The Ontario Science Centre is committed to supporting excellence in science and technology education. Its mission is "to open minds to science and technology". The IMAX® Dome experience provides teachers and students with an opportunity to develop scientific and technological literacy by supporting the three goals of the Ontario Science and Technology curriculum.
- understand the basic concepts of science and technology
- develop the skills, strategies, and habits of mind required for scientific inquiry & technological design
- relate scientific and technological knowledge to each other and to the world outside the school
For each film, you will find a chart of the curriculum expectations that the film supports at each grade level. Chosen for their educational value, curriculum connections and quality, these films act as catalysts to excite a student's interest in science and technology.
Legends of Flight
Curriculum Connections
Hubble
Curriculum Connections
| Grade | Topic | Expectations |
|---|
| Strand: Understanding Earth and Space Systems |
|---|
| 6 | Space |
| 2.3 |
use scientific inquiry/research skills to investigate scientific and technological
advances that allow humans to adapt to life in space
|
| 2.4 |
use appropriate science and technology vocabulary in oral and written communication |
| 3.3 |
explain how humans meet their basic biological needs in space |
| 3.4 |
identify the technological tools and devices needed for space exploration |
|
|---|
| Strand: Earth and Space Science |
|---|
| 9 | Space Exploration |
| D1 |
assess some of the costs, hazards, and benefits of space exploration
|
| D2 |
investigate the characteristics and properties of a variety of celestial objects visible from Earth in the night sky; |
| D1.2 |
assess some of the costs, hazards, and benefits of space exploration, taking into account the benefits of technologies that were developed for the space program but that can be used to address environmental and other practical challenges on Earth |
| D2.5 |
compare and contrast properties of celestial objects visible in the night sky, drawing on information gathered through research and using an appropriate format |
| D3.1 |
describe observational and theoretical evidence relating to the origin and evolution of the universe
|
| D3.3 |
describe the major components of the solar system and the universe, using appropriate scientific terminology and units |
| D3.6 |
describe various reasons that humankind has had for studying space and the conceptions of the universe held by various cultures and civilizations |
|
|---|
| Strand: Earth and Space Science |
|---|
| 9 | Space Exploration |
| D1 |
analyse the major challenges and benefits of space exploration
|
| D2 |
investigate the properties of different types of celestial objects in the solar system and the universe; |
| D3 |
demonstrate an understanding of major astronomical phenomena and of the principal components of the solar system and the universe. |
| D1.1 |
research the challenges associated with space exploration, and explain the purpose of materials and technologies that were developed to address these challenges and how these materials and technologies are now used in other fields of endeavour |
| D2.4 |
investigate a technological challenge related to the exploration of celestial objects that arises from the objects’ specific properties, and identify the solution that has been devised |
| D3.1 |
describe the major components of the universe, the motion of the different types of celestial objects, and the distances between certain objects, using appropriate scientific terminology and units |
|
|---|
Under the Sea
Curriculum Connections
| Grade | Topic | Expectations |
|---|
| Strand: Understanding Life Systems |
|---|
| 1 | Needs and Characteristics of Living Things |
| 1.2 |
describe changes or problems that could result from the loss of some kinds of living things ... |
| 2.2 |
investigate and compare the basic needs of humans and other living things, including the need for air, water, food, warmth, and space, using a variety of methods and resources |
| 2.3 |
investigate and compare the physical characteristics of a variety of plants and animals, including humans |
| 3.1 |
identify environment as the area in which something or someone exists or lives |
| 3.4 |
describe the characteristics of a healthy environment, including clean air and water and nutritious food, and explain why it is important for all living things to have a healthy environment |
| 3.5 |
describe how showing care and respect for all living things helps to maintain a healthy environment |
| 3.6 |
identify what living things provide for other living things |
|
|---|
| Strand: Understanding Life Systems |
|---|
| 7 | Interactions in the Environment |
| 3.1 |
demonstrate an understanding of an ecosystem as a system of interactions between living organisms and their environment |
| 3.4 |
describe the transfer of energy in a food chain and explain the effects of the elimination of any part of the chain |
| 3.8 |
describe ways in which human activities and technologies alter balances and interactions in the environment |
|
|---|
| Strand: Understanding Life Systems |
|---|
| 4 | Habitats and Communities | |
|---|
| Strand: Understanding Life Systems |
|---|
| 2 | Growth and Changes in Animals |
| 1.1 |
identify positive and negative impacts that animals have on humans (society) and the environment… |
| 1.2 |
identify positive and negative impacts that different kinds of human activity have on animals and where they live… |
| 2.2 |
observe and compare the physical characteristics and the behavioural characteristics of a variety of animals, using a variety of methods and resources |
| 2.5 |
• 2.5 investigate the ways in which a variety of animals adapt to their environment and/or to changes in their environment, using various methods |
| 3.2 |
describe an adaptation as a characteristic body part, shape, or behaviour that helps a plant or animal survive in its environment |
| 3.3 |
identify ways in which animals are helpful to, and ways in which they meet the basic needs of, living things, including humans, to explain why humans should protect animals and the places where they live |
| 3.4 |
identify ways in which animals can be harmful to humans |
|
|---|
| Strand: Understanding Life Systems |
|---|
| 6 | Biodiversity |
| 2.2 |
investigate organisms found in a specific habitat… |
| 3.2 |
demonstrate an understanding of biodiversity as the variety of life on earth, including variety within each species of plant and animal, among species of plants and animals in communities, and among communities and the physical landscapes that support them |
| 3.4 |
describe ways in which biodiversity within and among communities is important for maintaining the resilience of these communities |
| 3.5 |
describe interrelationships within species, and explain how these interrelationships sustain biodiversity |
|
|---|
| Strand: Biology |
|---|
| 11 | Diversity of Living Things | |
|---|
| Strand: Biology |
|---|
| 9 | Sustainable Ecosystems | |
|---|
| Strand: Biology |
|---|
| 9 | Sustainable Ecosystems and Human Activity | |
|---|
