose problems, identify variables, and formulate hypotheses associated with relationships between two variables [5]
- Describe rends and relationships observed in data, make inferences from data, compare the inferences with hypotheses about the data, and explain any differences between the inferences and the hypotheses [5]
Connecting Various Representations of Linear Relations
- Describe a situation that would explain the events illustrate by a given graph of a relationship between two variables [5]
Grade 9, Mathematics, Applied
Number Sense and Algebra
Solving Problems Involving Proportional Reasoning
- Solve problems involving ratios, rates, and directly proportional relationships in various contexts, using a variety of methods [1]
Linear Relations
Overall Expectations
- Apply data-management techniques to investigate relationships between two variables [5]
Using Data Management to Investigate Relationships
- Pose problems, identify variables, and formulate hypotheses associated with relationships between two variables [5]
- Describe trends and relationships observed in data, make inferences from data, compare the inferences with hypotheses about the data, and explain any differences between the inferences and the hypotheses [5]
Connecting Various Representations of Linear Relations
- Describe a situation that would explain the events illustrate by a given graph of a relationship between two variables [5]
