SECTOR 2 Bentinck Island

Posted on January 28, 2013 by Garry Fletcher

Aerial Maps Courtesy of the CRD Natural Areas Atlas

1. South Entrance to Eemdyk Pass

: The south side of Bentinck Island with Race Rocks in the foreground

: The cleared field is part of the DND facility.

: Entering the Bay inside of Christopher Point.

2.South Bentinck Island

: The Doctor’s House from when this was a leper colony, still stands just up from the military docks on Bentinck Island

: This is pilot bay n the south East side of Bentinck Island. The shipwreck Barnard Castle lies in these waters.

3. Central Bays and east lobe of Bentinck Island

: View north through Eemdyk Pass. At low tide you can almost walk across this passage. Moon snail egg cases are found on the sandy bottom

: The east lobe of Bentinck Island, viewed from the East.

: View looking to the north with Pedder Bay in the upper right distance.

4. Central Island in Eemdyk Passage

: The vegetation on this island is pristine with native plants, since it has never been grazed. The trees are mostly stunted from the effects of salt spray from winds from the west. For instance, one large Garry Oak hugs the sloping rise on the western side, less than a metre from the ground but 10 metres long. The only human evidence is a burial cairn and a power pole.

: Eemdyk Passage. At slack tide the Nereocystis leutkeana floats on the surface. When the current gets to 5 knots, it is dragged down..

: The island in the centre of the channel with the hydro pole on it . This has remarkable examples of Krumholtz vegetation, with exposure to the salt spray from storms in the Strait

: Going through the channel, Race Rocks shows up briefly over the isthmus of the three lobes of the island.

5. North Bentinck Island

: Bentinck Island with Rocky Point DND facility

: A view to the southwest over Bentinck Island

: North Rock to Bentinck Island

: The northeast point of Bentinck Island

6. Rocky Point Shoreline between Cape Calver and Edye Point.

: Rocky Point between Cape Calver on the right and Edye Point on the left. The view is toward the west.

: Bentinck Island on the left with Eemdyk pass separating the island and Rocky Point

: Map of the complete area

: The DND has placed concrete blocks along a pocket pebble beach shoreline. Presumably the purpose is to prevent erosion of a roadway that comes close to the berm. Unfortunately such solid seawall structures may induce scouring of beach materials as waves hit with an impact on the seaward side.

The MetchosinMarine website has been created to represent the contiguous ecosystems of the Race Rocks Ecological Reserve/Marine Protected Area and for the use of the Green Blue Spaces sub committee of the Metchosin Environmental Advisory Select Committee (MEASC). Copyright: G.Fletcher 2013

Metchosin 2010 Sustainability Report: Building Resilience for Uncertainty.

Posted on January 25, 2013 by Garry Fletcher

The Metchosin 2010 Sustainability Report: Building Resilience for Uncertainty.

( Note: this has been converted from a WORD document, so some formatting has been changed)

March 29, 2011

EXECUTIVE SUMMARY

In 2009 the District of Metchosin signed the British Columbia Climate Action Charter, committing the District to reducing greenhouse gas (GHG) emissions. The high environmental and financial costs of dependency on fossil fuels and the potential effects of climate change make Metchosin vulnerable to a range of new challenges, including increased costs for municipal services, vulnerability to food and water shortages, and increased risk of natural disasters.

This report outlines ways in which the District and residents can prepare for these challenges by building resilience and sustainability into the community through personal choices and careful government decision making and it provides recommendations for action in a number of specific areas.

SUMMARY OF RECOMMENDED ACTIONS
FORESTS

Metchosin’s existing protected areas, current zoning, and tree cutting bylaws will help to maintain tree cover in our largely forested municipality and thereby facilitate carbon storage and reduce water run-off and erosion. The following recommendations will further enhance Metchosin’s ability to protect habitat and store and sequester carbon.

Celebrate the values associated with Metchosin’s forests-including carbon sequestration and storage-and maintain current municipal efforts to protect them;
Increase protected forest lands in Metchosin, where agriculture is not affected;
Consider forest restoration and better management of our existing forests (for example, through invasive species control);
Increase awareness of issues such as insects and disease in our forests, and consider implementing a program such as FireSmart to reduce the risk of forest fires.

MARINE COASTLINE

Metchosin’s existing shoreline slopes development permit area, large lots and low density zoning have helped to reduce development impacts along coastlines, and have protected marine coastal habitat and its ability to store and sequester carbon. Metchosin will help achieve sustainability and resiliency in its coastal areas by implementing the following:

Lobby senior governments to recognize that municipalities are often the first to notice problems along their marine coasts and municipalities need the authority to protect these ecosystems;
Consider zoning all marine shorelines in Metchosin as a development permit area in order to protect their natural values;
Establish a program to document and monitor coastal resources, including eel-grass and kelp beds, and forage fish habitat, with the goal of ensuring no net loss of those resources;
Produce a pamphlet to help educate both the public, and land owners with property bordering on the shoreline, of the sensitivity of coastal ecosystems, in order to reduce harmful impacts on coastal ecosystems;
Identify and map areas important to forage fish and consider a method of restricting beach fires and other damaging activities in these areas at times of the year which are sensitive for forage fish.

GROUND and SURFACE WATER

Water is fundamental to all living things and locally we must ensure the continued quantity and quality of our water supply. Metchosin has done much to ensure the protection of its surface waters with the Rainwater Protection and Management bylaw. Two of Metchosin’s lakes, Matheson and Blinkhorn, have no development around their shores, which protects their healthy aquatic and riparian ecosystems. The Bilston Creek Development Permit Area zoning reduces the impact of development on Bilston Creek. The following actions will further protect the District’s critically important water resources:

Incorporate into the OCP recognition of the importance of sustaining our surface water, groundwater, and water table (i.e., aquatic systems) in order to provide safe, clean water for our needs while ensuring sufficient water for natural (ecological) systems;
Develop a groundwater protection bylaw to protect groundwater quality and sustainability into the future;
Consider control of aggressive introduced species that lead to rapid infill of wetlands (e.g. purple loosestrife and yellow iris);

Encourage the restoration of wetlands;
Encourage the orderly flow of piped water, to extend the life of the CRD water infrastructure as long as possible into the future;

Promote rainwater harvest, xeriscaping, and efficient irrigation to conserve groundwater;
Protect groundwater and all bodies of water from pollution;
Support changes to building and plumbing codes to permit the reuse of greywater, for activities where it is deemed safe.
Encourage farmers to improve agricultural irrigation water productivity (e.g. drip irrigation).

GREEN AND BLUE SPACES

Metchosin is fortunate to have considerable intact natural areas. It is important to preserve unprotected green and blue spaces, in part to maintain the ecosystem services they provide. Ways to ensure this are:

Lobby the provincial government to protect provincial Crown lands in Metchosin as parkland;
Lobby the federal government to protect/preserve the ecological integrity and natural areas of the lands it owns (i.e., Mary Hill, Rocky Point, and Albert Head);
Support efforts to protect areas identified in the 2011 Parks report (Report on Ecological Values of Potential Park Acquisitions), the OCP and the Blue/Green Spaces Strategy;
Support residents and other organizations in their desire to protect the natural values of their properties through placing voluntary conservation covenants on their properties.

AGRICULTURE

Maintaining and expanding local agriculture is an important component of the strategy to enhance Metchosin’s ability to respond to the threat of a changing climate and dependence on off-Island food sources. The following actions will help protect the District’s agricultural potential:

Support and enhance the Agricultural Land Commission ‘s mandate to preserve agricultural lands for agriculture;
Maintain and, where possible, strengthen the protection of agricultural land, possibly through the adoption of an Agriculture Area Plan;
Support efforts to improve public awareness of local agriculture and farmer access to local markets;
Support sufficient vending opportunity in Metchosin and other area markets;
Support programs providing educational and extension services to new farmers, including workshop, demonstration, mentorship and other services;
Support and encourage local abattoir capacity;
Support and encourage local agricultural producers;
Support the Peninsula Agriculture Commission as regional venue to protect and preserve agriculture in southern Vancouver Island;
Support sustainable greenhouse capability;
Support edge planning (buffering/hedgerows) around individual farms and around the ALR;
Support initiatives to improve long term leasing opportunities for agriculture;
Consider options for improving agricultural irrigation water productivity (eg drip irrigation);
Encourage and support organic farming practices and ecological stewardship;
Encourage the most efficient use of ground and surface water possible;
Educate the public on the control of invasive and noxious weeds, such as Tansy ragwort, gorse and Scotch broom;
Support initiatives for opportunities for small farmers to increase and diversify incomes through value-added products, agricultural services, and on-farm processing;
Support Vancouver Island University’s proposed Agriculture Resource and Innovation Centre as a vehicle for the provision of education and extension services to Vancouver Island farmers.

RECREATION

Metchosin residents have many opportunities to enjoy recreational activities at home instead of traveling to other municipalities. Some ways to increase these opportunities are:

Encourage the use of Metchosin sports facilities by promoting more participation by Metchosin residents (e.g. cricket field, tennis court, riding rink and dirt jump park);
Encourage partnerships with the YM/WCA-Camp Thunderbird, the Boys and Girls Club-Metchosin Wilderness Camp, local schools, Pearson College and other appropriate organizations, for expansion of the use of their facilities to Metchosin residents;
Consider a partnership to develop an all-weather playing field and to promote the expanded use of the cricket field.

ENERGY AND GREEN HOUSE GAS EMISSIONS

TRANSPORTATIO

Transportation is cited as the leading cause of Metchosin’s green house gas (GHG) emissions. In order to reduce the District’s GHG emissions, it is important to improve access to public transportation and to overcome the community’s reluctance to use it. The following actions will help:

Continue to improve the availability of public transportation, bus shelters, secure bike storage, park & rides and carpooling by liaising with BC Transit and promote these travel options through public education;
Continue to improve pedestrian and non-motorized corridors (trails) by constructing bike lanes and trails where applicable and when funding permits;
Encourage and support a vehicle sharing co-op;
Consider the environmental standards of any vehicle purchased by the municipality and make purchases that best support the municipal objectives and the environment;
Review road design standards for municipal roads to ensure that they are in keeping with the character of the District, that they minimize environmental degradation and the potential for erosion, that they foster traffic safety and that they permit the safe and proper access for emergency and road maintenance vehicles;
As technology and funding opportunities become available, facilitate the establishment of an electric vehicle recharging station in the village centre.

2. BUILT STRUCTURES (including Residential)

The District has committed to reducing GHG emissions over 2007 levels by 33% by 2020. Buildings account for 13.8% of emissions. The provincial government has authority over the building code. Lobbying the province for changes which will enable greener buildings will help reduce emissions. Additional ways to achieve this are:

Consider land use decisions, as appropriate for Metchosin, based on changes in, and projections of, groundwater and aquifer levels, snow loads, extreme rain and droughts, greater storm surges along the shoreline. Revise snow load requirements, road drainage plans, floodplain and shoreline regulations and locally-adapted fire smart guidelines as needed;
Continue to assess bridges, septic systems and new infrastructure in floodplains using 100-200 year flood projections;
Lobby the province for changes to the Building Code that allow for greener building practices (e.g. greywater reuse systems, composting toilets);
Require all new construction to have minimal environmental impact, including minimizing GHG emissions;
Encourage policies promoting building methods that have minimal impact on ecosystems and landscape;
Continue to encourage building practices that minimize or offset the loss of pervious surfaces (see District Rainwater Management bylaw);
Allow other green building policies that can be demonstrated to meet the functions and safety objectives of the building code while protecting the interests of future owners, such as green roofs, night sky friendly lighting, etc.;
Post a personal carbon footprint calculator on the District website;
Post information on the District website about the latest technological innovations on energy use reduction strategies (e.g., see appendix 5);
Post government sponsored homeowner initiatives for carbon footprint and energy use reduction on the district website with links to Energy Canada (http://oee.nrcan.gc.ca/english/), LiveSmart BC (http://www.livesmartbc.ca/), BC Hydro (http://www.bchydro.com/), and BC Sustainable Living (http://www.bcsea.org/solutions) websites (see appendices 3, 4);
Investigate ways in which the District might help residents with renewable energy installations and energy efficiency improvements costs, and consider the concept of Local Improvement Charges;
Provide education on, and encourage, building upgrades regarding energy and water use, such as low flush or composting toilets, energy and water efficient appliances, rainwater storage, green roof, low emission windows, heat recovery systems including ground loop energy systems and solar electric and solar thermal energy systems;
Encourage building new structures to have net zero energy and water impact;
Encourage home energy audits, a first step to help inform home and business owners on their options when considering energy efficiency upgrades (such as sealing window and door drafts);
Develop relevant plans regarding emergency management to take into account increased forest fire risk, flooding, and wind, rain and snow storms;
Consider methods to reduce the footprint of buildings and non-food producing activities on agricultural land (eg encourage compact homes, shops, barns) and that the house and accessory building(s) and storage (parking) footprint does not affect agricultural production and viability.

SOLID WASTE

Metchosin residents are responsible for the disposal of septic wastes. The CRD has a well used recycling system in place, which is continually undergoing innovative change. Further suggestions for the District are:

Encourage the use of techniques which separate greywater from other sources of liquid waste so that greywater can be stored and used for irrigation (excluding irrigation of crops for human consumption);
Lobby for changes to building and plumbing codes to permit the reuse of greywater and composting toilets;
Encourage residents to maintain their septic systems to proper functioning condition and make information about proper septic system construction and maintenance available to Metchosin residents;
Consider the development of a municipal compost yard;
Encourage residents to adopt practices to contain household and kitchen garbage in secure, bear-proof receptacles.

TABLE OF CONTENTS

Executive Summary ——————————————————————————–	1
Table of Contents ————————————————————————————	6
Introduction ——————————————————————————————– Climate Action Charter —————————————————————-	78
Forests ———————————————————————————————-	11
Marine Coastline ————————————————————————————-	12
Ground and Surface Water ————————————————————————–	14
Green and Blue Spaces ——————————————————————————	16
Agriculture ————————————————————————————————	17
Recreation ————————————————————————————————	19
Energy and Green House Gas Emissions ——————————————————Transportation ——————————————————————————–Built Structures (including Residential) ————————————————- Solid Waste ————————————————————————————	2020 21 24
Appendix 1Metchosin Community Energy and Greenhouse Gas Emissions Inventory: 2007 –—	26
Appendix 2Mitigating and Adapting to Climate Change through the Conservation of Nature —–	28
Appendix 3Examples of Canadian Grant Initiatives ———————————————————-	29
Appendix 4Examples of Federal support for Home Retrofits October 2010 —————————-	30
Appendix 5Currently Viable Energy Initiatives —————————————————————–	31
References ———————————————————————————————-	32
Further Reading —————————————————————————————-

INTRODUCTION: SUSTAINABILITY AND RESILIENCE

In 2009, the District of Metchosin signed the British Columbia Climate Action Charter, committing us to reducing our GHG emissions. The high environmental and financial costs of dependency on fossil fuels and the potential effects of climate change make Metchosin vulnerable to a range of new challenges, including increased costs for municipal services, vulnerability to food and water shortages, and increased risk of natural disasters.

This report outlines ways in which the District and residents can prepare for these challenges by building resilience and sustainability into this community through personal choices and careful government decision making, and provides recommendations for action in a number of specific areas.

The report addresses the following diverse but related topics: Forests; Marine Coastline; Freshwater; Green and Blue Spaces; Agriculture; Recreation, and Energy and Greenhouse Gas Emissions (Transportation, Built Structures, and Waste). Under each topic we review context (how the topic is related to the goals of resilience and sustainability) and issues (how the topic pertains specifically to Metchosin), and provide recommendations for both the municipal staff and the citizens of Metchosin.

The terms sustainability and sustainable development can have very different meanings for different people. In its simplest interpretation, sustainability implies managing social, economic and ecological systems in order to sustain healthy communities and healthy ecosystems. This is the definition of sustainability that is adopted for this report.

An essential aspect to sustainability will be achieving the ability to absorb, recover and adapt to conditions and events we cannot predict. In other words, we must manage our communities and regions for resilience in every sector, from the infrastructure we build, to the social systems that bind us together in coexistence and cooperation, to the ecosystems that provide services essential to our survival.

Resilience – the ability of a system to absorb shocks, to avoid crossing a threshold into an alternate and possibly irreversible new state, and to regenerate after disturbance (Resilience Alliance, 2009).

The challenges ahead are immense and will require global cooperation among nations if we have a hope of solving them; but the local level is where this translates to concrete and measurable action. Community sustainability and resilience are improved by addressing a wide variety of sectors, from human social and economic systems and human built systems to ecological systems.

Responding to climate change and resource uncertainty requires the following:

mitigation of climate impacts through a reduction of fossil fuel use and greenhouse gas (GHG) emissions (e.g. cycling trails);
adaptation of our activities and infrastructure for the unavoidable impacts, regardless of current mitigation measures (e.g. building infrastructure to 100-200 yr flood levels);
conservation of the ecosystem that provides life supporting services to us (e.g. protecting forests);
management of the resources we have (e.g. water conservation).

These four themes – climate mitigation, climate adaptation, ecological conservation, and resource management – underlie and are addressed by the various topics covered in this report. By acting to address these specific areas, we will make significant strides towards ensuring comprehensive community sustainability and resilience for Metchosin into the future.

Action has already begun in the form of the BC Climate Action Charter – a climate mitigation and resource management measure to which Metchosin is a signatory – which commits the municipality to achieving GHG neutrality within its municipal operations by 2012 and a municipality-wide reduction of 33% by 2020. This report provides recommendations on how to work toward this commitment.

CLIMATE ACTION CHARTER

The Province of BC created a Climate Action Charter that states in part:

1 (e) governments urgently need to implement effective measures to reduce greenhouse gas (GHG) emissions and prepare for climate change impacts.

In 2009, the District of Metchosin signed the Climate Action Charter. Our community is committed by the Charter to the following goals:

i. being carbon neutral which respect to our operations by 2012,
ii. measuring and reporting on our community’s GHG emissions

The third goal of the Charter is written primarily for urban communities:

iii. creating complete, compact, more energy efficient rural and urban communities (e.g. foster a built environment that supports a reduction in car dependency and energy use, establish policies and processes that support fast tracking of green development projects, adopt zoning practices that encourage land use patterns that increase density and reduce sprawl.)

Metchosin feels that the rural and natural character of the municipality require a different and complementary approach to achieving the objectives of the charter – especially the third objective. For example, the Charter calls upon municipalities to

“adopt zoning practices that encourage land use patterns that increase density …” as a means of creating “compact, more energy efficient … communities.”

Increasing density is in direct conflict with Metchosin’s 1995 Official Community Plan (OCP). Metchosin must adopt its own, rural approach to addressing its commitments under the Charter. This will include maintaining the slow growth philosophy of the district, where small and slow is better.

In 1984, the district’s OCP projected a twenty year build-out population of 6,170; the census of 2006 reports a population of 4,795, significantly less than projected and a decrease from the previous census. In addition, Metchosin is a forested community with an agricultural base, important components in a complementary strategy to address climate change while maintaining and building resilience in the District.

The Climate Action Charter states in:

1. (a) the scientific consensus is that increasing emissions of human caused greenhouse gases (GHG), including carbon dioxide, methane and other GHG emissions, that are released into the atmosphere are affecting Earth’s climate.

By maintaining large lot zoning and low population density, the district is able to retain its forested and agricultural land base and relatively pristine marine shoreline. In retaining its forested land base the District reduces the release of new carbon emissions into the atmosphere that would result from conversion of the natural landscape (through tree cutting and development), and continues to act as a carbon sink by sequestering carbon in its forests. Most of Metchosin’s forests are under eighty years of age and are, therefore, in a rapid carbon sequestering trajectory, benefiting the district and the region. Low density development and zoning has also reduced the potential for severe degradation of coastal marine ecosystems, which sequester and store carbon at a far greater rate than forests.

Protection of the agricultural potential of the community has long been a District priority. Local food production, by helping to reduce reliance on imported food with its attendant transportation and GHG emissions, is another method of reducing carbon use and building resilience into the community.

By signing the Climate Action Charter, the District recognizes that it has a duty to further address GHG emissions and to protect the community from the impacts of climate change, increasing energy costs and global instability by building resilience into the framework of the decision making process. Dependence on fossil fuels limits the District’s ability to make choices that protect the environment and food security, and affects decisions on financial matters that impact taxes.

To address the District’s commitments under the Climate Action Charter, Metchosin needs to do two things: reduce the amount of GHGs emitted, and increase (or at least maintain) the amount of GHGs that our plants pull out of the air (sequester). The District has always supported local agriculture, home based businesses, volunteer oragnisations, seniors initiatives, large lot zoning, environmental bylaws and others which help to mitigate GHG emissions.

To reduce emissions, it helps to understand where they are currently coming from. The province prepared Community Energy and Emissions Inventories in 2007 as a baseline to determine GHG emissions. Metchosin’s total GHG emissions for 2007 have been measured at 23,395 tons/yr (see Appendix 1). The three major contributors are: transportation (84%); buildings (13.8%); and solid waste (2.2%) (see diagram on next page). The three chapters, Transportation, Built Structures and Solid Waste, provide suggestions about how the District might reduce GHG emissions from these activities.

Source: Metchosin: Community Energy & Greenhouse Gas Emissions Inventory: 2007

To increase (or at least maintain) the amount of GHGs that the plants in Metchosin pull out of the air, the District must protect, and sometimes restore, the capacity of Metchosin’s ecosystems to sequester carbon – to photosynthesize. That is what much of the sections on Forests, Marine Coastline and Green and Blue Spaces are about.

The sections on Freshwater, Agriculture and Recreation provide measures that build and maintain resilience by providing local choices (sufficient clean water supply, food and local recreational opportunities) that can help sustain the community in times of change.

These recommendations will help Metchosin address its commitments under the Climate Action Charter – referred to earlier as mitigation. But they will also allow the District to build a community that is more resilient to inevitable changes in climate – that is, allow Metchosin to adapt to climate changes and the looming threat of peak oil. Protecting and enhancing ecosystems to ensure that they absorb greenhouse gases also protects those ecosystems for the other things that are valued – for biodiversity, for fish and wildlife, for recreation, and for the beauty that surrounds us.

FORESTS

Context

In 2005, approximately 5,634 hectares of Metchosin were forested. This amounts to about 76% of the District. Forest cover maps from the mid-19^th century show almost all of Metchosin as forested. Most of Metchosin’s forests were logged in the early 20^th century and have subsequently re-grown into mature 2^nd-growth forest. Approximately 24% of Metchosin is currently non-forested, representing areas that have been cleared for agriculture, residential development and recreation (e.g., golf courses, playing fields).

Metchosin’s forests belong to the Coastal Douglas-Fir (CDF) ecological zone and the Very Dry Maritime Coastal Western Hemlock subzone (CWHxm). Both ecological zones have little remaining old-growth forest and a low percentage of protected areas. This means that Metchosin’s forests represent some of Canada’s most endangered forest types. The Department of National Defense (DND) lands at Rocky Point and Mary Hill contain the best remaining examples of CDF old forest globally. Most of Metchosin’s existing protected areas are forested.

Metchosin has more forest than any other Capital Regional District (CRD) municipality – almost 20% of all CRD forest is in Metchosin. Our current zoning and bylaws reflect our vision of maintaining a rural and natural environment, and help protect our trees and forests.

Metchosin’s forests are important for many reasons: as wildlife habitat; as a carbon sink and store; as a source of firewood; timber and non-timber forest products (such as mushrooms and floral greens); for intercepting rainfall and stabilizing slopes; for shade for people, aquatic species and animals; and for the aesthetic and spiritual values they impart to Metchosin. Protecting Metchosin’s forests also protects the ‘ecosystem services’ they provide (clean air, water and other necessities of life).

It is estimated that southern Vancouver Island’s old-growth Douglas-fir forests store approximately 500-700 tonnes/ha of carbon (Trofymow et al. 2008). Metchosin’s forests, mostly maturing second-growth, will contain less. Still, even if we assume a conservative measure of 300 tonnes/hectare, Metchosin’s forests contain at least 1.5 million tonnes of carbon. These forests sequester an additional (approximately) 1 tonnes/ha/yr, absorbing one quarter of Metchosin’s emissions. If areas are logged and replanted, carbon will be lost to the atmosphere, and it will take decades until that new forest is pulling in carbon at the same rate as the forest that was logged. If the area is logged and not regenerated as forest, the ability of that ecosystem to sequester carbon will be permanently lost (appendix 2). Maintaining (or increasing) Metchosin’s forested area is an important component of Metchosin’s overall GHG strategy.

Metchosin’s Tree Management Bylaw (287) limits the number of trees that may be removed annually without a permit and gives further protection to some species of trees.

Using wood from Metchosin’s forests as fuel – simply as firewood in our woodstoves or as a component of some more complex biomass energy generation program – is generally considered as a carbon-neutral source of energy (this assumes, among other things, that the wood is sustainably harvested). There may also be options to use a farm field for bioenergy production (such as fast-growing willow shrubs) to provide energy for a small biomass burning facility in the Village Centre to provide heat for the various municipal buildings and other Village centre facilities. This would require some investment – but may be one way to reduce Metchosin’s dependence on imported energy (and electricity) and to make use of local resources.

There may be opportunities to generate revenue through long-term legal protection of forested areas utilizing conservation offsets, a form of carbon offset. The price of a carbon offset on the Pacific Carbon Trust range from $10-$25/tonne and on the international Voluntary Carbon Standard registry from $3-$15/tonne (Briony Penn, 2010). However, these might have to be newly protected (not existing protected) areas and there is currently much uncertainty about how this newly-emerging market will work.

Issues:

Between 1986 and 2005, Metchosin’s forested area (tree cover density >50%) declined by 505 hectares (8.2%). This appears to be because of residential and golf course development, and clearing for agriculture;
Long term (100+ years) legal preservation of Metchosin forests is crucial to maintaining ecosystem resilience, to continue to sequester carbon emissions and as carbon storage;
Many of Metchosin’s forests are mature second-growth forests. As our forests age over the next century or two, fuels will accumulate and wildfire risk will increase. Forest fires will endanger lives and property, but will also increase GHG emissions and reduce GHG removal from the atmosphere by reducing the number of trees.

Recommendations

Celebrate the values associated with Metchosin’s forests, including carbon sequestration and storage, and maintain current municipal efforts to protect them.;
Increase protected forest lands in Metchosin, where agriculture is not affected;
Consider forest restoration and better management of our existing forests (for example, through invasive species control);
Increase awareness of issues such as insects and disease in our forests, and consider implementing a program such as FireSmart to reduce the risk of forest fires.

MARINE COASTLINE

Context:

Metchosin has 937 ha (2,314 acres) of foreshore and land covered by water (OCP, 1995), and almost 50 km of marine shoreline.

Nearshore marine habitats are reported to store carbon efficiently and in large quantities. According to a report by the International Union for Conservation of Nature (Pidgeon, 2009), oceans, particularly nearshore coastal ecosystems, sequester vast amounts of carbon in sea grass beds and salt marshes. These ecosystems are extremely efficient at burying carbon in the sediment below them, where it can remain for millennia. They can store ten times more carbon in their soils per hectare than temperate forests. While the district has no legal authority over coastal marine habitats, Metchosin’s low population density, the designation of a shoreline slopes development permit area and zoning bylaws, help to protect these areas from development that might adversely affect critical coastal habitats and carbon sinks.

Although the Crown owns the foreshore to the high tide mark there are still considerable threats to the ecological integrity of this area. The shoreline is a dynamic interface between two systems, the terrestrial uplands and the open ocean. As typical of any natural systems, they cannot be separated in terms of management decisions as they have processes which interact.

Issues:

Metchosin has no legal authority over areas below the high tide mark and senior government departments with this authority suffer from cutbacks and low staffing levels that make protection of the marine shoreline and nearshore habitats problematic;
Some homeowners build hard shoreline protective buffers, which cause consequent erosion to the neighbouring properties and a cycle of building further hard shoreline protective buffers. These buffers scour beaches and nearshore ecosystems and lead to shoreline habitat destruction, including damage to eelgrass and kelp beds and forage fish habitat;
Forage fish (surf smelts and Pacific sand lance) spawn on local beaches and their spawning habitat and associated beach ecosystems are negatively impacted by increased human traffic, beach fires, and horseback riding;
The closure of the beaches to fire activity in neighbouring districts in recent years and the increase of fires on local beaches can have an effect on beach organisms, as well as air quality;
Destruction of shoreline vegetation by development removes valuable shade protection for migrating fish and leads to increased siltation;
Intertidal organisms and biodiversity are highly subject to the impacts from chemicals in stormwater runoff and from human sewage effluent from poorly functioning septic systems;
Unregulated boat traffic and motor emissions in ecologically sensitive marine areas can have a negative impacts on biodiversity;
There is an ever-increasing risk of coastal pollution from increased tanker traffic;
Unregulated cruise ships dumping in our waters can impact on local fisheries and ecosystems;
DND activities, such as underwater blasting and shoreline blasting and demolition, disturb shoreline habitat and affect both resident and migratory animal species;
Deforestation on upland slopes leads to deterioration of coastal ecosystems;
Erosion from road building, utility and sewer installation and subdivision development carry silt into the receiving waters and has a negative impact on filter feeders (e.g. clams, mussels and anemone) in the ocean;
Removal of materials from the coastline can contribute to coastal erosion.

Recommendations:

Lobby senior governments to recognize that municipalities are often the first to notice problems along their marine coasts and municipalities need the authority to protect these ecosystems;
Consider zoning all marine shorelines in Metchosin as a development permit area in order to protect their natural values;
Establish a program to document and monitor coastal resources, including eel-grass and kelp beds, and forage fish habitat, with the goal of ensuring no net loss of those resources;
Produce a pamphlet to help educate both the public, and land owners with property bordering on the shoreline, of the sensitivity of coastal ecosystems, in order to reduce harmful impacts on coastal ecosystems;
Identify and map areas important to forage fish and consider a method of restricting beach fires and other damaging activities in these areas at times of the year which are sensitive for forage fish.

GROUND and SURFACE WATER

Context

Within Metchosin there are creeks, streams, ponds, wetlands, seasonal watercourses, lagoons and lakes. The areas that surround these water bodies are the riparian zone and protection of the ecosystems within this zone is critical. The water bodies collectively serve essential functions in preserving the integrity of our natural water systems. Riparian zones link ecosystems within a landscape and help to circulate nutrients among different ecosystems.

Wetlands are extremely important as natural filters and runoff buffers, preventing erosion and sedimentation, and as storehouses of CO₂. They are also important habitat for many species of waterfowl as well as many other birds, fishes, amphibians, mammals and insects.

All of these water features are connected to the underground water table, the groundwater which supplies our wells. All the other aquatic components feed the water table or feed off the water table; some doing both depending on the seasons. Metchosin has hundreds of drilled water wells and these wells depend of the continued health of all aquatic systems which combine to supply these wells.

It’s obvious that water supports the vegetation but the vegetation also supports the retention and distribution of water. The root systems and the organic material mixed with the soil retain water, which is ultimately used by the plants. These same root systems buffer the flow of water during heavy rains or snow melt and prevent erosion.

All our water systems contribute to the environmental health and quality of Metchosin and are a critically important consideration in any development that impacts water flow or water retention.

We are responsible for sustaining water that flows through our community as a consequence of rainfall and we have a responsibility for contributing to the conservation and management of the CRD water supply.

Metchosin has developed the Rainwater Protection and Management bylaw which states in part:

(the bylaw’s) “purpose is to provide for the protection and effective management of rainwater and drainage; to maintain and improve water quality in watercourses, water bodies and riparian-wetland areas; and to protect the “Proper Functioning Condition” of watercourses, water bodies and riparian-wetland areas throughout the District of Metchosin”

This is achieved through employing seven principles: maintain ecosystem integrity; sustainability (water resources should not be used beyond their capacity to be naturally replenished, both in quantity and quality); stewardship; accountability (the use of rainwater is a privilege); water quality; public awareness; and the protection of the rights of property owners. The Rainwater Protection and Management bylaw helps avoid changes in runoff patterns as a consequence of building homes, driveways, roads, logging, or land clearing. Metchosin’s “large lot” zoning is also critical to conserving this resource.

Issues:

The forecast of increasingly severe summer droughts is likely to negatively impact water bodies, from lakes to creeks to groundwater. Preserving the integrity of the natural water systems will increasingly be crucial to maintaining groundwater and surface water resources. Understanding the underlying groundwater system of Metchosin will help to protect this critically important resource;
30% of Metchosin properties obtain their water supply from wells; dumping of toxic waste,mining, loss of tree cover and development can negatively impact groundwater supplies. Improperly functioning septic systems and overloaded agricultural systems can contribute to pollution of surface and groundwater systems;
Lack of provincial oversight, funding, and enforcement of riparian regulations;
Loss of trees can change the absorption of rain and the rate of runoff and lower the water table; logging is not a permitted use in most areas of the District;
Aggressive invasive species (purple loosestrife and yellow iris) can hasten the infill of wetlands and reduce their biodiversity and ability to respond to climate change;
Wetlands can be infilled for development or agricultural purposes, thereby negatively impacting the water table and surface waters.
The CRD watershed and reservoir can supply sufficient water to the CRD at this time. However, a continuing growth in population and water consumption will eventually tax the available supply and the peaks of demand create the need for more infrastructure that needs to be updated more often, need to balance times of demand;

Recommendations:

Incorporate into the OCP recognition of the importance of sustaining our surface water, groundwater, and water table (i.e., aquatic systems) in order to provide safe, clean water for our needs while ensuring sufficient water for natural (ecological) systems;
Develop a groundwater protection bylaw to protect groundwater quality and sustainability into the future;
Consider control of aggressive introduced species that lead to rapid infill of wetlands (e.g. purple loosestrife and yellow iris);

Encourage the restoration of wetlands;
Encourage the orderly flow of piped water, to extend the life of the CRD water infrastructure as long as possible into the future;

Promote rainwater harvest, xeriscaping, and efficient irrigation to conserve groundwater;
Protect groundwater and all bodies of water from pollution;
Support changes to building and plumbing codes to permit the reuse of greywater, for activities where it is deemed safe.
Encourage farmers to improve agricultural irrigation water productivity (e.g. drip irrigation).

GREEN AND BLUE SPACES

Context

Protected parks comprise 10.27% (698 hectares) of the district’s 6,942.78 ha; most of them are managed by the CRD (municipal-60 ha), 1070 ha of farmland are protected by British Columbia’s Agricultural Land Reserve (ALR), a further 70 ha are under the protection of conservation covenants.

Though not legally protected, the province’s Crown lands (618.36 ha) and the federal DND land holdings (1322.1 ha) further augment the natural landscape. DND lands have extraordinary ecological values, representing some of the rarest ecosystems and species within Canada and providing immense carbon sequestration abilities and carbon reservoirs. The municipal, regional, provincial and federal large green spaces comprise almost 55% of the district landbase. The district also holds 936.85 ha of water within its boundaries, including foreshore rights.

Metchosin’s natural areas are home to rare and threatened forested and non-forested ecosystems and species. The Garry oak ecosystem is one of the three rarest ecosystems in Canada. Forested ecosystems are critical components of a strategy that includes maintaining our carbon stores and the ability to sequester GHG emissions.

Many landowners cherish the wild creatures and landscape that surrounds them and might wish to place conservation covenants on their lands in order to protect them in perpetuity. Land trusts such as Habitat Acquisition Trust and The Land Conservancy can help residents place voluntary conservation covenants on their properties in order to protect the ecological values of natural areas. Covenants such as these are legally binding and are registered on the property title. However, landowners can still sell their properties if and when they wish. Many of these lands are forested, sequestering carbon and functioning as carbon reservoirs (sinks).

Issues:

Although 2040.26 ha of green space contained within provincial and federal lands are not subject to development at this time, they do not have any actual protected status; future senior governments could decide to open the lands for development. These unprotected green spaces are providing important ecosystem services (such a providing clean air and water), are sequestering carbon, and hold vast reservoirs of stored carbon;
Unprotected green spaces that are home to rare and threatened ecosystems and species can be negatively impacted by future development;
Some unprotected green and blue spaces that are being used for recreation might face future development.

Recommendations:

Lobby the provincial government to protect provincial Crown lands in Metchosin as parkland;
Lobby the federal government to protect/preserve the ecological integrity and natural areas of the lands it owns (i.e., Mary Hill, Rocky Point, and Albert Head);
Support efforts to protect areas identified in the 2011 Parks report (Report on Ecological Values of Potential Park Acquisitions), the OCP and the Blue/Green Spaces Strategy;
Support residents and other organizations in their desire to protect the natural values of their properties through placing voluntary conservation covenants on their properties.AGRICULTURE

Context

A substantial land base in Metchosin is devoted to agriculture with 1070 hectares of land protected by the Agriculture Land Reserve (ALR). Metchosin agriculture is further protected and encouraged through the District’s Official Community Plan (OCP), its land use policies, and an Agriculture Advisory Select Committee reporting to Council. Metchosin’s support for agriculture is also expressed through the District’s contribution of space on municipal land so that local producers can have easy access to local and regional consumers.

While the District does have an important voice in agriculture in Metchosin, much of the future of agriculture in Metchosin lies with senior levels of government and Crown Corporations such as the BC Assessment and the Agriculture Land Commission.

BC Assessment in 2008 recorded 82 properties being farmed in Metchosin’s ALR and another 70 outside the ALR. Metchosin farms tend to be small. Only a tiny minority of the approximately 150 farmers in Metchosin live without off-farm income.

Metchosin farmers grow a diverse range of products – from vegetables, fruits and root crops to poultry for eggs and meat, to sheep, cattle and pigs, and to flowers, shrubs and trees for landscaping purposes.

The lack of formal educational opportunities in agriculture on Vancouver Island is a constraint to local agriculture. To overcome this situation, Vancouver Island University is considering the establishment of an Agriculture Resource and Innovation Centre.

Issues:

While agriculture receives formal protection in Metchosin from both the ALR and the District of Metchosin, several issues threaten the long term viability of agriculture in the District. These include, among others:

Extremely high prices for the purchase of agricultural land;
Purchase of agricultural land for residential development and the removal of such lands from agricultural production;
Difficulties in acquiring long-term leases of agricultural land;
Lack of agricultural education and extension services;
Lack of secure processing opportunity, particularly with meats;
Climate change with warmer and wetter winters, hotter summers, less predictable weather, and more frequent extreme weather events will impact agriculture;
Increased likelihood of new diseases, insect pests, and invasive species arising from climate change and the increase in global travel;
Organic production can be contaminated from non-organic sources (neighbouring properties which use chemical fertilizers and pesticides);
Improper use of agricultural land;
Availability of sufficient water for agricultural production.

Recommendations:

Support and enhance the Agricultural Land Commission ‘s mandate to preserve agricultural lands for agriculture;
Maintain and, where possible, strengthen the protection of agricultural land, possibly through the adoption of an Agriculture Area Plan;
Support efforts to improve public awareness of local agriculture and farmer access to local markets;
Support sufficient vending opportunity in Metchosin and other area markets;
Support programs providing educational and extension services to new farmers, including workshop, demonstration, mentorship and other services;
Support and encourage local abattoir capacity;
Support and encourage local agricultural producers;
Support the Peninsula Agriculture Commission as regional venue to protect and preserve agriculture in southern Vancouver Island;
Support sustainable greenhouse capability;
Support edge planning (buffering/hedgerows) around individual farms and around the ALR;
Support initiatives to improve long term leasing opportunities for agriculture;
Consider options for improving agricultural irrigation water productivity (eg drip irrigation);
Encourage and support organic farming practices and ecological stewardship;
Encourage the most efficient use of ground and surface water possible;
Educate the public on the control of invasive and noxious weeds, such as Tansy ragwort, gorse and Scotch broom;
Support initiatives for opportunities for small farmers to increase and diversify incomes through value-added products, agricultural services, and on-farm processing;
Support Vancouver Island University’s proposed Agriculture Resource and Innovation Centre as a vehicle for the provision of education and extension services to Vancouver Island farmers.

RECREATION

Context

Metchosin has many parks, trails and green spaces that provide recreational opportunities for its residents and the CRD in general. Many people use Witty’s Lagoon, Taylor Beach, Devonian Park, and Matheson and Blinkhorn Lake parks for swimming, sunbathing, hiking, and other recreational pursuits. The Galloping Goose Trail is used for cycling, horseback riding, hiking, and commuting. Sections 25, 28 and 95, provincial crown land parcels, are used primarily by their adjacent neighbourhoods for nature hikes and horseback riding. A network of non-roadside trails have been developed during the subdivision process that allow safe horseback and hiking opportunities, connecting neighbourhoods to neighbourhoods. In 2009 council approved the Trails Network Master Plan which provides direction to planners and council on development of priority trails. As well there is a municipal tennis court, bike jump park and cricket field.

The Metchosin School ground is used as a day camp in summer months, Westmont school has a playing field, Hans Helgeson school has a playground. The Community Hall is rented for exercise classes and a badminton club. Hans Helgeson and other schools have gymnasiums and raised theatre facilities that could potentially be accessed by community groups. All these amenities can help to reduce carbon emissions by providing recreational opportunities within Metchosin.

Despite all of the above, most of the facilities in Metchosin are under-used by Metchosin residents.

The district also contributes financially to the Westshore Parks and Recreation Society (WSPRS) facilities.

Issues:

Most children and parents leave the community and drive long distances to be involved in sporting activities;
Under-use of local recreational amenities.

Recommendations:

Metchosin residents have many opportunities to enjoy recreational activities at home instead of traveling to other municipalities. Some ways to increase these opportunities are:

Encourage the use of Metchosin sports facilities by promoting more participation by Metchosin residents (e.g. cricket field, tennis court, riding rink and dirt jump park);
Encourage partnerships with the YM/WCA-Camp Thunderbird, the Boys and Girls Club-Metchosin Wilderness Camp, local schools, Pearson College and other appropriate organizations, for expansion of the use of their facilities to Metchosin residents;
Consider a partnership to develop an all-weather playing field and to promote the expanded use of the cricket field.

ENERGY and GREENHOUSE GAS EMISSIONS

By becoming a signatory to the Climate Action Charter, Metchosin has committed to the following goals:

being carbon neutral which respect to municipal operations by 2012;
measuring and reporting on the District’s GHG emissions; and
Metchosin specifically declared that we are not in favour of densifying, which is the impact of a complete, compact community.

The province prepared Community Energy and Emissions Inventories as a baseline to determine GHG emissions. Our total emissions for 2007 were measured at 23,395 tons/yr; of this total 84% was from transportation, 13.8% was from buildings and 2.2% from solid waste. The municipal staff and residents of Metchosin must work together to achieve these goals.

In the spring of 2010, the District updated the OCP by adding the following objective:

“To mitigate detrimental impacts of climate change, and to reduce community greenhouse gas emissions by 33% over 2007 levels by 2020.”

To address our commitments under the Climate Action Charter, Metchosin needs to reduce the amount of GHGs emitted, and increase (or at least maintain) the amount of GHGs that plants pull out of the air (sequester).

The three chapters in this section provide suggestions about how we might reduce GHG emissions from our three major contributors of GHG: transportation, buildings and solid waste.

TRANSPORTATION

Context

According to the province, motorized transportation is the largest source of greenhouse gas emissions in Metchosin. Any meaningful effort to reduce greenhouse gas emissions in Metchosin has no choice but to address transportation and the way people use their vehicles. Transport hits the core of our lifestyles. The geographic and infrastructure layout of Metchosin further compound a complex issue. There are no simple solutions.

Sustainable transportation refers to human behaviour, as well as the use of appropriate technology. The objective is to consider not only non-polluting and greener transport choices, regardless of means and technology used, but also individual and social encouragement to promote these choices.

Metchosin bylaws already allow home based businesses on all properties, which can reduce the carbon emissions that incur from commuting. According to the 2006 census data, 12.4% of Metchosin residents worked from home.

Electric vehicle use is emerging as an energy friendly alternative to conventional gas powered vehicles, especially for short commutes

The District supports regional planning on transportation that includes the use of light rail transit.

Issues:

Reluctance on the part of residents to use public transportation. Council has successfully worked with BC Transit in establishing a Park-and-Ride at St. Mary the Incarnation Anglican Church on Metchosin Rd, but use of the Park-and-Ride service is below expectations;
Lack of safe cycling and pedestrian infrastructure along roadways. In 2009 Metchosin completed a Trail Network Master Plan that identifies and prioritizes a future trail network for the district that can guide decisions made by future councils, so that the municipality may continue to develop pedestrian/bike/horse trails adjacent to municipal roads as they are built or being reconstructed. The primary purpose of such trails is to provide non-motorized commuting and recreational alternatives but due to the time frame to develop these this may not make a significant difference to our GHG emissions by 2020.
Lack of facilities to recharge electric vehicles;
Air pollution from idling vehicles. The worst mileage a vehicle can get is 0 miles per gallon, which occurs when it idles;
Municipal vehicles, which currently all use diesel or gas, and their carbon footprint.

Recommendations:

Continue to improve the availability of public transportation, bus shelters, secure bike storage, park & rides and carpooling by liaising with BC Transit and promote these travel options through public education;
Continue to improve pedestrian and non-motorized corridors (trails) by constructing bike lanes and trails where applicable and when funding permits;
Encourage and support a vehicle sharing co-op;
Consider the environmental standards of any vehicle purchased by the municipality and make purchases that best support the municipal objectives and the environment;
Review road design standards for municipal roads to ensure that they are in keeping with the character of the District, that they minimize environmental degradation and the potential for erosion, that they foster traffic safety and that they permit the safe and proper access for emergency and road maintenance vehicles;
As technology and funding opportunities become available, facilitate the establishment of an electric vehicle recharging station in the village centre.

BUILT STRUCTURES (including Residential)

Context

Canadians use more energy per person than all other countries in the world except for Iceland and Luxemburg – in fact, we use 2.5 times more energy per person than the average of all developed countries. In 1960, Canadians used 4251 Kg of oil equivalent per capita; by 2007 the amount had risen to 8169 kg per capita. By comparison residents of the United States used 5642 kg. and 7766 kg per capita, respectively, with U.S. consumption peaking in 1978 and decreasing steadily since. British Columbians used 0.24 TeraJoules of energy per person in 2003, a decline of 8% from the 1990 rate of 0.26 TJ. Canada at large is currently falling further behind the United States in terms of renewable energy, and energy efficiency initiatives. U.S. per capita expenditures are currently running at about 18:1, and 2:1, respectively, over those in Canada.

Sustainable and resilient building within Metchosin includes the actual structures, total energy and water use, total resource use, land use planning, ecological connectivity, affordable housing, demographics, community building, and education. All of these relate either directly or indirectly to GHG emissions, carbon use, and rising costs of fossil fuels.

All topics are intimately interconnected and must be considered as a whole rather than piecemeal. The human built environment impacts total green house gas emissions on several levels. There is scope to improve our energy and resource consumption patterns.

Metchosin has always been a leader in promoting and protecting the rural and natural values of the community. The District, with its innovative approach to maintaining these values and fiscal prudence, can continue to act as a highly effective catalyst in the quest to conserve energy and to reduce consumption.

Issues:

Climate change predictions forecast wetter winters and drier summers and more extreme weather events at greater frequency. New infrastructure and zoning will need to adapt to these challenges.
Development results in a loss of biodiversity and reduced carbon sequestration;
Some residents live in relatively large, energy inefficient houses and consume significant quantities of goods. After transportation, our energy and resource consumption is our 2nd largest source of carbon dioxide (CO₂) emissions;
Some residents are not aware of their carbon footprint;
The manufacture and transport of building materials for built-up infrastructure increases the carbon footprint of the community;
The life cycle of a building usually results in an accumulating carbon footprint (heating, lighting and consumption);
Without public education and encouragement for residents to upgrade their homes, existing homes will continue to have a significant impact on GHG emissions;
Occasionally, senior governments offer incentives to reduce GHG emissions and replace energy inefficient devices and products (appendices 3,4); these incentives can be difficult to find, and the products difficult to assess;
The fast pace at which technologies are being developed often makes it difficult for District decision makers and homeowners to be aware of the most efficient and financially prudent choices for reducing GHG emissions;
Adoption of energy efficient technologies can be initially expensive and deter homeowners from implementing energy efficient strategies;
Current regulations for residential sewage systems and septic fields require flush toilets which account for 30% of domestic water consumption, loss of habitat, and loss of resources. Transport of septic wastes out of the community (from pump-outs) results in a further source of GHGs.
Agricultural land is a scarce and valuable resource, it is important to consider ways to reduce the footprint of buildings and non-food producing activities on agricultural lands.

Recommendations:

Consider land use decisions, as appropriate for Metchosin, based on changes in, and projections of, groundwater and aquifer levels, snow loads, extreme rain and droughts, greater storm surges along the shoreline. Revise snow load requirements, road drainage plans, floodplain and shoreline regulations and locally-adapted fire smart guidelines as needed;
Continue to assess bridges, septic systems and new infrastructure in floodplains using 100-200 year flood projections;
Lobby the province for changes to the Building Code that allow for greener building practices (e.g. greywater reuse systems, composting toilets);
Require all new construction to have minimal environmental impact, including minimizing GHG emissions;
Encourage policies promoting building methods that have minimal impact on ecosystems and landscape;
Continue to encourage building practices that minimize or offset the loss of pervious surfaces (see District Rainwater Management bylaw);
Allow other green building policies that can be demonstrated to meet the functions and safety objectives of the building code while protecting the interests of future owners, such as green roofs, night sky friendly lighting, etc.;
Post a personal carbon footprint calculator on the District website;
Post information on the District website about the latest technological innovations on energy use reduction strategies (e.g., see appendix 5);
Post government sponsored homeowner initiatives for carbon footprint and energy use reduction on the district website with links to Energy Canada (http://oee.nrcan.gc.ca/english/), LiveSmart BC (http://www.livesmartbc.ca/), BC Hydro (http://www.bchydro.com/), and BC Sustainable Living (http://www.bcsea.org/solutions) websites (see appendices 3, 4);
Investigate ways in which the District might help residents with renewable energy installations and energy efficiency improvements costs, and consider the concept of Local Improvement Charges;
Provide education on, and encourage, building upgrades regarding energy and water use, such as low flush or composting toilets, energy and water efficient appliances, rainwater storage, green roof, low emission windows, heat recovery systems including ground loop energy systems and solar electric and solar thermal energy systems;
Encourage building new structures to have net zero energy and water impact;
Encourage home energy audits, a first step to help inform home and business owners on their options when considering energy efficiency upgrades (such as sealing window and door drafts);
Develop relevant plans regarding emergency management to take into account increased forest fire risk, flooding, and wind, rain and snow storms;
Consider methods to reduce the footprint of buildings and non-food producing activities on agricultural land (eg encourage compact homes, shops, barns) and that the house, accessory building(s) and storage (parking) footprint does not affect agricultural production and viability.

SOLID WASTE

Context

Metchosin is, for the most part, a residential and agricultural community. Commercial and industrial land uses are small enough not to detract from the overall character of the District.

All developed properties in Metchosin have septic systems to accommodate liquid waste. Septic systems are effective in treating liquid waste when they are designed, installed, and maintained properly. However, it is estimated that 20% of systems in the CRD are failing. Failing septic systems result in significant public health risks and environmental degradation. Specifically, they cause contamination of groundwater and local streams, rivers, and lakes, as well as contamination of shellfish beds and the nutrient enrichment of sensitive water bodies. Contamination of groundwater is a serious issue in Metchosin because approximately 60% of residents draw their drinking water from wells.

Under the Provincial Sewerage System Regulation, owners of systems installed after May 31, 2005 are required to follow their prescribed maintenance plan and keep all records of maintenance. Where Building Permits are required (i.e., new construction), septic designs are routinely submitted to the District as a requirement of the Building Permit process and no Occupancy Permit is issued without a properly submitted and approved septic system design.

Solid wastes may be transported by a commercial contractor or in person to the CRD’s Hartland landfill site. The Hartland landfill site is filling, however, and to extend the life of the site, the CRD, together with member municipalities, is developing programs to divert solid wastes away from landfill and into other recycle streams. For example, Hartland no longer accepts waste construction materials. Some residents find disposal options too onerous and dispose of garbage and furniture, for example, adjacent to road sides.

The District finances a blue box program to collect paper, cardboard, metals, and some plastics for recycling. Some residents compost kitchen waste, but some store kitchen waste in receptacles that attract bears. Some residents burn wastes. Some private organizations take some electronic goods for recycling. Many residents use a combination of all of these disposal methods. The District has recently become part of a provincially-sponsored program to collect batteries and cell phones.

The District allows open burning and incinerators from October through April, if weather conditions permit.

Issues:

Waste management issues reflect the spectrum of waste disposal methods available to Metchosin residents;
Septic systems no longer operating effectively, or too small to accommodate demand, may contaminate surface and groundwater sources;
Increasing constraints on regional landfill mean more and more waste will not be accepted for disposal at the Hartland Landfill site;
While composting alternatives are used by some residents, composting alternatives are poorly understood by some residents and are therefore not used or not used correctly;
Garbage and items such as used furniture and mattresses are from time to time disposed of by depositing them along road sides or on private property;
Burning of household garbage contravenes bylaws but is nonetheless adopted as an effective means of disposing of some garbage;
Storage of household waste in garbage receptacles that entice bears into residential neighbourhoods and account for approximately 60% of complaints about bears. Bears adapted to residential foraging may present major safety issues;
Metchosin allows open fires throughout most of the fall, winter and into the spring. Burning releases carbon into the atmosphere and the particulate matter released can adversely affect the health of people with respiratory sensitivities.

Recommendations:

Encourage the use of techniques which separate greywater from other sources of liquid waste so that greywater can be stored and used for irrigation (excluding irrigation of crops for human consumption);
Lobby for changes to building and plumbing codes to permit the reuse of greywater and composting toilets;
Encourage residents to maintain their septic systems to proper functioning condition and make information about proper septic system construction and maintenance available to Metchosin residents;
Consider the development of a municipal compost yard;
Encourage residents to adopt practices to contain household and kitchen garbage in secure, bear-proof receptacles.

APPENDIX 1: Metchosin’s Community Energy and Greenhouse Gas Emissions Inventory: 2007

Appendix 2: Mitigating and Adapting to Climate Change through the Conservation of Nature

Appendix 3: Examples of Canadian Grant Initiatives

Canadian Mortgage and Housing Corporation (CMHC) has added environmentally friendly features to the Mortgage Loan Insurance it offers. If the homeowner uses CMHC insured financing to buy an energy-efficient home, purchase a house and make energy-saving renovations, or renovate an existing home to make it more energy-efficient, a 10% refund on the Mortgage Loan Insurance premium may be available. Homeowners may also have the added flexibility of an extended amortization (up to a maximum of 35 years) without a premium surcharge.

The BC government re-opened the LiveSmart BC home energy rebate program for new participants starting April 1, 2010. This program grants BC homeowners rebates of up to $5,000 and more for home energy improvements. To qualify a home energy audit is required before the upgrade begins.

3. Financial Institution Initiatives

1.o RBC Energy Saver™ Loan – Make a qualifying environmentally-friendly purchase and receive a 1% discount or a $100 home energy audit rebate on a fixed rate installment loan over $5,000

2. http://www.rbcroyalbank.com/products/personalloans/energy-saver-loan.html

o VanCity Bright Ideas home financing. This personal loan is at prime+1 rate for up to ten years. The low interest rate saves money compared to a conventional loan. Borrow as little as $3,500 or a maximum of $20,000. Pay it back with regular monthly payments.

3. https://www.vancity.com/Loans/BrightIdeas/

Appendix 4: Examples of Federal support for Home Retrofits October 2010

4. Eligible Improvements / Retrofits

HEATING SYSTEM	Grant Amounts
	Single-Family Home		Multi-unit residential buildings (MURB)
	1st system	2nd system	Multi-unit residential buildings (MURB)
Install an earth-energy system (ground or water source) that is compliant with CAN/CSA-C448 and certified by the Canadian GeoExchange Coalition (www.geo-exchange.ca) – applies to a new system or a complete replacement.	$4,375	N/A
Replace a heat pump unit of an existing earth-energy system (ground or water source). The system must be compliant with CAN/CSA-C448 and certified by the Canadian GeoExchange Coalition (www.geo-exchange.ca). (*per equipment replaced)	$1,750	N/A	*1,750
Replace an existing space and domestic water heating equipment with an integrated mechanical system (IMS) that has an overall thermal performance factor of 0.90 or higher. The system must be compliant with the CSA P.10-07 standard and meet or exceed the standard’s premium performance requirements. (*per equipment replaced)	$1,625	N/A	*1,625

Appendix 5: Currently Viable Energy Initiatives

Solar Hot Water Systems

With a good southern exposure and adequate space for a solar storage tank, a solar water heater will pay for itself in energy savings in 5 to 15 years under average energy costs, with a return on investment of 8-14%. It will provide 75 to 100% of summer hot water needs and 10 to 20% of residential hot water demand in winter (40-60% over-all). These cost estimates do not include the cost of the backup heat supply system. In many cases, existing water heating systems can be converted from primary to solar back-up but sometimes a different back-up heating system is advised.

5.

6.

7.

8. 9. Geothermal Heating Systems

10. How Geothermal Heating Works

A geothermal heat pump moves heat into or out of the earth to heat or cool your home. The system has three main components:

Ground loop system
Heat pump furnace unit
Distribution system

REFERENCES

Murdock, T. 2009. Climate model projections and anticipated impacts for Southern Vancouver Island. Pacific Climate Impacts Consortium. and University of Victoria.

www.pcic.uvic.ca/docs/presentations/Murdock.CRD.19Nov09.pdf

Penn, Briony. 2010. Conservation offsets. A Revenue toll to conserve natural areas, watersheds and community resilience. Land Trust Alliance, British Columbia.

Pidgeon, Emily. 2009. Carbon sequestration by coastal marine habitats: Important missing sinks. The Management of Natural Coastal Carbon Sinks. IUCN.

Resilience Alliance. 2009. Assessing and managing resilience in social-ecological systems: A practitioner’s workbook, Version 1.0. [online] URL: http://wiki.resalliance.org/index.php/Main_Page.

Trofymow, J.A., G. Stinson, and W. Kurz. 2008. Derivation of a spatially explicit 86-year retrospective carbon budget for a landscape undergoing conversion from old-growth to managed forests on Vancouver Island, BC. Forest Ecology and Management 256: 1677-1691.

FURTHER MATERIAL

Access Energy Simulation and Software Tools (free-of-charge)

http://canmetenergy-canmetenergie.nrcan-rncan.gc.ca/eng/software_tools.html

Affordable Warmth BC.

http://www.affordablewarmth.ca/financing-energy-efficiency-upgrades-affordable-housing#greenmortgages

BC Energy Plan: A Vision for Clean Energy Leadership http://www.energyplan.gov.bc.ca/backgrounder/backgrounder2.htm

Canada Energy Profile: U.S. Energy Information Administration. Independent Statistics and Analysis

http://tonto.eia.doe.gov/country/country_energy_data.cfm?fips=CA

Canada falling even further behind the U.S. in sustainable energy investments per capita http://pubs.pembina.org/reports/110310-renewables-efficiency-usa-vs-canada-2010.pdf

Canada Mortgage and Housing Corporation; Energy-Efficient Housing Made More Affordable with Mortgage Loan Insurance.

http://www.cmhc.ca/en/co/moloin/moloin_008.cfm

Enviroharvest – Solar Hot Water:

http://www.enviroharvest.ca/open-loop.htm

Home Performance; Home Energy Audit

http://www.homeperformance.com/energy-audit-home-eco-energy-auditors-ontario-bc-canada

Integration of Renewable Energy on Farms

http://www.farm-energy.ca/IReF/index.php?page=sdhw-ataglance

Keith, Heather, B. G Mackey, and D. B Lindenmayer. Re-evaluation of forest biomass carbon stocks and lessons from the world’s most carbon-dense forests. PNAS July 14, 2009 vol. 106 no. 28

Live Smart BC. – http://www.livesmartbc.ca/homes/h_rebates.html

/E:/Users/Bhall/AppData/Local/Microsoft/Windows/Temporary Internet Files/Content.Outlook/Documents and Settings/jmacpherson.WS04/Local Settings/Temporary Internet Files/Content.IE5/Y1DZXAQS/%E2%80%A2%09Live Smart BC. http:/-www.livesmartbc.ca-homes-h_rebates.html)

Local Improvement Charges, Oshawa, Ontario

http://www.oshawa.ca/mun_res/roads/loc_imp.asp

Engineering Services 9th Floor, City Hall 50 Centre Street South, Oshawa, Ontario, L1H 3Z7

Natural Resources Canada

http://oee.nrcan.gc.ca/residential/personal/retrofit-homes/retrofit-qualify-grant.cfm

Net Zero Housing (NZE)

http://canmetenergy-canmetenergie.nrcan-rncan.gc.ca/eng/buildings_communities/housing/netzero_housing.html

Official Community Plan, 1995. http://www.district.metchosin.bc.ca/siteengine/activepage.asp?PageID=33

RBC Energy Saver™ Loan http://www.rbcroyalbank.com/products/personalloans/energy-saver-loan.html

Using Local Improvement Charges to Finance Energy Efficiency Improvements: Applicability Across Canada

http://www.pembina.org/pub/197

11. VanCity Bright Ideas – https://www.vancity.com/Loans/BrightIdeas/

Wilson, Sara, J. and R. J. Hebda, 2008. Mitigating and Adapting to Climate Change through the Conservation of Nature in British Columbia.

World Resource Institute, International Energy Agency (IEA) 2005 data,

http://earthtrends.wri.org/searchable_db/index.php?theme=6&variable_ID=351&action=select_countries

District of Metchosin Official Community Plan Section on Marine Shorelands

Posted on January 19, 2013 by Garry Fletcher

Documents Presented in the past to Metchosin Council
There is a history of concern about the values associated with the coastal part of Metchosin, the following examples illustrate this.

From the Official Community Plan of Metchosin, the following references pertain to Marine Shorelands.

Section 2.6 MARINE SHORELANDS:

Definition: Within Metchosin, there are Rocky Shores, Drift Sector Beaches, Pocket Beaches, Low- Energy Shores and Lagoon Ecosystems, as shown on Marine Shorelands, Map 5. In addition, the two types of beaches are further categorized into three distinct classes of beach based on the accretion and erosion characteristics. The combinations of shore categories and distinct beach classes produce a diverse range of marine shorelands. Most of the geotechnical and environmental concerns about shores relate to the processes of drift and accretion along the shore and the process of slope regression above the shores.

(a) General Marine Shoreland Policies:

2.6.1 The District of Metchosin may give consideration to the following:

. (1) discuss with senior levels of government for coordinating future land use policies as they pertain to the management of Metchosin’s marine shorelands.

. (2) monitor shore processes with particular concern for slope regression rates,lateral drift rate and stability of Class I accretion beaches.

. (3) determine,in conjunction with the Ministry of Environment, Lands and Parks, ways and means of undertaking:

(a) where desirable and feasible, a program of beach stabilization using natural nonstructural techniques, such as the planting of dune grasses where appropriate;

(b) beach enhancement programs wherever it is possible to upgrade a Class II beach to a Class I beach (see Definitions of beaches); and

2.6.2. The set back requirements specified in this Section may be increased as local conditions warrant.

2.6.3 The improvement of public access should be ensured in the course of land development where such access is not detrimental to Sensitive Environments.

2.6.4 Any desired works to be placed on foreshore lands from the mean high water mark seaward requires application to the appropriate provincial and/or federal government agency responsible.

2.6.5 Public recreational use of marine shorelands should be consistent with the suitability of each shore type for the proposed use.

(b) Rocky Shores:

Definition: Rocky shores are stable shores comprised of exposed bedrock with an absence of unconsolidated material at extreme low tide. Relative to other types of shores, they are low in biological productivity but rich in biotic diversity and aesthetic quality and are characterized by lichens, snails, barnacles, mussels, seaweeds, anemones and sea stars.

. 2.6.6 No building or structure shall be located and no fill shall be placed or removed from any site within 15 horizontal metres (50 feet) of mean high water on Rocky Shore slopes except where engineering and resource management studies indicate that a lesser setback is acceptable.

. 2.6.7 Although the biological capability of Rocky Shore slopes to support life is relatively low, the natural biota may provide habitat for rare species of animal life and that value should be considered with each development proposed.

(c) Drift-Sector Beaches:

Definition: A Drift-Sector is an integrated and independently operating erosion beach system which may extend for many miles in length and be separated from adjacent drift-sectors by either natural or artificial boundaries. Metchosin contains one large drift-sector extending from Weir Beach to Witty’s Lagoon. A drift-sector generally contains the following three classes of beaches:

Class III Beaches are erosional beaches located at the base of coastal bluffs or cliffs from which sand and gravel is provided for accretion of Class I beaches further along the drift-sector. Class III beaches are totally submerged at high tide with no dry backshore berm.

Class II Beaches are marginal erosion beaches located at the base of coastal bluffs or cliffs from which sand and gravel is eroded providing a secondary source of beach material for accretion on Class I beaches further along the drift-sector. Class II beaches are largely submerged at high tide with only a limited amount of walkable dry backshore under such conditions.

– 15 –

Class I Beaches are the accretion terminals of a drift-sector where material eroded from Class II and III beaches is deposited. Class I beaches remain dry and walkable at high tide and have a large backshore berm permitting ease of public access and use. They constitute the most important recreational beaches. Biotically, beach shores are of intermediate productivity and diversity relative to the other shore types.

. 2.6.8 The use and management of the Drift-Sector Beaches should be based on the maintenance of the present natural system of erosion, transport and build up of beach material along the length of the Drift-Sector designated on Map 5.

. 2.6.9 Because the existence and maintenance of the Class I beaches are dependent on the supply of material eroded from Class II and III beaches, no bulkheading or placement of any shore protection structures will be permitted within a drift-sector except where engineering and resource management studies indicate otherwise.

. 2.6.10 To ensure that material eroded from Class II and III beaches is transported the full length of the shoreline to Class I beaches, docking or other facilities which impede the natural processes will not be permitted within drift-sectors.

. 2.6.11 Due to active slope recession with considerable sloughing and slide evidence, no building or structure will be permitted within a minimum of 60 horizontal metres (200 feet) from mean high water adjacent to Class II and Class III drift-sector beaches except where geotechnical engineering and resource management studies indicate a lesser setback is acceptable.

. 2.6.12 On the slopes adjacent to Drift Sector Beaches, no material of any kind shall be removed within a minimum of 60 horizontal metres (200 feet) landward of mean high water.

. 2.6.13 The location of the mean high water mark and the establishing of setbacks from Class II and Class III slopes should be reviewed at 5 year intervals, or as required, to determine if slope regression has placed residences at risk.

(d) Pocket Beaches:

Definition: A Pocket Beach is a sand and gravel beach along which no lateral drift of beach material takes place because it is contained between two headlands. The Pocket Beach is formed by the onshore and offshore movement of material. Pocket beaches are generally between 30.5 metres (100 feet) and 91.5 metres (300 feet) in length.

With Pocket Beaches, as with Drift-Sector Beaches, there are three classes. However, unlike the classes of Drift-Sector Beaches which are contained adjacent to one another within the Drift- Sector. Each class of Pocket Beach exists independently.

Class III Beaches are erosional beaches located at the base of coastal bluffs or cliffs with no dry backshore berm. Such beaches are totally submerged at high tide.

– 16 –
Class II Beaches are marginal erosion beaches located at the base of coastal bluffs or cliffs that supply the upper foreshore with a fairly heavy drift berm without creating a stable dry backshore zone above high tide.

Class I Beaches are rollback pocket beaches characterized by a backshore wetted only under extreme tide and wave conditions permitting ease of public access and use. They constitute the most important recreational class of beach.

. 2.6.14 No building or structure shall be located and no fill shall be placed or removed from any site within 15 horizontal metres (50 feet) of mean high water adjacent to Class I and Class II pocket beaches except where engineering and resource management studies indicate that a lesser setback is acceptable.

. 2.6.15 Because Class III pocket beaches are located at the base of cliffs which are subject to erosion, no building or structure, no placing or removal of fill or other material will be permitted within 15 horizontal metres (50 feet) landward of mean high water adjacent to Class III pocket beaches.

. 2.6.16 No bulkheading or placement of any shore protection structures will be permitted on Class I, Class II or Class III pocket beaches except where engineering and resource management studies indicate otherwise.

(e) Low-EnergyShoreZone

Definition: Low-Energy Shores are estuarine shores which form part or all of a cove or inlet. They may be characterized by marshy shores, shallow and muddy foreshores, and generally having low banks. As with Pocket Beaches, there are three classes of Low-Energy Shores each existing independently. However, in Metchosin, there is only one Low-Energy Shore – entirely a Class III (erosional) located at the head of Pedder Inlet.

Similar to a Lagoon Ecosystem, the estuarine shore also provides a unique biological environment. Fresh-water creeks and streams flowing into the cove or inlet offer rather unusual habitat. There is currently insufficient information available relating to the protection and preservation of the Low-Energy Shore zones. Therefore, further research is recommended.

. 2.6.17 No building or structure shall be located and no fill shall be placed or removed from any site within 15 horizontal meters (50) feet of mean high water adjacent to the Low-Energy Shore, except where engineering and resource management studies indicated that a lesser setback is acceptable.

. 2.6.18 No bulkheading or placement of any shore protection structures will be permitted on a Low- Energy Shore except where engineering and resource management studies indicate otherwise.
– 17 –

(f) Lagoon Ecosystems:

Definition: The central component of a Lagoon Ecosystem is a body of salt water which has been cut off from the ocean by a barrier or spit of land and which allows the formation of a sheltered biological environment. This unique environment frequently includes a salt-water marsh and estuarine area into which flows fresh water from upland creeks and streams. This combination of fresh and salt water has very high biological productivity and diversity. It offers significant aesthetic and habitat attributes.

2.6.19 Only such uses as limited agriculture and low intensity recreational uses, which do not require structural intrusion, will be permitted in Lagoon Ecosystems.

Acknowledgements:

Posted on January 27, 2012 by Garry Fletcher

The Coastal Images by Helicopter are provided Integrated Land Management Bureau, GEOBC Spatial Analysis Branch

The Natural Areas Atlas of the CRD was the source of the aerial photographs.

The source would now be the CRD Regional Map

links to racerocks.ca

Photographs for the website have also been provided by the following individuals:

Moralea Milne

Chris Blondeau

Garry Fletcher

Return to the sector map index

Return to the Metchosin Coastal website Home Page

The MetchosinCoastal website has been created to represent the contiguous ecosystems of the Race Rocks Ecological Reserve/Marine Protected Area and for the use of the Green Blue Spaces sub committee of the Metchosin Environmental Advisory Select Committee ( MEASC). Copyright: G.Fletcher 2013 ( garryf ( use at) gmail.com

Sustainability Report Marine References: 2011

Posted on March 18, 2011 by Garry Fletcher

In the Sustainability Report of MEASC to Council of 2011: ( This report has been shelved by council ), The following recommendations were made:

Recommendations from Sustainability 2011 Report:

Metchosin will help achieve sustainability and resiliency in its coastal areas by implementing the following:

Lobby senior governments to recognize that municipalities are often the first to notice problems along their marine coasts and municipalities need the authority to protect these ecosystems;
Consider zoning all marine shorelines in Metchosin as a development permit area in order to protect their natural values;
Establish a program to document and monitor coastal resources, including eel-grass and kelp beds, and forage fish habitat, with the goal of ensuring no net loss of those resources;
Identify and map areas important to forage fish and consider a method of restricting beach fires and other damaging activities in these areas at times of the year which are sensitive for forage fish.
Emergency Preparedness Program – know who to contact, how, when where, why and in what circumstances
Produce a pamphlet and to help educate both .the public, and land \owners with property bordering on the shoreline, of the sensitivity of coastal ecosystems, in order to reduce harmful impacts on coastal ecosystems.
Post essential messages from and distribute Transport Canada’s boaters guide at key locations to educate public.

Integration and Interconnectivity of Marine Ecosystems.

Posted on November 15, 2010 by Garry Fletcher

Integration and Interconnectivity of Marine Ecosystems.

The three themes to be emphasized here overlap into many other aspects of this report as well. We are talking about Ecosystems that by definition are interrelated. I think it is important to point them out as themes however since they may get overlooked otherwise.

1. Marine ecosystems and the organisms living within them are highly interconnected and interdependent.

2. The ecosystems our visitors live in and the activities they do in everyday life have a close connection with the welfare of marine ecosystems and their organisms.

3. We manage the resources and activities of different ecosystems in isolated jurisdictions of our governments and if change is to be effected, there are implications here.

—————————————————————————————-

1. A problem with defining the model of any marine system is that we have to draw boundaries which immediately restrict the reality of that system. We have a tendency to want to compartimentalize in order to make sense of things but nature doesn’t really work that way. This point should be made clear when modelling any ecosystem in an exhibit, and at every opportunity, the interactions with other ecosystems should be acknowledged.

The anadromous fish story is probably the classic one to show interactions . Not only marine and fresh water systems, but the interconnections with surrounding forests as well.
Marine mammals which may haul out on our rocky island ecosystems or swim in our local waters, but may within their lifetime traverse thousands of miles of coastal and open oceans.
Plankton distribution and migrations across ecosystems, the foam wind swept onto a beach carrying bits of ocean planktonic debris which is gleaned by a migrating shorebird, probably originated in the open ocean or as larvae in distant rocky intertidal zones.

2. A very constructive public education role can be served by the New Marine Centre in providing visitors with the evidence that the ecosystems in which they live and the activities they do in everyday life have a close connection with the welfare of marine ecosystems and their organisms. Just a few of the areas which can be included are as follows

coastal cities and the materials they shed into the water.
Agriculture runoff and the influence on eutrophication in marine systems.
Introduction of exotic species which compromises the ecological integrity of natural ecosystems
marine transportation and its effect
marine recreation and its effect on organisms and ecosystems.
Marine harvesting activities
The activities we do that affect climate change.

The point to make in all of this is that all these activities can have a range of impact from severe to non-significant in terms of how ecosystems are effected. Here again the proposal must be made that this is part of our choice of futures for the ocean.

3. The implications for management of the resources in these overlapping ecosystems becomes clear when one can appreciate that we have allowed different levels of governments to deal with different ecosystems without considering their interactions. It points to the need for a holistic model of ecosystem management, rather than a compartmentalized one. This was one of the intents of the Oceans Act.. to break down that conflict in jurisdictions and have a new way of looking at and ensuring sustainability of the marine environment. The fact that agriculture, forestry, parks, military and fisheries are all managed separately with little appreciation of the ecosystems of their overlapping jurisdictions must be presented in all its absurdity for the public to perhaps start an open dialogue on how sustainability can be insured if we can’t get it right.

So how can this be portrayed?

Start by finding ( if there are any) some positive examples of ecosystem management which takes into account the interrelated aspects of ecosystems.
Present best-case scenarios for marine sustainability issues.
In the take-aways section, provide constructive acts for visitor to follow up on in order to try to affect change that recognizes the need for a new method of marine ecosystem management.

Grade 7-9 Pan Canadian Objectives

Posted on November 15, 2010 by Garry Fletcher

7 to 9

By the end of grade 9

Learning outcomes by grade grouping

NATURE OF SCIENCE AND TECHNOLOGY

STSE

It is expected students will…

General learning outcome

109

describe various processes used in science and technology that enable us to understand natural phenomena and develop technological solutions

Specific learning outcomes

109-1

describe the role of collecting evidence, finding relationships, and proposing explanations in the development of scientific knowledge

109-2

describe and explain the role of collecting evidence, finding relationships, proposing explanations, and imagination in the development of scientific knowledge

109-3

describe and explain the role of experimentation, collecting evidence, finding relationships, proposing explanations, and imagination in the development of scientific knowledge

109-4

provide examples of how technologies used in the past were developed through trial and error

109-5

describe how technologies develop as a systematic trial-and-error process that is constrained by the properties of materials and the laws of nature

109-6

illustrate how technologies develop as a systematic trial-and-error process that is constrained by cost, the availability and properties of materials, and the laws of nature

109-7

identify different approaches taken to answer questions, solve problems, and make decisions

109-8

describe scientific inquiry, problem solving, and decision making, and provide examples where they may be applied

109-9

compare scientific inquiry, problem solving, and decision making in terms of their purpose, goals, and applications

109-10

relate personal activities in formal and informal settings to specific science disciplines

109-11

relate personal activities and various scientific and technological endeavours to specific science disciplines and interdisciplinary study areas

109-12

distinguish between terms that are scientific or technological and those that are not

109-13

explain the importance of choosing words that are scientifically or technologically appropriate

109-14

explain the importance of using precise language in science and technology

General learning outcome

110

describe the development of science and technology over time

Specific learning outcomes

110-1

provide examples of ideas and theories used in the past to explain natural phenomena

110-2

distinguish between ideas used in the past and theories used today to explain natural phenomena

110-3

identify major shifts in scientific world views

110-4

describe examples of how scientific knowledge has evolved in light of new evidence

110-5

illustrate examples of conflicting evidence for similar scientific questions

110-6

explain the need for new evidence in order to continually test existing theories

110-7

provide examples of technologies used in the past to meet human needs

110-8

describe examples of how technologies have been improved over time

110-9

compare examples of past and current technologies developed to meet a similar need

Relationships between science and technology

General learning outcome

111

explain how science and technology interact with and advance one another

Specific learning outcomes

111-1

provide examples of scientific knowledge that have resulted in the development of technologies

111-2

provide examples of technologies used in scientific research

111-3

provide examples of technologies that have enabled scientific research

111-4

provide examples of technologies that have enhanced, promoted, or made possible scientific research

111-5

describe the science underlying particular technologies designed to explore natural phenomena, extend human capabilities, or solve practical problems

111-6

apply the concept of systems as a tool for interpreting the structure and interactions of natural and technological systems

SOCIAL AND ENVIRONMENTAL CONTEXTS OF SCIENCE AND TECHNOLOGY

General learning outcome

112

illustrate how the needs of individuals, society, and the environment influence and are influenced by scientific and technological endeavours

Specific learning outcomes

112-1

describe how an individual’s needs can lead to developments in science and technology

112-2

describe how a community’s needs can lead to developments in science and technology

112-3

explain how society’s needs can lead to developments in science and technology

112-4

provide examples of Canadian institutions that support scientific and technological endeavours

112-5

provide examples of public and private Canadian institutions that support scientific and technological research and endeavours

112-6

provide examples of how Canadian research projects in science and technology are supported

112-7

provide examples of how science and technology affect their lives and their community

112-8

provide examples to illustrate that scientific and technological activities take place in a variety of individual or group settings

112-9

identify science- and technology-based careers in their community

112-10

provide examples of science- and technology-based careers in their province or territory

112-11

describe examples of science- and technology-based careers in Canada, and relate these careers to their studies in science

112-12

provide examples of Canadian contributions to science and technology

General learning outcome

113

analyse social issues related to the applications and limitations of science and technology, and explain decisions in terms of advantages and disadvantages for sustainability, considering a few perspectives

Specific learning outcomes

113-1

identify some positive and negative effects and intended and unintended consequences of a particular scientific or technological development

113-2

describe possible positive and negative effects of a particular scientific or technological development, and explain how different groups in society may have different needs and desires in relation to it

113-3

describe possible positive and negative effects of a particular scientific or technological development, and explain why a practical solution requires a compromise between competing priorities

113-4

analyse the design of a technology and the way it functions on the basis of its impact on their daily lives

113-5

analyse the design of a technology and the way it functions on the basis of identified criteria such as cost and impact on daily life and the community

113-6

evaluate the design of a technology and the way it functions on the basis of identified criteria such as cost and the impact on daily life and the environment

113-7

suggest solutions to problems that arise from applications of science and technology, taking into account potential advantages and disadvantages

113-8

make informed decisions about applications of science and technology, taking into account personal and social advantages and disadvantages

113-9

make informed decisions about applications of science and technology, taking into account environmental and social advantages and disadvantages

113-10

provide examples of problems that arise at home, in an industrial setting, or in the environment that cannot be solved using scientific and technological knowledge

113-11

propose a course of action on social issues related to science and technology, taking into account personal needs

113-12

propose a course of action on social issues related to science and technology, taking into account personal and community needs

113-13

propose a course of action on social issues related to science and technology, taking into account human and environmental needs

INITIATING AND PLANNING

SKILLS

It is expected students will…

General learning outcome

208

ask questions about relationships between and among observable variables and plan investigations to address those questions

Specific learning outcomes

208-1

rephrase questions in a testable form and clearly define practical problems

208-2

identify questions to investigate arising from practical problems and issues

208-3

define and delimit questions and problems to facilitate investigation

208-4

propose alternative solutions to a given practical problem, select one, and develop a plan

208-5

state a prediction and a hypothesis based on background information or an observed pattern of events

208-6

design an experiment and identify major variables

208-7

formulate operational definitions of major variables and other aspects of their investigations

208-8

select appropriate methods and tools for collecting data and information and for solving problems

PERFORMING AND RECORDING

General learning outcome

209

conduct investigations into relationships between and among observations, and gather and record qualitative and quantitative data

Specific learning outcomes

209-1

carry out procedures controlling the major variables

209-2

estimate measurements

209-3

use instruments effectively and accurately for collecting data

209-4

organize data using a format that is appropriate to the task or experiment

209-5

select and integrate information from various print and electronic sources or from several parts of the same source

209-6

use tools and apparatus safely

209-7

demonstrate a knowledge of WHMIS standards by using proper techniques for handling and disposing of lab materials

ANALYSING AND INTERPRETING

General learning outcome

210

analyse qualitative and quantitative data and develop and assess possible explanations

Specific learning outcomes

210-1

use or construct a classification key

210-2

compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs, line graphs, and scatter plots

210-3

identify strengths and weaknesses of different methods of collecting and displaying data

210-4

predict the value of a variable by interpolating or extrapolating from graphical data

210-5

identify the line of best fit on a scatter plot and interpolate or extrapolate based on the line of best fit

210-6

interpret patterns and trends in data, and infer and explain relationships among the variables

210-7

identify, and suggest explanations for, discrepancies in data

210-8

apply given criteria for evaluating evidence and sources of information

210-9

calculate theoretical values of a variable

210-10

identify potential sources and determine the amount of error in measurement

210-11

state a conclusion, based on experimental data, and explain how evidence gathered supports or refutes an initial idea

210-12

identify and evaluate potential applications of findings

210-13

test the design of a constructed device or system

210-14

identify and correct practical problems in the way a prototype or constructed device functions

210-15

evaluate designs and prototypes in terms of function, reliability, safety, efficiency, use of materials, and impact on the environment

210-16

identify new questions and problems that arise from what was learned

COMMUNICATION AND TEAMWORK

General learning outcome

211

work collaboratively on problems and use appropriate language and formats to communicate ideas, procedures, and results

Specific learning outcomes

211-1

receive, understand, and act on the ideas of others

211-2

communicate questions, ideas, intentions, plans, and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language, and other means

211-3

work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise

211-4

evaluate individual and group processes used in planning, problem solving, decision making, and completing a task

211-5

defend a given position on an issue or problem, based on their findings

LIFE SCIENCE

KNOWLEDGE

General learning outcome

304

explain and compare processes that are responsible for the maintenance of an organism’s life

Specific learning outcomes

304-1

explain how biological classification takes into account the diversity of life on Earth

304-2

identify the roles of producers, consumers, and decomposers in a local ecosystem, and describe both their diversity and their interactions

304-3

describe conditions essential to the growth and reproduction of plants and microorganisms in an ecosystem and relate these conditions to various aspects of the human food supply

304-4

illustrate and explain that the cell is a living system that exhibits all the characteristics of life

304-5

distinguish between plant and animal cells

304-6

explain that growth and reproduction depend on cell division

304-7

explain structural and functional relationships between and among cells, tissues, organs, and systems in the human body

304-8

relate the needs and functions of various cells and organs to the needs and functions of the human organism as a whole

304-9

describe the basic factors that affect the functions and efficiency of the human respiratory, circulatory, digestive, excretory, and nervous systems

304-10

describe examples of the interdependence of various systems of the human body

304-11

illustrate and describe the basic process of cell division, including what happens to the cell membrane and the contents of the nucleus

304-12

explain signs of pregnancy and describe the major stages of human development from conception to early infancy

General learning outcome

305

explain processes responsible for the continuity and diversity of life

Specific learning outcomes

305-1

recognize that the nucleus of a cell contains genetic information and determines cellular processes

305-2

distinguish between sexual and asexual reproduction in representative organisms

305-3

compare sexual and asexual reproduction in terms of their advantages and disadvantages

305-4

compare the structure and function of the human reproductive systems

305-5

discuss factors that may lead to changes in a cell’s genetic information

General learning outcome

306

describe interactions and explain dynamic equilibrium within ecological systems

Specific learning outcomes

306-1

describe how energy is supplied to, and how it flows through, a food web

306-2

describe how matter is recycled in an ecosystem through interactions among plants, animals, fungi, and microorganisms

306-3

describe interactions between biotic and abiotic factors in an ecosystem

306-4

identify signs of ecological succession in a local ecosystem

General learning outcome

307

describe the properties and components of matter, and explain interactions between those components

Specific learning outcomes

307-1

distinguish between pure substances and mixtures using the particle model of matter

307-2

identify and separate the components of mixtures

307-3

describe the characteristics of solutions using the particle model of matter

307-4

describe qualitatively and quantitatively the concentration of solutions

307-5

describe qualitatively the factors that affect solubility

307-6

compare the viscosity of various liquids

307-7

describe factors that can modify the viscosity of a liquid

307-8

describe the relationship between the mass, volume, and density of solids, liquids, and gases using the particle model of matter

307-9

explain the effects of changes in temperature on the density of solids, liquids, and gases and relate the results to the particle model of matter

307-10

describe situations in daily life where the density of substances naturally changes or is intentionally altered

307-11

analyse quantitatively the density of various substances

307-12

investigate materials and describe them in terms of their physical properties

307-13

describe changes in the properties of materials that result from some common chemical reactions

307-14

use models in describing the structure and components of atoms and molecules

307-15

identify examples of common elements, and compare their characteristics and atomic structure

307-16

identify and write chemical symbol or molecular formula of common elements or compounds

PHYSICAL SCIENCE

General learning outcome

308

describe sources and properties of energy, and explain energy transfers and transformations

Specific learning outcomes

308-1

compare various instruments used to measure temperature

308-2

explain temperature using the concept of kinetic energy and the particle model of matter

308-3

explain how each state of matter reacts to changes in temperature

308-4

explain changes of state using the particle model of matter

308-5

compare transmission of heat by conduction, convection, and radiation

308-6

describe how various surfaces absorb radiant heat

308-7

explain, using the particle model of matter, differences among heat capacities of some common materials

308-8

identify and describe properties of visible light

308-9

describe the laws of reflection of visible light and their applications in everyday life

308-10

describe qualitatively how visible light is refracted

308-11

describe different types of electromagnetic radiation, including infrared, ultraviolet, X-rays, microwaves, and radio waves

308-12

compare properties of visible light to the properties of other types of electromagnetic radiation, including infrared, ultraviolet, X-rays, microwaves, and radio waves

308-13

explain the production of static electrical charges in some common materials

308-14

identify properties of static electrical charges

308-15

compare qualitatively static electricity and electric current

308-16

describe the flow of charge in an electrical circuit

308-17

describe series and parallel circuits involving varying resistance, voltage, and current

308-18

relate electrical energy to domestic power consumption costs

308-19

determine quantitatively the efficiency of an electrical appliance that converts electrical energy to heat energy

308-20

describe the transfer and conversion of energy from a generating station to the home

General learning outcome

309

recognize that many phenomena are caused by forces, and explore various situations involving forces

Specific learning outcomes

309-1

describe qualitatively the relationship between mass and weight

309-2

describe the movement of objects in terms of balanced and unbalanced forces

309-3

describe quantitatively the relationship between force, area, and pressure

309-4

explain qualitatively the relationship between pressure, volume, and temperature when liquid and gaseous fluids are compressed or heated

EARTH AND SPACE SCIENCE

General learning outcome

310

explain how Earth provides both a habitat for life and a resource for society

Specific learning outcomes

310-1

describe the composition of Earth’s crust

310-2

classify rocks and minerals based on their characteristics and method of formation

310-3

classify various types of soil according to their characteristics, and investigate ways to enrich soils

General learning outcome

311

explain patterns of change and their effects on Earth

Specific learning outcomes

311-1

explain the processes of mountain formation and the folding and faulting of Earth’s surface

311-2

explain various ways in which rock can be weathered

311-3

relate various meteorological, geological, and biological processes to the formation of soils

311-4

examine some of the catastrophic events, such as earthquakes or volcanic eruptions, that occur on or near Earth’s surface

311-5

analyse data on the geographical and chronological distribution of catastrophic events to determine patterns and trends

311-6

develop a chronological model or time scale of major events in Earth’s history

311-7

describe processes that lead to the development of ocean basins and continental drainage systems

311-8

analyse factors that affect productivity and species distribution in marine and fresh water environments

311-9

describe the interactions of the ocean currents, winds, and regional climates

311-10

explain how waves and tides are generated and how they interact with shorelines

311-11

describe processes of erosion and deposition that result from wave action and water flow

311-12

describe factors that affect glaciers and polar icecaps, and describe their consequent effects on the environment

General learning outcome

312

describe the nature and components of the universe

Specific learning outcomes

312-1

describe theories on the formation of the solar system

312-2

describe and classify the major components of the universe

312-3

describe theories on the origin and evolution of the universe

312-4

describe and explain the apparent motion of celestial bodies

312-5

describe the composition and characteristics of the components of the solar system

312-6

describe the effects of solar phenomena on Earth

From grade 7 through grade 9

ATTITUDES*

It is expected that students will be encouraged to…

General learning outcomes

422

appreciate the role and contribution of science and technology in our understanding of the world

423

appreciate that the applications of science and technology can have advantages and disadvantages

424

appreciate and respect that science has evolved from different views held by women and men from a variety of societies and cultural backgrounds

425

show a continuing curiosity and interest in a broad scope of science-related fields and issues

426

confidently pursue further investigations and readings

427

consider many career possibilities in science- and technology-related fields

428

consider observations and ideas from a variety of sources during investigations and before drawing conclusions

429

value accuracy, precision, and honesty

430

persist in seeking answers to difficult questions and solutions to difficult problems

431

work collaboratively in carrying out investigations as well as in generating and evaluating ideas

432

be sensitive and responsible in maintaining a balance between the needs of humans and a sustainable environment

433

project, beyond the personal, consequences of proposed actions

434

show concern for safety in planning, carrying out, and reviewing activities

435

become aware of the consequences of their actions

*Because of the nature of the attitudes foundation, no specific learning outcomes have been identified.

grade 10-12 Pan Canadian Objectives

Posted on November 15, 2010 by Garry Fletcher

10 to 12

By the end of grade 12

Learning outcomes by grade grouping

NATURE OF SCIENCE AND TECHNOLOGY

STSE

It is expected students will…

General learning outcome

114

describe and explain disciplinary and interdisciplinary processes used to enable us to understand natural phenomena and develop technological solutions

Specific learning outcomes

114-1

explain how a paradigm shift can change scientific world views

114-2

explain the roles of evidence, theories, and paradigms in the development of scientific knowledge

114-3

evaluate the role of continued testing in the development and improvement of technologies

114-4

identify various constraints that result in tradeoffs during the development and improvement of technologies

114-5

describe the importance of peer review in the development of scientific knowledge

114-6

relate personal activities and various scientific and technological endeavours to specific science disciplines and interdisciplinary studies

114-7

compare processes used in science with those used in technology

114-8

describe the usefulness of scientific nomenclature systems

114-9

explain the importance of communicating the results of a scientific or technological endeavour, using appropriate language and conventions

General learning outcome

115

distinguish between science and technology in terms of their respective goals, products, and values, and describe the development of scientific theories and technologies over time

Specific learning outcomes

115-1

distinguish between scientific questions and technological problems

115-2

illustrate how science attempts to explain natural phenomena

115-3

explain how a major scientific milestone revolutionized thinking in the scientific communities

115-4

describe the historical development of a technology

115-5

analyse why and how a particular technology was developed and improved over time

115-6

explain how scientific knowledge evolves as new evidence comes to light

115-7

explain how scientific knowledge evolves as new evidence comes to light and as laws and theories are tested and subsequently restricted, revised, or replaced

RELATIONSHIPS BETWEEN SCIENCE AND TECHNOLOGY

General learning outcome

116

analyse and explain how science and technology interact with and advance one another

Specific learning outcomes

116-1

identify examples where scientific understanding was enhanced or revised as a result of the invention of a technology

116-2

analyse and describe examples where scientific understanding was enhanced or revised as a result of the invention of a technology

116-3

identify examples where technologies were developed based on scientific understanding

116-4

analyse and describe examples where technologies were developed based on scientific understanding

116-5

describe the functioning of domestic and industrial technologies, using scientific principles

116-6

describe and evaluate the design of technological solutions and the way they function, using scientific principles

116-7

analyse natural and technological systems to interpret and explain their structure and dynamics

SOCIAL AND ENVIRONMENTAL CONTEXTS OF SCIENCE AND TECHNOLOGY

General learning outcome

117

analyse how individuals, society, and the environment are interdependent with scientific and technological endeavours

Specific learning outcomes

117-1

compare examples of how society supports and influences science and technology

117-2

analyse society’s influence on scientific and technological endeavours

117-3

describe how Canadian research projects in science and technology are funded

117-4

debate the merits of funding specific scientific or technological endeavours and not others

117-5

provide examples of how science and technology are an integral part of their lives and their community

117-6

analyse why scientific and technological activities take place in a variety of individual and group settings

117-7

identify and describe science- and technology-based careers related to the science they are studying

117-8

identify possible areas of further study related to science and technology

117-9

analyse the knowledge and skills acquired in their study of science, to identify areas of further study related to science and technology

117-10

describe examples of Canadian contributions to science and technology

117-11

analyse examples of Canadian contributions to science and technology

SOCIAL AND ENVIRONMENTAL CONTEXTS OF SCIENCE AND TECHNOLOGY

General learning outcome

118

evaluate social issues related to the applications and limitations of science and technology, and explain decisions in terms of advantages and disadvantages for sustainability, considering a variety of perspectives

Specific learning outcomes

118-1

compare the risks and benefits to society and the environment of applying scientific knowledge or introducing a technology

118-2

analyse from a variety of perspectives the risks and benefits to society and the environment of applying scientific knowledge or introducing a particular technology

118-3

evaluate the design of a technology and the way it functions on the basis of identified criteria such as safety, cost, availability, and impact on everyday life and the environment

118-4

evaluate the design of a technology and the way it functions on the basis of a variety of criteria that they have identified themselves

118-5

defend a decision or judgement and demonstrate that relevant arguments can arise from different perspectives

118-6

construct arguments to support a decision or judgement, using examples and evidence and recognizing various perspectives

118-7

identify instances in which science and technology are limited in finding the answer to questions or the solution to problems

118-8

distinguish between questions that can be answered by science and those that cannot, and between problems that can be solved by technology and those that cannot

118-9

propose a course of action on social issues related to science and technology, taking into account human and environmental needs

118-10

propose courses of action on social issues related to science and technology, taking into account an array of perspectives, including that of sustainability

INITIATING AND PLANNING

SKILLS

It is expected students will…

General learning outcome

212

ask questions about observed relationships and plan investigations of questions, ideas, problems, and issues

Specific learning outcomes

212-1

identify questions to investigate that arise from practical problems and issues

212-2

define and delimit problems to facilitate investigation

212-3

design an experiment identifying and controlling major variables

212-4

state a prediction and a hypothesis based on available evidence and background information

212-5

identify the theoretical basis of an investigation and develop a prediction and a hypothesis that are consistent with the theoretical basis

212-6

design an experiment and identify specific variables

212-7

formulate operational definitions of major variables

212-8

evaluate and select appropriate instruments for collecting evidence and appropriate processes for problem solving, inquiring, and decision making

212-9

develop appropriate sampling procedures

PERFORMING AND RECORDING

General learning outcome

213

conduct investigations into relationships between and among observable variables, and use a broad range of tools and techniques to gather and record data and information

Specific learning outcomes

213-1

implement appropriate sampling procedures

213-2

carry out procedures controlling the major variables and adapting or extending procedures where required

213-3

use instruments effectively and accurately for collecting data

213-4

estimate quantities

213-5

compile and organize data, using appropriate formats and data treatments to facilitate interpretation of the data

213-6

use library and electronic research tools to collect information on a given topic

213-7

select and integrate information from various print and electronic sources or from several parts of the same source

213-8

select and use apparatus and materials safely

213-9

demonstrate a knowledge of WHMIS standards by selecting and applying proper techniques for handling and disposing of lab materials

ANALYSING AND INTERPRETING

General learning outcome

214

analyse data and apply mathematical and conceptual models to develop and assess possible explanations

Specific learning outcomes

214-1

describe and apply classification systems and nomenclatures used in the sciences

214-2

identify limitations of a given classification system and identify alternative ways of classifying to accommodate anomalies

214-3

compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots

214-4

identify a line of best fit on a scatter plot and interpolate or extrapolate based on the line of best fit

214-5

interpret patterns and trends in data, and infer or calculate linear and nonlinear relationships among variables

214-6

apply and assess alternative theoretical models for interpreting knowledge in a given field

214-7

compare theoretical and empirical values and account for discrepancies

214-8

evaluate the relevance, reliability, and adequacy of data and data collection methods

214-9

identify and apply criteria, including the presence of bias, for evaluating evidence and sources of information

214-10

identify and explain sources of error and uncertainty in measurement and express results in a form that acknowledges the degree of uncertainty

214-11

provide a statement that addresses the problem or answers the question investigated in light of the link between data and the conclusion

214-12

explain how data support or refute the hypothesis or prediction

214-13

identify and correct practical problems in the way a technological device or system functions

214-14

construct and test a prototype of a device or system and troubleshoot problems as they arise

214-15

propose alternative solutions to a given practical problem, identify the potential strengths and weaknesses of each, and select one as the basis for a plan

214-16

evaluate a personally designed and constructed device on the basis of criteria they have developed themselves

214-17

identify new questions or problems that arise from what was learned

214-18

identify and evaluate potential applications of findings

COMMUNICATION AND TEAMWORK

General learning outcome

215

work as a member of a team in addressing problems, and apply the skills and conventions of science in communicating information and ideas and in assessing results

Specific learning outcomes

215-1

communicate questions, ideas, and intentions, and receive, interpret, understand, support, and respond to the ideas of others

215-2

select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate ideas, plans, and results

215-3

synthesize information from multiple sources or from complex and lengthy texts and make inferences based on this information

215-4

identify multiple perspectives that influence a science-related decision or issue

215-5

develop, present, and defend a position or course of action, based on findings

215-6

work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise

215-7

evaluate individual and group processes used in planning, problem solving and decision making, and completing a task

Life SCIENCE

KNOWLEDGE

It is expected students will…

General learning outcome

313

compare and contrast the reproduction and development of representative organisms

Specific learning outcomes

313-1

analyse and explain the life cycle of a representative organism from each kingdom, including a representative virus

313-2

describe in detail mitosis and meiosis

313-3

analyse and describe the structure and function of female and male mammalian reproductive systems

313-4

explain the human reproductive cycle

313-5

explain current reproductive technologies for plants and animals

313-6

evaluate the use of reproductive technologies for humans

General learning outcome

314

determine how cells use matter and energy to maintain organization necessary for life

Specific learning outcomes

314-1

identify chemical elements and compounds that are commonly found in living systems

314-2

identify the role of some compounds, such as water, glucose, and ATP, commonly found in living systems

314-3

identify and describe the structure and function of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids

314-4

explain the critical role of enzymes in cellular metabolism

314-5

explain the cell theory

314-6

describe cell organelles visible with the light and electron microscopes

314-7

compare and contrast different types of procaryotic and eucaryotic cells

314-8

describe how organelles manage various cell processes such as ingestion, digestion, transportation, and excretion

314-9

compare and contrast matter and energy transformations associated with the processes of photosynthesis and aerobic respiration

General learning outcome

315

demonstrate an understanding of the structure and function of genetic material

Specific learning outcomes

315-1

summarize the main scientific discoveries that led to the modern concept of the gene

315-2

describe and illustrate the roles of chromosomes in the transmission of hereditary information from one cell to another

315-3

demonstrate an understanding of Mendelian genetics, including the concepts of dominance, co dominance, recessiveness, and independent assortment, and predict the outcome of various genetic crosses

315-4

compare and contrast the structures of DNA and RNA and explain their roles in protein synthesis

315-5

explain the current model of DNA replication

315-6

describe factors that may lead to mutations in a cell’s genetic information

315-7

predict the effects of mutations on protein synthesis, phenotypes, and heredity

315-8

explain circumstances that lead to genetic diseases

315-9

demonstrate an understanding of genetic engineering, using their knowledge of DNA

315-10

explain the importance of the Human Genome Project and summarize its major findings

General learning outcome

316

analyse the patterns and products of evolution

Specific learning outcomes

316-1

describe historical and cultural contexts that have changed evolutionary concepts

316-2

evaluate current evidence that supports the theory of evolution and that feeds the debate on gradualism and punctuated equilibrium

316-3

analyse evolutionary mechanisms such as natural selection, genetic variation, genetic drift, artificial selection, and biotechnology, and their effects on biodiversity and extinction

316-4

outline evidence and arguments pertaining to the origin, development, and diversity of living organisms on Earth

316-5

use organisms found in a local or regional ecosystem to demonstrate an understanding of fundamental principles of taxonomy

316-6

describe the anatomy and physiology of a representative organism from each kingdom, including a representative virus

General learning outcome

317

compare and contrast mechanisms used by organisms to maintain homeostasis

Specific learning outcomes

317-1

explain how different plant and animal systems, including the vascular and nervous systems, help maintain homeostasis

317-2

analyse homoeostatic phenomena to identify the feedback mechanisms involved

317-3

explain the importance of nutrition and fitness to the maintenance of homeostasis

317-4

evaluate the impact of viral, bacterial, genetic, and environmental diseases on an organism’s homeostasis

317-5

evaluate, considering ethical issues, the consequences of medical treatments such as radiation therapy, cosmetic surgery, and chemotherapy

317-6

predict the impact of environmental factors such as allergens on homeostasis within an organism

317-7

describe how the use of prescription and nonprescription drugs can disrupt or help maintain homeostasis

317-8

explain how behaviours such as tropisms, instinct, and learned behaviour help to maintain homeostasis

General learning outcome

318

evaluate relationships that affect the biodiversity and sustainability of life within the biosphere

Specific learning outcomes

318-1

illustrate the cycling of matter through biotic and abiotic components of an ecosystem by tracking carbon, nitrogen, and oxygen

318-2

describe the mechanisms of bioaccumulation, and explain its potential impact on the viability and diversity of consumers at all trophic levels

318-3

explain why ecosystems with similar characteristics can exist in different geographical locations

318-4

explain why different ecosystems respond differently to short-term stresses and long-term changes

318-5

explain various ways in which natural populations are kept in equilibrium and relate this equilibrium to the resource limits of an ecosystem

318-6

explain how the biodiversity of an ecosystem contributes to its sustainability

318-7

compare Canadian biomes in terms of climate, vegetation, physical geography, and location

318-8

describe population growth and explain factors that influence population growth

318-9

analyse interactions within and between populations

318-10

evaluate Earth’s carrying capacity, considering human population growth and its demands on natural resources

318-11

use the concept of the energy pyramid to explain the production, distribution, and use of food resources

CHEMISTRY

General learning outcome

319

identify and explain the diversity of organic compounds and their impact on the environment

Specific learning outcomes

319-1

name and write formulas for some common ionic and molecular compounds, using the periodic table and a list of ions

319-2

classify substances as acids, bases, or salts, based on their characteristics, name, and formula

319-3

illustrate, using chemical formulas, a wide variety of natural and synthetic compounds that contain carbon

319-4

explain the large number and diversity of organic compounds with reference to the unique nature of the carbon atom

319-5

write the formula and provide the IUPAC name for a variety of organic compounds

319-6

define isomers and illustrate the structural formulas for a variety of organic isomers

319-7

classify various organic compounds by determining to which families they belong, based on their names or structures

319-8

write and balance chemical equations to predict the reactions of selected organic compounds

319-9

describe processes of polymerization and identify some important natural and synthetic polymers

General learning outcome

320

demonstrate an understanding of the characteristics and interactions of acids and bases

Specific learning outcomes

320-1

describe various acid-base definitions up to the Brønsted-Lowry definition

320-2

predict products of acid-base reactions

320-3

compare strong and weak acids and bases using the concept of equilibrium

320-4

calculate the pH of an acid or a base given its concentration, and vice versa

320-5

describe the interactions between H+ ions and OH- ions using Le Châtelier’s principle

320-6

determine the concentration of an acid or base solution using stoichiometry

320-7

explain how acid-base indicators function

General learning outcome

321

illustrate and explain the various forces that hold structures together at the molecular level, and relate the properties of matter to its structure

Specific learning outcomes

321-1

represent chemical reactions and the conservation of mass, using molecular models and balanced symbolic equations

321-2

describe how neutralization involves tempering the effects of an acid with a base or vice versa

321-3

illustrate how factors such as heat, concentration, light, and surface area can affect chemical reactions

321-4

illustrate and explain the formation of ionic, covalent, and metallic bonds

321-5

illustrate and explain hydrogen bonds and van der Waals’ forces

321-6

write and name the formulas of ionic and molecular compounds, following simple IUPAC rules

321-7

identify and describe the properties of ionic and molecular compounds and metallic substances

321-8

describe how intermolecular forces account for the properties of ionic and molecular compounds and metallic substances

321-9

classify ionic, molecular, and metallic substances according to their properties

321-10

relate the properties of a substance to its structural model

321-11

explain the structural model of a substance in terms of the various bonds that define it

General learning outcome

322

use the redox theory in a variety of contexts related to electrochemistry

Specific learning outcomes

322-1

define oxidation and reduction experimentally and theoretically

322-2

write and balance half reactions and net reactions

322-3

compare oxidation-reduction reactions with other kinds of reactions

322-4

illustrate and label the parts of electrochemical and electrolytic cells and explain how they work

322-5

predict whether oxidation-reduction reactions are spontaneous based on their reduction potentials

322-6

predict the voltage of various electrochemical cells

322-7

compare electrochemical and electrolytic cells in terms of energy efficiency, electron flow/transfer, and chemical change

322-8

explain the processes of electrolysis and electroplating

322-9

explain how electrical energy is produced in a hydrogen fuel cell

General learning outcome

323

develop an understanding of solutions and stoichiometry in a variety of contexts

Specific learning outcomes

323-1

define molar mass and perform mole-mass interconversions for pure substances

323-2

describe the process of dissolving, using concepts of intramolecular and intermolecular forces

323-3

define the concept of equilibrium as it pertains to solutions

323-4

explain solubility, using the concept of equilibrium

323-5

explain how different factors affect solubility, using the concept of equilibrium

323-6

determine the molar solubility of a pure substance in water

323-7

explain the variations in the solubility of various pure substances, given the same solvent

323-8

use the solubility generalizations to predict the formation of precipitates

323-9

explain the effect of solutes on the melting point of solid water, using intermolecular forces

323-10

identify mole ratios of reactants and products from balanced chemical equations

323-11

perform stoichiometric calculations related to chemical equations

323-12

identify various stoichiometric applications

323-13

predict how the yield of a particular chemical process can be maximized

General learning outcome

324

predict and explain energy transfers in chemical reactions

Specific learning outcomes

324-1

write and balance chemical equations for combustion reactions of alkanes

324-2

define endothermic reaction, exothermic reaction, specific heat, enthalpy, bond energy, heat of reaction, and molar enthalpy

324-3

calculate and compare the energy involved in changes of state and that in chemical reactions

324-4

calculate the changes in energy of various chemical reactions using bond energy, heat of formation, and Hess’s law

324-5

illustrate changes in energy of various chemical reactions, using potential energy diagrams

324-6

determine experimentally the changes in energy of various chemical reactions

324-7

compare the molar enthalpies of several combustion reactions involving organic compounds

PHYSICS

General learning outcome

325

analyse and describe relationships between force and motion

Specific learning outcomes

325-1

describe quantitatively the relationship among displacement, time, and velocity

325-2

analyse graphically and mathematically the relationship among displacement, velocity, and time

325-3

distinguish between instantaneous and average velocity

325-4

describe quantitatively the relationship among velocity, time, and acceleration

325-5

use vectors to represent force, velocity, and acceleration

325-6

analyse quantitatively the horizontal and vertical motion of a projectile

325-7

identify the frame of reference for a given motion

325-8

apply Newton’s laws of motion to explain inertia, the relationship between force, mass, and acceleration, and the interaction of forces between two objects

325-9

analyse quantitatively the relationships among force, distance, and work

325-10

analyse quantitatively the relationships among work, time, and power

325-11

analyse quantitatively two-dimensional motion in a horizontal plane and a vertical plane

325-12

describe uniform circular motion, using algebraic and vector analysis

325-13

explain quantitatively circular motion, using Newton’s laws

General learning outcome

326

analyse interactions within systems, using the laws of conservation of energy and momentum

Specific learning outcomes

326-1

analyse quantitatively the relationships among mass, height, speed, and heat energy, using the law of conservation of energy

326-2

apply quantitatively Newton’s laws of motion to impulse and momentum

326-3

apply quantitively the laws of conservation of momentum to one- and two-dimensional collisions and explosions

326-4

determine which laws of conservation of energy or momentum are best used to solve particular real-life situations involving elastic and inelastic collisions

326-5

describe quantitatively mechanical energy as the sum of kinetic and potential energies

326-6

analyse quantitatively problems related to kinematics and dynamics using the mechanical energy concept

326-7

analyse common energy transformation situations using the work-energy theorem

326-8

determine the per cent efficiency of energy transformations

326-9

apply quantitatively the law of conservation of mass and energy, using Einstein’s mass-energy equivalence

General learning outcome

327

predict and explain interactions between waves and with matter, using the characteristics of waves

Specific learning outcomes

327-1

describe the characteristics of longitudinal and transverse waves

327-2

apply the wave equation to explain and predict the behaviour of waves

327-3

explain quantitatively the relationships between displacement, velocity, time, and acceleration for simple harmonic motion

327-4

explain quantitatively the relationship between potential and kinetic energies of a mass in simple harmonic motion

327-5

compare and describe the properties of electromagnetic radiation and sound

327-6

describe how sound and electromagnetic radiation, as forms of energy, are produced and transmitted

327-7

apply the laws of reflection and the laws of refraction to predict wave behaviour

327-8

explain qualitatively and quantitatively the phenomena of wave interference, diffraction, reflection, and refraction, and the Doppler-Fizeau effect

327-9

describe how the quantum energy concept explains black-body radiation and the photoelectric effect

327-10

explain qualitatively and quantitatively the photoelectric effect

327-11

summarize the evidence for the wave and particle models of light

General learning outcome

328

explain the fundamental forces of nature, using the characteristics of gravitational, electric, and magnetic fields

Specific learning outcomes

328-1

describe gravitational, electric, and magnetic fields as regions of space that affect mass and charge

328-2

describe gravitational, electric, and magnetic fields by illustrating the source and directions of the lines of force

328-3

describe electric fields in terms of like and unlike charges, and magnetic fields in terms of poles

328-4

compare Newton’s universal law of gravitation and Coulomb’s law, and apply both laws quantitatively

328-5

analyse, qualitatively and quantitatively, the forces acting on a moving charge and on an electric current in a uniform magnetic field

328-6

describe the magnetic field produced by current in both a solenoid and a long, straight conductor

328-7

analyse, qualitatively and quantitatively, electromagnetic induction by both a changing magnetic flux and a moving conductor

328-8

develop and compare expressions used when measuring gravitational, electric, and magnetic fields and forces

328-9

compare the way a motor and a generator function, using the principles of electromagnetism

General learning outcome

329

analyse and describe different means of energy transmission and transformation

Specific learning outcomes

329-1

explain quantitatively the Compton effect and the de Broglie hypothesis, using the laws of mechanics, the conservation of momentum, and the nature of light

329-2

explain quantitatively the Bohr atomic model as a synthesis of classical and quantum concepts

329-3

explain the relationship between the energy levels in Bohr’s model, the energy difference between the levels, and the energy of the emitted photons

329-4

describe the products of radioactive decay and the characteristics of alpha, beta, and gamma radiation

329-5

describe sources of radioactivity in the natural and constructed environments

329-6

compare and contrast qualitatively and quantitatively nuclear fission and fusion

329-7

use the quantum mechanical model to explain natural luminous phenomena

EARTH AND SPACE SCIENCE

General learning outcome

330

demonstrate an understanding of the nature and diversity of energy sources and matter in the universe

Specific learning outcomes

330-1

describe theories and evaluate the limits of our understanding of Earth’s internal structure

330-2

classify rocks according to their structure, chemical composition, and method of formation

330-3

classify common minerals according to their physical and chemical characteristics

330-4

analyse the interactions between the atmosphere and human activities

330-5

describe the composition and structure of the atmosphere

330-6

describe the dominant factors that produce seasonal weather phenomena

330-7

describe the characteristics of Canada’s three oceans

330-8

describe the importance of minerals and mineral exploration at the local, provincial, national, and global levels

330-9

describe the historical evolution of extraction and of the use of several resources obtained from the lithosphere

330-10

describe the processes and technologies involved in developing an Earth resource, from exploration to extraction to refining

330-11

identify factors involved in responsibly developing Earth’s resources

330-12

use appropriate evidence to describe the geologic history of an area

General learning outcome

331

describe and predict the nature and effects of changes to terrestrial systems

Specific learning outcomes

331-1

describe and explain heat transfer within the water cycle

331-2

describe and explain heat transfer in the hydrosphere and atmosphere and its effects on air and water currents

331-3

describe how the hydrosphere and atmosphere act as heat sinks within the water cycle

331-4

describe and explain the effects of heat transfer within the hydrosphere and atmosphere on the development, severity, and movement of weather systems

331-5

analyse meteorological data for a given time span and predict future weather conditions, using appropriate methodologies and technologies

331-6

analyse the impact of external factors on an ecosystem

331-7

describe how soil composition and fertility can be altered and how these changes could affect an ecosystem

331-8

describe the evidence used to determine the age of Earth, and the historical evolution of establishing Earth’s chronology

331-9

describe methods of monitoring and predicting earthquakes, volcanic eruptions, and plate interactions

General learning outcome

332

demonstrate an understanding of the relationships among systems responsible for changes to Earth’s surface

Specific learning outcomes

332-1

describe interactions of components of the hydrosphere, including the cryosphere

332-2

analyse energy and matter transfer in the water cycle

332-3

describe major interactions among the hydrosphere, lithosphere, and atmosphere

332-4

illustrate the geologic time scale and compare to human time scales

332-5

compare and contrast the principles of uniformitarianism and of catastrophism in historical geology

332-6

explain the appropriate applications of absolute and relative dating

332-7

describe geological evidence that suggests life forms, climate, continental positions, and Earth’s crust have changed over time

332-8

analyse evidence for plate tectonics theory

332-9

relate plate tectonics to the processes that change Earth’s surface

General learning outcome

333

describe the nature of space and its components and the history of the observation of space

Specific learning outcomes

333-1

compare and contrast a variety of theories for the origin of the universe

333-2

describe tools and methods used to observe and measure the universe

333-3

identify and compare various components of the universe

333-4

compare characteristics of various galaxies

333-5

describe the life cycles of stars

333-6

compare the composition of stars at different stages of their life cycles

From grade 10 through grade 12

ATTITUDES*

It is expected that students will be encouraged to…

General learning outcomes

436

value the role and contribution of science and technology in our understanding of phenomena that are directly observable and those that are not

437

appreciate that the applications of science and technology can raise ethical dilemmas

438

value the contributions to scientific and technological development made by women and men from many societies and cultural backgrounds

439

show a continuing and more informed curiosity and interest in science and science-related issues

440

acquire, with interest and confidence, additional science knowledge and skills, using a variety of resources and methods, including formal research

441

consider further studies and careers in science- and technology-related fields

442

confidently evaluate evidence and consider alternative perspectives, ideas, and explanations

443

use factual information and rational explanations when analysing and evaluating

444

value the processes for drawing conclusions

445

work collaboratively in planning and carrying out investigations, as well as in generating and evaluating ideas

446

have a sense of personal and shared responsibility for maintaining a sustainable environment

447

project the personal, social, and environmental consequences of proposed action

448

want to take action for maintaining a sustainable environment

449

show concern for safety and accept the need for rules and regulations

450

be aware of the direct and indirect consequences of their actions

* Because of the nature of the attitudes foundation, no specific learning outcomes have been identified.

Framework table of contents or Next section or Title page

4-6 Pan Canadian Curriculum Objectives

Posted on November 15, 2010 by Garry Fletcher

4 to 6

By the end of grade 6

Learning outcomes by grade grouping

Nature of science and technology

STSE

It is expected students will…

General learning outcome

104

demonstrate that science and technology use specific processes to investigate the natural and constructed world or to seek solutions to practical problems

Specific learning outcomes

104-1

demonstrate processes for investigating scientific questions and solving technological problems

104-2

demonstrate and describe processes for investigating scientific questions and solving technological problems

104-3

demonstrate and explain the importance of selecting appropriate processes for investigating scientific questions and solving technological problems

104-4

compare the results of their investigations to those of others and recognize that results may vary

104-5

describe how results of similar and repeated investigations may vary and suggest possible explanations for variations

104-6

demonstrate that specific terminology is used in science and technology contexts

104-7

demonstrate the importance of using the languages of science and technology to communicate ideas, processes, and results

104-8

demonstrate the importance of using the languages of science and technology to compare and communicate ideas, processes, and results

General learning outcome

105

demonstrate that science and technology develop over time

Specific learning outcomes

105-1

identify examples of scientific questions and technological problems that are currently being studied

105-2

identify examples of scientific questions and technological problems addressed in the past

105-3

describe examples of scientific questions and technological problems that have been addressed differently at different times

105-4

identify examples of scientific knowledge that have developed from a variety of sources

105-5

identify examples of scientific knowledge that have developed as a result of the gradual accumulation of evidence

105-6

describe how evidence must be continually questioned in order to validate scientific knowledge

Relationships between science and technology

General learning outcome

106

describe ways that science and technology work together in investigating questions and problems and in meeting specific needs

Specific learning outcomes

106-1

describe examples of tools and techniques that extend our senses and enhance our ability to gather data and information about the world

106-2

describe examples of tools and techniques that have contributed to scientific discoveries

106-3

describe examples of improvements to the tools and techniques of scientific investigation that have led to new discoveries

106-4

describe instances where scientific ideas and discoveries have led to new inventions and applications

social and environmental contexts of science and technology

General learning outcome

107

describe applications of science and technology that have developed in response to human and environmental needs

Specific learning outcomes

107-1

describe examples, in the home and at school, of tools, techniques, and materials that can be used to respond to their needs

107-2

describe and compare tools, techniques, and materials used by different people in their community and region to meet their needs

107-3

compare tools, techniques, and scientific ideas used by different people around the world to interpret natural phenomena and meet their needs

107-4

provide examples of how science and technology have been used to solve problems in the home and at school

107-5

provide examples of how science and technology have been used to solve problems in their community and region

107-6

provide examples of how science and technology have been used to solve problems around the world

107-7

describe examples of modern technologies that did not exist in the past

107-8

describe examples of technologies that have been developed to improve their living conditions

107-9

compare past and current needs, and describe some ways in which science and technology have changed the way people work, live, and interact with the environment

107-10

identify women and men in their community who work in science- and technology-related areas

107-11

identify examples of careers in which science and technology play a major role

107-12

provide examples of Canadians who have contributed to science and technology

107-13

describe scientific and technological activities carried out by people from different cultures

107-14

identify scientific discoveries and technological innovations of people from different cultures

107-15

describe scientific and technological achievements that are the result of contributions by people from around the world

General learning outcome

108

describe positive and negative effects that result from applications of science and technology in their own lives, the lives of others, and the environment

Specific learning outcomes

108-1

identify positive and negative effects of familiar technologies

108-2

describe intended and unintended effects of a scientific or technological development

108-3

describe how personal actions help conserve natural resources and care for living things and their habitats

108-4

describe how technological products and systems can be used to conserve natural resources

108-5

describe how personal actions help conserve natural resources and protect the environment in their region

108-6

identify their own and their family’s impact on natural resources

108-7

describe the impact of school and community on natural resources

108-8

describe the potential impact of the use by humans of regional natural resources

INITIATING AND PLANNING

SKILLS

It is expected students will…

General learning outcome

204

ask questions about objects and events in the local environment and develop plans to investigate those questions

Specific learning outcomes

204-1

propose questions to investigate and practical problems to solve

204-2

rephrase questions in a testable form

204-3

state a prediction and a hypothesis based on an observed pattern of events

204-4

define objects and events in their investigations

204-5

identify and control major variables in their investigations

204-6

identify various methods for finding answers to given questions and solutions to given problems, and select one that is appropriate

204-7

plan a set of steps to solve a practical problem and to carry out a fair test of a science-related idea

204-8

identify appropriate tools, instruments, and materials to complete their investigations

General learning outcome

205

observe and investigate their environment and record the results

Specific learning outcomes

205-1

carry out procedures to explore a given problem and to ensure a fair test of a proposed idea, controlling major variables

205-2

select and use tools in manipulating materials and in building models

205-3

follow a given set of procedures

205-4

select and use tools for measuring

205-5

make observations and collect information that is relevant to a given question or problem

205-6

estimate measurements

205-7

record observations using a single word, notes in point form, sentences, and simple diagrams and charts

205-8

identify and use a variety of sources and technologies to gather pertinent information

205-9

use tools and apparatus in a manner that ensures personal safety and the safety of others

205-10

construct and use devices for a specific purpose

ANALYSING AND INTERPRETING

General learning outcome

206

interpret findings from investigations using appropriate methods

Specific learning outcomes

206-1

classify according to several attributes and create a chart or diagram that shows the method of classifying

206-2

compile and display data, by hand or by computer, in a variety of formats including frequency tallies, tables, and bar graphs

206-3

identify and suggest explanations for patterns and discrepancies in data

206-4

evaluate the usefulness of different information sources in answering a given question

206-5

draw a conclusion, based on evidence gathered through research and observation, that answers an initial question

206-6

suggest improvements to a design or constructed object

206-7

evaluate personally constructed devices with respect to safety, reliability, function, efficient use of materials, and appearance

206-8

identify potential applications of findings

206-9

identify new questions or problems that arise from what was learned

COMMUNICATION AND TEAMWORK

General learning outcome

207

work collaboratively to carry out science-related activities and communicate ideas, procedures, and results

Specific learning outcomes

207-1

communicate questions, ideas, and intentions, and listen to others while conducting investigations

207-2

communicate procedures and results, using lists, notes in point form, sentences, charts, graphs, drawings, and oral language

207-3

work with team members to develop and carry out a plan

207-4

ask others for advice or opinions

207-5

identify problems as they arise and work cooperatively with others to find solutions

207-6

work with group members to evaluate the processes used in solving a problem

KNOWLEDGE

It is expected students will…

General learning outcome

300

describe and compare characteristics and properties of living things, objects, and materials

Specific learning outcomes

300-1

compare the external features and behavioural patterns of animals that help them thrive in different kinds of places

300-2

compare the structural features of plants that enable them to thrive in different kinds of places

300-3

describe how the human ear is designed to detect vibrations

300-4

compare the range of sounds heard by humans to that heard by other animals

300-5

compare different rocks and minerals from their local area with those from other places

300-6

describe rocks and minerals according to physical properties such as colour, texture, lustre, hardness, crystal shape (minerals)

300-7

identify and describe rocks that contain records of Earth’s history

300-8

relate the characteristics of rocks and minerals to their uses

300-9

group materials as solids, liquids, or gases, based on their properties

300-10

identify properties such as texture, hardness, flexibility, strength, buoyancy, and solubility that allow materials to be distinguished from one another

300-11

relate the mass of a whole object to the sum of the mass of its parts

300-12

identify the source of the materials found in an object and describe the changes to the natural materials required to make the object

300-13

describe weather in terms of temperature, wind speed and direction, precipitation, and cloud cover

300-14

describe situations demonstrating that air takes up space, has weight, and expands when heated

300-15

describe the role of a common classification system for living things

300-16

distinguish between vertebrates and invertebrates

300-17

compare the characteristics of mammals, birds, reptiles, amphibians, and fishes

300-18

compare characteristics of common arthropods

300-19

examine and describe some living things that cannot be seen with the naked eye

300-20

compare the conductivity of a variety of solids and liquids

300-21

identify characteristics and adaptations that enable birds and insects to fly

300-22

describe and justify the differences in design between aircraft and spacecraft

300-23

describe the physical characteristics of components of the solar system specifically, the sun, planets, moons, comets, asteroids, and meteors

General learning outcome

301

describe and predict causes, effects, and patterns related to change in living and non-living things

Specific learning outcomes

301-1

predict how the removal of a plant or animal population affects the rest of the community

301-2

relate habitat loss to the endangerment or extinction of plants and animals

301-3

demonstrate and describe how the pitch and loudness of sounds can be modified

301-4

describe ways in which soil is formed from rocks

301-5

describe effects of wind, water, and ice on the landscape

301-6

demonstrate a variety of methods of weathering and erosion

301-7

describe natural phenomena that cause rapid and significant changes to the landscape

301-8

relate bodily changes, such as acne on the skin and growth of body hair, to growth and development

301-9

identify changes that can be made to an object without changing the properties of the material making up the object

301-10

identify and describe some changes to materials that are reversible and some that are not

301-11

describe changes that occur in the properties of materials when they interact with each other

301-12

describe examples of interactions between materials that result in the production of a gas

301-13

relate the constant circulation of water on Earth to the processes of evaporation, condensation, and precipitation

301-14

describe and predict patterns of change in local weather conditions

301-15

compare the adaptations of closely related animals living in different parts of the world and discuss reasons for any differences

301-16

identify changes in animals over time, using fossils

301-17

describe and demonstrate how lift is affected by the shape of a surface

301-18

describe and demonstrate methods for altering drag in flying devices

301-19

demonstrate how Earth’s rotation causes the day and night cycle and how Earth’s revolution causes the yearly cycle of seasons

301-20

observe and explain how the relative positions of Earth, the moon, and the sun are responsible for the moon phases, eclipses, and tides

301-21

describe how astronauts are able to meet their basic needs in space

General learning outcome

302

describe interactions within natural systems and the elements required to maintain these systems

Specific learning outcomes

302-1

identify a variety of local and regional habitats and their associated populations of plants and animals

302-2

describe how a variety of animals are able to meet their basic needs in their habitat

302-3

classify organisms according to their role in a food chain

302-4

describe the role played by body systems in helping humans and other animals to grow and reproduce and to meet their basic needs

302-5

describe the structure and function of the major organs of the digestive, excretory, respiratory, circulatory, and nervous systems

302-6

demonstrate how the skeletal, muscular, and nervous systems work together to produce movement

302-7

describe the role of the skin

302-8

describe the body’s defences, such as tears, saliva, skin, certain blood cells, and stomach secretions, against infections

302-9

describe nutritional and other requirements for maintaining a healthy body

302-10

identify patterns in indoor and outdoor air movement

302-11

describe the key features of a variety of weather systems

302-12

describe how microorganisms meet their basic needs, including obtaining food, water, and air, and moving around

302-13

identify constellations in the night sky

General learning outcome

303

describe forces, motion, and energy and relate them to phenomena in their observable environment

Specific learning outcomes

303-1

identify sources of natural and artificial light in the environment

303-2

demonstrate that light travels in all directions away from a source

303-3

distinguish between objects that emit their own light and those that require an external source of light to be seen

303-4

investigate how a beam of light interacts with a variety of objects, in order to determine whether the objects cast shadows, allow light to pass, or reflect light

303-5

predict the location, shape, and size of a shadow when a light source is placed in a given location relative to an object

303-6

demonstrate and describe how a variety of media can be used to change the direction of light

303-7

demonstrate that white light can be separated into colours

303-8

compare how light interacts with a variety of optical devices such as kaleidoscopes, periscopes, telescopes, and magnifying glasses

303-9

identify objects by the sounds they make

303-10

relate vibrations to sound production

303-11

compare how vibrations travel differently through a variety of solids and liquids and through air

303-12

investigate different kinds of forces used to move objects or hold them in place

303-13

observe and describe how various forces, such as magnetic, mechanical, wind, and gravitational, can act directly or from a distance to cause objects to move

303-14

demonstrate and describe the effect of increasing and decreasing the amount of force applied to an object

303-15

investigate and compare the effect of friction on the movement of an object over a variety of surfaces

303-16

demonstrate the use of rollers, wheels, and axles in moving objects

303-17

compare the force needed to lift a load manually with that required to lift it using a simple machine

303-18

differentiate between the position of the fulcrum, the load, and the effort force when using a lever to accomplish a particular task

303-19

design the most efficient lever to accomplish a given task

303-20

compare the force needed to lift a load using a single pulley system with that needed to lift it using a multiple pulley system

303-21

relate the transfer of energy from the sun to weather conditions

303-22

compare the characteristics of static and current electricity

303-23

compare a variety of electrical pathways by constructing simple circuits

303-24

describe the role of switches in electrical circuits

303-25

compare characteristics of series and parallel circuits

303-26

demonstrate how electricity in circuits can produce light, heat, sound, motion, and magnetic effects

303-27

describe the relationship between electricity and magnetism when using an electromagnet

303-28

identify various methods by which electricity can be generated

303-29

identify and explain sources of electricity as renewable or nonrenewable

303-30

identify and explain different factors that could lead to a decrease in electrical energy consumption in the home and at school

303-31

identify and explain the dangers of electricity at work or at play

303-32

describe the role of lift in overcoming gravity and enabling devices or living things to fly

303-33

identify situations which involve Bernoulli’s principle

303-34

describe the means of propulsion for flying devices

4 to 6

From grade 4 through grade 6

ATTITUDES*

It is expected that students will be encouraged to…

General learning outcomes

409

appreciate the role and contribution of science and technology in their understanding of the world

410

realize that the applications of science and technology can have both intended and unintended effects

411

recognize that women and men of any cultural background can contribute equally to science

412

show interest and curiosity about objects and events within different environments

413

willingly observe, question, explore, and investigate

414

show interest in the activities of individuals working in scientific and technological fields

415

consider their own observations and ideas as well as those of others during investigations and before drawing conclusions

416

appreciate the importance of accuracy and honesty

417

demonstrate perseverance and a desire to understand

418

work collaboratively while exploring and investigating

419

be sensitive to and develop a sense of responsibility for the welfare of other people, other living things, and the environment

420

show concern for their safety and that of others in planning and carrying out activities and in choosing and using materials

421

become aware of potential dangers

*Because of the nature of the attitudes foundation, no specific learning outcomes have been identified.

K-3 Pancanadian Objectives

Posted on November 15, 2010 by Garry Fletcher

K to 3

Learning outcomes by grade grouping

By the end of grade 3

STSE/Knowledge

General learning outcome

It is expected students will…

100

investigate objects and events in their immediate environment, and use appropriate language to develop understanding and to communicate results

Specific learning outcomes

100-1

develop vocabulary and use language to bring meaning to what is seen, felt, smelled, heard, tasted, and thought

100-2

explore and select different ways to represent ideas, actions, and experiences and to communicate with others

100-3

detect consistency and pattern in objects and events and use language to describe these patterns

100-4

observe and identify similarities and differences in the needs of living things

100-5

describe different ways that plants and animals meet their needs

100-6

describe ways that humans use their knowledge of living things in meeting their own needs and the needs of plants and animals

100-7

describe the different ways that humans and other living things move to meet their needs

100-8

identify and describe common characteristics of humans and other animals, and identify variations that make each person and animal unique

100-9

identify each of the senses and demonstrate how each one helps us to recognize, describe, and safely use a variety of materials

100-10

identify attributes of materials that we can learn to recognize through each of our senses

100-11

demonstrate ways that materials can be changed to alter their smell and taste

100-12

observe objects and materials and describe their similarities and differences

100-13

compare and describe the components of some familiar objects

100-14

describe changes in heat and light from the sun

100-15

compare the life cycles of familiar animals and classify them according to the similarities and differences of their life cycles

100-16

describe changes in humans as they grow, and contrast human growth to that of other organisms

100-17

investigate and compare properties of familiar liquids and solids

100-18

investigate and describe the interactions of familiar liquids and solids

100-19

identify ways to use a variety of liquids and to combine solids and liquids to make useful materials

100-20

investigate changes that result from the interaction of materials and describe how their characteristics have changed

100-21

demonstrate an understanding of sinking and floating objects by solving a related practical problem

100-22

describe the motion of an object in terms of a change in position and orientation relative to other objects

100-23

describe the position of an object relative to other objects or to an identified space, and place an object in an identified position

100-24

describe the position of objects from different perspectives

100-25

investigate and describe different patterns of movement and identify factors that affect movement

100-26

observe changes in air conditions in indoor and outdoor environments, and describe and interpret these changes

100-27

describe changes in the location, amount, and form of moisture, and identify conditions that can affect these changes

100-28

identify and describe parts of plants and their general function

100-29

identify and investigate life needs of plants and describe how plants are affected by the conditions in which they grow

100-30

observe and describe changes that occur through the life cycle of a flowering plant

100-31

investigate to identify materials that can be magnetized and materials that are attracted by magnets, and distinguish these from materials that are not affected by magnets

100-32

investigate the polarity of a magnet, determine the orientation of its poles, and demonstrate that opposite poles attract and like poles repel

100-33

identify conditions that affect the force of magnets and of static electric materials

100-34

describe the properties of some common materials and evaluate their suitability for use in building structures

100-35

investigate and describe how living things affect and are affected by soils

100-36

explore and describe a variety of soils and find similarities and differences among them

100-37

investigate and describe soil components

100-38

compare the absorption of water by different soils, and describe the effect of moisture on characteristics of the soils

100-39

observe and describe the effects of moving water on different soils

General learning outcome

101

demonstrate and describe ways of using materials and tools to help answer science questions and to solve practical problems

Specific learning outcomes

101-1

explore how characteristics of materials may change as a result of manipulating them

101-2

identify and explore ways to use tools to help carry out a variety of useful tasks

101-3

demonstrate ways we can use materials to make different sounds

101-4

describe ways in which materials can be changed to alter their appearance and texture

101-5

explore and describe ways to create useful objects by combining or joining different components or materials

101-6

describe ways of measuring and recording environmental changes that occur in daily and seasonal cycles

101-7

observe and describe changes in the appearance and activity of an organism as it goes through its life cycle

101-8

describe and demonstrate ways to use everyday materials to produce static electric charges, and describe how charged materials interact

101-9

test the strength and stability of personally built structures, and identify ways of modifying a structure to increase its strength and stability

101-10

use appropriate tools in safely cutting, shaping, making holes through, and assembling materials

101-11

investigate ways to join materials and identify the most appropriate methods for the materials to be joined

101-12

demonstrate and describe ways of using earth materials to make useful objects

General learning outcome

102

describe how science and technology affect their lives and those of people and other living things in their community

Specific learning outcomes

102-1

create a product that is functional and aesthetically pleasing to the user by safely selecting, combining, and modifying materials

102-2

identify objects used, how they are used, and for what purpose they are used

102-3

observe and describe changes in sunlight and describe how these changes affect living things

102-4

investigate and describe changes that occur on a daily basis in the characteristics, behaviours, and location of living things

102-5

investigate and describe changes that occur in seasonal cycles in the characteristics, behaviours, and location of living things

102-6

identify constant and changing traits in organisms as they grow and develop

102-7

describe features of natural and human-made environments that support the health and growth of some familiar animals

102-8

describe and demonstrate ways we use our knowledge of solids and liquids to maintain a clean and healthy environment

102-9

identify evidence of moisture in the environment, in materials, and in living things

102-10

demonstrate how air, as a substance that surrounds us, takes up space and is felt as wind when it moves

102-11

identify examples of water in the environment and describe ways that water is obtained, distributed, and used

102-12

describe ways in which plants are important to living things and the environment

102-13

identify parts of different plants that provide humans with useful products, and describe the preparation that is required to obtain these products and how our supply of useful plants is replenished

102-14

identify familiar uses of magnets

102-15

describe examples of the effects of static electricity in their daily lives, and identify ways in which static electricity can be used safely or avoided

102-16

identify shapes that are part of natural and human-built structures, and describe ways these shapes help provide strength, stability, or balance

102-17

evaluate simple structures to determine if they are effective and safe, if they make efficient use of materials, and if they are appropriate to the user and the environment

General learning outcome

103

undertake personal actions to care for the immediate environment and contribute to responsible group decisions

Specific learning outcomes

103-1

choose materials to build a variety of real and imaginary settings, and play roles that correspond to these settings

103-2

recognize that humans and other living things depend on their environment, and identify personal actions that can contribute to a healthy environment

103-3

describe and demonstrate ways to use materials appropriately and efficiently to the benefit of themselves and others

103-4

investigate and describe human preparations for seasonal changes

103-5

identify the basic food groups, and describe actions and decisions that support a healthy lifestyle

103-6

describe the characteristics of the three states of water and predict changes from one state to another

103-7

describe the effects of weather and ways to protect things under different conditions

103-8

identify the importance of clean water for humans, and suggest ways they could conserve water

INITIATING AND PLANNING

By the end of grade 3

SKILLS

General learning outcome

It is expected students will…

200

ask questions about objects and events in their immediate environment and develop ideas about how those questions might be answered

Specific learning outcomes

200-1

ask questions that lead to exploration and investigation

200-2

identify problems to be solved

200-3

make predictions, based on an observed pattern

200-4

select and use materials to carry out their own explorations

200-5

identify materials and suggest a plan for how they will be used

PERFORMING AND RECORDING

General learning outcome

201

observe and explore materials and events in their immediate environment and record the results

Specific learning outcomes

201-1

follow a simple procedure where instructions are given one step at a time

201-2

manipulate materials purposefully

201-3

use appropriate tools for manipulating and observing materials and in building simple models

201-4

observe, using one or a combination of the senses

201-5

make and record relevant observations and measurements, using written language, pictures, and charts

201-6

estimate measurements

201-7

identify and use a variety of sources of science information and ideas

201-8

follow given safety procedures and rules and explain why they are needed

ANALYSING AND INTERPRETING

General learning outcome

202

identify patterns and order in objects and events studied

Specific learning outcomes

202-1

use personal observations when asked to describe characteristics of materials and objects studied

202-2

place materials and objects in a sequence or in groups according to one or more attributes

202-3

identify the most useful method of sorting for a specific purpose

202-4

construct and label concrete-object graphs, pictographs, or bar graphs

202-5

identify and suggest explanations for patterns and discrepancies in observed objects and events

202-6

distinguish between useful and not useful information when answering a science question

202-7

propose an answer to an initial question or problem and draw simple conclusions based on observations or research

202-8

compare and evaluate personally constructed objects with respect to their form and function

202-9

identify new questions that arise from what was learned

COMMUNICATION AND TEAMWORK

General learning outcome

203

work with others and share and communicate ideas about their explorations
Specific learning outcomes

Specific learning outcomes

203-1

communicate questions, ideas, and intentions while conducting their explorations

203-2

identify common objects and events, using terminology and language that others understand

203-3

communicate procedures and results, using drawings, demonstrations, and written and oral descriptions

203-4

respond to the ideas and actions of others in constructing their own understanding

203-5

respond to the ideas and actions of others and acknowledge their ideas and contributions

ATTITUDES*

General learning outcomes

It is expected that students will be encouraged to…

400

recognize the role and contribution of science in their understanding of the world

401

show interest in and curiosity about objects and events within their immediate environment

402

willingly observe, question, and explore

403

consider their observations and their own ideas when drawing a conclusion

404

appreciate the importance of accuracy

405

be open-minded in their explorations

406

work with others in exploring and investigating

407

be sensitive to the needs of other people, other living things, and the local environment

408

show concern for their safety and that of others in carrying out activities and using materials

*Because of the nature of the attitudes foundation, no specific learning outcomes have been identified.

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