Newfoundland & Labrador · Grade 10
Science 1206
Newfoundland & Labrador’s Grade 10 science course, from Earth and Space Science to Life Science.
- Units
- 3
- Lessons
- 7
- Skills
- 27
- Provincial exam
- None
- Official curriculum
- Government of Newfoundland and Labrador, Department of Education
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 5 skills
Earth and Space Science
Heat, the Water Cycle, and Currents
The hydrosphere and atmosphere as heat sinks
I can describe how the hydrosphere and atmosphere store and release large amounts of heat, acting as heat sinks that moderate temperature.
Skill 1.1
Heat transfer in the water cycle
I can describe and explain how heat is transferred as water changes state through the water cycle.
Skill 1.2
Heat transfer and air and water currents
I can explain how uneven heating drives convection currents in the air and oceans.
Skill 1.3
Weather Systems and Forecasting
Heat transfer and weather systems
I can explain how heat transfer affects the development, severity, and movement of weather systems.
Skill 1.4
Analyzing weather data to forecast
I can analyze meteorological data over a time span and use it to predict future weather conditions.
Skill 1.5
The official wording · 5 outcomes
- 1.1
- Describe how the hydrosphere and atmosphere act as heat sinks
- 1.2
- Describe and explain heat transfer within the water cycle
- 1.3
- Describe and explain heat transfer in the hydrosphere and atmosphere and its effects on air and water currents
- 1.4
- Describe and explain the effects of heat transfer within the hydrosphere and atmosphere on the development, severity, and movement of weather systems
- 1.5
- Analyze meteorological data for a given time span and predict future weather conditions, using appropriate methodologies and technologies
Key ideas
A heat sink is something that can absorb and store a large amount of thermal energy without changing temperature very much.
Weather systems form where warm, moist air and cooler air meet along fronts.
Water has a high heat capacity, so oceans and lakes absorb heat by day and in summer and release it slowly at night and in winter.
Heat released when water vapour condenses supplies energy that can intensify a storm.
The atmosphere also stores and redistributes heat, though less than the oceans.
Watch out for
- Thinking water and land heat up at the same rate — water has a much higher heat capacity and changes temperature more slowly.
- Thinking storms get their energy only from wind — much of the energy comes from heat released when water vapour condenses.
- Thinking a heat sink makes heat disappear — it stores the heat and releases it later.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 14 skills
Physical Science
Compounds and Chemical Reactions
Naming and writing chemical formulas
I can name and write formulas for common ionic and molecular compounds using the periodic table and a list of ions.
Skill 2.1
Balancing equations and conservation of mass
I can represent a chemical reaction with a balanced symbolic equation that shows mass is conserved.
Skill 2.2
Classifying reactions by type
I can classify a chemical reaction by its type from the pattern of its reactants and products.
Skill 2.3
Classifying acids, bases, and salts
I can classify a substance as an acid, a base, or a salt from its characteristics, name, and formula.
Skill 2.4
Neutralization reactions
I can describe how neutralization tempers an acid with a base, moving the mixture toward neutral and forming a salt and water.
Skill 2.5
Factors that affect reaction rate
I can explain how heat, concentration, light, and surface area affect the rate of a chemical reaction.
Skill 2.6
Describing Motion
The variables of motion
I can describe the variables of motion — distance, displacement, speed, velocity, and time — and how they relate.
Skill 2.7
Displacement, velocity, and time
I can analyze the relationship among displacement, velocity, and time mathematically to solve motion problems.
Skill 2.8
Graphing uniform motion
I can read and analyze a position-time graph for uniform motion, where velocity is constant.
Skill 2.9
Instantaneous and average velocity
I can distinguish between instantaneous velocity and average velocity and know when each applies.
Skill 2.10
Graphing non-uniform motion
I can read and analyze a position-time graph for non-uniform motion, where velocity is changing.
Skill 2.11
Velocity, time, and acceleration
I can describe and calculate the relationship among velocity, time, and acceleration.
Skill 2.12
Working Like a Scientist
WHMIS and safe handling of lab materials
I can apply WHMIS standards to select proper techniques for handling and disposing of lab materials safely.
Skill 2.13
Displaying data in graphs and tables
I can compile data and display it in the right format — a table, graph, or scatter plot — so that patterns are clear.
Skill 2.14
The official wording · 14 outcomes
- 2.1
- Name and write formulas for some common ionic and molecular compounds, using the periodic table and a list of ions
- 2.2
- Represent chemical reactions and the conservation of mass using molecular models and balanced symbolic equations
- 2.3
- Classify chemical reactions based on type
- 2.4
- Classify substances as acids, bases, or salts, based on their characteristics, name, and formula
- 2.5
- Describe how neutralization involves tempering the effects of an acid with a base or vice versa
- 2.6
- Illustrate how factors such as heat, concentration, light, and surface area can affect chemical reactions
- 2.7
- Describe quantitatively the relationship among motion variables
- 2.8
- Analyze mathematically the relationship among displacement, velocity, and time
- 2.9
- Analyze graphically the relationship among displacement, velocity, and time for uniform motion
- 2.10
- Distinguish between instantaneous and average velocity
- 2.11
- Analyze graphically the relationship among displacement, velocity, and time for non-uniform motion
- 2.12
- Describe quantitatively the relationship among velocity, time, and acceleration
- 2.13
- Demonstrate a knowledge of WHMIS standards by selecting and applying proper techniques for handling and disposing of lab materials
- 2.14
- Compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots
Key ideas
Ionic compounds form between metals and non-metals; their formulas balance the positive and negative ion charges to zero.
Distance is how far an object travels; displacement is the straight-line change in position, with direction.
WHMIS (Workplace Hazardous Materials Information System) uses standard symbols and labels to communicate the hazards of materials.
Molecular (covalent) compounds form between non-metals and use prefixes like mono-, di-, and tri- to show how many atoms.
Speed is distance over time; velocity is displacement over time, so velocity includes direction.
Watch out for
- Thinking you add subscripts to match the ion charges directly — you cross the charges so the total charge is zero, then simplify.
- Thinking distance and displacement are the same — displacement is the net straight-line change and can be less than the distance travelled.
- Thinking a chemical is safe because it looks harmless — WHMIS symbols, not appearance, indicate the hazard.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 8 skills
Life Science
Ecosystems and Equilibrium
Similar ecosystems in different places
I can explain why ecosystems with similar characteristics can arise in different geographical locations.
Skill 3.1
Population equilibrium and resource limits
I can explain how natural populations are kept in equilibrium and connect this to an ecosystem's resource limits.
Skill 3.2
Cycling of matter through an ecosystem
I can illustrate and explain how carbon, nitrogen, and oxygen cycle through the living and non-living parts of an ecosystem.
Skill 3.3
Soil composition and fertility
I can describe how soil composition and fertility can change and how those changes affect an ecosystem.
Skill 3.4
Stress and Resilience in Ecosystems
Bioaccumulation through the food chain
I can describe how bioaccumulation works and explain its impact on consumers at higher trophic levels.
Skill 3.5
Impact of external factors on an ecosystem
I can analyze how external factors, natural and human-caused, affect an ecosystem.
Skill 3.6
Biodiversity and sustainability
I can explain how the biodiversity of an ecosystem contributes to its sustainability and resilience.
Skill 3.7
Short-term stress and long-term change
I can explain why ecosystems respond differently to short-term stresses than to long-term changes.
Skill 3.8
The official wording · 8 outcomes
- 3.1
- Explain why ecosystems with similar characteristics can exist in different geographical locations
- 3.2
- Explain various ways in which natural populations are kept in equilibrium and relate this equilibrium to the resource limits of an ecosystem
- 3.3
- Illustrate and explain the cycling of matter through biotic and abiotic components of an ecosystem by tracking carbon, nitrogen, and oxygen
- 3.4
- Describe how soil composition and fertility can be altered and how these changes could affect an ecosystem
- 3.5
- Describe the mechanisms of bioaccumulation, and explain its potential impact on the viability of and diversity of consumers at all trophic levels
- 3.6
- Analyze the impact of external factors on an ecosystem
- 3.7
- Explain how the biodiversity of an ecosystem contributes to its sustainability
- 3.8
- Explain why different ecosystems respond differently to short-term stresses and long-term changes
Key ideas
An ecosystem's character is shaped by its abiotic conditions — climate, temperature, rainfall, and soil.
Bioaccumulation is the build-up of a substance, such as a toxin, in an organism's body over time.
Regions far apart with similar conditions develop similar ecosystems, called biomes.
Some pollutants are not broken down or excreted, so they stay in the organism's tissues.
Organisms in these separate places adapt in similar ways to the same conditions.
Watch out for
- Thinking ecosystems are similar only if the same species live there — different species can fill the same roles under matching conditions.
- Thinking a pollutant that is dilute in the environment is harmless — it can biomagnify to dangerous levels up the food chain.
- Thinking geographic nearness determines ecosystem type — climate and abiotic factors matter more than distance.
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 Newfoundland & Labrador’s own curriculum for Science 1206.
Study it in MapleMind
MapleMind teaches Science 1206 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 1206 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
- 25
- Fillable fields
- 1,315
- Price
- $4.99
Questions about Science 1206
What is Science 1206?
Newfoundland & Labrador’s Grade 10 science course: 3 units and 27 skills, from Earth and Space Science to Life Science.
What units are in Science 1206?
1. Earth and Space Science, 2. Physical Science and 3. Life Science.
Is there a provincial exam for Science 1206?
No. Newfoundland & Labrador gives no provincial exam for Science 1206.
What comes after Science 1206?
Science 2200, Biology 2201, Chemistry 2202 and Physics 2204.
Can MapleMind help with Science 1206?
Yes. MapleMind teaches every skill of Science 1206, 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.