## Curriculum Connections.

Curriculum connections exist between the
SKNOWLEDGE Collective spanning across many disciplines and age groups from elementary to post-secondary! Select your age group of interest to view a list of always expanding examples from the Ontario Curriculum highlighting connections to math, environmental education, science, to language arts! |

**ELEMENTARY EDUCATION**

**The Ontario Curriculum, Grades 1-8,**

*Grade 2: Mathematics*Data Management and Probability

*Collection and Organization of Data*

- Gather data to answer a question, using a simple survey with a limited number of responses ;
- Collect and organize primary data (e.g., data collected by the class) that is categorical or discrete (i.e., that can be counted, such as the number of students absent), and display the data using one-to-one correspondence in concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers (e.g., tally charts, diagrams), with appropriate titles and labels and with labels ordered appropriately along horizontal axes, as needed

*Data Relationships*

- Read primary data presented in concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers (e.g., tally charts, diagrams), and describe the data using mathematical language;
- Pose and answer questions about class generated data in concrete graphs, pictographs, line plots, simple bar graphs, and tally charts;
- Distinguish between numbers that represent data values and numbers that represent the frequency of an event

**The Ontario Curriculum, Grades 1-8,**

*Grade 2: Science and Technology*Understanding Earth and Space Systems / Air and Water in the Environment

*2. Developing Investigation and Communication Skills:*

2.1 Established safety procedures during science / technology investigations

2.3 Investigate through experimentation the characteristics of water and it’s uses

2.5 Investigate water in the natural environment

2.6 Use appropriate science and technology vocabulary in oral and written communication

*3. Understanding Basic Concepts*

3.4 Identify sources of water in the natural and built environment

**The Ontario Curriculum, Grades 1-8,**

*Grade 3: Mathematics*Measurement

*Attributes, Units, and Measurement Sense*

- Estimate, measure, and record length, height, and distance, using standard units
- Read time using analogue clocks, to the nearest five minutes, and using digital clocks (e.g., 1:23 means twenty-three minutes after one o’clock), and represent time in 12-hour notation;
- Estimate, read (i.e., using a thermometer), and record positive temperatures to the nearest degree Celsius (i.e., using a number line; using appropriate notation)
- identify benchmarks for freezing, cold, cool, warm, hot, and boiling temperatures as they relate to water and for cold, cool, warm, and hot temperatures as they relate to air (e.g., water freezes at 0°C; the air temperature on a warm day is about 20°C, but water at 20°C feels cool)

*Measurement Relationships *

- Compare standard units of length (i.e., centimetre, metre, kilometre) (e.g., centimetres are smaller than metres), and select and justify the most appropriate standard unit to measure length;
- Solve problems involving the relationships between minutes and hours, hours and days, days and weeks, and weeks and years, using a variety of tools (e.g., clocks, calendars, calculators)

*Collection and Organization of Data*

- Collect data by conducting a simple survey about themselves, their environment, issues in their school or community, or content from another subject;
- Collect and organize categorical or discrete primary data and display the data in charts, tables, and graphs (including vertical and horizontal bar graphs), with appropriate titles and labels and with labels ordered appropriately along horizontal axes, as needed, using many-to-one correspondence

*Data Relationships*

- Read primary data presented in charts, tables, and graphs (including vertical and horizontal bar graphs), then describe the data using comparative language, and describe the shape of the data;
- Interpret and draw conclusions from data presented in charts, tables, and graphs

**The Ontario Curriculum, Grades 1-8,**

*Grade 4: Mathematics*Measurement

*Attributes, Units, and Measurement Sense*

- Estimate, measure, and record length, height, and distance, using standard units (i.e., millimetre, centimetre, metre, kilometre) (e.g., a pencil that is 75 mm long);
- Estimate, measure (i.e., using an analogue clock), and represent time intervals to the nearest minute;
- Draw items using a ruler, given specific lengths in millimetres or centimetres;
- Estimate, measure, and record the capacity of containers (e.g., a drinking glass, a juice box), using the standard units of the litre and the millilitre;
- Estimate, measure using concrete materials, and record volume, and relate volume to the space taken up by an object;

*Measurement Relationships *

- Describe, through investigation, the relationship between various units of length (i.e., millimetre, centimetre, decimetre, metre, kilometre);
- Select and justify the most appropriate standard unit (i.e., millimetre, centimetre, decimetre, metre, kilometre) to measure the side lengths and perimeters of various polygons;
- Determine, through investigation, the relationship between millilitres and litres

*Collection and Organization of Data*

- Collect data by conducting a survey or an experiment to do with themselves, their environment, issues in their school or the community, or content from another subject, and record observations or measurements;
- Collect and organize discrete primary data and display the data in charts, tables, and graphs (including stem-and-leaf plots and double bar graphs) that have appropriate titles, labels , and scales (e.g., with appropriate increments) that suit the range and distribution of the data, using a variety of tools

*Data Relationships*

- Read, interpret, and draw conclusions from primary data (e.g., survey results, measurements, observations) and from secondary data (e.g., temperature data in the newspaper, data from the Internet about endangered species), presented in charts, tables, and graphs (including stem-and-leaf plots and double bar graphs);
- Compare similarities and differences between two related sets of data, using a variety of strategies

**The Ontario Curriculum, Grades 1-8,**

*Grade 5: Mathematics*Measurement

*Attributes, Units, and Measurement Sense*

- Estimate and determine elapsed time, with and without using a time line, given the durations of events expressed in minutes, hours, days, weeks, months, or years;
- Measure and record temperatures to determine and represent temperature changes over time;

*Measurement Relationships *

- Solve problems requiring conversion from metres to centimetres and from kilometres to metres;
- Solve problems involving the relationship between a 12-hour clock and a 24-hour clock;
- Determine, through investigation, the relationship between capacity (i.e., the amount a container can hold) and volume (i.e., the amount of space taken up by an object), by comparing the volume of an object with the amount of liquid it can contain or displace

*Collection and Organization of Data*

- Distinguish between discrete data (i.e., data organized using numbers that have gaps between them, such as whole numbers, and often used to represent a count, such as the number of times a word is used) and continuous data (i.e., data organized using all numbers on a number line that fall within the range of the data, and used to represent measurements such as heights or ages of trees);
- Collect data by conducting a survey or an experiment (e.g., gather and record air temperature over a two-week period) to do with themselves, their environment, issues in their school or community, or content from another subject, and record observations or measurements;
- Collect and organize discrete or continuous primary data and secondary data and display the data in charts, tables, and graphs (including broken-line graphs) that have appropriate titles, labels (e.g., appropriate units marked on the axes), and scales that suit the range and distribution of the data (e.g., to represent precipitation amounts ranging from 0 mm to 50 mm over the school year, use a scale of 5 mm for each unit on the vertical axis and show months on the horizontal axis), using a variety of tools
- Demonstrate an understanding that sets of data can be samples of larger populations (e.g., to determine the most common shoe size in your class, you would include every member of the class in the data; to determine the most common shoe size in Ontario for your age group, you might collect a large sample from classes across the province); – describe, through investigation, how a set of data is collected (e.g., by survey, measurement, observation) and explain whether the collection method is appropriate

*Data Relationships*

- Read, interpret, and draw conclusions from primary data (e.g., survey results, measurements, observations) and from secondary data (e.g., precipitation or temperature data in the newspaper, data from the Internet about heights of buildings and other structures), presented in charts, tables, and graphs (including broken-line graphs);
- Calculate the mean for a small set of data and use it to describe the shape of the data set across its range of values, using charts, tables, and graphs (e
- Compare similarities and differences between two related sets of data, using a variety of strategies (e.g., by representing the data using tally charts, stem-and-leaf plots, double bar graphs, or broken-line graphs; by determining measures of central tendency [i.e., mean, median, and mode]; by describing the shape of a data set across its range of values).

**The Ontario Curriculum, Grades 1-8,**

*Grade 6: Mathematics*Measurement

*Attributes, Units, and Measurement Sense*

- Estimate, measure, and record length, area, mass, capacity, and volume, using the metric measurement system;

*Measurement Relationships *

- Select and justify the appropriate metric unit (i.e., millimetre, centimetre, decimetre, metre, decametre, kilometre) to measure length or distance in a given real-life situation;
- Solve problems requiring conversion from larger to smaller metric units (e.g., metres to centimetres, kilograms to grams, litres to millilitres)

*Collection and Organization of Data*

- Collect data by conducting a survey (e.g., use an Internet survey tool) or an experiment to do with themselves, their environment, issues in their school or community, or content from another subject, and record observations or measurements;
- Collect and organize discrete or continuous primary data and secondary dataand display the data in charts, tables, and graphs (including continuous line graphs) that have appropriate titles, labels , and scales that suit the range and distribution of the data, using a variety of tools;
- Select an appropriate type of graph to represent a set of data, graph the data using technology, and justify the choice of graph (i.e., from types of graphs already studied, such as pictographs, horizontal or vertical bar graphs, stem-and-leaf plots, double bar graphs, broken-line graphs, and continuous line graphs);
- Determine, through investigation, how well a set of data represents a population, on the basis of the method that was used to collect the data

*Data*

*Relationships*

- Read, interpret, and draw conclusions from primary data (e.g., survey results, measurements, observations) and from secondary data (e.g., sports data in the newspaper, data from the Internet about movies), presented in charts, tables, and graphs (including continuous line graphs);
- Demonstrate, through investigation, an understanding of how data from charts, tables, and graphs can be used to make inferences and convincing arguments (e.g., describe examples found in newspapers and magazines)

**The Ontario Curriculum, Grades 1-8,**

*Grade 7: Mathematics*Number Sense and Numeration

*Quantity Relationships*

- Identify and compare integers found in real-life contexts (e.g., –10°C is much colder than +5°C);
- Select and justify the most appropriate representation of a quantity (i.e., fraction, decimal, percent) for a given context

*Operational Sense*

- solve multi-step problems arising from real-life contexts and involving whole numbers and decimals, using a variety of tools;
- use estimation when solving problems involving operations with whole numbers, decimals, and percents, to help judge the reasonableness of a solution

*Collection and Organization of Data*

- Collect data by conducting a survey or an experiment to do with themselves, their environment, issues in their school or community, or content from another subject and record observations or measurements;
- Collect and organize categorical, discrete, or continuous primary data and secondary data and display the data in charts, tables, and graphs that have appropriate titles, labels , and scales (e.g., with appropriate increments) that suit the range and distribution of the data, using a variety of tools;
- Select an appropriate type of graph to represent a set of data, graph the data using technology, and justify the choice of graph;
- Identify bias in data collection methods

*Data Relationships*

- Read, interpret, and draw conclusions from primary data (e.g., survey results, measurements, observations) and from secondary data (e.g., temperature data) presented in charts, tables, and graphs;
- Identify, through investigation, graphs that present data in misleading ways (e.g., line graphs that exaggerate change by starting the vertical axis at a point greater than zero);
- Identify and describe trends, based on the distribution of the data presented in tables and graphs, using informal language;
- Make inferences and convincing arguments that are based on the analysis of charts, tables, and graphs

**The Ontario Curriculum, Grades 1-8,**

*Grade 8: Mathematics*Number Sense and Numeration

*Proportional Relationships*

*Identify and describe real-life situations involving two quantities that are directly proportional;*

*Attributes, Units, and Measurement Sense*

- Research, describe, and report on applications of volume and capacity measurement

*Measurement Relationships*

- Solve problems that require conversions involving metric units of area, volume, and capacity ;
- measure the circumference, radius, and diameter of circular objects, using concrete materials;
- determine, through investigation using a variety of tools and strategies (e.g., generalizing from the volume relationship for right prisms, and verifying using the capacity of thin-walled cylindrical containers), the relationship between the area of the base and height and the volume of a cylinder, and generalize to develop the formula (i.e.,Volume = area of base x height)

*Data Management and Probability*

- Collect data by conducting a survey or an experiment to do with themselves, their environment, issues in their school or community, or content from another subject, and record observations or measurements;
- Organize into intervals a set of data that is spread over a broad range (e.g., the age of respondents to a survey may range over 80 years and may be organized into ten-year intervals);
- Collect and organize categorical, discrete, or continuous primary data and secondary data, and display the data in charts, tables, and graphs;
- Select an appropriate type of graph to represent a set of data, graph the data using technology, and justify the choice of graph

*Data Relationships*

- Read, interpret, and draw conclusions from primary data and from secondary data ;
- Determine, through investigation, the appropriate measure of central tendency (i.e., mean, median, or mode) needed to compare sets of data ;
- Demonstrate an understanding of the appropriate uses of bar graphs and histograms by comparing their characteristics ;
- Compare two attributes or characteristics (e.g., height versus arm span), using a scatter plot, and determine whether or not the scatter plot suggests a relationship
- Identify and describe trends, based on the rate of change of data from tables and graphs, using informal language (e.g., “The steep line going upward on this graph represents rapid growth. The steep line going downward on this other graph represents rapid decline.”);
- Make inferences and convincing arguments that are based on the analysis of charts, tables, and graphs;
- Compare two attributes or characteristics, using a variety of data management tools and strategies (i.e., pose a relevant question, then design an experiment or survey, collect and analyze the data, and draw conclusions).

**The Ontario Curriculum, Grades 1-8,**

*Grade 8: Science and Technology*Understanding Earth and Space Systems / Water Systems

*1. Relating Science and Technology to Society and the Environment*

1.3 Assess the impact on local and global water systems of a scientific discovery or technological innovation.

*2. Developing Investigation and Communication Skills*

2.1 Follow established safety procedures for use of apparatus and chemicals

*3. Understanding Basic Concepts*

3.1 Identify the various states of water on the earths surface

3.2 Demonstrate an understanding of the watershed as a fundamental geographic unit and explain how it relates to water management and planning

3.4 Identify factors that affect the size of glaciers, polar ice-caps, and describe the effect of these changes on local and global water systems

3.5 Explain changes in atmospheric conditions caused by the presence of bodies of water

**SECONDARY EDUCATION**

Coming soon ...