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Course Profile
Science, Grade 11,
University/College Preparation, Catholic
Course Overview
Course
Profiles are professional development materials designed to help teachers
implement the new Grade 11 secondary school curriculum. These materials were
created by writing partnerships of school boards and subject associations. The
development of these resources was funded by the Ontario Ministry of Education.
This document reflects the views of the developers and not necessarily those of
the Ministry. Permission is given to reproduce these materials for any purpose
except profit. Teachers are also encouraged to amend, revise, edit, cut, paste,
and otherwise adapt this material for educational purposes.
Any
references in this document to particular commercial resources, learning
materials, equipment, or technology reflect only the opinions of the writers of
this sample Course Profile, and do not reflect any official endorsement by the
Ministry of Education or by the Partnership of School Boards that supported the
production of the document.
© Queen’s
Printer for Ontario, 2001
Catholic
District School Board Writing Teams – Science
Lead Board
Hamilton-Wentworth Catholic District School
Board
Project
Manager
Remo Presutti
Course
Profile Writing Team
Gerry Fuchs, Hamilton-Wentworth CDSB (Lead
Writer)
Donna Stack-Durward, Hamilton-Wentworth CDSB
Siria Szkurhan, Hamilton-Wentworth CDSB
Course
Profile Internal Review Team
Dr. Anthony Cuschieri, Hamilton-Wentworth CDSB
Ted Laxton, Wellington CDSB
Milan Sanader, Dufferin-Peel CDSB
University/College Destination Reviewer
Dr. Gregory C. Finn, Brock University
Institute
for Catholic Education (ICE)
Angelo Bolotta, Toronto Catholic District
School Board
Course Overview
Science, Grade 11, University/College Preparation, SNC3M
This
course enables students, including those who do not intend to pursue
science-related programs at the postsecondary level, to increase their
understanding of science and its technological applications. Students explore a
range of topics, including the safe use of everyday chemicals; the science of
nutrition and body function; waste management; the application of scientific
principles in space; and technologies in everyday life. Emphasis is placed on
the role of science and technology in daily life and in relation to social and
environmental issues.
The study
of any science in a Catholic school is taught within a faith-filled context
that helps students to regard natural phenomena as the handiwork of a Creator
and a loving God. In this way, students learn to be creative thinkers, critical
and reflective, as well as discerning believers, who can apply their knowledge
to the world around them. Through the study of science, including
experimentation and research, students learn to be collaborative contributors
to an interdependent team, respecting the rights, responsibilities, and
contributions of others. Students learn skills that enable them to critically
analyse social issues in light of Gospel values and Church teachings. They
become aware of the spiritual, as well as the physical dimension of the world,
and recognize the need to respect the environment and to use resources wisely
in order to fulfill their roles as stewards of God’s creation. The wide scope
of the issues addressed in this course allows for the development of attitudes
that reflect Catholic values.
This
science course is designed for students who are not intending to pursue
science-related programs at the postsecondary level and may draw a
heterogeneous group of students with a wide range of strengths and skills.
Teachers are encouraged to design activities that allow students to further
develop and use their individual strengths and skills. This course emphasizes
the role of science and technology in daily life in relation to social and
environmental issues. Students develop their scientific literacy through the
critical analysis of issues illustrated in case studies. They are encouraged to
view science not merely as a collection of facts but also to consider the
impact of science and technology on society and the environment.
This
course starts with the topic of Waste Management because it is both a local and
a global issue. Inherent in this are issues relating to the safe disposal of
everyday chemicals in the home, workplace, and industry. The second unit,
Everyday Chemicals and Safe Practice, further allows students to explore the
benefits and dangers associated with the everyday use of chemicals and their
impact on the environment. The third unit, Body Input and Body Function,
examines the effects of nutrients on the human body and their impact on body
function. Students consider how their personal life choices affect their body
function. Next students explore Technology in Everyday Life by examining the
role of science in technology and the importance of technological development on society and culture in the
past and present. The course ends with Science and Space. Students study the
effects of the space environment on chemicals and the human body, and examine
the nature of the instruments and tools
required to exist in space.
Throughout
the course students should keep a journal of “Science in the 21st Century”.
Through this, students can reflect on what they have learned, what they value
and how they will act. They will be encouraged to recognize nature, in all its
manifestations, as a gift from God. Throughout the course, the development of
such an attitude will help to achieve some of the Catholic Graduate
Expectations.
The teacher provides opportunities for students
to engage in safe, effective laboratory activities in all units of the course.
These activities must comply with the provisions of Workplace Hazardous
Materials Information System (WHMIS) legislation and attend to school and board
safety policies and procedures. Experimental work provides students with an
opportunity to develop their inquiry skills in each unit of the course. The
skills essential for scientific investigation are developed and assessed in all
the course units. These skill expectations are found on p. 125 of The
Ontario Curriculum Grades 11 and 12 Science 2000 and have been coded as
Science Investigative Skills (SIS.01 to SIS.10).
Students
are expected to use computer technology that has been developed for use in
science and career studies, e.g., computer-based simulations, multimedia
applications, databases, computer assisted laboratory apparatus and learning
modules. Care must be taken, however, to ensure that computer assisted
laboratory programs are not used in situations where students’ own technical
skills should be developed.
|
* Unit
1 |
Waste
Management |
23
hours |
|
Unit 2 |
Everyday
Chemicals and Safe Practice |
22
hours |
|
Unit 3 |
Body
Input and Body Function |
23
hours |
|
Unit 4 |
Technologies
in Everyday Life |
22
hours |
|
Unit 5 |
Science
and Space |
20
hours |
* This
unit is fully developed in this Course Profile.
Time: 23 hours
Unit
Description
The
expectations of this unit are clustered into five groupings. Starting with
their knowledge of ecosystems gained in Grade 10 science, students develop an
awareness and understanding of the need for waste management processes within
the context of the Church’s teaching on the stewardship of the Earth. Through
research, they discover the effects of various types of waste on the
environment and develop a greater sense of respect for all living things. They
are encouraged to take responsibility for their own actions and advocate others
to do likewise. Students are introduced to chemical principles and investigate
the application of technology to waste management (concepts that will be
studied in greater detail later). This unit encourages students to become
critical thinkers, able to identify the root cause of some of the ecological
problems that face the planet. They are taught strategies for critical analysis
of contemporary and controversial issues. As part of this unit students will be
required to create a media file to focus on
local/regional/global waste management issues. Students use the
clippings collected in their media file in the fifth cluster as the basis for
reflection in their journal. This reflection will help students develop a
respect for the natural environment as a reflection of God’s love for
humankind.
The
first cluster focuses on explaining the meaning of waste and waste management.
Through class discussion, students define the various types of waste produced
by human activity and how it may be managed.
In
the second cluster, students identify sources of waste and explain the
principles of waste management. Through experimentation students investigate
solid, liquid or gaseous waste and prepare a report on a specific waste
treatment strategy.
The
impact of waste on the environment is explored in the third cluster. Students
research and report on the use of bacteria as waste decomposers. In addition
the short and long term effects of specific waste on the environment are
discussed. Students are asked to collect a media file of issues regarding waste
management.
In
the fourth cluster, the students focus on alternative treatments of waste.
Using a case study based upon the media file or a field trip report. Students
analyse economic, political, environmental, and ethical considerations when
choosing an appropriate waste management strategy. This must be done as a class
to teach the students the process of critical analysis in a context enriched by
faith and moral considerations - a skill they will develop and use throughout
this course.
In
the fifth cluster, students use the principles of science and technology
described in the unit, and the skills taught in the previous activity, to
create a local action plan for a real (or fictitious) community waste problem.
Students are encouraged to use a case/issue they collected in their media file,
if appropriate.
When
using the Unit Overview Charts, teachers should note that one or more
categories in the Achievement Charts tend to have a greater emphasis, these
categories are indicated by bold.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus/Task |
|
1 |
WMV.01,
WM1.01, SIS.06, CGE2ab,
5e, 7i |
Knowledge/Understanding |
What
is waste? Defining
Waste |
|
2 |
WMV.02,
WM1.02, 1.03, 1.04, 2.01, 2.03, SIS.01, .02, .03, .04, .06, .07, CGE2bc,
4f, 7b |
Inquiry Communication Making
Connections |
Waste
treatment Student
experimentation Research
report |
|
3 |
WMV.03,
WM3.01, 3.02, 3.03, SIS.10, CGE1d,
2e, 3c, 5ad, 7i |
Communication Making
Connections |
Impact
of waste on the environment Media
file of issues |
|
4 |
WMV.01,
02, 03, WM1.05, 2.04, 3.02, 3.03, SIS.05, CGE2c,
3cef, 4f, 5abg, 7bij |
Knowledge/Understanding Communication Making
Connections |
Alternative
treatments of waste Teacher
directed lesson Case
study |
|
5 |
WMV.02,
.03, WM1.05, 2.02, 3.02, 3.04, SIS.05, .08, CGE2c,
3cf, 4f, 5aeg, 7bi |
Knowledge/Understanding Communication Making
Connections |
Improved
waste treatment Independent
case study Journal
reflection |
Time: 22 hours
Unit
Description
This
unit is organized into four clusters which examine everyday chemicals and their
safe use. Students build on the knowledge gained in the Chemistry strands from
Grade 9 and 10 Science, where they studied the basic properties of elements,
compounds, and chemical reactions.
In
the first cluster, students define relevant chemical terms and explain the
properties and current uses of everyday chemicals at home and in the workplace.
Students become familiar with the format of material safety data (MSD) sheets,
in order to understand the type of information they contain and how they may be
used as a valuable reference for workers.
In the second cluster, students explain how
physical and chemical properties of compounds are the result of differences in
bonding. Through model building and computer simulations, students attempt to
explain the relationship between the structure of compounds and their physical
and chemical properties. Students design and conduct experiments to illustrate
the physical and chemical properties of representative types of everyday
chemicals. The teacher must verify that these are safe experiments. Students
classify the types of reactions involving these chemicals. They use data
collected through experimentation or computer simulation to identify the types
of reactions everyday chemicals undergo.
In
the third cluster, students describe the effects of everyday chemicals on
different organisms through research, and predict the benefits and dangers
associated with their use. They then analyse the costs and benefits to society,
and assess the impact of their use in the community.
In the
fourth cluster, students assess the environmental impact of the increased use
of chemicals to manufacture new products for the home, the workplace, and
industry. They also investigate different strategies for handling chemical
waste in urban, rural and industrial situations.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus/Task |
|
1 |
CPV.01,
CP1.01, 1.04, 1.06, SIS.01, .06, CGE2bc,
5a, 7i |
Knowledge/Understanding Communication |
Identification
of everyday chemicals and safety information Student
Survey |
|
2 |
CPV.02,
CP1.02, 1.03, 1.06, 2.01, 2.02, 2.03, 2.04, SIS.01, .02, .03, .04, .07, CGE5ade |
Knowledge/Understanding Inquiry |
Investigation
and explanation of the behaviour of everyday chemicals Student
Experiments Model
Building |
|
3 |
CPV.01,
CPV.03, CP1.05, 2.05, 3.02, SIS.05, .08, CGE2bcde,
4ef, 5ag |
Inquiry Communication Making
Connections |
Benefits
and dangers of everyday chemicals Teacher
directed lessons Student
Research |
|
4 |
CPV.03,
CP3.01, 3.03, SIS.05, .08, .09, CGE2abcd,
5ag |
Making
Connections |
Managing
waste chemicals Student
research |
Time: 23 hours
Unit
Description
This
unit is organized into six clusters which examine the relationship between
nutrition and body functioning. Students build on knowledge they gained in
Grade 8 - Life Systems. The unit focuses on the science of nutrition and the
effects of food on body functioning. Through laboratory exploration and
independent research students gather data on the impact of eating patterns and
the effect of lifestyles on body functioning.
The
first cluster begins by developing a sense of the importance of proper
nutrition to growth and normal body functioning. This is done through a
questionnaire (student or teacher designed) and class discussion on the
“Perfect Body”. Students discuss what influences their own perceptions of body
image and how this affects their personal eating habits.
The
second cluster investigates food nutrients. Students group foods into their
correct nutrient categories and then investigate, through experiments, their
chemical composition. Selected food samples are investigated for either their
nutrient or energy content.
The third cluster groups expectations focussing
on the function of nutrients in the body. Students investigate how certain
factors, like exercise, affect body function, and relate the need for energy to
possible energy sources from foods. Students are also made aware of and use
Canada’s Food and Nutrient guides. They investigate strategies used for
monitoring and maintaining personal health.
The
fourth cluster focuses on the use of non-nutrient food additives in food
preparation. A variety of food packaging labels could be used to begin a
discussion on what really is in the food we eat. Students do a cost/benefit
analysis, considering the economic and the potential health costs of the use of
chemicals compared to their value in enhancing food colour, flavour, or
appearance. Students are also encouraged to analyse their personal use of fast
foods - what are the social, economic, and nutritional costs of the reliance
upon fast foods and are they worth it?
The
fifth cluster includes a research report. Students choose and then
independently research a popular diet trend, noting the suggested excessive use
of certain foods.
The
last cluster focuses on eating disorders, emphasizing those common to
teenagers. Students research and make a fact sheet or pamphlet describing a
specific eating disorder. This could be used as an end-of-unit task in which
students can research how these disorders affect the body’s functioning.
Teachers must be sensitive to the fact that students in the class, male or
female, may be suffering from an eating disorder. There are many videos or
guest speakers, e.g., public health nurse, available to present this
information.
Throughout
this unit, students will develop a sense of respect for life, themselves, and
others. By critically examining lifestyle choices, students are exposed to the
ethical and moral dilemmas we all face and are better able to make choices for
themselves.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus/Tasks |
|
1 |
BIV.03,
BI3.02, CGE2c,
3f, 4ag, 5e, 7f |
Making
Connections Communication |
Body
Image Participate
in discussions |
|
2 |
BIV.01,
BI1.01, 1.02, 2.01, SIS.02, .03, .04, .06, .07, CGE3c,
4f, 5a |
Knowledge Inquiry Communication |
Food
nutrients Various
experiments into chemical composition |
|
3 |
BIV.02,
BI1.02, 1.03, 1.04, 2.02, 2.03, 2.05, SIS.02, .03, .04, .06, .07, CGE4h,
5a, |
Knowledge Inquiry Communication |
Functioning
body Investigate
through experiments factors affecting body functioning |
|
4 |
BIV.03,
BI1.05, 3.01, SIS.08, CGE4f,
4g |
Knowledge Communication Making
Connections |
Non-nutrient
additives Conduct
a cost/benefit analysis |
|
5 |
BIV.03,
BI1.05, 1.06, 2.04, 3.02, SIS.10, CGE2bcde,
5e |
Knowledge Communication Making
Connections |
Diets Research
report on fad diets |
|
6 |
BIV.02,
.03, BI1.07, 3.03, SIS.10, CGE2bcde,
4a, 5e |
Knowledge Communication Making
Connections |
Eating
Disorders Research/fact
sheet |
Time: 22 hours
Unit
Description
This
unit explores the widespread use of technologies in everyday life. Students
distinguish between science and technology; between knowledge of the natural
world and the application of this knowledge. They examine the role technology
has played throughout history in the development of societies and cultures.
Research skills are developed as students examine the development of specific
technologies. This unit is grouped into four clusters, however the last cluster
suggested is a Technology Fair. This must be introduced early in the unit and
time given for students to do independent research.
The
first cluster asks students to distinguish between science and technology. This
could be done in a brainstorming session followed by the completion of web or
Venn diagrams. Students consider the technologies that they use daily by making
a personal list of what technologies they used that day. These lists are then
shared with the class and the role technology plays in our everyday lives is
discussed.
The
second cluster focuses on the historical development of technology. Students
research and then complete a timeline of significant technologies across
history. Students may wish to focus on specific technologies such as
communication technology (e.g., the printing press, radio, television,
telephone, tape recordings, compact disks etc.), transportation technology
(e.g., wheels, wagons, trains, cars, airplanes etc.), materials technology or
other types of technology that have changed or evolved over the years. The
contributions of Canadians to technological advancement should be highlighted
wherever possible.
The
next cluster explores some of the basic scientific principles of the major
disciplines of science as they have been applied to technology. This should be
done through various investigations, e.g., heat expansion of metals and its
application to thermostats or electromagnetism and its application to tape
recordings.
The
Technology Fair provides students with the opportunity to research and connect
science, technology, and the needs of a society. Students are encouraged,
through their research to develop an understanding of the ethical,
environmental and economic issues involved in the production and use of modern
technological advances. Students may be asked to build a working model of the
technology they researched. Included in their project should be a timeline, an
explanation of the scientific principles involved, and a description of the
affect the technology had on all aspects of society (past, present and future).
Teachers may wish to invite other classes for an Open House in the classroom,
where students can display their work and explain their projects to peers and
other teachers.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus/Task |
|
1 |
TEV.01,
TE1.01, CGE3ce,
4af, 5e |
Knowledge Communication |
Science/Technology
Defined Participate
in class discussions |
|
2 |
TEV.02,
TE1.02, 3.01, 3.02, 3.03, SIS.08, CGE2bd,
4f, 7g |
Knowledge Communication |
History
of Technology Research
and develop a timeline |
|
3 |
TEV.01,
TE1.03, 2.03, 2.04, 2.05, SIS.01, .03, .04, .06, .07, CGE3c,
5a |
Inquiry Communication Making
Connections |
Scientific
Principles Complete
various experiments to explore various concepts |
|
4 |
TEV.02,
.03, TE1.04, 2.01, 2.02, 3.01, 3.02, 3.04, SIS.05, .08, CGE2bcde,
3f, 4g, 5a, 7fg |
Making
Connections Communication |
Effects
of Technology Participate
in Technology Fair |
Time: 20 hours
Unit
Description
This
unit builds upon the knowledge of space gained by students in the Grade 9 Earth
and Space strand. In this unit, students learn about the effect of gravity on
the behaviour of chemicals, materials and human beings on Earth. They then
compare these behaviour to the effect of a low gravity (microgravity)
environment. Students have an opportunity to investigate the nature of
materials required for tools to be used in space. The unit ends with a debate
on the benefits/costs to society of research in space. The development of the
International Space Station (ISS) can serve as a focal point for the components
of this unit.
The
first cluster addresses the question of what is meant by gravity and how
materials behave under its influence. The second cluster addresses the effect of
a low-gravity environment. This may be illustrated through videotapes of
astronauts in space performing various roles in the construction of the ISS or
other space activities. Experiments performed on Earth such as growing crystals
may be compared to the same activity performed in space.
The third
cluster requires students to research the materials and tools used in space.
Students may research materials and then build models of various components of
the ISS or other space satellites or probes. In the fourth cluster, students
consider both the costs and the benefits of space research and then debate the
ethical ramifications of devoting scarce resources to space exploration when
millions of people go hungry on Earth.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus/Task |
|
1 |
SSV.01,
SS1.01, 1.02, 1.05, CGE2ab |
Knowledge/Understanding |
Behaviour
under the influence of gravity Teacher-directed
lessons |
|
2 |
SSV.01,
SSV.02, SS1.01, 1.03, 1.04, 1.06, 2.01, 2.02, 3.01, 3.03, SIS.02, .03, .04,
.07, CGE5aefg |
Knowledge/Understanding Inquiry Making
Connections |
Behaviour
without gravity Student
Research Student
Experiment |
|
3 |
SSV.02,
SS2.02, 2.03, 2.04, 3.02, 3.03, 3.04, SIS.05, .06, .08, CGE2abce,
4ef, 5aefg |
Inquiry Making
Connections |
Materials
and tools used in space Student
Research Model
Building |
|
4 |
SSV.03,
SS3.01, 3.02, SIS.05, .08, .10, CGE2abcde,
4ef, 5abd, 7i |
Making
Connections |
Costs/benefits
of space research Student
Research Debate |
Since this is a University/College
Preparation course, teaching and learning strategies emphasize not only the
theoretical aspects of the course content but also applications of scientific
principles. Throughout this course, students should be given numerous and
varied opportunities to acquire knowledge and develop skills and attitudes
through a variety of teaching and learning strategies. The strategies used
should provide students with multiple opportunities to develop and demonstrate
their learning and skills across all four categories of the Achievement Chart.
The research reports required throughout the course may be various lengths and
formats to give students the opportunity to highlight their strengths and
maximize their achievement.
Expectations
that require Knowledge can be developed through:
·
brainstorming;
·
teacher-directed
lessons and discussions;
·
small
group instruction;
·
independent
research;
·
self-directed
learning, etc.
Expectations
that involve Inquiry can be met by:
·
conducting
and analysing experiments;
·
designing
lab investigations;
·
formulating
questions;
·
solving
problems.
Expectations
that encourage Communication can be demonstrated by:
·
written
reports;
·
group
discussions;
·
debates;
·
seminars;
·
critiques
of selected articles;
·
student
presentations (e.g., oral, slide presentation, multi-media computer
presentation, video, skits, photo essay,
etc.).
Expectations
where students expand their Knowledge to Make Connections can be developed
through:
·
independent
research;
·
critiques
of selected articles;
·
exposure
to experts in their field (for example by attending university lectures);
·
reflective
papers;
·
portfolios;
·
participating
in a science fair.
Writing
a journal is a strategy that can help students further explore the connection
between their faith tradition expressed in the Church’s teaching and the object
of their study. This will help students achieve some of the Catholic Graduate
Expectations. The focus of the journal should be “Science in the 21st Century”.
In writing journal reflections, students should consider a
“Learning/Valuing/Acting” approach. “Learning” involves the students reflecting
on what they have learned from the course, from reading articles in their media
file, from watching television news shows or from their own experience with an
issue. “Valuing” requires students to reflect on which Catholic values are
important in dealing with the issue. “Acting” requires students to decide on a
course of action through which they could take what they value and put it into
practice.
This approach promotes the
importance of the need to act appropriately in light of what we know and what
we value. In this way, students are constantly challenging themselves about the
social teachings of the Church and the importance of every individual’s actions
in working towards the common good. This approach should be considered when
dealing with issues of environmental stewardship, community, social justice,
and the wise use of resources.
Assessment
is the process of gathering information from a variety of sources that
accurately reflects how well a student is achieving the curriculum
expectations. In science, these expectations include the Understanding of Basic
Concepts, which may be assessed for Knowledge and Understanding; the Developing
Skills of Inquiry and Communication, which may be assessed for Inquiry and Communication;
and Relating Science to Technology, Society, and the Environment, which may be
assessed for Making Connections.
Assessment
strategies include the following:
·
paper-and-pencil
tasks (most suitable for assessing Knowledge/Understanding):
·
quizzes
·
tests.
Performance
Tasks (most suitable for assessing Inquiry and Making Connections):
·
student
demonstration of science skills
·
student
interviews
·
student
performed experiments
·
model
building.
Personal
Communication (most suitable for assessing Communication):
·
short
written reports;
·
article
critiques;
·
essays;
·
journals;
·
lab
reports;
·
media
file reflections;
·
self
assessment;
·
student-teacher
conferences.
Observation
(most suitable for assessing Inquiry and Communication):
·
formal/informal
by teacher.
·
checklists;
·
marking
schemes;
·
rubrics;
·
anecdotal
comments with suggestions for improvement.
Evaluation refers to the process of
judging the quality of student work on the basis of established criteria, and
then assigning a value to represent that quality. The value assigned will be in
the form of a percentage grade. According to Program Planning and Assessment
2000, 70% of the student’s course grade will be based on the assessments
and evaluations conducted throughout the course and 30% will be based upon an
examination, performance, essay and/or other method of evaluation suitable to
the course content and administered towards the end of the course. The
assessment and evaluation in this university/college preparation science course
reflects the course emphasis on theoretical aspects of the content as well as
the concrete applications. It is recommended that a final examination should be
used as a component of the final evaluation along with a case study or issue
analysis. Each component should be evaluated for all four categories identified
in the Achievement Chart.
Teachers
must consider the needs of exceptional students in planning the delivery of the
science curriculum. Accommodations to the program activities and/or to the
environment may be necessary. Where the student has an Individual Education
Plan (IEP), the course will be modified to meet the student’s needs as outlined
in the plan. For English as a Second Language (ESL) students or English
Literacy Development (ELD) students, teachers should provide opportunities for
the students to demonstrate their learning by alternative means (such as spoken
English, direct demonstration and pictorial representation) while written
English is developing. For students with physical or learning impairments,
classroom and laboratory activities should be altered to permit as much
participation as possible. Where possible, peers should be encouraged to assist
students in order to permit participation in some group or individual
activities. For assessment, it may be necessary to use oral testing, a scribe
to record answers given orally; or other demonstrations of learning in order to
determine the level of achievement of certain students. The various products
required for the course may be presented in different ways to accommodate the
different skills and strengths of the students. For additional specific
suggestions for students with learning disabilities, visual impairment, or
hearing impairment, teachers should consult Appendix A4 of the Catholic Profile
for the Grade 10 Locally Developed Course.
Enrichment
possibilities should be considered. Students may be encouraged to read
historical articles relating to the development of scientific theories or
technological devices. They may also be encouraged to participate in a science
fair, science olympics or other special event sponsored by colleges,
universities, or private industry that allow them to extend their work beyond
the day-to-day and the ordinary. They may also be encouraged to create a
computer tutorial or a multi-media style presentation on another science topic.
Science
classrooms should have a Bible available for reference. Teachers should consult
the Religion department in the school or the school Chaplain for the version
used by the school. Many schools use the New American Catholic Bible,
published by Catholic Bible Publishers,
Aikenhead,
Glen. Logical Reasoning in Science & Technology.
ISBN 0-471-79532-1
Andrews,
W.A., T.J.E. Wolfe, R.S. Hedges, A. Kamel, and J.R. Percy. Science 10: An
Introductory Study.
Bronowski,
J. The Ascent of
Candido, J.L., E.S. James, R.E. Phillips, B.D.
Kaufman, and G. W. Wiley. Heath Science Connections 10.
Grace,
E., F. Mustoe, J. Ivanco, D. Gue, and F.D. Brown. SciencePower 10.
Hirsch,
Alan J., J.E. Czerneda, D.I. Galbraith,
MacLachlan,
James. Children of Prometheus.
Plumb,
D., B. Ritter, E. James, and A.J. Hirsch. Nelson Science 9.
Ritter,
Bob, D. Plumb, F. Jenkins, H. van Kessel, and A.J. Hirsch. Nelson Science 10.
Wall,
Byron E., ed. Science in Society: Classical and Contemporary
Wolfe, E.
et al. SciencePower 9.Toronto: McGraw-Hill Ryerson, 1999. ISBN
0-07-560361-6
Various
other print resources that teachers may wish to have available are identified
in the unit developed in detail. Refer to the Unit Overview for specific
examples.
Cleaning
up Toxins at Home.
Video Project, 1996 (available through McNabb & Connolly).
Dirt
Police. Magic
Lantern Communications Ltd.
Earth
at Risk Environmental Series available through Educational Video from Karol Video: Science &
Problem Solving.
Environment (Inside the Global Economy Series),
1995 (available through Magic Lantern Communications Ltd.,
Great
Lakes Alive series
of 3 videos available from TV Ontario 1994.
Interactions
in Science and Society Series (set of 12 videos). AIT and Wisconsin Public Television 1990 (available
through Magic Lantern Communications Ltd.,
Organic
Cleanup: Microbes and Pollution. Films for Humanities and Sciences.
Preserving
the Legacy: Introduction to Environmental Technology. Intelecom, 1999 (available through
Magic Lantern Communications).
The
New Alchemy. Magic
Lantern Communications Ltd.
The
New Alchemy Update.
Magic Lantern Communications Ltd.
The
Poisoned Dream: The
DMJ 9031
Toxic
Wastes. Available from
Hawkhill Video. Updated 1998.
Wetlands:
Cradles of Life.
Magic Lantern Communications Ltd.
Focus
on the Environment Series. CD-ROM. Available from EME Science Software
Note:
The URLs for the
websites have been verified by the writer prior to publication. Given the
frequency with which these designations change, teachers should always verify
the websites prior to assigning them for student use.
Air
Quality
Association
for Canadian Educational Resources – http://www.acer-acre.org
Catholic
Information Network – www.cin.org/
Church
Documents – http://www.vatican.va
David
Suzuki Foundation – http://www.davidsuzuki.org
Discovery
Online – http://www.discovery.com/
Education
for Sustainability – http://www.secondnature.org
Environment
Ministry
of the Environment – http://www.ene.gov.on.ca
National
Aeronautics and Space Administration – http://www.nasa.gov
Ontario
Society for Environmental Education – www.osee.org
Physical
Sciences Resources Centre – www.psrc-online.org
Science
Teachers Association of
Statistics
Sustainable
Development Research Institute – http://sdri.ubc.ca
Sustainable
Ecosystems Institute – www.sei.org
The
Earth Charter – www.earthforum.org
The
Earth Council – www.ecouncil.ac.cr
The
Ontario Learning for Sustainability Partnership – olsp@orion.yorku.ca
Water
Environment Federation – www.wef.org
Students
can benefit from experience in science-related activities in the workplace
through Cooperative Education or work experience placements within the
community. They may consider a Cooperative Education or a work experience placement
related to this science course. Students should explore various science-related
careers throughout the course and consider them when they are developing their
Annual Education Plan (AEP). Students may want to consider the possibility of
job shadowing someone in order to be
able to find out more information about a career possibility.
Students
are required to complete 40 hours of community involvement activities prior to
graduation. They should consult their Board’s list of eligible Christian Service
activities to complete this requirement.
Students
graduating from
In all
classes teachers should make sure to adopt measures to provide a safe
environment for learning, free from all types of harassment, violence, and
expressions of prejudice.
Coded Expectations, Science, Grade 11, University/College Preparation, SNC3M
SIS.01 · demonstrate an understanding of
safety practices consistent with Workplace Hazardous Materials Information System
(WHMIS) legislation by selecting and applying appropriate techniques for
handling, storing, and disposing of laboratory materials (e.g., safely handle
acids, bases, and other aqueous solutions);
SIS.02 · select appropriate instruments
and use them effectively and accurately in collecting observations and data
(e.g., laboratory glassware, balances, pH meters, data loggers);
SIS.03 · demonstrate the skills required
to plan and carry out investigations using laboratory equipment safely,
effectively, and accurately (e.g., investigate the acid-base reactions of some
household cleaners);
SIS.04 · select and use appropriate
numeric, symbolic, graphical, and linguistic modes of representation to
communicate scientific ideas, plans, and experimental results (e.g., data
tables illustrating the caloric content of various diets; concept maps);
SIS.05 · locate, select, analyse, and
integrate information on topics under study, working independently and as part
of a team, and using appropriate library and electronic research tools,
including Internet sites (e.g., compile a cost-benefit analysis of the
environmental impact of a technology);
SIS.06 · compile, organize, and interpret
data, using appropriate formats and treatments, including tables, flow charts,
graphs, and diagrams;
SIS.07 · communicate the procedures and
results of laboratory investigations and research for specific purposes, using
data tables and laboratory reports (e.g., present the findings of an
investigation of the physical and chemical properties of everyday chemicals or
of the effects of modern technologies on food preservation);
SIS.08 · research and evaluate specialized
knowledge, and apply it to the world outside the school (e.g., evaluate the
costs and benefits of an everyday technology to an individual and to society;
explain the development of advanced composite materials as a result of research
in space);
SIS.09 · select and use appropriate SI
units (units of measurement of the Système international d’unités, or
International System of Units);
SIS.10 · identify and collect information
on careers related to the subject area under study (e.g., information on the
educational background, aptitudes, required skills, typical tasks, and salary
range for a career in the manufacturing of chemical products).
CPV.01 · demonstrate an understanding of
the properties, benefits, and hazards of everyday chemicals, and of the safe
use of these products in the home, the workplace, and industry;
CPV.02 · investigate, through laboratory
experiments and computer simulations, the chemical and physical properties of
representative types of everyday chemicals, using appropriate equipment safely
and accurately;
CPV.03 · evaluate the advantages and
disadvantages of the use of common types of chemicals in everyday life, and
analyse the environmental/economic impact of their use.
Understanding
Basic Concepts
CP1.01 – define and give examples of such
chemical terms as corrosive product, acid, base, organic solvent, fuel;
CP1.02 – explain how chemical and physical
characteristics of everyday substances are the result of differences in the
bonding of their constituent parts (e.g., covalent, polar covalent, ionic
bonds, metallic bonding);
CP1.03 – give evidence for, and classify
the types of, reactions involving everyday chemicals (e.g., combustion,
displacement, acid-base reactions);
CP1.04 – explain the properties and
current uses of everyday chemicals (e.g., corrosive products, solvents, fuels,
household products);
CP1.05 – describe the effects of everyday
chemicals (e.g., acid emissions, carbon emissions, CFCs, PCBs) on the
well-being of organisms, including humans;
CP1.06 – explain the hazards and safe
handling of everyday chemicals as outlined on material safety data (MSD) sheets
(e.g., safe practices in the mixing, storage, and transportation of chemicals
in an experimental investigation).
Developing
Skills of Inquiry and Communication
CP2.01 – use laboratory equipment and
handle everyday chemicals (e.g., mix, store, transport them) in accordance with
accepted safety practices (e.g., practices in WHMIS legislation, the Fire Code,
the Occupational Health and Safety Act);
CP2.02 – design and conduct experiments to
illustrate the chemical and physical properties of representative types of
everyday chemicals (e.g., household products such as vinegar and baking soda);
CP2.03 – identify, using data collected
through experimentation or computer simulation, the types of chemical reactions
displayed by everyday chemical products (e.g., precipitation, neutralization);
CP2.04 – represent, using simple models of
certain compounds, the relationship between structure and physical/chemical
properties (e.g., in acids, bases, gasoline);
CP2.05 – predict the benefits and dangers
associated with the everyday use of chemicals (e.g., the use of vinegar to
clean glass), drawing on information from a variety of sources, including
experimental findings and information printed on container labels.
Relating
Science to Technology, Society, and the Environment
CP3.01 – explain the different chemical
waste management strategies used in urban, rural, and industrial situations
(e.g., strategies for managing septic tanks, grey water, sewer systems);
CP3.02 – analyse the costs and benefits to
society of selected chemical products (e.g., corrosive products such as acids
and bases), and assess the impact of their use in the community;
CP3.03 – assess the environmental impact
of the increased use of chemicals in the manufacturing of new products used in
the home, workplace, and industry.
BIV.01 · demonstrate an understanding of
food components and their effects on body functions;
BIV.02 · make inferences regarding the
impact of eating patterns on body function, based on an analysis of data
gathered through laboratory investigations and from print and electronic
sources;
BIV.03 · explain how personal and societal
factors affect eating behaviours, and evaluate the social and economic impact
of the use of non-nutrient food additives.
Understanding
Basic Concepts
BI1.01 – define such terms as the
following, and give examples of each: lipid (e.g., saturated fatty
acid), carbohydrate (e.g., monosaccharide, polysaccharide), protein
(e.g., the amino acid building blocks, essential amino acid), vitamin
(e.g., fat-soluble vitamin), mineral;
BI1.02 – identify the sources, basic
chemical structure, and function in the body of the principal food nutrients (e.g.,
carbohydrates, lipids, proteins, vitamins, minerals);
BI1.03 – explain the role and importance
of fibre in the diet (e.g., fruit fibre, bran);
BI1.04 – identify the factors that
contribute to energy use in the body (e.g., exercise, diet, drug use/abuse);
BI1.05 – describe the role of non-nutrient
food additives (e.g., lecithin, monosodium glutamate [MSG], food colouring),
and explain their impact on body function;
BI1.06 – explain how diets that include
excessive amounts of certain foods may influence the balance of body functions
(e.g., examine diets high in cholesterol and salt, and explain their
relationship to blood pressure and heart function);
BI1.07 – describe the causes and symptoms
of a number of eating disorders (e.g., anorexia, bulimia).
Developing
Skills of Inquiry and Communication
BI2.01 – determine, through
investigations, the nutrient or energy content in selected food samples (e.g.,
hamburger, bread);
BI2.02 – determine, through
investigations, how certain factors affect body function (e.g., the impact of
exercise and tobacco on cardiovascular function);
BI2.03 – determine the effect of
non-nutrient food additives (e.g., caffeine) on the body through analysis of
data collected with a variety of information-gathering devices (e.g., a sphygmomanometer,
stethoscope, respirometer);
BI2.04 – assess a variety of popular diets
with respect to their inclusion of the main nutrient groups in appropriate
amounts (e.g., gather and integrate information on calories and nutrients in representative
diets in relation to Canada’s Food Rules, and assess their adequacy);
BI2.05 – assess strategies for monitoring
and maintaining personal health (e.g., analyse data from a case study on
symptoms of fatigue, high blood pressure, and chest pain, and explain how the
data may be used to help maintain personal health).
Relating
Science to Technology, Society, and the Environment
BI3.01 – analyse the social and economic
costs and benefits of the use of non-nutrient food additives in food
preservation and food enhancement techniques (e.g., the use of non-nutrient
food additives to preserve food/fruit freshness; additives for flavour/colour
enhancement);
BI3.02 – evaluate the impact of some
personal and societal factors (e.g., allergies, disease, body image) on eating
behaviours (e.g., assess the relationship between ideas of beauty and students’
interest in “fad” diets), and describe some of the benefits of a nutritious
diet for personal health and lifestyle;
BI3.03 – assess the costs and benefits to
society of certain eating behaviours (e.g., eating of highly processed foods,
natural foods; adoption of a vegetarian diet).
WMV.01 · demonstrate an understanding of the nature
and types of waste and of their management in industry and the community;
WMV.02 · conduct investigations/research and make
inferences regarding the effectiveness of various waste management practices;
WMV.03 · describe and analyse the interaction of
science, society, and government in the development of various waste management
strategies, and assess the impact of various wastes on the environment.
Understanding
Basic Concepts
WM1.01 – define, and when appropriate give
examples of, such terms as the following: solid/liquid/gaseous waste, toxic
waste, heavy metals, chlorinated hydrocarbons, acid rain, ozone, greenhouse
effect;
WM1.02 – explain the principles related to
the management of solid waste (e.g., industrial, toxic, medical, nuclear solid
waste);
WM1.03 – explain the principles related to
the management of liquid waste (e.g., gather data on a field trip to a sewage
treatment facility and explain the scientific basis of the procedures involved
in the management of human waste);
WM1.04 – explain the principles related to
the management of gaseous waste (e.g., principles underlying management
strategies aimed at minimizing global ozone depletion);
WM1.05 – explain how science and
technology are used in the development of new waste management strategies
(e.g., explain the scientific and technological principles related to
biological filters, catalytic converters, lead-free gasolines, and industrial
scrubbers).
Developing
Skills of Inquiry and Communication
WM2.01 – investigate, through
experimentation, the relationship between a type of waste produced (e.g.,
solid, liquid, gas) and waste management strategies (e.g., conduct an
experiment to maximize nutrient levels in a closed composting system; minimize
acidity in a closed bog system in an aquarium; or regulate methane gas levels
in a closed system of decomposing grass in a bottle);
WM2.02 – communicate effectively the
results of research on the use and management of a resource and the resulting
waste that is generated (e.g., select and integrate information on the disposal
of waste in mining or forestry);
WM2.03 – describe and explain, through
research and reporting, the use of bacteria as waste decomposers (e.g., write
an essay on the use of bacteria in sewage treatment plants, septic-tank
systems, and the clean-up of oil spills);
WM2.04 – evaluate the advantages and
disadvantages of alternative waste management systems (e.g., assess the
evidence for the assumed benefits of reclaiming sulphur from exhaust gases for
selected industries).
Relating
Science to Technology, Society, and the Environment
WM3.01 – illustrate, through research into
a category of household waste, the effects of waste on the environment (e.g.,
the effects of solids, liquids, and gases resulting from the use of cleaning
agents or paint strippers);
WM3.02 – analyse the impact of economic
and political considerations on the choice of waste management strategies and
ultimately on the environment (e.g., analyse and assess the policies of a local
sewage treatment plant);
WM3.03 – evaluate the short- and long-term impact of
a specific waste on the environment, and make recommendations for change (e.g.,
assess the possible effects of nuclear waste and its disposal, and suggest
alternatives to nuclear energy);
WM3.04 – advocate for an improved waste management
system at the local, regional, or national level of government (e.g., create a
local action plan outlining suggested changes).
SSV.01 · demonstrate an understanding of
the space environment and the effects of microgravity (or of the elimination of
gravity-driven phenomena) on space exploration;
SSV.02 · demonstrate safe use of
scientific equipment to explore qualitatively the differences in space of
various processes and of the behaviour of various materials;
SSV.03 · explore the human and
technological benefits, and the limitations, of developing technologies for use
in space, or of using existing technologies in space.
Understanding
Basic Concepts
SS1.01 – define, and when appropriate give
examples of, such concepts as the following: gravity, microgravity,
SS1.02 – describe how
SS1.03 – compare, by conducting research,
the various ways of simulating a microgravity environment (e.g., through the
use of aircraft, rockets, drop towers, and orbiting spacecraft);
SS1.04 – describe the medical effects of
space flight on the human body (e.g., produce a chart to show the
cause-and-effect relationships between prolonged exposure to the space
environment and bone demineralization, muscle degradation, and motion
sickness);
SS1.05 – explain the scientific principles
involved in the crystallization of certain materials (e.g., alum, d-mannitol,
phenyl salicylate, triglycine sulphate) on the Earth’s surface;
SS1.06 – identify the scientific
principles involved in the behaviour of fluids on the Earth’s surface, and
describe how that behaviour would change in an orbiting spacecraft (e.g.,
describe the effects of changes in temperature on the surface tension of
cooking oil).
Developing
Skills of Inquiry and Communication
SS2.01 – simulate the effects of space
flight on the human body (e.g., simulate the effect of space on fluid shift, or
“puffy-head, bird’s-legs” syndrome, by elevating the feet, while prone, for
fifteen minutes);
SS2.02 – illustrate, through laboratory
investigation, the characteristics of crystal growth on Earth and compare
results, where possible, to those achieved in space (e.g., collect and record
data on the growth of alum, and hypothesize how the data would be similar or
different if the process were repeated in a microgravity environment);
SS2.03 – illustrate, through laboratory
investigation, the effects of Earth’s gravity on the behaviour of fluids (e.g.,
conduct an experiment on the effects of gravity on surface tension and the
effects of differences in surface tension on fluid flows);
SS2.04 – investigate, through
experimentation, the nature of materials incorporated in the design of
instruments and tools used in space (e.g., design and build a robot arm and
describe tests to evaluate its performance in a space environment versus a
one-g environment, or on Earth).
Relating
Science to Technology, Society, and the Environment
SS3.01 – describe how research into the
behaviour of solids or liquids in space has benefited society (e.g., research
on calcium and bone loss with extended time in space has implications for the
treatment of osteoporosis);
SS3.02 – explain the benefits to society
of a recent example of space technology developed by Canada or by another
country (e.g., the societal benefits of a space technology such as Radarsat);
SS3.03 – investigate challenges related to
survival of humans in space (e.g., the impact of radiation, lower gravity, and
atmospheric conditions on the human body in space);
SS3.04 – propose, on the basis of research
and group discussion, various solutions to one or more survival challenges to
humans in space (e.g., explain how regular exercise can minimize muscle
degradation in humans during extended stays in space).
TEV.01 · demonstrate an understanding of
the principles of science underlying applications of technology in everyday
life;
TEV.02 · analyse, organize, and present
information on everyday technologies, using the appropriate laboratory,
research, and reporting skills;
TEV.03 · identify and analyse issues
involving societal impact and change related to modern everyday technologies.
Understanding
Basic Concepts
TE1.01 – formulate definitions of such
terms as the following: science, technology, information technology, reverse
engineering, system, testing, feedback, control, human interface,
cost-benefit-risk analysis;
TE1.02 – describe the historical
development of specific examples of everyday technology (e.g., information
technology, biotechnology);
TE1.03 – explain fundamental scientific
principles (e.g., electrical resistance, gene mutation) related to an example
of an everyday technology (e.g., the microprocessor, in vitro
fertilization);
TE1.04 – demonstrate an understanding of
the historical relationship between science and technology by tracing the
evolution of a common technology over time in relation to developments in
science (e.g., pumps to take water from mines; vacuum tubes; cathode ray tube
[CRT] displays; transistors and integrated circuits).
Developing
Skills of Inquiry and Communication
TE2.01 – demonstrate, through their own
research and its presentation, an understanding of ethical, environmental, and
economic issues that involve various viewpoints on the use of technologies in
everyday life (e.g., issues in forestry, agriculture, manufacturing, medicine,
transportation);
TE2.02 – evaluate the design and function
of an everyday technology using identified criteria (e.g., safety, cost,
environmental impact, appearance);
TE2.03 – analyse a principle of physics
(e.g., capillary action, heat expansion of metal) through laboratory
investigation, and explain how it can be applied to an everyday technology
(e.g., a motion detector, a thermostat);
TE2.04 – analyse a biological process through
laboratory investigation, and explain how it can be applied to an everyday
technology (e.g., ask a testable question, propose a hypothesis, and conduct an
experiment related to the control of bacterial growth and food preservation);
TE2.05 – analyse a chemical phenomenon (e.g.,
oxidation/reduction reactions) through laboratory investigation, and explain
how it can be applied to an everyday technology (e.g., investigate the components
of a simple galvanic cell).
Relating
Science to Technology, Society, and the Environment
TE3.01 – describe the changes in lifestyle
created by assumed labour-saving technologies in the home (e.g., online
banking, in-home Internet shopping);
TE3.02 – identify and describe the effect
of technologies on the development of specific recreational or cultural
activities (e.g., computerization in the music industry, new materials used in
ski equipment or clothing);
TE3.03 – describe the importance of
contributions of Canadian scientists (e.g., W. Penfield, Michael Smith) to the
development of modern everyday technologies;
TE3.04 – assess the costs and benefits to
society of recent technologies (e.g., the impact of new technologies on human
mortality, longevity, health care).
Ontario Catholic School Graduate Expectations
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates in the sacramental life
of the church and demonstrates an understanding of the centrality of the
Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of Canada’s official languages;
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -accepts
accountability for one’s own actions;
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes
to the common good.
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