Courses

New Brunswick · Grade 12

Environmental Science 120

New Brunswick’s Grade 12 science course, from An Overview of Environmental Science to Investigating Environmental Issues.

Learn thisPractice test
Units
3
Lessons
15
Skills
94
Provincial exam
None
Official curriculum
gnb.ca

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 12 skills

An Overview of Environmental Science

Populations, carrying capacity, and natural capital

Investigating environmental issues

The official wording · 12 outcomes
1.1
explain various ways in which natural populations are kept in equilibrium and relate this equilibrium to
1.2
explain the concepts of limiting factor and carrying capacity in the context of species population growth
1.3
understand and be able to use of the term “natural capital “and “natural income”
1.4
examine the growth and fluctuations of human population globally, regionally and locally
1.5
examine the ways in which population fluctuations are measured and tracked
1.6
evaluate Earth’s carrying capacity, human population growth and its demands on natural capital, and consumer culture
1.7
become aware of the range of issues arising from overpopulation and human activity
1.8
explore one or a few local or regional issues with respect to the impact on the
1.9
practice research and presentation skills including experimenting to test environmental impact, identifying and accessing various organizations
1.10
explore how technology is used to gather and communicate information, and to address the issues
1.11
explore how past and current technologies have impacted our study and understanding of the environment, and
1.12
choose an issue to explore in more depth, and develop a plan for a research project

Key ideas

  1. Populations are held in check by food, space, predators, and disease.

  2. A local issue (e.g. a river's health) has environmental, historical, economic, and social dimensions.

  3. When a population exceeds its resources, growth slows or reverses.

  4. Impacts ripple across ecosystems and communities.

  5. This keeps populations near the ecosystem's resource limits.

Watch out for

  • Thinking populations grow without limit.
  • Seeing only the environmental dimension.
  • Ignoring the role of predators and disease.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 2 · 20 skills

Sustainable Development

The organization and cycles of life

Environmental attitudes and their history

Principles of sustainable development

The official wording · 20 outcomes
2.1
demonstrate an understanding of the organization of life from cell to organism, to species, to populations,
2.2
explore Indigenous ways of knowing organisms beginning with the whole
2.3
demonstrate an awareness and understanding of the concepts of energy flow, and chemical cycling (carbon, nitrogen,
2.4
recognize and explore the role that technology has played in measuring factors such and weather and
2.5
understand that the biosphere is a complex system of living things that interact with each other
2.6
demonstrate an understanding of evolution & natural selection. Briefly examine the history of life on earth.
2.7
recognize that humans are just one part of a complex system of living things, with a
2.8
describe the variety of attitudes towards the environment in New Brunswick including traditional Indigenous and western
2.9
describe the development of attitudes towards the environment in NB by Europeans and later settlers to
2.10
describe how land and water use in New Brunswick has changed over the last 300 years
2.11
discuss the increasing awareness of environmental issues and understanding of ecology in New Brunswick
2.12
explore how the development of technologies has affected land and water use
2.13
explore the people and ideas involved in the development of the Western environmental movement
2.14
research present day and historical Canadians and New Brunswickers who have contributed in a variety of
2.15
explain the principles of sustainable development
2.16
demonstrate an understanding of the dynamics of healthy and sustainable ecosystems
2.17
demonstrate an understanding of the requirements for sustainable human communities
2.18
demonstrate an understanding of the relationships between ecosystems and communities locally, regionally, and global
2.19
find examples of development that is sustainable and is not sustainable – ecologically, economically, socially, and
2.20
understand stewardship in relation to sustainability

Key ideas

  1. Life is organized in levels: cell, organism, species, population, ecosystem, biosphere.

  2. Attitudes range from viewing nature as a resource to viewing it as a relationship.

  3. Sustainable development meets present needs without compromising future generations.

  4. Each level builds on the ones below it.

  5. Traditional Indigenous worldviews emphasize connection and stewardship.

Watch out for

  • Reversing the order of the levels.
  • Thinking there is only one attitude toward the environment.
  • Thinking sustainability means no development.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 3 · 62 skills

Investigating Environmental Issues

Agriculture and the environment

Forests: ecology and value

Forestry history and governance

Fresh water: supply and ecology

Fresh water: sustainability and governance

Oceans and fisheries

Energy resources

Climate change

Air and water pollution

The environmental research project

The official wording · 62 outcomes
3.1
outline the present level of agriculture in New Brunswick
3.2
develop an understanding of the natural ecology of the environment and how it is affected by
3.3
design and carry out an experiment to test the impact of agriculture on the environment
3.4
explain different methods of farming including organic, non-pesticide, traditional, and industrial farming practices
3.5
explain practices for improving and maintaining soil structure and fertility
3.6
summarize the state of global food production and issues that affect it including natural disasters, war,
3.7
contact local, regional and/or national organizations and government agencies, and identify their mandate and perspective on
3.8
develop a working knowledge of current environmental legislation and policy and how it applies to agriculture
3.9
locate the major forest regions of Canada and examine their uniqueness
3.10
identify the forest types of New Brunswick and the characteristics of each type
3.11
identify the value of forests as natural capital, economically, socially and ecologically
3.12
develop an understanding of the natural forest ecology and how it is and has been affected
3.13
design and carry out an experiment to test the impact of forestry on the environment
3.14
explain how to manage forests for sustainably
3.15
examine the history of old growth forests, second-growth forests, and tree farms in New Brunswick
3.16
contact relevant local, regional and/or national organizations, and identify their mandate and perspective on forest use
3.17
develop a working knowledge of current environmental legislation and policy and how it applies to forest
3.18
describe Earth’s water supply
3.19
describe water use, locally, nationally, and globally
3.20
develop an understanding of the natural fresh water ecology and the impact of people
3.21
design and carry out an experiment to test the impact of people on fresh water ecology
3.22
investigate the causes of water scarcity and assess the significance of water resources for international relations
3.23
describe ways in which we can use water more sustainably
3.24
contact relevant local, regional and/or national organizations and government agencies, and identify their mandate and perspective
3.25
demonstrate the effective and critical use of a variety of investigation and research methods
3.26
develop a working knowledge of current environmental legislation and policy and how it applies to water
3.27
identify the importance of ocean resources to New Brunswick
3.28
describe a range of fishery practices
3.29
develop an understanding of natural ocean ecology and how it is and has been affected by
3.30
design and carry out an experiment to test the impact of fisheries on the environment
3.31
outline the major issues facing the world’s ocean resources
3.32
contact relevant local, regional and/or national organizations and government agencies, and identify their mandate and perspective
3.33
develop a working knowledge of current environmental legislation and policy and how it applies to fisheries
3.34
outline the range of energy resources, renewable and non-renewable, available in New Brunswick
3.35
evaluate the advantages and disadvantages of renewable and non- renewable energy sources from a variety of
3.36
describe energy use in NB, its impact on the environment and the factors that might affect
3.37
design and carry out an experiment to test energy use and effect of efficiency measures
3.38
describe how to improve energy efficiency nationally, globally, regionally and at the community and home level
3.39
contact relevant local, regional and/or national organizations and government agencies, and identify their mandate and perspective
3.40
develop a working knowledge of current legislation and policy on energy use and resources
3.41
distinguish between the greenhouse effect, global warming, and climate change
3.42
describe how Earth’s climate has changed in the short and long term, and how scientists have
3.43
identify possible effects of climate change on NB. Include ecosystem changes, community effects, economic impact, cultural
3.44
contact relevant local, regional and/or national organizations and government agencies, and identify their mandate and perspective
3.45
design and carry out an experiment to test an impact that climate change could have on
3.46
develop a working knowledge of current environmental legislation and policy and how it applies to the
3.47
describe examples of the effect of air and water pollution on human health and society, and
3.48
summarize the main types and sources of water pollution - distinguish between point sources and nonpoint
3.49
explore the concept of cultural eutrofication amid its causes
3.50
design and conduct an experiment to determine the presence and concentration of air or water pollutants
3.51
research and report on prevention and cleanup strategies to reduce air and water pollution
3.52
contact local, regional and/or national organizations and government agencies, and identify their mandate and perspective on
3.53
demonstrate the effective and critical use of a variety of investigation and research methods
3.54
develop a working knowledge of current environmental legislation and policy and how it applies to the
3.55
independently research an environmental issue (modeled in Unit 1)
3.56
summarize and analyze the results of their research and communicate the results in writing, which can
3.57
team up with others researching related environmental issues to develop a cohesive and engaging presentation for
3.58
actively participate in other student presentations
3.59
Personal Appreciation of the Environment
3.60
Stewardship of the Environment
3.61
Advocacy for the Environment
3.62
Engagement of Others in Environmental inquiry

Key ideas

  1. New Brunswick agriculture employs people and contributes to the economy.

  2. Canada has distinct forest regions (boreal, Acadian, coastal, and others).

  3. Old-growth forests are mature, undisturbed forests, now rare.

  4. Most of Earth's water is salt water in oceans.

  5. Efficient irrigation and fixtures reduce water use.

Watch out for

  • Thinking agriculture is a minor part of NB.
  • Thinking Canada's forests are all the same.
  • Confusing old-growth and second-growth.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Which course?

New Brunswick has 4 science courses for Grade 12. Here they are side by side.

What a university, college or program asks for is theirs to say: check its admission page, and your school’s course guide.

The official curriculum

This page follows New Brunswick’s own curriculum for Environmental Science 120.

New Brunswick Department of Education and Early Childhood Development - Environmental Science 120gnb.ca · Read August 2, 2026

Study it in MapleMind

MapleMind teaches Environmental Science 120 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.

Geometry, Measurement and Finance 10 in the MapleMind app on a tablet: its units, Unit 2 open, and the skills done so far with their starsGeometry, Measurement and Finance 10 in the MapleMind app on a phone: its units, Unit 2 open, and the skills done so far with their stars
Pictured: Geometry, Measurement and Finance 10, another New Brunswick course, partway through Unit 2.

Practise it

Course Companion

Your year in one workbook

A fun way to keep Environmental Science 120 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
30
Fillable fields
2,336
Price
$4.99
See the Course Companion

Questions about Environmental Science 120

What is Environmental Science 120?

New Brunswick’s Grade 12 science course: 3 units and 94 skills, from An Overview of Environmental Science to Investigating Environmental Issues.

What units are in Environmental Science 120?

1. An Overview of Environmental Science, 2. Sustainable Development and 3. Investigating Environmental Issues.

Is there a provincial exam for Environmental Science 120?

No. New Brunswick gives no provincial exam for Environmental Science 120.

Can MapleMind help with Environmental Science 120?

Yes. MapleMind teaches every skill of Environmental Science 120, 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.

Before this course

Get ready for Environmental Science 120

Practise every skill of Environmental Science 120 in MapleMind, free with daily limits.