Course Overview
Science, Grade 10, Academic
Description/Rationale
This course enables students to develop a deeper understanding of concepts in biology, chemistry, earth and space science, and physics; to develop further their skills in scientific inquiry; and to understand the interrelationships among science, technology, and the environment. Students conduct investigations and understand scientific theories related to: ecology and the maintenance of ecosystems; chemical reactions, with particular attention to acid-base reactions; factors that influence weather systems; and motion.
Unit Titles (Time + Sequence)
|
Unit Name and Timing |
Unit Title |
Skill Emphasis |
End-of-unit Task |
|
Unit 1 (24 hours) |
Chemical Processes |
Lab procedures and safety |
Consumer Product Analysis |
|
Unit 2 (24 hours) |
The Sustainability of Ecosystems |
Communication skills |
Environmental Issue Analysis |
|
Unit 3 (24 hours) |
Motion |
Experimental design, data collection, and analysis |
Analysis of Sporting Equipment |
|
Unit 4 (24 hours) |
Weather Dynamics |
Research skills |
Media Presentation |
|
Unit 5 (14 hours) |
Making Connections |
Synthesis of concepts, application of skills |
Aquatic Study |
Unit Organization
Unit 1: Chemical Processes
Time: 24 hours
Description
In this unit, students examine and describe chemical reactions by designing and conducting a variety of investigations. Throughout, there are opportunities for students to develop skills in the selection and use of appropriate apparatus and to apply WHMIS and laboratory safety procedures. In the end-of-unit task, students investigate a consumer product and present their findings in a class fair.
Overall Expectations: CHV.01D, CHV.02D, CHV.03D.
Specific Expectations: CH1.01D, CH1.02D, CH1.03D, CH1.04D, CH1.05D, CH1.06D, CH1.07D, CH1.08D, CH2.01D, CH2.02D, CH2.03D, CH2.04D, CH2.05D, CH2.06D, CH2.07D, CH2.08D, CH2.09D, CH2.11D, CH2.11D, CH2.12D, CH2.13D, CH3.01D, CH3.02D, CH3.03D, CH3.04D.
Unit 2: The Sustainability of Ecosystems
Time: 24 hours
Description
This unit provides opportunities to examine the impact of natural and external change on ecosystems. Students explore the functioning of an ecosystem and use appropriate scientific terms and examples to demonstrate their understanding. In the end-of-unit task they draw together data from personal research and a variety of sources to participate in a group problem solving activity to develop consensus about a local, national, or global ecological issue.
Overall Expectations: BYV.01D, BYV.02D, BYV.03D.
Specific Expectations: BY1.01D, BY1.02D, BY1.03D, BY1.04D, BY1.05D, BY1.06D, BY1.07D, BY1.08D, BY2.01D, BY2.02D, BY2.03D, BY2.04D, BY2.05D, BY2.06D, BY2.07D, BY3.01D, BY3.02D, BY3.03D, BY3.04D, BY3.05D, BY3.06D, BY3.07D.
Unit 3: Motion
Time: 24 hours
Description
Emphasis in this unit is on experimental design, data collection, and analysis. Using a variety of instruments and tools, students develop skills in gathering and analysing qualitative and quantitative data. They design and conduct investigations into the displacement, velocity, and acceleration of an object in order to determine quantitative relationships among them. These relationships are then used to solve simple problems involving displacement, velocity, and acceleration. The end-of-unit task investigates sporting equipment technology by analysing the motions involved.
Overall Expectations: PHV.01D, PHV.02D, PHV.03D.
Specific Expectations: PH1.01D, PH1.02D, PH1.03D, PH1.04D, PH1.05D, PH1.06D, PH1.07D, PH1.08D, PH1.09D, PH2.01D, PH2.02D, PH2.03D, PH2.04D, PH2.05D, PH2.06D, PH2.07D, PH2.08D, PH2.09D, PH2.10D, PH3.01D, PH3.02D, PH3.03D.
Unit 4: Weather Dynamics
Time: 24 hours
Description
In this unit, students gain an understanding of the physical factors that create and affect weather systems and environmental phenomena, both normal and extreme. Students also explain and evaluate how technology is used to monitor, forecast, modify, and utilize weather conditions. They collect and analyse data and information from various sources about trends in local and global weather conditions to forecast local and global weather patterns. In the end-of-unit task students prepare a media presentation for public education concerning an atmospheric environmental issue.
Overall Expectations: ESV.01D, ESV.02D, ESV.03D.
Specific Expectations: ES1.01D, ES1.02D, ES1.03D, ES1.04D, ES1.05D, ES1.06D,
ES1.07D, ES2.01D, ES2.02D, ES2.03D, ES2.04D, ES2.05D, ES2.06D, ES3.01D,
ES3.02D, ES3.03D, ES3.04D, ES3.05D.
Unit 5: Making Connections
Time: 14 hours
Description
This final unit incorporates and assesses many of the skills and concepts learned throughout the course. The unit is divided into two major activities. First, students conduct an integrated study of the sustainability of a local wetland or aquatic ecosystem. Many of the data are collected directly; if necessary, this fieldwork can be carried out at intervals throughout the course. The students compile and analyse the data. They communicate their findings in a report which assesses the overall health of the wetland, identifies factors (including weather/climate) which affect its long-term fate, and suggest interventions to maintain or improve it. The second activity is a formal examination which uses a variety of techniques to assess concepts and skills.
Overall Expectations: BYV.01D, BYV.02D, BYV.03D, CHV.03D, ESV.01D, ESV.02D, PHV.03D.
Specific Expectations: BY1.04D, BY1.05D, BY1.06D, BY2.02D, BY2.03D, BY2.05D, BY2.06D, BY3.03D, CH3.01D, ES1.05D, ES2.02D, ES2.06D, PH3.03D.
Course Notes
Scientific Literacy
The paramount task of science education is to equip all students with scientific literacy – that combination of values, knowledge, and skills that enable them to think creatively, reason logically, evaluate information critically, and communicate effectively. This is an essential base for making productive and ethical decisions, not only about scientific and technological issues but in all areas of life. At the same time, science education must prepare students who require scientific knowledge and skills for employment or further education in trades, technology, and other science-related fields.
The vision of scientific literacy for all is presented in the introduction to The Ontario Curriculum, Grades 9 and 10, Science, 1999. The curriculum is directed toward three basic goals:
· To relate science to technology, society, and the environment;
· To develop skills, strategies, and habits of mind required for scientific inquiry;
· To understand basic concepts of science.
The activities and assessment tasks reflect the equal importance of the three goals and have been developed to address clusters of specific expectations that encompass all three goals.
STSE (Science, Technology, Society, and the Environment)
Achieving the expectations related to
the Science, Technology, Society, and the Environment goal is critical to the
development of scientific literacy.
· In the Grade 10 course, many of these expectations link environmental issues to societal concerns and the impact of technology. They invite further examination of these environmental issues and provide opportunities to develop thematic links between the strands. These connections provide a context for the development of the learning and assessment tasks in this profile.
· The culminating unit, Making Connections, was developed to address a cluster of expectations built around the Relating Science to Technology and Society and the Environment expectations from all four strands. This allows students to apply the skills and concepts developed throughout the course and provides the opportunity for a final summative evaluation. It also provides a narrative focus for the course when it is outlined to students at the beginning.
· Units 1 to 4 each include an end-of-unit task which provides an authentic context for addressing key expectations of that strand. These end-of-unit tasks usually centre on one or more of the Relating Science to Technology and Society and, the Environment expectations for that strand. All activities within the unit prepare students for the end-of-unit task by teaching the concepts and developing the skills required for it.
· An emphasis is put on using a scientific approach to solve environmental problems. Students are given an opportunity to apply the theoretical concepts and inquiry skills developed throughout the course in the final unit.
Course Sequence
The units were sequenced to develop in a logical progression the skills and knowledge required for the final unit. It is important that the final unit be completed in order to make the course coherent for the students and to provide sufficient opportunity for them to achieve the expectations in the course. The specific expectations relating to the skills form a consistent thread throughout the strands, and opportunities to address all the skill expectations are provided. In addition, each unit emphasizes a specific set of skill components to better allow students to develop those skills for application in the final unit. In all units, there is a recurring emphasis on the development of science communication skill including formal lab reports, use of charts and graphs, oral presentations, written reports, and journal writing. (See also the TSMs – Teacher Support Materials.)
Local circumstances may dictate some variation in the sequence of units. Suggestions are included in the unit Planning Notes to address approaches that can be used where seasonal considerations may be a factor. For example the final unit suggests the collection of field data, which may be problematic in semesters ending in January. One solution is to carry out some of the data collection during the fall for analysis later in the course. If the chemistry unit is not taught first some of the suggestions regarding establishing procedures for lab reports, response journals, and career connections should be incorporated into whichever unit is taught first.
Careers and Future Studies
The Grade 10 course is critical in affecting a student’s motivation to continue studies in science, both for those who are considering a career path requiring science and for those who are considering other career paths but recognize the importance of science in society.
· Opportunities to identify and reflect on career possibilities, life choices, and future study areas form an important part of the activities. These activities should also be linked to those, as mandated by Choices into Action, that are being carried out with Teacher Advisers, to each student’s Annual Education Plan, and to planning students’ Community Involvement. Teachers and departments need to discuss these links with the school team that co-ordinates these aspects of students’ programs.
· A focus on career choices in this course is meant to make students aware of the possibilities open to them, not to encourage anxiety or premature decisions about their career paths. (Career is being used in its widest sense of a life path, not in the limited sense of an occupation.) To maintain this focus on career choices, teachers are encouraged to develop a bulletin board display on Futures/Careers that can be updated throughout the course with information on career possibilities. As well, students can record reflections in an ongoing journal and complete an assignment in which they explore further possible career paths that interest them.
Teaching Considerations
In planning for the delivery of this course there are a number of important issues teacher should consider:
· While learning skills are reported separately from achievement of expectations they are often critical to that achievement. Students still need assistance in developing those skills and support for that development is included as part of the teaching/learning strategies. Strategies to assess the learning skills are also included to assist teachers in developing a set of data and comments that can be used for reporting purposes as well as for ongoing communication with students and parents.
· It is important for teachers to acknowledge and build on the student learning that has taken place in earlier courses, not just in science but in other disciplines as well. For example, the Grade 9 Geography course addresses a number of expectations which complement those in this course, especially in the Biology and Earth and Space Science strands. The Grade 9 Mathematics course develops data collection and analysis skills. It is also important for teachers to recognize how contemporaneous student learning in other Grade 10 courses complements what goes on in science class.
· Implementation of The Ontario Curriculum, Grades 1–8: Science and Technology began in 1998. For the first few years of implementation at the elementary level, students entering Grade 9 will not have covered the entire elementary curriculum as written. Secondary teachers need to continue to carry out diagnostic assessment and then work with students to fill any gaps in their learning.
·
A more sophisticated use of
scientific skills, including more opportunities for quantification, is
important in this course to help students achieve the expectations and to
prepare them for further courses at the senior level.
· Safety issues should be introduced and reinforced as appropriate throughout the course. Teachers should consult local and Ministry policy documents and conform with local Health and Safety practices. STAO resources on safe practices are also useful. Refer to The Ontario Curriculum, Grades 9 and 10, Science, 1999 (p. 43). Opportunities to develop safe practices are also identified within the units and activities.
Teaching/Learning Strategies
An emphasis on science inquiry skills is maintained throughout the course. Through a variety of investigations, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. They identify their assumptions, use critical and logical thinking, and consider alternative explanations.
This profile describes a science course in which students are taught and actively encouraged to ask their own questions and, in many cases, to find answers themselves through inquiry (experimentation, research, or the development of a device or process). The teacher must make decisions about when and how to intervene to ensure that students are being successful without usurping their opportunities to find their own way. In this model, the teacher is a facilitator of learning rather than the prime source of knowledge. The teacher spends class time assessing performance, refocussing groups, providing instruction as required, and redirecting individual students.
Not all specific expectations are of equal value. All are covered, but those that are critical to the development of scientific literacy are emphasized in the learning activities. These are expectations which are taught, assessed, evaluated, and where necessary revisited using alternate instructional strategies in a cyclic process that stops only when students have achieved the expectations.
The
generic skill set that is found across the four strands of the Academic
curriculum is to:
· formulate scientific questions (about problems, issues, observed relationships);
· demonstrate skills to plan and conduct practical tests, experiments, inquiries;
· select and integrate information;
· analyse data and information;
· evaluate evidence and sources;
· apply mathematical and conceptual models to develop and assess explanations;
· select and use appropriate vocabulary and other modes of representation to communicate ideas, plans, results, and conclusions;
· describe experimental procedures in lab reports;
· select and use appropriate instruments and techniques to collect data;
· use instruments and techniques appropriately and safely.
Students should be involved in a range of laboratory activities, some of which they accomplish with step-by-step instructions. Other activities should be structured to develop students’ abilities to devise and carry out their own procedures within clearly-defined expectations.
Emphasis is put on communication of procedures and results, including the use of formal lab report formats. (See TSM 2C: Lab Report Format.)
Research across a variety of disciplines indicates that each student interprets new information in terms of what he or she already knows. The student tries to make sense of what is taught by trying to fit it with his or her experience. This implies that teachers must engage students in activities from which the students construct meaning. This does not imply, however, that students must always ‘reinvent the wheel’. For example, basic computation and algorithms “were invented precisely so that people would not have to count on their fingers and toes to solve each problem” (Sykes, 1995). Formulas in science serve similar practical purposes. However the formulas and algorithms should be viewed by students as tools for solving problems not as ends in themselves.
The need for students to interact with others as they expand their experience with new concepts is so vital that co-operative learning is an important teaching strategy. Co-operative learning allows individuals to examine their current thinking and to make adaptations in light of input from others. Learners need to think about their experiences in relation to what they already know, and resolve any problems that arise. Accordingly, learners need time to clarify, elaborate, describe, compare, negotiate, and reach consensus on what specific experiences mean to them. Educating students to be effective learners is an important priority in the science program. Co-operative ventures form the basis of much scientific work beyond school and this should be reflected in the classroom.
The use of homework to support student learning and to complement the classroom work is implicit within the activities presented in this profile. However, it has been left to teachers to decide which parts of the activities are assigned as homework. Options for homework include the following: response journal, text-based activities, collection of examples or products for use in class work, research, completion of in-class assignments, and work on projects.
Teacher Support Materials are included to provide additional support for teaching and learning strategies that are referred to in a number of activities.
· The first section supports the development of science communication skills. It includes material on the use of response journals as a way of getting students to reflect on their learning, and as a mechanism for the teacher to use an alternative means of communication with students. It also includes materials on student note making and consistent lab report formats to encourage science communication skills.
· The second section supports the use of technology, including the probeware that is highlighted in several of the units. Opportunities to use graphing calculators from the Mathematics Department in conjunction with compatible probeware are identified. The emphasis for students is on data analysis, not just data collection.
· The third section supports strategies for problem and issue analysis, including both quantitative problem-solving approaches and approaches required for the analysis of environmental or social impact issues.
· The fourth section supports strategies to make students aware of future options, as suggested in many of the activities. The use of an ongoing bulletin board on Futures/Careers is outlined.
· The fifth section supports the ongoing development of tasks and tools for good assessment practice, including some sample rubrics and suggestions for use of rubrics.
Many learning activities in this profile focus on the inquiry process, draw on scientific skills and concepts, and are set in a context of science as it relates to technology, society, and the environment.
Instructional Strategies in Grade 10 Science:
· include whole class, small group, and individual instruction;
· promote the role of teacher as guide, facilitator, and instructor in the classroom;
· use electronic technology in investigations as appropriate (including computer software, laboratory interface devices, calculators, video and digital cameras);
· address a variety of learning styles in each unit;
· can be adapted to accommodate students with special needs (see Accommodations section of each activity);
· promote direct involvement in a variety of concrete experiences with the natural world which enable students to construct a satisfactory understanding of concepts and principles;
· provide challenging experiences appropriate to the needs of a broad spectrum of students;
· encourage maximum student engagement in the learning activities;
· encourage student choice regarding the processes and products of learning in the science classroom;
· encourage student reflection on attitudes and values;
· provide opportunities for genuine inquiry - to generate questions, apply a variety of investigative approaches in learning, and communicate findings in a variety of ways;
· provide experiences with scope for students to demonstrate Achievement Level 4;
· use formative assessment to provide feedback and opportunities for remediation;
· link assessment tools to the expectations addressed;
· allow students to practise tasks during the course like those on which they are assessed and evaluated;
· connect with expectations from other subject areas when appropriate;
· support opportunities for transfer – to solve problems and innovate by applying scientific concepts and processes to students’ lives outside the school and beyond the artificial boundaries which separate school subjects.
Assessment/Evaluation Techniques
Assessment is a systematic
process of collecting information or evidence about student learning; evaluation
is the judgment we make about the assessments of student learning based on
established criteria.
The Learning Expectations are central to all aspects of this course profile. The learning contexts, content, and assessment are interconnected and linked to the expectations. Emphasis is placed on assessment tasks that:
· are linked to the learning tasks;
· are developed from the expectations;
· provide opportunities for demonstration of achievement at all levels and in all categories of the Achievement Chart.
The Achievement Chart for Science is the basis for reporting each student’s progress. The assessment data accumulated throughout the course must be sufficient (in kind and number) to permit teachers to evaluate the consistent level of performance for each student in each of the categories in the Achievement Chart for Science in The Ontario Curriculum, Grades 9 and 10, Science, 1999, pp. 44-47.
By making assessment central to the learning process, a wider variety of strategies for assessment and evaluation can be used throughout each unit, maximizing the opportunity for each student to demonstrate success.
Students should be made fully aware, in advance, of the processes by which they are assessed and evaluated in each unit of the course and in the summative course evaluation. Making the details of the assessment and evaluation process public to all students and parents is a powerful way to motivate student success in the achievement of expectations.
Formal tests and a final examination are included as suggested evaluation strategies. However, tests are not always administered as end-of-unit tasks, but may be used prior as tests of the knowledge and skills required for student involvement in end-of-unit tasks.
Suggestions for assessment and evaluations are provided in chart form in each activity. The chart includes:
·
Task description;
· Tool to be used for scoring (e.g., rubric, checklist, marking scheme);
·
Links to Achievement Chart
categories;
· Links to Learning Skills.
A summary of these suggestions is also provided in chart form as part of each unit overview. This enables teachers to plan which tasks they use for the gathering of summative evaluation data for use in the generation of the grade for the student.
The range of assessment and evaluation strategies suggested should provide ample data for determining student achievement of the expectations. The tools for scoring provide data in a variety of formats: levels of achievement, traditional marks, and task completion. The links to the achievement chart also provide the opportunity for grouping data according to category and for using that information in the determination of grades.
Assessment Tools
The scoring tools suggested are all variations on a simple form: the checklist. In its basic form, (e.g., a checklist for meeting lab safety requirements), a simple completion or non-completion for each item on the list is sufficient. Traditional marking schemes can be interpreted as a collection of checklists, with one for each component of the assignment or for each question.
Where quality of completion is easily identifiable, a rating scale can be used. In such a case the items on the list have a number assigned to them. For more complex tasks, where students need more guidance as to what constitutes quality for any of the items (criteria) on the checklist, descriptors can be developed for each level of quality to form a rubric.
· Rubrics are appropriate for the assessment and evaluation of complex tasks or a collection of simple tasks. Generic rubrics, (e.g., for a lab report or an oral presentation (see TSMs, Grade 9 Public Science Profile, pp. x-xviii for examples), are a good way to present what is expected in student work throughout a course. Task-specific rubrics (see TSM 5C: Developing Task Specific Rubrics ) are more appropriate for assessing projects and can be obtained by adapting generic rubrics or rubrics for similar tasks. Adapting rubrics that are already available from a variety of sources (see Resources) is an efficient and effective way of developing rubrics. As teachers become more comfortable with the use of rubrics, they also become more comfortable with developing their own. Developing task-specific rubrics with students as an assignment is presented as an excellent way of establishing clear expectations. Since rubrics are used to assess student performances or products, they should be developed with reference to actual student work. In all cases, rubrics should be refined after they have been applied to student work, just as we do with other scoring tools such as marking schemes, to ensure that they measure what they are intended to measure.
· Rubrics can be used effectively to improve student learning. By providing them to students in advance of their assignment, or by involving students in their development or refinement, students become more aware of the expectations for their work. They are also excellent as formative feedback, as students can determine which aspect of their product or performance requires additional work. It is important that rubrics be written in language which can be understood by students.
· Rubrics can be used to increase consistency and reliability of evaluation. This is especially true when teachers collaborate on their development and use, so that students in different sections of the same course are evaluated using the same tool. Joint scoring sessions can also lead to increased consistency, as teachers develop a common understanding of what constitutes work at each level, and collect anchor papers to use as samples for students and teachers.
· Rubrics must be used judiciously. Overuse of rubrics can result in too much work for the teacher and confusion for the students.
The assessment tasks suggested provide opportunities for both formative assessment and summative evaluation. Most expectations are addressed more than once in the learning and assessment tasks, in order to provide opportunities for practice before final performance. Teachers must make their own professional judgment on which data should be used for formative purposes, and which data should be used for the summative evaluation and grading.
When students are engaged in group tasks it is appropriate to consider group interaction as one indicator of each student’s learning skills. However, assessment must focus primarily on each student’s individual demonstration of the learning expectations.
Implementing New Assessment Practices
Changing assessment and evaluation practice requires a broadening of a teacher’s repertoire, not an abandonment of sound past practice. Some traditional practices, such as allowing students to discount one quiz out of a unit, or one test out of a course, are sound examples of using that data as formative assessment. Allowing students to retake a test or resubmit a lab report are other examples of practices that have been used successfully by teachers to encourage student learning. Using these practices as appropriate, and expanding on them to provide more student involvement in the process, is desirable. For example, students could keep all their quizzes (tests or lab reports) in a portfolio or separate section of their notebook. At the end of a unit the quiz portfolio could be evaluated with a rubric based on the quizzes the student chose according to certain criteria (number, range, etc.) along with a reflection on what they learned and how to improve their learning. Larger portfolios could be kept with a wider assortment of assessment pieces for evaluation towards the end of the course.
Teachers need to develop these strategies in such a way that they are workable on a daily basis, consistent with department, school, and board practice, and clear to students. Some teachers may choose initially to convert level scores to percentage grades, weight by achievement chart category, and then calculate traditional marks. Others may choose to convert from percentage marks to levels and then calculate grades, with emphasis on the most consistent and consideration for the most recent.
Separate reporting of learning skills from achievement of expectations requires a change from some current practices. Ongoing emphasis on learning skills is critical to student success. Assessment strategies related to learning skills are provided, so that accumulation of evidence for the learning skills section on the report card can be carried out. In addition to being listed on the report card itself, the Ontario Guide to the Secondary Report Card presents the learning skills along with additional defining criteria.
Accommodations
Students with special needs, whether identified by an IPRC or not, need additional supports to succeed in Grade 10 Science. For each identified student, read the Individual Education Plan (IEP) for information about specific accommodations designed to compensate for specific disabilities.
Examples of accommodations and aids which may be helpful include the following.
· Ensure that peer helpers are available when students are working in small groups.
· Provide handout sheets with sample calculations and specific skill instructions when
· required.
· Help students create data charts into which they record information.
· Advise Special Education staff in advance when students are working on major
· assignments.
· Record key words on the board when students are expected to make their own notes.
· Allow students to report verbally to a scribe (teacher or student) who can then help in note making.
· Permit students a wide range of options for recording and reporting their work.
· Utilize student strengths (e.g., drawings, diagrams, flow charts, concept maps).
· Timelines may need to be extended to give students more time to process language and put their thoughts into words.
· Where an activity requires reading, give it in advance to students with reading difficulties or provide a selection of materials at different reading levels.
Students in English as a Second Language/English Literacy Development programs may require additional supports. Intermediate or advanced speakers require fewer accommodations to deal with Grade 10 Science. Some examples of supports include:
· Having students keep a science dictionary of terms using pictures and first language words.
· Where an activity requires reading, giving the reading material in advance to students.
· Permitting the use of a translation dictionary on assessments.
· Providing additional time on assessments for dictionary use and processing language.
· Having the teacher-librarian identify resources with appropriate reading level when research is required.
· Advising ESL/ESD staff in advance when significant written work is required.
In order to accommodate students with physical exceptionalities teachers need to consider in advance how to include students in the activity whenever possible, how to provide alternative presentations of activities for those students, and how to ensure the safety of the individuals in the classes in the demanding environment of a laboratory/classroom and field work sites. Special education staff should be consulted for suggestions.
Many activities are designed as rich,
open-ended tasks which provide opportunities for students requiring enrichment,
but specific strategies for extensions are also included.
Resources
Resources are included in activities, but general resources and resources identified in more than one activity are listed here as well.
A. General References on Science Education
Armstrong, Thomas. Multiple Intelligences in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development, 1994. ISBN 0-87120-230-1
Pogue, Lynda. Ages 12 Through 15: the years of transition. Ontario Public School Teachers’ Federation, 1996. ISBN 0-9680759-0-8
Windows on Learning. Kitchener, ON: The Waterloo County Board of Education, 1993.
Zemelman, Daniels and Hyde. Best Practice: New Standards for Teaching and Learning in America’s Schools. Portsmouth, NH: Heinemann, 1993. ISBN 0-435-08788-6
B. Science and Education Internet Sites (and sites that lead to them)
American Association for the
Advancement of Science
http://www.aaas.org/
Association for Supervision and
Curriculum Development publishes high quality publications and videos on a wide
variety of topics. Many principals and superintendents have memberships and can
purchase materials at reduced rates. Also the home of Educational Leadership
magazine.
http://www.ascd.org/
Canadian government and research
sites related to science and engineering
http://www.nserc.ca/relate.htm
CBC Educational Resources
http://www.cbc.ca/insidecbc/educational/
Education Network of Ontario
http://www.enoreo.on.ca/
Education resources on the web
(Canadian site)
http://www.educ.uvic.ca/depts/snsc/pages/weblinks/weblinks.htm
Electronic Resources: APA Style
of Citation – The American Psychological Association Style Manual is a
widely-used guide for citing references. The following Web Site provides APA
rules for citing Internet sources.
http://www.uvm.edu/~ncrane/estyles/apa.html
Gateway to Educational Materials
http://www.thegateway.org/
Kathy Schrock’s Guide for
Educators
http://discoveryschool.com/schrockguide/index.html
MET Web Index – to find anything
on the Ministry’s web site.
http://www.edu.gov.on.ca/eng/webmap.html
Midwest Mathematics and Science
Consortium (MSC)
http://www.ncrel.org/msc/msc.htm
National Science Foundation (USA)
http://www.nsf.gov/
National Staff Development
Council
issues of implementation
http://www.nsdc.org/
Online Resources for Assessment
http://www.rmcdenver.com/useguide/assessme/online.htm
Ontario Ministry of Education and
Training (MET): curriculum documents page
http://www.edu.gov.on.ca/eng/document/curricul/curricul.html
Regional Education Laboratories
in the USA: focus on educational research
http://www.sedl.org/RELs.html
Rubric for scoring a physics
laboratory project
http://www.glenbrook.k12.il.us/gbssci/phys/projects/q1/tparub.html
Science Teachers Association of
Ontario (STAO) links to science sites
http://www.stao.org/hotlinks.htm
STAR Centre for Academic Renewal
(Texas)
http://www.starcenter.org/
USA National Academy of Sciences
http://www.nas.edu/
C. Accommodations
Lazzari and Peters. Help 3: Handbook of Exercises for Language Processing. Lingui Systems Inc., 1991.
Mamchur, Carolyn. A Teacher’s Guide to Cognitive Type Theory and Learning Style. Association for Supervision and Curriculum Development, 1996. ISBN 0-87120-278-6
Parks, Sandra and Howard Black. Organizing Thinking: Graphic Organizers. Pacific Grove, CA: Critical Thinking Press and Software, 1992.
Sunburst: Study Skills Student Workshop. Sunburst Communications, 1997.
D. Curriculum Planning and Assessment
Brown, John L. Observing Dimensions of Learning in Classrooms and Schools. Alexandria, VA: Association for Supervision and Curriculum Development, 1995. ISBN 0-87120-255-7
Burke, Kay. How to Assess Thoughtful Outcomes. Palatine, Illinois: IRI/Skylight Publishing, Inc., 1993. ISBN 0-932935-58-3 (1-800-348-4474)
Doran, Rodney, et al. Science Educator’s Guide to Assessment. National Science Teachers Association, 1998. ISBN 0-87355-172-9
Herman, Aschbacher and Winters. A Practical Guide to Alternative Assessment. Association for Supervision and Curriculum Development, 1992. ISBN 0-87120-197-6
A Resource for Assessment, Evaluation, and Reporting. Peterborough, Ontario: The Kawartha Pine Ridge District School Board, 1999. (distributed as part of the School Implementation Team binder during the fall, 1999 training sessions)
McDonald, Joseph P., et al. Graduation by Exhibition: Assessing Genuine Achievement. Alexandria, VA: Association for Supervision and Curriculum Development, 1993. ISBN 0-87120-204-2
The Ministry of Education and Training, Ontario. Assessment Planning Guide: Junior Science OAIP. Toronto, ON: Queen’s Printer, 1993. ISBN 0-7778-0716-5
O’Connor, Ken. The Mindful School: How to Grade for Learning. Palatine, IL: Skylight Publishing, 1998.
Quality Assessment, Fitting the Pieces Together. Toronto, ON: OSSTF, 1999.
Stiggins, Richard. Student-Centred Classroom Assessment, 2nd Edition. Toronto: MacMillan, 1997.
Assessment for Learning in the Transition Years and the Specialization Years. Kitchener, ON: The Waterloo County Board of Education, 1993.
Wiggins, Grant. Educative Assessment. San Francisco, California: Jossey Bass, 1998.
Wiggins, Grant and Jay McTighe. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 1998. ISBN 0-87120-313-8
OSS Policy Applications
Connections are made within the activities to policy applications such as the Annual Education Plan and Choices into Action. Suggested career-related activities align with the responsibilities of teachers outlined on page 28 of Choices into Action.
Course Evaluation
We know when we are progressing towards the vision described for Grade 10 Science when we observe:
· students who are actively curious, habitually asking questions about the world around them.
· students who can transfer the skills, concepts, and habits of mind learned through science to describe, analyse, and explain issues elsewhere in the curriculum and beyond the school that relate science, technology, society, and the environment.
· students interacting with others in ways that reflect personal and communal values that have been examined, in part, through the study of science.
· students who are able to consider further studies and/or careers in science and technology since we have maximized the choices open to each by providing engaging learning opportunities and inspiring role models.
· teachers functioning together as a community of learners, questioning what they do and how they do it, and improving their craft by sharing their experiences.
Coded Expectations, Science, Academic, SNC2D
Biology: The Sustainability of Ecosystems
Overall Expectations
BYV.01D
– demonstrate an understanding of the dynamic nature of ecosystems, including the relationship between ecological balance and the sustainability of life;
BYV.02D
– investigate factors that affect ecological systems and the consequences of changes in these factors;
BYV.03D
– analyse issues related to environmental sustainability and the impact of technology on ecosystems.
Specific Expectations
Understanding Basic Concepts
BY1.01D
– describe the processes of photosynthesis and cellular respiration as they relate to the cycling of energy, carbon, and oxygen through abiotic and biotic components of an ecosystem (e.g., explain that photosynthesis and cellular respiration are essentially reverse processes, and identify the reactants and products of their overall reactions);
BY1.02D
– illustrate the cycling of matter through biotic and abiotic components of an ecosystem by tracking nitrogen;
BY1.03D
– explain the process of bioaccumulation and assess its potential impact on the viability and diversity of consumers at all trophic levels;
BY1.04D
– examine the factors (natural and external) that affect the survival and equilibrium of populations in an ecosystem (e.g., resource limits of an ecosystem, competing populations, bioaccumulation, selective decline);
BY1.05D
– examine how abiotic factors affect the survival and geographical location of biotic communities (e.g., explain why deserts exist in different parts of the world);
BY1.06D
– explain why different ecosystems respond differently to short-term stresses and long-term changes (e.g., short term: the activity of tent caterpillars during a season; long-term: the effect of acid rain on maple trees);
BY1.07D
– compare a natural and a disturbed ecosystem and suggest ways of assuring their sustainability (e.g., compare a meadow and a lawn);
BY1.08D
– explain how soil composition and fertility can be altered in an ecosystem and identify the possible consequences of such changes.
Developing Skills of Inquiry and Communication
BY2.01D
– through investigations and applications of basic concepts formulate scientific questions about observed ecological relationships, ideas, problems, and issues (e.g., “What impact will supplying an excess of food for a particular organism have on an ecosystem?”);
BY2.02D
– through investigations and applications of basic concepts demonstrate the skills required to plan and conduct an inquiry into ecological relationships, using instruments, apparatus, and materials safely and accurately, and controlling major variables and adapting or extending procedures where required;
BY2.03D
– through investigations and applications of basic concepts select and integrate information from various sources, including electronic and print resources, community resources, and personally collected data, to answer the questions chosen;
BY2.04D
– through investigations and applications of basic concepts analyse data and information and evaluate evidence and sources of information, identifying flaws such as errors and bias;
BY2.05D
– through investigations and applications of basic concepts select and use appropriate vocabulary and numeric, symbolic, graphic, and linguistic modes of representation to communicate scientific ideas, plans, results, and conclusions (e.g., use terms such as biotic, abiotic, biomass, biome, ecosystem, chemical concentration, and biodiversity when making presentations);
BY2.06D
– design and conduct an investigation to examine the effects of one factor on soil composition and fertility and on water quality in an ecosystem (e.g., design and conduct an experiment to examine the effects of altering soil pH on the fertility of plants and on the concentration of dissolved oxygen in water, and graph the results);
BY2.07D
– analyse a population case study (e.g., of deer, wolves, or humans) by producing population growth curves for each of the populations in the study, and use the graphs to explain how different factors affect population size and to predict the effect of varying factors (e.g., the availability of food) on the population.
Relating Science to Technology, Society, and the Environment
BY3.01D
– assess the impact of technological change and natural change on an ecosystem (e.g., the introduction of fertilizer and pesticides to soil; the introduction of a genetically engineered plant or the effect of polluted water or air on plants and animals; the effect on an ecosystem of forest fire, flood, the natural infection of one species, or the movement of a species in or out of the area);
BY3.02D
– describe ways in which the relationships between living organisms and their ecosystems are viewed by other cultures (e.g., First Nations);
BY3.03D
– identify and research a local issue involving an ecosystem; propose a course of action, taking into account human and environmental needs; and defend their position in oral or written form (e.g., organize and participate in a debate on converting a grass lot into a parking lot);
BY3.04D
– describe the physical and chemical processes involved in the methods used to clean up a contaminated site (e.g., how absorbent chemicals such as charcoal work in cleaning up oil spills);
BY3.05D
– identify and evaluate Canadian initiatives in protecting Canada’s ecosystems;
BY3.06D
– explain changes in popular views about the sustainability of ecosystems and humans’ responsibility in preserving them (e.g., the shift from a belief that all resources are inexhaustible to the belief that recycling, reusing, and reducing are important);
BY3.07D
– describe careers that involve knowledge of ecology or environmental technologies, and use resources such as the Internet to determine the knowledge and skill requirements of such careers.
Chemistry: Chemical Process
Overall Expectations
CHV.01D
– demonstrate an understanding of chemical reactions, the symbolic systems used to describe them, and the factors affecting their rates;
CHV.02D
– design and conduct investigations of chemical reactions, using standard scientific procedures, and communicate the results;
CHV.03D
– determine why knowledge of chemical reactions is important in developing consumer products and industrial processes and in addressing environmental concerns.
Specific Expectations
Understanding Basic Concepts
CH1.01D
– recognize the relationships among chemical formulae, composition, and names;
CH1.02D
– explain, using the law of conservation of mass and atomic theory, the rationale for balancing equations;
CH1.03D
– describe, using their observations, the reactants and products of a variety of chemical reactions, including synthesis, decomposition, and displacement reactions (e.g., the burning of magnesium, the production of oxygen from hydrogen peroxide, the reaction of iron in copper sulphate);
CH1.04D
– describe and explain qualitatively how factors such as energy, concentration, and surface area can affect rates of chemical reactions;
CH1.05D
– explain the interrelationships among metals and non-metals, acidic and basic oxides, and acids, bases, and salts;
CH1.06D
– describe qualitatively acid-base neutralization through observation of simple acid-base reactions;
CH1.07D
– describe how the pH scale is used to identify the acidity of solutions;
CH1.08D
– name and write the formulae of common ionic and molecular compounds (e.g., H2SO4, NaNO3,CO2, NaOH), using a periodic table and an IUPAC table of ions.
Developing Skills of Inquiry and Communication
CH2.01D
– through investigations and applications of basic concepts select and use appropriate apparatus, and apply WHMIS safety procedures for the handling, storage, disposal, and recycling of laboratory materials (e.g., wear safety goggles and aprons; use proper techniques for the handling, disposal, and recycling of acids, bases, and heavy metal ions; describe procedures to be followed in an emergency);
CH2.02D
– through investigations and applications of basic concepts formulate scientific questions about practical problems and issues involving chemical processes (e.g., “How does varying the concentration of a reactant affect the rate of a reaction?”);
CH2.03D
– through investigations and applications of basic concepts demonstrate the skills required to plan and conduct an inquiry into chemical processes using a broad range of tools and techniques safely and accurately, and controlling major variables and adapting or extending procedures where required (e.g., neutralize a dilute solution of sodium hydroxide with dilute hydrochloric acid and isolate the sodium chloride produced);
CH2.04D
– through investigations and applications of basic concepts select and integrate information from various sources, including electronic and print resources, community resources, and personally collected data, to answer the questions chosen;
CH2.05D
– through investigations and applications of basic concepts analyse data and information and evaluate evidence and sources of information, identifying flaws such as errors and bias;
CH2.06D
– through investigations and applications of basic concepts describe experimental procedures in the form of a laboratory report (e.g., clearly identify the variable under investigation as well as the variables controlled; clearly describe the procedures followed and the data obtained; write an analysis of what was learned from the data);
CH2.07D
– through investigations and applications of basic concepts select and use appropriate vocabulary, SI units, and numeric, symbolic, graphic, and linguistic modes of representation to communicate scientific ideas, plans, results, and conclusions (e.g., descriptions of experimental procedures using the scientific method; data presented in tables);
CH2.08D
– represent simple chemical reactions using molecular models, word equations, and balanced chemical equations;
CH2.09D
– compare theoretical and empirical values and account for discrepancies when investigating conservation of mass (e.g., measure the mass of a chemical reaction system– such as the reaction of iron (III) nitrate and dilute sodium hydroxide– before and after a change, and account for any discrepancies);
CH2.10D
– conduct experiments to identify the acidity and basicity of some common substances (e.g., use acid-base indicators to classify common household substances according to the pH scale);
CH2.11D
– conduct experiments on the combustion of metals and non-metals and react the oxides formed with water to produce acidic or basic solutions;
CH2.12D
– design an experiment to determine qualitatively the factors that influence chemical reactions (e.g., an experiment to measure the effect of surface area on rate of reaction);
CH2.13D
– conduct appropriate chemical tests to identify common gases (e.g., oxygen, hydrogen, carbon dioxide).
Relating Science to Technology, Society, and the Environment
CH3.01D
– explain how environmental challenges can be addressed through an understanding of chemical substances (e.g. challenges such as the renewal of the Great Lakes, the neutralization of acid spills, the scrubbing of waste gases in smokestacks);
CH3.02D
– describe how an understanding of chemical reactions has led to the development of new consumer products and technological processes (e.g., antacids, fire-retardant materials);
CH3.03D
– identify everyday examples where the rates of chemical reactions are modified (e.g., the use of kindling to increase surface area in order to start a fire; the refrigeration of food to slow down spoilage);
CH3.04D
– describe careers based on technologies that utilize chemical reactions.
Earth and Space Science: Weather Dynamics
Overall Expectations
ESV.01D
– demonstrate an understanding of the factors affecting the fundamental processes of weather systems;
ESV.02D
– investigate and analyse trends in local and global weather conditions to forecast local and global weather patterns;
ESV.03D
– evaluate how technology has contributed to our understanding of the physical factors that affect the weather.
Specific Expectations
Understanding Basic Concepts
ES1.01D
– identify and describe the principal characteristics of the hydrosphere and the four regions of the atmosphere;
ES1.02D
– describe and explain heat transfer within the water cycle and how the hydrosphere and atmosphere act as heat sinks;
ES1.03D
– describe and explain heat transfer in the hydrosphere and atmosphere and its effects on air and water currents;
ES1.04D
– describe and explain the effects of heat transfer within the hydrosphere and atmosphere on the development, severity, and movement of weather systems (e.g., effects such as pressure gradients, cloud formation, winds);
ES1.05D
– explain different types of transformations of water vapour in the atmosphere and their effects (e.g., clouds, hail, freezing rain, ice pellets, fog, frost, rain, snow);
ES1.06D
– describe the factors contributing to earth temperature gradients and to wind speed and direction;
ES1.07D
– describe cyclones, hurricanes, tornadoes, and monsoons in terms of the meeting of air masses, atmospheric humidity, and the jet stream.
Developing Skills of Inquiry and Communication
ES2.01D
– through investigations and applications of basic concepts formulate scientific questions about weather-related phenomena, problems, and issues (e.g., “What is the effect of heat energy transfer within the hydrosphere?”);
ES2.02D
– through investigations and applications of basic concepts demonstrate the skills required to plan and conduct a weather-related inquiry, using a broad range of tools and techniques safely and accurately, and adapting or extending procedures where required (e.g., determine how the accuracy of weather predictions can be maintained when data from several places and people are combined);
ES2.03D
– through investigations and applications of basic concepts select and integrate information from various sources, including electronic and print resources, to answer the questions chosen;
ES2.04D
– through investigations and applications of basic concepts analyse data and information and evaluate evidence and sources of information, identifying flaws such as errors and bias (e.g., explain possible sources of error when interpreting a satellite picture used for predicting weather);
ES2.05D
– through investigations and applications of basic concepts select and use appropriate vocabulary and numeric, symbolic, graphic, and linguistic modes of representation to communicate scientific ideas, plans, results, and conclusions (e.g., use historical and current weather data to support a position on future weather patterns);
ES2.06D
– investigate factors which affect the development, severity, and movement of global and local weather systems (e.g., the ozone layer, El Niño, bodies of water, glaciers, smog, rain forests).
Relating Science to Technology, Society, and the Environment
ES3.01D
– explain the role of weather dynamics in environmental phenomena and consider the consequences to humans of changes in weather (e.g., the role of weather in air pollution, acid rain, global warming, and smog; the fact that smog aggravates asthma);
ES3.02D
– explain how people have utilized their understanding of weather patterns for various purposes (e.g., to harness wind as a power source; to participate in ocean sailing races);
ES3.03D
– compare various cultural (e.g., First Nations) and historical views on the origins and interpretations of weather;
ES3.04D
– explain how a scientific understanding of weather patterns can be used to modify environmental conditions (e.g., by seeding clouds to alleviate drought; by modelling the dynamics of fire-fighting strategies to fight forest fires);
ES3.05D
– describe examples of technologies, particularly those of Canadian origin, that contribute to the field of meteorology (e.g., satellite imaging).
Physics: Motion
Overall Expectations
PHV.01D
– demonstrate an understanding of different kinds of motion and of the quantitative relationships among displacement, velocity, and acceleration, and solve simple problems involving displacement, velocity, and acceleration;
PHV.02D
– design and conduct investigations on the displacement, velocity, and acceleration of an object;
PHV.03D
– analyse everyday phenomena and technologies in terms of the motions involved.
Specific Expectations
Understanding Basic Concepts
PH1.01D
– distinguish among and provide examples of scalar and vector quantities as they relate to the description of linear motion (e.g., among distance Dd, displacement Dd, and position d, and between speed v and velocity v);
PH1.02D
– add collinear displacement vectors algebraically and graphically and non-collinear displacement vectors graphically;
PH1.03D
– distinguish among constant, instantaneous, and average speed and among constant, instantaneous, and average velocity, and give examples involving uniform and non-uniform motion;
PH1.04D
– describe quantitatively the relationship
among one-dimensional average speed vav, distance travelled Dd, and elapsed time Dt, and
solve simple problems involving these physical quantities
(vav = Dd/Dt);
PH1.05D
– describe quantitatively the relationship among one-dimensional average velocity vav , displacement Dd, and elapsed time Dt, and solve simple problems involving these physical quantities (vav = Dd/Dt);
PH1.06D
– draw position-time graphs and calculate the average velocity and instantaneous velocity from such graphs;
PH1.07D
– describe quantitatively the relationship
among one-dimensional average acceleration 
av , change in velocity Δ
, and elapsed time Δt, and solve simple problems
involving these physical quantities (
av = Dv/Dt);
PH1.08D
– draw position-time and velocity-time graphs for constant velocity and for constant acceleration, and calculate the constant acceleration and displacement from velocity-time graphs;
PH1.09D
– use a velocity-time graph for constant
acceleration to derive the equation for average velocity
(vav = (v1 + v2)/2) and the equations for displacement
[Dd = ((v1 + v2)/2) Dt and Dd = v1 t + ½a(Dt2)] and solve simple problems in one dimension using
these equations.
Developing Skills of Inquiry and Communication
PH2.01D
– through investigations and applications of basic concepts formulate scientific questions about observed relationships, ideas, problems, and issues related to motion (e.g., “What are the different acceleration characteristics of different transportation vehicles?”);
PH2.02D
– through investigations and applications of basic concepts demonstrate the skills required to plan and conduct an inquiry into motion, controlling major variables and adapting or extending procedures where required (e.g., determine the time or distance intervals at which measurements should be taken to calculate the average velocity of a bicycle rider);
PH2.03D
– through investigations and applications of basic concepts use a broad range of tools and techniques safely, accurately, and effectively to compile, record, and analyse data and information, and apply mathematical and conceptual models to develop and assess possible explanations (e.g., stopwatches, photo-gates, length-measurement devices, and motion sensors to obtain data; electronic spreadsheets and graphs to record and analyse the data);
PH2.04D
– through investigations and applications of basic concepts select and integrate information from various sources, including electronic and print resources, to answer the questions chosen;
PH2.05D
– through investigations and applications of basic concepts analyse data and information and evaluate evidence and sources of information, identifying flaws such as errors and bias (e.g., determine the mathematical relationship among displacement, velocity, and time, and identify any sources of error in data collection);
PH2.06D
– through investigations and applications of basic concepts identify, explain, and express sources of error and uncertainty in experimental measurements;
PH2.07D
– through investigations and applications of basic concepts select and use appropriate vocabulary, SI units, and numeric, symbolic, graphic, and linguistic modes of representation to communicate scientific ideas, plans, results, and conclusions (e.g., present a graph showing an object’s velocity, ensuring that the variables are on the appropriate axis);
PH2.08D
– design, conduct, and evaluate experiments to measure the displacement, velocity, and acceleration of a moving object in one dimension, for both uniform motion and constant acceleration;
PH2.09D
– design, conduct, and evaluate an experiment to measure acceleration due to gravity;
PH2.10D
– use simple graphs and vector diagrams to describe predicted and observed motion in one dimension.
Relating Science to Technology, Society, and the Environment
PH3.01D
– evaluate the costs and benefits, including the safety and environmental factors, of technologies which have enabled us to travel at ever-greater speeds, and the impact of the increased capacity for speed on risk behaviour and subsequent injuries (e.g., snowmobiles, automobiles, motorized personal water craft);
PH3.02D
– describe the development of those features of a piece of sports equipment which relate to improving performance (e.g., a baseball, skates, a skateboard, in-line skates, a snowboard, a bicycle);
PH3.03D
– analyse how technology is used for tracking the motion of objects and outline the kinds of scientific knowledge gained through the use of such technologies (e.g., the tracking of animal migrations, airplane flights, traffic, ocean currents)