Course Profile Science, Grade 9 applied, Public

Unit 1

Course Profiles are professional development materials designed to help teachers implement the new Grade 9 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 and Training. 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 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 and Training or by the Partnership of school Boards that supported the production of the document.

Acknowledgments

Public District School Board Writing Teams - Science

Course Profile Writing Team

Arthur Prudham, Lead Writer, Waterloo Region District School Board and

Science Co-ordinators and Consultants Association of Ontario

Tom Card, Peel District School Board

Nancy Clarke, York Region District School Board

Chuck Hammill, Peel District School Board

Heather Troup, Peel District School Board

Peter Tse, York Region District School Board

Reviewers

Dave Arthur, Ontario Society for Environmental Education (OSEE); Cecil Knight, Kawartha Pine Ridge DSB; Phil Logan, Ed Mahfouz, Patricia Thomas, Ottawa Carleton DSB; Paulette Luft, Philip Marsh, Elaine Sturm, Peel DSB; Dennis Wendland, Waterloo Region DSB and OSEE; Fiona White, Kawartha Pine Ridge DSB and STAO

Lead Board

Peel District School Board

Allan Smith, Project Manager

Partner Boards

Kawartha Pine Ridge District School Board, Ottawa Carleton District School Board, Waterloo Region District School Board, York Region District School Board

Associations

Ontario Society for Environmental Education (OSEE)

Science Co-ordinators and Consultants Association of Ontario (SCCAO)

Science Teachers Association of Ontario (STAO)

Unit 1: Weird Water - Skill Builders

Time: 865 minutes

Unit Description

This unit uses some of the unique properties of water as a unifying theme and provides opportunities for the teacher to assess the current status of students with respect to their skills in science inquiry, their knowledge of the safe and appropriate use of equipment, and their ability to work independently, in small groups and as a whole class during instruction. The second overall expectation in each of the Ministry Strands describes the development of cognitive and manipulative science skills, and it is these Expectations that are the focus of this unit.

Strand(s) & Expectations

Strands: Biology, Chemistry, Earth and Space Science, Physics

Expectations:

Knowledge / Understanding

postulates of Cell Theory, process of cell division, BY1.01

properties of static electric charges, PH1.01

properties, motion and components of solar system, ES1.03

models - atomic, subatomic ..... CH1.04

Skills - inquiry, communication

initiating and planning

• plan and conduct investigation, using tools, BY2.03

• plan and conduct investigation, using tools, CH2.04

• formulate questions PH2.03

• formulate questions CH2.03

performing and recording

• manipulation of lab equipment calculator, PH2.01

• manipulation of lab equipment microscope, BY2.02

• manipulation of lab equipment glassware, CH2.04

• gather, organize and record information ES2.05

analyzing and interpreting

• research, evaluate and integrate ES2.04

• research, evaluate and integrate PH2.05

• using model CH2.10

communicating

• scientific ideas BY2.07

• scientific ideas PH2.07

• scientific ideas CH2.06

Applications

how data from different sources contribute to knowledge ES3.03

Activity Titles (Time and Sequence)

Activity	Title	Time (minutes)
1	Working with Water	80-100
2	Pond Water	150
3	Properties of Water	225
4	Water and Space	120-150
5	Models of Atoms and Molecules	120
6	Culminating Task	120

Prior Learning Required

Teachers should examine the Teacher Support Material (TSM - Ontario Curriculum, Grades 1 - 8: Science and Technology) to gain an understanding of content and skills with which students arrive. This is a diagnostic unit, providing opportunities to assess the knowledge and skills of students as they begin this course.

Unit Planning Notes

Student notebooks should be divided into two parts: Science Notes where students copy or create their notes and a Science Journal where students record their questions and reflect on their learning.

The ‘Wonder Wall’, or a bulletin board where students post Thought Provoking Questions (TPQ.) needs to be organized before the first class. Its use is explained in Activity 1. (See TSM - Glossary: Wonder Wall)

Specific planning for each activity is described in the subsequent pages. However, the following should be noted in advance:

• pond water is required for Activity 2

• access to the Resource Centre / Library materials is required for Activities 4 and 6

Learning/Teaching Strategies or Activities

Activity	Strategy	Description
1	Mind Map	Diagnostic in nature, where students record what they know about water related to the four strands. The students will work in a whole-class setting and individually.
2	Using equipment	The activity reviews microscope use and the completion of scientific diagrams. The students will work individually or in pairs depending on the availability of microscopes.
3	Inquiry / Experimental	This is a hands-on activity on measurement, collecting and organizing data. The students will work in small group settings including a jigsaw activity.
4	Inquiry / Research	This is a research activity conducted in the Resource Centre. The students will work individually.
5	Using models	This is a teacher-directed activity on the role and importance of models. The students will work in small groups.
6	Culminating Task	Students will work individually.

Assessment / Evaluation

Activity	Assessing and Evaluating	Method or Instrument
1	Prior Knowledge	Mind Map
2	Microscope Usage	Peer check-list
	Scientific Diagrams	Teacher evaluated
3	Communication and Group skills	Rubrics
	Recording data	Rubrics
	Interpreting and analyzing data	Rubrics
4	Communication skills	Rubrics
	Research skills	Rubrics
5	Prior Knowledge	Science Journal and checklist
	Understanding concepts	Science Journal and Quiz
6	Inquiry Skills	Culminating Task Rubric
	Understanding concepts	Mind Map revision and Quiz

Resources

Scales of Scientific Inquiry and Technological Design, Peel District School Board, 1998.

Activity 1: Working with Water (Introduction to Course Expectations)

Time: 80 - 100 minutes

Description

The first activity serves to introduce the course content, the assessment and evaluation practices employed, the notebook organization, and to begin some diagnostic tasks. There are four parts to this activity and they should be presented in the order suggested here. Other course-beginning procedures, as determined by individual schools, can be integrated into this first activity.

Strand(s) & Expectations

Strands: Biology, Chemistry, Earth and Space Science, Physics

Expectations: BY2.02, BY2.07, PH2.03, PH2.07, CH2.03, CH2.06

These expectations relate to formulating questions and communicating ideas -- two aspects of the inquiry process which are stressed in this activity. These will be assessed on many occasions throughout the course.

Planning Notes

Equipment required:

ebonite rod wool or fur

rubbing alcohol paraffin wax

dry cell copper wire (depending on the demonstrations planned)

Handouts:

mind map template Achievement Chart for Science

outline of the Culminating Task rubric used to evaluate the Culminating Task

Any demonstration should be practised ahead of time. As well, it is necessary to be conversant with the Achievement Chart for Science and the rubrics for inquiry and the final assessment task.

Prior Learning Required

None is specifically required but many students will arrive being familiar with some aspects of inquiry. For a summary of students’ previous learning refer to TSM - Ontario Curriculum, Grades 1 - 8: Science and Technology.

Teaching/Learning Strategies

1.1 Student Activity: Students will observe a number of discrepant event demonstrations related to water. Students will work on developing their questioning skills. Questions, observations and inferences should be recorded in the Science Journal. Students will also post their questions on a bulletin board (the Wonder Wall - see TSM - Glossary).

Teacher Facilitation: The teacher will perform a number of discrepant event demonstrations that are related to water. These could include:

• bending of water: charge an ebonite rod by rubbing it with a piece of wool or fur and hold the charged rod close to a narrow stream of water

• paraffin in water and in alcohol: set up two beakers, one containing alcohol and the other containing water, and place a piece of paraffin wax in each. [Take appropriate safety precautions using flammable alcohol; some individuals have skin sensitivities or allergies to alcohols.]

• mini-electrolysis: attach each terminal of a dry cell to two separate pieces of copper wire and immerse the ends of the wires in a beaker of acidified water.

The intent of these activities is to develop the questioning skills of the students. (Refer to Teacher Support Material, TSM - Questions.) At no time should you explain the events. Discuss observations and inferences with students. Prompt students to modify their questions until they are in a form that could be subjected to investigation – a question on an issue which could be researched, or one which identifies variables which could be subjected to experimental investigation. (Refer to Teacher Support Material, TSM - Questions.) A bulletin board should be set aside for students to post questions. This could be called “The Wonder Wall” or “TPQ” (thought provoking questions) (TSM - Glossary: Wonder Wall). Throughout the course, as questions are answered, solutions are posted, and as new questions evolve they are added. Questions from the Wonder Wall and Science Journal may provide a starting point for the end-of-course Final Assessment (Unit 6: Making Connections).

1.2 Student Activity: Students working in groups will complete the mind map template to the best of their abilities. At the end of the unit, students will revise their original mind map.Teacher Facilitation: The teacher will hand out the mind map sheets (see example that follows and TSM - Visual Tools) to the class. These will not be evaluated but will be used to assess some of the students’ prior knowledge and to be used as a starting point to assess and evaluate learning during this unit.

1.3 Student Activity: Students will learn that the Achievement Chart for Science is the key tool that the teacher will use to evaluate their performance in Grade 9 Science. Teacher Facilitation: The teacher will introduce and explain the Achievement Chart for Science. This should be explained to the students so that they are aware of the levels from the beginning. This should be shared with parents and guardians as well. (Some schools may have a special grade 9 parents’ night.) A way of explaining this to students is that the various assessments are observations made by you, the teacher, in order to produce an inference, their evaluation in the course.

1.4 Student Activity: Students will be introduced to the Culminating Task for the first Unit:

In this task, students will be required to formulate a specific question based on concepts and/or skills developed during the first unit. They are to conduct an investigation using the inquiry process (either experimental or research) to answer their question and produce a written report.

Students review with the teacher the rubric for evaluating this Culminating Task.Teacher Facilitation: The teacher will inform students that the culminating task for this unit mirrors the end-of-course assessment where they will also investigate a question of their own choice. This activity allows students to practise skills needed for the final assessment while helping to diagnose areas of relative weakness and strength.

The rubrics for the inquiry process (both experimental and research) are found in the Teacher Support Materials (TSM - Rubrics). They may be used as presented or modified to meet individual teacher needs. The teacher will remind students to record questions in their Science Journal and to post questions on the “Wonder Wall” throughout the unit. Students may be directed to these places to find their question for the Culminating Task.

If students are having difficulty coming up with their own questions, several possibilities are provided below. These should only be given to students if all other means of developing their own questions have been exhausted.

• What is the cost per year of a water drip from a leaky tap?

• Where do you find the most microscopic organisms in pond water, at the bottom of the pond or near the upper surface?

• How does temperature affect the density of a material?

• Do liquids, other than water, behave in the same manner when charged objects are brought near to a stream of the liquid? Why is this so?

• In what ways is water a very special liquid?

• What causes different patterns of water droplets to form on various surfaces, like glass?

• Is the density of a salt solution (15 g of salt per 100 g of water) the same as a sugar solution (15 g of sugar per 100 g of water)?

Assessment/Evaluation Techniques

The mind map will be used to estimate the class’s familiarity with the topic. It will not form any part of a student’s evaluation. Their questioning skills should not be evaluated during this activity. This will come later as they have more opportunity to practise.

Accommodations

This activity will give you an opportunity to gauge the need for accommodations for students with special needs in future activities.

Refer to TSM - Accommodations for Students with Special Needs

References

Scales of Scientific Inquiry and Technological Design , Peel District School Board, 1998.

Achievement Chart for Science, The Ontario Curriculum Grades 9 and 10, Science pp.44-47

Various source books for demonstrations

Activity 2: Observing Life in Pond Water

Time: 150 minutes

Description

This activity allows for a review of the skills related to the use of the microscope, as well as concepts related to The Cell Theory and simple cellular structure. Students will have the opportunity to apply this knowledge and skill to the study of pond water.

Strand(s) & Expectations

Strand: Biology

Expectations: BY1.01, BY2.02

Planning Notes

Equipment and Materials needed:

• microscope • copper penny

• cover slips • pond water

• slides - flat & depression • onion skin

• iodine stain

Prior Learning Required

Refer to Teacher Support Materials (TSM - Ontario Curriculum, Grades 1 - 8: Science and Technology).

Teaching/Learning Strategies

The following sequence is suggested to develop skills and concepts for this unit.

2.1 Student Activity: The students will view a variety of materials using a compound or dissecting microscope. They will then view a penny (Cdn - for leaf structure - is it maple or sycamore?- and identification, US - for Lincoln between the pillars) using either microscope. They will draw a detailed scientific diagram of the penny to practise recording what is seen, not inferred.

Teacher Facilitation: The teacher will discuss appropriate uses of the compound and dissecting microscopes. (Note - sufficient light reflects off the penny to allow use of the compound microscope.) The teacher will observe student use of the microscope, initiate peer assessment of microscope use, and outline the expectations for scientific diagrams (i.e., stippling, labeling…..).

2.2 Student Activity: The students will practise making a wet-mount using newsprint (e.g., the letter “e” lab and a coloured picture).

Teacher Facilitation: The teacher will review proper technique to avoid creating air bubbles.

2.3 Student Activity: The students will use a Graffiti or Think-Pair-Share process to verbalize their understanding of animal and plant cells and the Cell Theory.

Teacher Facilitation: Refer to the Glossary (TSM - Glossary) for a brief description of the Graffiti process. Think-Pair-Share is a simple example of a Cooperative Small Group Learning (CSML) strategy in which students first consider (silently) what they recall about a topic, then after a minute or two of silent reflection share their thoughts with one partner. The pair then consolidate their thinking and, under the teacher’s direction, participate in a sharing session with pairs in the class.

2.4 Student Activity: The students will stain and mount an onion skin for viewing of a typical plant cell, then view a prepared slide of an animal cell. Students will compare animal and plant cells and state the components of the cell theory using any format/structure of their choice e.g., notes, tables, diagrams, visual presentation etc.

Teacher Facilitation: The teacher will review handling of stains, cellular structures which are stained, and the main observable differences between plant and animal cells. Safety: Students should avoid skin contact with biological stains, and should be advised of proper chemical disposal procedures.

2.5 Student Activity: The students will observe a sample of pond water and draw a protist.

Teacher Facilitation: The teacher will discuss the use of depression vs. flat slides, importance of scanning the slide and possible protists found in pond water.

Safety: The teacher will remind students that pond water may contain harmful organisms and/or pollutants and should be handled with appropriate caution (wash hands after handling; no contact of pond water with cuts or face, etc.).

Assessment / Evaluation Techniques

• Use a peer check-list (see Attachment A) to assess the use of the microscope.

• Use a teacher marking scheme to assess the diagrams drawn.

Accommodations (Special Needs)

Some students may benefit from working with a peer helper during the microscope exercise, or may need written instructions.

Refer to TSM - Accommodations for Students with Special Needs

Resources

Videos on Cell Theory - e.g. Pomasanoff, A. Director. The Invisible World. Videorecording. The National Geographic Society. Vestron Video, 1979.

Images from various types of microscopes

Appendices

TSM - Ontario Curriculum, Grades 1 - 8: Science and Technology

Attachment

Peer Assessment of Microscope Use

Does your partner.....		Yes / No
1.	carry the microscope with two hands.
2.	start with the stage down.
3.	locate and focus the specimen successfully starting with the lowest power.
4.	use the coarse adjustment to move stage up.
5.	view the microscope from the side as the stage is raised.
6.	focus on the slide by turning the coarse adjustment knob away from them.
7.	view the nosepiece from the side while slowly rotating the objective lenses.
8.	use only the fine adjustment knob to focus clearly on the slide.
9.	move the nosepiece to the lowest objective before removing the slide.
10.	return the stage to its initial position before carrying the microscope back to the cart.

Note: One should never touch either the eyepiece or the objective lenses directly. Use only the appropriate tissue on the lenses for the removal of dirt and fingerprints.

Activity 3: Properties of Water – Density

Time: 225 minutes

Description

In this activity, students will be expected to determine the relative densities of different types of material and justify their claim with numerical data. They will work collaboratively in small-group and large-group settings to complete a task and practise appropriate measurement skills. The focus of this activity is scientific inquiry and the nature of experimentation (collect, analyze and interpret data, make predictions and justify the claim) using the concepts of density, mass, and volume as the vehicle for developing and assessing those skills.

Strands(s) & Expectations

Strand: Chemistry

Expectations: CH2.04

Planning Notes

Equipment needed:

balances or scales rulers

narrow glass tubes / clear plastic straws test tubes

graduated cylinders over flow cans

computer with spreadsheet (optional)

items to measure: wood, rubber stoppers, styrofoam balls, aluminum blocks, lead fishing sinkers.

Materials:

5 different intensely coloured salt or sugar solutions with densities suggested below (Activity 3.2):

100 g solute in 1 L water with orange food colouring

50 g of solute in 1 L water with blue food colouring

25 g of solute in 1 L water with red food colouring

12.5 g of solute in 1 L of water with green food colouring

6.25 g of solute in 1 L of water with yellow food colouring

Prior Learning Required

Students should have some knowledge of the concept of density and of variables, and the ability to use balances, overflow cans and, graduated cylinders. They should also have some experience at collecting data, reading a meniscus and graphing.

Teaching / Learning Strategies

3.1 Student Activity: Students view the discrepant events described below and generate questions for potential use during the Culminating Task.

Teacher Facilitation: The teacher will demonstrate the sinking and floating of different cans of soft drinks (various brands, regular and diet) in a tank of water. This is a quick assessment of prior learning - concept of density. The questions generated should not be answered but should be posted on the Wonder Wall or in the students’ Science Journal.

3.2 Student Activity: In Collaborative Small-Group Learning (C.S.G.L.). Students will determine the relative densities of three coloured solutions given three test tubes, a waste container, a clear straw / glass tubing and three of the five solutions.

Students will obtain any three prepared solutions from the front desk in three separate test tubes. They will determine the relative densities of two solutions by ‘drawing’ about 1 cm of each of the solutions into the clear plastic straw. This is done by first inserting the straw 1 cm into a solution, then putting a finger over the top of the straw, and moving the straw into 2 cm of a second solution without removing the finger (thus keeping solution one in the straw). The finger is then removed to allow the second solution to come into the straw. If the two solutions mix, then solution one is greater in density than solution two. If two distinct layers are seen, then solution one is lower in density than solution two. Students can repeat this process to determine the relative densities of their three solutions. When this is done, each group will record their findings on a class data chart. Students then use the collective results to determine the relative densities of all five solutions.

Students will write a brief explanation in their Science Journals on how they deduced the relative densities of the solutions.

Teacher Facilitation: The teacher will ensure that different groups have a different combination of three liquids to test and that no mixing and contamination of the stock solutions. Create a class recording chart for the groups.

Sample Class Data Chart for Unit 1 Activity 3 (with one group’s data entered as an example)
Solution Colour	Group 1	Group 2	Group 3	Group 4	Group 5	Group 6
Red
Green	M
Orange
Yellow	L
Blue	H

Legend:      H = highest density of the three solutions tested
                  M = middle density of the three solutions tested
                  L = lowest density of the three solutions tested

3.3 Student Activity: Students will calculate densities in collaborative small groups (C.S.G.L.) using a home group / expert group structure. Each of the five expert groups will learn one of the following:

• measuring the mass of solid objects on available balances

• measuring the mass of liquids on available balances

• measuring the volume of irregular objects directly by displacement

• measuring the volume of irregular objects using water displacement into overflow cans

• measuring the volume of regular objects - measurements, mathematical formulae, calculations

Experts will then return to their home groups. The task of each home group is to measure the volume and mass of at least five samples of a solid (regular or irregular shape) and five samples of a liquid (one of the colored solutions from Activity 3.2). For example, group 1 will measure different sizes of rubber stoppers and five different volumes of the orange solution; group 2 will measure different sizes of wood and five different volumes of the green solution; etc. When this is completed, students will have at least ten sets of data. A tabular data chart may be given to students beforehand for recording purposes, or students may be asked to design their own way of recording the data.

Teacher Facilitation: For classes using electronic balances, the teacher will combine the two mass measurement together to create four expert groups.

3.4 Student Activity: Home groups will report their collected data to the instructor, who will then have a comprehensive set of results. Students will then be given all sets of results and their task is to use the data (graph and calculation) to support their claim made in Activity 3.2 in which they deduced the relative densities of the five solutions. Students will plot one graph of mass vs. volume data showing lines for all five solutions.

Teacher Facilitation: To compile the class data efficiently, it may be easier if groups input their data into a spreadsheet directly. The teacher will review graphing techniques, line of best fit and qualitative determination of the slope of the line (i.e., more dense = steeper slope) using one set of results.

Pass results to the Math department for in-depth analysis of data by students.

3.5 Student Activity: Students will determine from the class data the ‘best’ density value for each of the solids. Students will sketch one graph (showing relative positions of lines with no numeric values) for all solid substances. Students will observe the teacher demonstration on sinking and floating of objects and based on the result, estimate the density of water and sketch the line (for water) on their graphs.

Teacher Facilitation: The teacher will place one of each type of the solids (from the home group activity above) in a tank of water to observe which substances float and sink.

Assessment /Evaluation Techniques

A variety of assessment and evaluation instruments is possible. The teacher should not use all, but select some appropriate ones. Use rubrics developed from the Achievement Chart for Science and from the samples in TSM - Rubrics.

• calculation of density through performance task - students are to determine the density of an unknown solution given appropriate equipment

• communication and group skills using rubrics

• data recording - tabular recording chart or student design to record data

• data interpretation - group presentation, written explanation, graphing

• data analysis - graphing, written explanation

• quiz

Accommodation

Some students will need peer or teacher assistance to interpret class data on liquid densities and to draw graphs and interpret them. Written instructions and/or visual examples may also be required for students with language difficulties to help them generate useful charts and graphs.

Refer to TSM - Accommodations for Students with Special Needs

Resources

Lincoln County Board of Education; Lem, V., ed. Growing Collaboratively. Prentice Hall Canada Inc., Scarborough, Ont.; 1993.

Activity 4: Using the Resource Centre to Inquire about Water and Space

Time: 120- 150 minutes

Description

In this activity students will formulate a question that pinpoints a topic for investigation. They will then conduct a research inquiry using a wide variety of print and electronic resources. Documents, books, articles and other resources will be accessed and judged critically with attention to usefulness, accuracy, bias, validity, and authenticity of information. Chosen information from many sources will be recorded, organized, analyzed and integrated to allow the student to communicate their answer to the original question. A one-page written report provides an opportunity for teachers to check writing skills using a diagnostic assessment. A bibliography will be produced by the student and will be assessed for both form and content.

Strand and Expectations

Strand: Earth and Space Science

Expectations: ES1.03, ES2.04, ES2.05, ES2.06

Planning Notes

Introduce Activity 4 several class periods before the actual research time in the resource centre. Students will need time to formulate their question, and should be encouraged to consult family members, other students, and friends for ideas.

Co-ordination with the teacher-librarian is necessary to ensure the success of this activity. Many resource centres have orientation programs to help students use the library. Librarians can also help students critique on-line sources of information to decide if the material is reliable and valid. Critical analysis handouts may be available in the resource centre. Documentation of sources of information and organization of a bibliography are also processes that can be directed by the teacher in concert with the teacher-librarian.

The teacher will focus on small group interaction, and one-to-one learning opportunities. Students may require encouragement to stay on track, find and integrate their information. Monitoring and checking off each stage of work encourages students to complete manageable portions of the research, and ensures that their time is used effectively and efficiently. This may be accomplished using a monitoring sheet developed by the teacher (and the teacher-librarian).

Refer to the Course Notes for some ideas which may be used as alternatives if a school resource centre is unavailable.

Prior Learning Required

Students have practised framing questions, and have also had opportunities to access, organize, and present information in grades seven and eight. They may not be familiar with all of the different research strategies available, and should be helped to expand their skills in this area.

Teaching/Learning Strategies

4.1 Student Activity: Students will examine the bibliography assessment checklist and the writing scale rubric for the one page report (TSM - Rubrics)

Teacher Facilitation: The teacher will lead a discussion to clearly establish the purpose of the research activity and preview assessment expectations.

4.2 Student Activity: Students will frame questions that are open-ended, and directed towards understanding the universe, and our solar system using the underlying theme of water. Out-of-class time over a few days may be needed for students to develop a satisfactory question. Students may ask parents, relatives, and friends for ideas.

Teacher Facilitation: The teacher will ask questions to help students get started. Starter questions should be on a different, but related, topic. For example: “Where in the solar system would you be able to mine iron? Copper?”, or “What is the greatest range of temperature found on the surface on a planet in the solar system?”

4.3 Student Activity: Students will use as many resources as possible (print, electronic, community experts) to help answer their question. Information is evaluated for relevance, accuracy, bias, completeness, and authenticity.

Teacher Facilitation: The teacher will help students access information by providing checklists to guide their search. Introduce students to the concepts of relevance, accuracy, bias, completeness and authenticity of information sources. Provide critical evaluation sheets to help students determine the value of information from a variety of resources.

4.4 Student Activity: Students will choose their five best resources that will help answer their question. At least one source must be electronic, one source from a journal or periodical, and one source from a book or encyclopedia.

Teacher Facilitation: The teacher will encourage peer-sharing of resources to enable students to work co-operatively.

4.5 Student Activity: Students will record and organize information. All information required for properly citing references is recorded.

Teacher Facilitation: The teacher will show students samples of bibliographies. Include examples of on-line citations.

4.6 Student Activity: Students will write a one-page report that answers their question and includes an bibliography for their best 5 resources.

Teacher Facilitation: The teacher will remind students to refer to the writing scale rubric and the bibliography checklist that will be used as the assessment tools.

4.7 Student Activity: Students will reflect on the research assignment in their Science Journals, and comment on why they chose their final resources, the difficulties they encountered, and their successes. Also, additional questions that may be investigated for the end of unit Culminating Task should be recorded.

Assessment/Evaluation Techniques

The expectations that will be assessed include developing skills of Inquiry and Communication.

As the activity is taking place early in the course, the assessment will be diagnostic in nature, and will allow the teacher to note and guide the students’ achievement of inquiry and writing skills. Areas that require remediation should be taken into account and a plan for upgrading skills developed.

The assessment tools to be utilized include a checklist for the bibliography, and a writing scale rubric for the one page report.

No sample checklist has been included in the profile; the teacher should use the school’s style guide to create one, or acquire one from the resource centre or another department within the school. Students in the science classroom should be encouraged to use the same bibliographic style as is used elsewhere in the curriculum.

Accommodations

It is important to note that some students may find the writing challenging, but it is necessary to assess their skills early and provide appropriate support where required. Future activities will encourage students to use other formats (visual, and oral) to communicate their ideas.

Refer to TSM - Accommodations for Students with Special Needs

Activity 5: Models of Atoms and Molecules

Time: 120 minutes

Description:

In this activity, students will review and extend their knowledge of models in science. They will then use a model to explain some observations about water.

Strand(s) & Expectations

Strands: Biology, Chemistry, Physics

Expectations: CH1.04, BY1.01, PH1.01, CH2.03, CH2.06, CH2.10

Planning Notes:

Materials required for the activities include:

variety of models and real items watch glasses

tape or modeling clay molecular modeling kit

material for electrostatics (e.g. ebonite, plexiglass, plastic rods, fur, wool silk)

Prior Learning Required

Although no specific prior knowledge of the topics is prerequisite, the teacher will be able to determine the general background knowledge of the class during the discussion and brainstorming activities.

Teaching/Learning Strategies

5.1 Student Activity: Students will be presented with a mixture of models (e.g., model of ear, skeleton, cell, atom, car, doll, diagram of the Krebs cycle, a mathematical formula, doll house, symbolic model such as H₂O...etc.) and items that are not models, one at a time, and watch as the teacher places them into one of two piles. When they feel they know the “rule” for putting them into piles (i.e., models vs. non-models), students will be invited to select an item and place it appropriately. This will continue until the students discover the rule or until it is appropriate to tell them.

Teacher Facilitation: The teacher will present the items to the students as a game show host might, with lots of enthusiasm and establishing false patterns at the beginning (e.g., put several items that are obviously science items, but non-models, into one pile; then place a non science item model in the other pile; and then hold up a science-based model and have students guess as to which pile it belongs). This will force students to examine their reasoning several times during the activity. Follow the initial activity by discussing with students: characteristics of models (i.e., they are alternate representations of reality); reasons for using models (object is too small, too large, too expensive, too dangerous, inaccessible); and types of models (physical, graphic, conceptual, mathematical).

5.2 Student Activity: In small groups students will report on chart paper what they think they “know” about atoms. After each group shares with the class, the groups will then draw a model of the atom which they feel captures the necessary points presented by all groups. Groups will then present their model and their reasoning to the class. A teacher-led discussion will follow, then students will make an entry into their Science Notebook as seatwork or homework.

Teacher Facilitation: As groups discuss and later draw, the teacher will move about the class encouraging and questioning groups as appropriate. Following the presentation of drawings, review or present information regarding: the components of the atom (i.e., protons, neutrons, electrons); a simplified Bohr-Rutherford model (nucleus of protons and neutrons, electrons orbiting the nucleus); and the method by which atoms gain a charge (i.e., gain of electrons results in a negative charge, loss of electrons results in a positive charge). Once student questions are discussed, have them make a note in their Science Notebook about a) models and b) the atomic model.

5.3 Student Activity: Students, in pairs or small groups, will set up materials according to teacher instructions. Materials will include a neutral rod (e.g., uncharged ebonite rod) resting on a watch glass and held in place by tape or modeling clay. The watch glass is free to rotate. Have students bring charged rods (positive and negative, one at a time) close to the neutral one and record what happens. Have them repeat this, but this time using a charged rod on the watch glass as well. Students then use the model of the atom discussed previously to infer the movement of electrons and propose a possible explanation for their observations. Explanations are shared. Students will then extend their reasoning to offer an explanation of the teacher demonstration which follows.

Teacher Facilitation: As the students work, the teacher will travel about the class making observations and brief anecdotal notes about student work methods and participation. Following discussion of student observations and explanations, repeat the discrepant event from the beginning of the unit whereby a stream of water is bent using first a positively-charged rod, then a negatively-charged rod. Question them as to whether water is positively charged, negatively charged or neutral. Briefly review the atomic structure of elements and compounds. Then discuss how localized charges can occur within a neutral molecule (i.e., if electrons tend towards one part of a molecule, that portion will effectively become negative, while the area with relatively fewer electrons will take on a positive charge).

5.4 Student Activity: Students will be presented with two models of water, one linear, the other bent. They are told that the hydrogen atoms have a slightly positive charge and the oxygen a slightly negative charge. In a think-pair-share (C.S.G.L.) format, students will use their knowledge of charges and electrons to defend the model that better explains their observations of the discrepant events.

Teacher Facilitation: As an alternative to the above activity, teacher may present the correct model of a water molecule (bent). Students would then relate their observations about the behaviour of water to the model. Using effective questioning techniques, the teacher will challenge students to verbalize their thinking and reasoning at each step. They will likely require reminders of past learning. Remind them of the Culminating Task and encourage them to jot down questions as they work.

Summarize the activity by discussing advantages and disadvantages of models and reasons for their evolution.

Assessment/Evaluation Techniques

• anecdotal comments from class observations

• completion and accuracy of entries in Science Notebook

• quiz

Accommodations

Activity 5.4 as written may be used as an enrichment activity.

Refer to: TSM - Accommodations for Students with Special Needs

Activity 6: Culminating Task

Time: 120 minutes

Description

Students are required to formulate a specific question based on concepts and/or skills developed during this first unit. They will conduct an investigation using the inquiry process (either experimental or research) to answer their question and produce a written report.

As well, students will complete a second mind map using the same format as the one done in Activity 1.

Planning Notes

This activity was introduced during Activity 1. Time must be provided towards the end of the unit so that students can work on this activity.

Prior Learning Required

Students will use several of the skills they practised during this unit in order to successfully complete the Culminating Task.

Assessment/Evaluation Techniques

A rubric for evaluating inquiry, both experimental and research, and a rubric for evaluating writing are found in the Teacher Support Materials (TSM - Rubrics).

The mind map should be compared to the one produced in Activity 1 to assess student learning during this unit.

Quiz to assess understanding of concepts.

Accommodations

Refer to TSM - Accommodations for Students with Special Needs for a number of specific suggestions for accommodating both academically challenged and ESL/ESD students. Although some degree of uniformity is desirable in the way in which students’’ achievement is assessed, the teacher should still provide alternatives which will maximize each student’’s chance to be successful when they demonstrate their learning.

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