British Columbia · Grade 9
Science 9
British Columbia’s Grade 9 science course, from Reproduction to Sustainability of Ecosystems.
- Units
- 4
- Lessons
- 10
- Skills
- 15
- Provincial exam
- None
- Official curriculum
- Province of British Columbia
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 4 skills
Reproduction
Asexual Reproduction
Mitosis
I can explain mitosis as the process a cell uses to make two identical copies of itself.
Skill 1.1
Forms of asexual reproduction
I can identify different forms of asexual reproduction across organisms.
Skill 1.2
Sexual Reproduction
Meiosis
I can explain meiosis as the process that forms sex cells with half the genetic information.
Skill 1.3
Human sexual reproduction
I can describe human sexual reproduction and explain why offspring aren't genetically identical to either parent.
Skill 1.4
The official wording · 4 outcomes
- 1.1
- mitosis
- 1.2
- forms of asexual reproduction
- 1.3
- meiosis
- 1.4
- human sexual reproduction
Key ideas
Mitosis is the process through which a pre-existing cell makes two genetically identical copies of itself.
Meiosis is the process through which sex cells (eggs and sperm) are formed by a parent cell dividing twice, resulting in four daughter cells.
Mitosis is how organisms grow (adding new cells) and repair damaged tissue (like healing a cut), not just how they reproduce.
Each of the four daughter cells from meiosis carries only HALF the genetic information of the original parent cell — unlike mitosis, which keeps the full amount.
The two resulting daughter cells each carry the exact same genetic information as the original parent cell.
Watch out for
- Thinking mitosis and meiosis produce the same kind of cell (mitosis makes identical body cells; meiosis makes sex cells with half the genetic information).
- Thinking meiosis produces two daughter cells like mitosis, instead of four.
- Believing mitosis only happens during reproduction, missing that it's also how the body grows and heals every day.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 3 skills
The Periodic Table and Chemical Bonding
How the Periodic Table Is Organized
Element properties in the periodic table
I can use the periodic table to identify how elements are organized by their properties.
Skill 2.1
Compounds Formed by Elements
Ionic and covalent compounds
I can distinguish ionic compounds from covalent compounds.
Skill 2.2
Names and formulas of compounds
I can write and interpret the names and chemical formulas of simple compounds.
Skill 2.3
The official wording · 3 outcomes
- 2.1
- element properties as organized in the periodic table
- 2.2
- ionic and covalent
- 2.3
- names and formulas
Key ideas
The periodic table groups elements according to their atomic number and shared properties, such as atomic size, whether they're a metal, non-metal, or semi-metal (metalloid), and their chemical family.
An ionic compound forms when electrons are TRANSFERRED from a metal to a non-metal, creating charged ions that attract each other (e.g. sodium chloride, table salt).
Elements in the same column (group) tend to share similar chemical behaviour; some elements, like hydrogen, nitrogen, and oxygen, exist as diatomic elements (pairs of atoms bonded together).
A covalent compound forms when electrons are SHARED between two non-metals, rather than transferred (e.g. water, carbon dioxide).
Reading across a row or down a column of the periodic table reveals repeating patterns, which is why it's called 'periodic'.
Watch out for
- Assuming the periodic table is arranged alphabetically or randomly, instead of by atomic number and properties.
- Thinking all compounds form the same way, missing that a metal-plus-non-metal pairing (ionic) works differently from a non-metal-plus-non-metal pairing (covalent).
- Thinking all elements in the same row (period) behave similarly, when it's actually elements in the same column (group) that share chemical behaviour.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 4 skills
Circuits and Electricity
What Makes a Circuit Complete
Complete circuits let electrons flow
I can explain why a circuit must be complete for electrons to flow.
Skill 3.1
Voltage, Current, and Resistance
Voltage
I can describe voltage as the electrical push that drives current through a circuit.
Skill 3.2
Current
I can describe current as the flow of electric charge, and distinguish AC from DC.
Skill 3.3
Resistance
I can describe resistance and use Ohm's Law to relate voltage, current, and resistance.
Skill 3.4
The official wording · 4 outcomes
- 3.1
- circuits must be complete for electrons to flow
- 3.2
- voltage
- 3.3
- current
- 3.4
- resistance
Key ideas
A circuit's basic components are a power source, a load or resistor (like a lightbulb), a conductor, and a switch — connected in an unbroken loop.
Voltage is the electrical push (or 'pressure') that drives electrons through a circuit, measured in volts.
Electrons only flow around a circuit if the loop is complete; a break anywhere — like an open switch, a disconnected wire, or a burnt-out bulb — stops the current everywhere in that loop.
Higher-voltage sources carry greater relative danger — this is why household wiring and high-voltage power lines carry strong safety warnings.
Current is the flow of electric charge (electrons) through a circuit, measured in amps (amperes).
Watch out for
- Thinking electrons are 'used up' by a lightbulb (electrons flow in a continuous loop — energy is transferred and used, but the electrons themselves keep circulating).
- Confusing voltage (the push/pressure) with current (the actual flow of charge) — they describe different things in a circuit.
- Assuming a circuit still works with a small gap or loose connection, not realizing any break anywhere stops the whole loop.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 4 skills
Sustainability of Ecosystems
Solar Radiation and the Cycling of Matter and Energy
How the sun drives matter and energy cycles
I can explain how solar radiation drives the cycling of matter and energy on Earth.
Skill 4.1
Matter Cycling Through Ecosystems
Matter moving between living and non-living parts
I can trace how matter cycles between the biotic and abiotic components of an ecosystem.
Skill 4.2
What Keeps a System Sustainable
Judging whether a system is sustainable
I can evaluate whether a system is sustainable using evidence.
Skill 4.3
First Peoples Knowledge of Interconnectedness
First Peoples knowledge of interconnectedness and sustainability
I can describe First Peoples knowledge of interconnectedness and sustainability.
Skill 4.4
The official wording · 4 outcomes
- 4.1
- effects of solar radiation on the cycling of matter and energy
- 4.2
- matter cycles within biotic and abiotic components of ecosystems
- 4.3
- sustainability of systems
- 4.4
- First Peoples knowledge of interconnectedness and sustainability
Key ideas
Solar radiation provides the energy required for most life on Earth and is the root cause of wind and ocean currents, which distribute energy and nutrients around the planet.
Matter cycles within the biotic (living, like plants, animals, decomposers) and abiotic (non-living, like air, water, soil) components of an ecosystem — examples include the water, nitrogen, carbon, and phosphorus cycles.
A systems approach to sustainability sees all matter and energy as interconnected and existing in dynamic equilibrium — balanced, not static.
Interconnectedness means everything is connected, from local to global — First Peoples perspectives hold detailed knowledge of how living and non-living things depend on one another.
Solar radiation is also the energy source for the water cycle (evaporation) — connecting the sun's energy to matter moving between Earth's spheres.
Watch out for
- Thinking wind and ocean currents happen independently of the sun, instead of being driven by uneven solar heating.
- Thinking matter disappears once it leaves an organism (like a decomposing leaf), instead of cycling back into abiotic components like soil or air.
- Believing 'sustainable' means 'unchanging', rather than 'balanced and renewable' — a sustainable system can still change as long as it stays in equilibrium.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
The official curriculum
This page follows British Columbia’s own curriculum for Science 9.
Textbooks
In British Columbia, each school district chooses its own textbooks: the ministry no longer recommends them. The ministry’s page
Study it in MapleMind
MapleMind teaches Science 9 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.


Course Companion
Your year in one workbook
A fun way to keep Science 9 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.
- Pages
- 28
- Fillable fields
- 1,188
- Price
- $4.99
Questions about Science 9
What is Science 9?
British Columbia’s Grade 9 science course: 4 units and 15 skills, from Reproduction to Sustainability of Ecosystems.
What units are in Science 9?
1. Reproduction, 2. The Periodic Table and Chemical Bonding, 3. Circuits and Electricity and 4. Sustainability of Ecosystems.
Is there a provincial exam for Science 9?
No. British Columbia gives no provincial exam for Science 9.
What textbook does Science 9 use?
Each school district in British Columbia chooses its own textbooks, so ask your teacher which one your class uses.
What comes after Science 9?
Science 10.
Can MapleMind help with Science 9?
Yes. MapleMind teaches every skill of Science 9, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.