Strand A: STEM Skills, Careers, and Connections
| SNC1W (2022) | SNC1D (2008) | SNC1P (2008) | New Key Learning |
| Strand A: STEM Skills, Careers, and Connections | Strand A: Scientific Investigation Skills and Career Exploration | Strand A: Scientific Investigation Skills and Career Exploration | The learning related to this strand takes place in the context of learning in the Biology, Chemistry, Physics, and Earth and Space Science strands. |
| STEM Investigation Skills | Scientific Investigation Skills | Scientific Investigation Skills | |
| A1. apply scientific processes and an engineering design process in their investigations to develop a conceptual understanding of the science they are learning, and apply coding skills to model scientific concepts and relationships | A1. 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) | A1. 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) | |
| A1.1 apply a scientific research process and associated skills, making connections between their research and the scientific concepts they are learning | A1.1 – A1.13 | A1.1 – A1.13 | The learning related to Scientific Investigation Skills from A1.1 – A1.13 has been included in the scientific research and scientific experimentation.
Students will continue to engage in a scientific research and scientific experimentation throughout the course as they investigate scientific concepts. These processes are further explained in the curriculum context. |
| A1.2 apply a scientific experimentation process and associated skills to conduct investigations, making connections between their observations and findings and the scientific concepts they are learning | |||
| A1.3 apply an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems | Students will use an engineering design process (EDP), which provides a framework for students and teachers as they plan and build solutions to problems or develop ways to address needs that connect to the curriculum and the world around them. | ||
| A1.4 apply coding skills to investigate and to model scientific concepts and relationships | Building on their learning in elementary mathematics and elementary science and technology, students will apply their coding skills to learn and model scientific concepts and relationships. | ||
| A1.5 apply their knowledge and understanding of safe practices and procedures, including the Workplace Hazardous Materials Information System (WHMIS), while planning and carrying out hands-on investigations | A1.4 apply knowledge and understanding of safe practices and procedures when planning investigations, with the aid of appropriate support materials | A1.4 apply knowledge and understanding of safe practices and procedures when planning investigations, with the aid of appropriate support materials | |
| Applications, Careers, and Connections | Career Exploration | Career Exploration | |
| A2. analyse how scientific concepts and processes can be applied in practical ways to address real-world issues and in various careers, and describe contributions to science from people with diverse lived experiences | A2. 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 | A2. 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 | Students will apply and connect their learning in science to real-world issues and careers. They will also explore contributions to science from people with diverse lived experiences. |
| A2.1 design an experiment or prototype to explore a problem relevant to a STEM-related occupation, such as a skilled trade, using findings from research | A2.1 identify and describe a variety of careers related to the fields of science under study and the education and training necessary for these careers | A2.1 identify and describe a variety of careers related to the fields of science under study and the education and training necessary for these careers | Building on the learning from the revised Elementary Science and Technology curriculum (2022), students in Grade 9 make connections between the science they are learning and STEM-related careers, including skilled trades, by engaging in hands-on experimentation and engineering design. |
| A2.2 describe how scientific innovations and emerging technologies, including artificial intelligence systems, impact society and careers | Students will have opportunities to explore the impacts of scientific innovations and emerging technologies, including artificial intelligence systems, on society and careers. | ||
| A2.3 analyse how the development and application of science is economically, culturally, and socially contextualized, by investigating real-world issues | Students will have an opportunity to investigate and analyse the ways in which scientific development and application is contextualized by economic, cultural, and social factors. | ||
| A2.4 apply scientific literacy skills when investigating social and environmental issues that have personal, local, and/or global impacts | Students will develop scientific literacy skills throughout this course. | ||
| A2.5 analyse contributions to science by people from various communities, including communities in Canada | A2.2 identify scientists, including Canadians, who have made a contribution to the fields of science under study | A2.2 identify scientists, including Canadians, who have made a contribution to the fields of science under study | Students will analyse the contributions to science by people from various communities. |
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