Course Profile   Science, Locally Developed, Grade 10, Catholic

 

Course Overview

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 10 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, 2000

 

Acknowledgments

Catholic District School Board Writing Teams –  Locally Developed Science

 

Lead Board

Toronto Catholic District School Board

Wendy Schmidt, Project Manager

 

Course Profile Writing Team

Maurice DiGiuseppe (Lead Writer), Toronto Catholic District School Board

John Rawski, Brother Edmund Rice C.S.S., Toronto Catholic District School Board

Margaret Russo, Madonna C.S.S., Toronto Catholic District School Board

Ted Laxton, Our Lady of Lourdes C.S.S., Wellington Catholic District School Board

Heather Yates, St. James C.H.S., Wellington Catholic District School Board

 

Reviewers

Ralf Mesenbrink, St. Benedict C.S.S., Wellington Catholic District School Board

Maureen Callan, Coordinator, Halton Catholic District School Board

Dr. Larry Trafford, Curriculum Branch, OECTA

Dorothy Turner, Sagonaska School

Joanne Shields, W. Ross Macdonald School

Cathy Brown/Joy Vanderzand, The Ernest C. Drury School

 

Course Overview

Locally Developed Science

Identifying Information

Course Title:  Science

Grade:  10

Development Date:  April 2000

Course Type:  Locally Developed

Ministry Course Code:  SCI2LC

Credit Value:  1

Description/Rationale

The focus of this Grade 10 Science locally developed course is to engage students in relevant activities that build their confidence and interest in science. Students are given ample opportunity to acquire conceptual knowledge; to further develop their skills in scientific inquiry, investigation, and observation; and to relate their learning to current issues in science, technology, society, and the environment/workplace. This course will appeal to students, who, having successfully completed the Grade 9 Essential Science course, intend to eventually enroll in the Grade 11 Science Workplace Preparation course, SNC 3E, and, possibly, the Grade 12 Science Workplace Preparation course, SNC 4E. While students may enter SNC 3E immediately following successful completion of a Grade 9 Science course, this course will better prepare those who successfully complete Grade 9 Essential Science and plan to take SNC 3E. They will build on concepts and skills learned in Grade 9 Science in preparation for the senior level courses. The ultimate goal of the course is to enhance students’ scientific literacy by promoting the three fundamental goals of science education:

·       To understand the basic concepts of science;

·       To develop the skills, strategies, and habits of mind required for scientific literacy;

·       To relate science to technology, society, and the environment.

This course differs from other Grade 10 Science courses in that the environmental science topic typically dealt with in the Biology strand has been moved to the Earth and Space Science strand in order to accommodate a study of the human circulatory system and related systems within the Biology strand. This is done to prepare students for an in-depth study of a component of the circulatory system, namely the immune system, in the Grade 11 Science Workplace Preparation course and thus promote future academic success.

The study of Weather, which in other Grade 10 Science courses is dealt with in the Earth and Space Science strand, will be studied in the context of the Environment within that strand.

Students engage in a variety of learning tasks, including laboratory investigations and other practical activities in chemistry (chemical reactions), physics (motion), biology (human body systems), and earth and space science (the environment).

Literacy skills are integrated in a meaningful way throughout the course. This is accomplished through activities that emphasize vocabulary development; reading for meaning and comprehension; the writing process; and speech development. This enables students to become effective and meaningful communicators.

This sample profile consists of five units. Three units are provided as a model; the other two are defined but not developed. A variety of teaching strategies and tools are suggested as a framework for teachers to develop the remaining units according to local needs.

How This Course Supports the Ontario Catholic School Graduate Expectations

Science, through the use of reason, enables persons to discern God’s Providential action in the universe. In this course, students investigate the nature of life within the context of a meaningful universe. The discovery of the implicit order of life contributes to the development of a sacramental consciousness and the promotion of the sacredness of life.

The acquisition of knowledge and skills within a Catholic context forms students who are discerning believers who work toward the building up of the Kingdom of God.

Unit Titles (Time + Sequence)

Unit Organization

Unit 1:  Introduction and Culminating Activity

Time:  13 hours

Description

This unit begins with an introduction to both laboratory and classroom routines by having students engage in a series of hands-on activities. The culminating activity, a portfolio containing the individual contributions of a small group of students, is introduced here and developed throughout each of the remaining units of the course. It accounts for 20% of the final evaluation and is a major organizing feature of the course. Through group work, students examine and reflect on concepts, issues, and values relevant to each of the four strands covered in the units. Opportunity is provided to introduce students to the portfolio process. As well, throughout the unit, activities are developed to assess prior knowledge, reading, and writing skills.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  CGE 1d; 2a, b, c, d, e; 3b, c, d, f; 4b, c, f; 5a, f; 7b, d, i, j.

Strand(s):  Biology, Chemistry, Earth and Space Science, Physics

Overall Expectations:  BYV.01, BYV.03; ESV.01, ESV.03; PHV.03; CHV.03.

Specific Expectations:  BY2.01B, C, D, E, F; BY3.02; ES2.01C, D, E, F; ES3.01; PH2.01D, E, F; PH3.01; CH2.01B, C, D, E, F; CH3.04.

Unit 2:  Earth and Space Science: The Environment

Time:  25.5 hours

Description

In this unit, students engage in learning activities that demonstrate some of the fundamental cycles of matter and the flow of energy. Students study the interrelationships of living organisms and their environment. They examine the manner in which weather affects different biomes in Canada. They study soil and water characteristics; wind and precipitation patterns; atmospheric pressure; and the relationships among animals, plants, and microorganisms. In addition, they identify a local environmental issue and analyse it from a perspective that includes a practical course of action based on Catholic values related to stewardship and the common good.

Strand(s) and Expectations

Ontario Catholic Graduate Expectations:  CGE1d; 2c, e; 3b, c, d, f; 5a, f; 7b, d, i, 7d, 7i.

Strand(s):  Earth and Space Science

Overall Expectations:  ESV.01; ESV.02; ESV.03.

Specific Expectations:  ES1.01; ES1.02; ES1.03; ES1.04; ES1.05; ES1.06; ES1.07; ES2.01A;

ES2.01B; ES2.01C; ES2.01D; ES2.01E; ES2.01F; ES2.02; ES3.01; ES3.02; ES3.03.

Unit 3:  Biology: Human Body Systems

Time:  25.5 hours

Description

In this unit, students expand and extend knowledge of cells, tissues, and organs covered in Activities 1 and 2 in Grade 9 Essential Science (Biology strand) by studying the human circulatory system and related organ systems.

Students continue developing microscope skills through practical, inquiry-based activities identifying the components of the circulatory system. They relate their knowledge of the normal structure and function of several related organ systems to the maintenance of health. Connections are made between health, prevention and treatment of illness, and the personal and social implications of disease. Central to understanding the human body is our belief that it is a gift from God and should be treated with reverence and dignity.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  CGE 1d, e, i; 2a, b, c, d, e; 3b, c, d, f; 4b, e, f, g, h; 5a, e, f, g; 7b, d.

Strand(s):  Biology

Overall Expectations:  BYV.01, BYV.02, BYV.03.

Specific Expectations:  BY1.01, BY1.02, BY1.03, BY1.04, BY2.01a, b, c, d, e, f, BY2.02, BY2.03, BY2.04, BY3.01, BY3.02, BY3.03.

Unit 4:  Chemistry: Chemical Reactions and their Practical Applications

Time:  23 hours

Description

In this unit, students further their knowledge of the nature of matter and develop additional skills of inquiry in science through the study of common chemical reactions. Key concepts covered include: types of reactions, acids and bases, and word equations. Students examine an issue related to chemical pollution and analyse it from a Catholic Christian viewpoint.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  CGE 1d, e; 2a, b, c, d, e; 3d, f; 4a, f; 5a; 7d, i.

Strand(s):  Chemistry

Overall Expectations:  CHV.01, CHV.02, CHV.03.

Specific Expectations:  CH1.01, CH1.02, CH1.03, CH1.04, CH1.05, CH1.06, CH1.07, CH1.08, CH2.01A/B/C/D/E/F, CH2.02, CH2.03, CH2.04, CH3.01, CH3.02, CH3.03.

Unit 5:  Physics: Motion

Time:  23 hours

Description

In this unit, students are introduced to basic concepts related to the study of linear motion. Through laboratory-based investigations, they further develop their observational, organizational, graphing, and problem-solving skills. Students describe simple motion, in qualitative and quantitative terms, and develop mathematical skill in solving simple motion problems involving distance, time, and speed. Acceleration will be dealt with in qualitative terms only. Opportunities are provided to relate concepts of motion to situations encountered in everyday life.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  CGE 2b, e; 3b, c, f; 4b, d, f; 5e; 7d, j.

Strand(s):  Physics

Overall Expectations:  PHV.01, PHV.02, PHV.03.

Specific Expectations:  PH1.01, PH1.02, PH1.03, PH1.04, PH1.05, PH1.06, PH1.07, PH2.01A/B/C/D/E/F, PH3.01, PH3.02, PH3.03.

Course Notes

Science is an activity as much as it is an organized body of knowledge. It cannot be learned in any meaningful way by reading and discussion alone. The experimental nature of science is to be emphasized. The teacher provides ample opportunities for students to engage in safe, effective laboratory activities in all units of the course. The health and safety of teachers and students must be of paramount importance when conducting laboratory activities. All must comply with the provisions of the Workplace Hazardous Materials Information System (WHMIS) legislation and must practise established safe laboratory procedures.

In addition to providing leadership in laboratory safety, the teacher plans classroom activities, acts as a guide and mentor to students, and provides direct instruction when necessary. The teacher provides ample and varied opportunities for students to demonstrate achievement of the course expectations. The teacher periodically assesses student learning and provides formative and summative evaluations of learning.

It is highly recommended that students use computer technology that has been developed for use in science. Computer-based simulations, multimedia applications, databases, computer-assisted laboratory apparatus, and learning modules should be used wherever appropriate to do so. 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. Whenever possible, the teacher should provide opportunities for students to experience the world of science first-hand by participating in field trips and excursions.

As a culminating activity, students develop a magazine containing pieces that examine various issues related to each unit of the course. A detailed description of this activity and its suggested timetable is provided in the Unit 1 Overview (Unit Planning Notes section). Students should start this activity at the beginning of the course. Thus, Unit 1 begins with a series of relatively short tasks that allow students to review science concepts, demonstrate prior knowledge, and practise the production of the various magazine components. The actual magazine components will be produced during the course of unit activities. It is recommended that students develop a portfolio specific to this activity and that they include the culminating activity pieces that are produced throughout the semester or year. Students conference with the teacher several times during the course in the development of the magazine items to identify issues and to review the components of the magazine. The individual components of the magazine are produced independently, however, the final product will reflect the efforts of the whole class. The components of the magazine are compiled into a magazine proper during a period of time near the end of the course. Thus, Unit 1 is split into two parts: an introductory part at the beginning of the course and a culminating part near the end of the course (see Unit 1 Overview notes for details).

The order of units may be changed to suit local programming needs or to match activities to weather conditions. However, Unit 1 should be the first unit of the course and must be started early in the school year or semester.

The Teaching/Learning Strategies in each unit of this course refer to a number of useful appendices in the form of lab outlines, activity sheets, worksheets, assessment tools, and blackline masters, etc. Appendices pertaining exclusively to a particular activity are located in the Appendices section of that activity. A number of appendices appear in a section called General Appendices. This section contains appendices that may be used in conjunction with a number of activities.

OSS Policy Applications

Any resources that support anti-discrimination education, equity/social justice issues, career goals/co-operative education, community partnerships, and faith development will also support many of the Ontario Secondary School Policies as well as the Ontario Catholic School Graduate Expectations. Teachers will be familiar with Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999. This course of study provides all students the opportunity to succeed in Science.

Career awareness is an important component of the science curriculum. Opportunities for obtaining information about careers in science and related fields are incorporated throughout the course. Any work experience gained by students will be related to Career Exploration Activities as outlined in Choices Into Action: Guidance and Career Education Program Policy for Ontario Elementary And Secondary Schools, 1999. The course is designed to be flexible and adapted to suit the needs of all students in all communities. Our assessment and evaluation strategies have been designed in compliance with Program Planning and Assessment, 1999.

The curriculum in this course complements and builds on The Ontario Curriculum, Grades 1-8. Opportunities for reinforcing prior knowledge and skills, and further development based on The Ontario Curriculum, Grades 9 and 10, have been built into this program.

Course Evaluation

Course evaluation guides teachers in adapting curriculum and instruction to students’ needs and in assessing the overall effectiveness of programs and classroom practices.

Teachers should consider conducting evaluations at the end of each unit (formative) and at the end of the course (summative). Evaluations may be as simple as asking students to identify those activities they enjoyed, those that they didn’t enjoy, and then asking for their suggestions for improvement or by having students complete a survey questionnaire/rating scale. Teachers may network with colleagues from other schools, subject associations, and peers at the local school to determine what modifications, if any, could be incorporated into the course. Also, teachers should seek the input of the extended school community including parents and local businesses for ideas that could enhance student learning opportunities within the course. This could be accomplished through open-house type events where members of the public are invited to participate and are afforded an opportunity to comment on course-related activities. Teachers may refer to resources such as Program Planning and Assessment, Making the Grade, and Assessing for Success for additional suggestions for course evaluations

Teaching/Learning Strategies

Teaching strategies will include:

·       Whole-class and small-group instruction (lecture/Socratic)

·       Demonstrating scientific phenomena

·       Providing a safe and stimulating learning environment

·       Organizing classroom routines

·       Providing opportunities for the appropriate use of  resources for research and investigation

·       Providing opportunities for the use of information technologies

·       Facilitating the development of literacy skills

·       Monitoring safety in the science laboratory

Learning strategies will include:

·       Brainstorming - group generation of initial ideas expressed without criticism or analysis

·       Collaborative/Co-operative Learning - various small group learning techniques as constructed by the teacher (e.g., jigsaw, think/pair/share, etc.)

·       Computer-based Learning - students use simulations and relevant computer programs to explore science problems

·       Conferencing/ Interviewing - student to student discussion and teacher to student to encourage confidence and motivation to success in all learners

·       Data Book - a bound notebook kept in class with all pages numbered that students use to record observation of all in-class experiments

·       Field Study - students perform investigations on locations beyond the school under the supervision of their teacher

·       Journal - personal student reflective writing concerning issues raised in the course (particularly useful in considering issues from a Catholic perspective)

·       Lab-based Inquiry - students perform investigations in the laboratory under the supervision of the teacher

·       Model Building - students construct physical representations of specific chemical compounds

·       Notebook - a student collection of daily work, teacher handouts, and homework attempted and completed

·       Portfolio - a student collection of materials of interest or related to a course component or task defined by the teacher

·       Presentations - oral, visual, written, electronic of researched topic to class

·       Teacher-directed Lessons and Demonstrations - introductions to key concepts of the course used in all units

·       Reading for Understanding - students read a selected passage or article and answer a series of questions directly related to the contents of the passage or article

Assessment/Evaluation Techniques

The assessment plan will include the following:

Personal Communication

·       lab reports

·       self-/peer assessment

·       student-teacher conferencing

·       ongoing verbal feedback

·       reflections/journal assessments

Paper and Pencil Tests

·       written and verbal quizzing

·       final examinations

·       written and verbal testing

Observations

·       formal/informal by teacher

·       checklists

·       rating scales

Performance Assessment

·       research project

·       student-performed experiments

·       portfolio assessment

·       suggestions for improvement

·       culminating activity assessment

Accommodations

·       Where a student is on an individual educational plan, IEP, the expectations should be modified to meet the student’s needs as outlined in the plan.

·       Students with ESL/D should have opportunities to demonstrate their learning by alternative means while their written English is developing (spoken English, direct demonstrations, and pictorial representation). All of this will be clearly noted in group work forms.

·       Allow students experiencing difficulties with written language expression to complete worksheets orally.

·       For students requiring enrichment, activities could be extended to meet their needs. These students should conference with the teacher.

·       Allow scribing/audio recording of assignments using a “note-buddy”. Provide diagrams of individual equipment and diagrammatic instructions, whenever possible. Put lengthy lab instructions or articles on audiotape, especially if they are to be used away from the classroom.

·       A glossary of terms, with pictures where possible should be discussed and/or developed with or for the students.

·       Create a Lab Framework so lab reports can be filled in and finished in a consistent manner. Create charts that have more writing space. Make software programs available. Students with writing difficulties would benefit from having teachers format charts (e.g., Canadian Biomes) into the computer so student can enter information more easily. Do research on a computer with text-to-speech software, where appropriate.

·       Provide students with quiz practice sheets to help them study. Tests and quizzes should focus on fill-in-the-blanks, matching, labelling, etc. Provide scribes for longer answers.

·       Be sure to provide board notes that are well organized and easy to read. Use coloured chalk to emphasize new vocabulary, important features, etc.

·       Use coloured diagrams. Many students do not visually process black-and-white drawings with accuracy. Encourage students to colour diagrams in their notebooks and highlight new vocabulary with a consistent colour.

·       Teach mnemonics to remember information. (Use left side of notebook.) Introduce polysyllabic words phonetically. Have students record this on the left side of their notebooks, directly opposite the new vocabulary word.

·       When assessing student work, students requiring accommodations must be assessed in a manner that is not threatening or penalizing. When assessment is formative, students may be given multiple opportunities to re-submit their work and be re-assessed.

Main Resources

Print

Andrews, A. William. Investigating Terrestrial Ecosystems. Scarborough, Ontario: Prentice-Hall Canada Inc., 1986. ISBN 0-13-503186-9 [teacher resource]

Andrews, A. William. Environmental Pollution. Scarborough, Ontario: Prentice-Hall Canada Inc., 1978.
ISBN 0-13-370833-0 [teacher resource]

Barber, J. Of Cabbages and Chemistry. University of California at Berkeley, 1989.

Bennett, B., et al. Co-operative Learning: Where Heart Meets Mind. Toronto: Educational Connections, 1991. ISBN 0-9695388-0-4

Bullard, J., et al. The Role of Green Plants in the Environment. D.C. Heath Canada Ltd., 1995.
ISBN 0-669-95507-8

Canadian Conference of Catholic Bishops. Catechism of the Catholic Church. Publication Services, Canadian Conference of Catholic Bishops, 1994. ISBN 0-88997-281-8

Grace, E., et al. Sciencepower 10. McGraw-Hill Ryerson Ltd., 2000. ISBN 0-07-560364-0

Greaves, D.G. and P. Williams. Canadians’ Contributions to Science. Toronto Board of Education.

Hardon, S.A. The Catholic Catechism. Garden City, NY: Doubleday & Co., 1975. ISBN 0-385-08045-X

Jolliffe, L., et al. Insights Science 10. Toronto: Copp Clark Pitman, 1989. ISBN 0-7730-4691-7

Jones, M. Biology, 2nd Edition. Cambridge University Press, 1997. ISBN 0-521-59981-4

Jones, M. Chemistry, 2nd Edition. Cambridge University Press, 1997.

Jones, M. Physics, 2nd Edition. Cambridge University Press, 1997.

Link, M. Path Through Scripture. Tabor Publishing, 1987.

Mardall, O.J., et al. Science Networks - Biology. Globe/Modern Curriculum Press. ISBN 0-88996-058-5

Maton, A., et al. Prentice Hall Science: Ecology - Earth’s Living Resources. Englewood Cliffs, NJ: Prentice Hall, 1994. ISBN 0-13-2255558-8

Maton, A., et al. Prentice Hall Science: Exploring Earth’s Weather. Englewood Cliffs, NJ: Prentice Hall, 1994. ISBN0-13-400730-1

Maton, A., et al. Prentice Hall Science: Human Biology and Health. Englewood Cliffs, NJ: Prentice Hall, 1994. ISBN 0-13-225483-2

McGill, O. Science Magic: 101 Experiments You Can Do. Prentice Hall, 1984. ISBN 0-668-05853-6

NSTA. Methods of Motion. Washington, DC: NSTA, 1989.

O’Connor, K. The Mindful School: How to Grade for Learning. Arlington Heights, IL: Skylight Training and Publishing, 1999. ISBN 1-57517-123-6

Partridge, Tony. Starting Science. Oxford Press, 1992. ISBN 0-19-914374-9

Ritter, B. Consumer Testing. Toronto: ITP Nelson, 1997. ISBN 0-17-605776-5

Ritter B., D. Plumb, et al. Nelson Science 10. Scarborough, ON: Nelson Thomson Learning, 2000.
ISBN 0-17-607501-1

Plumb, D., B. Ritter, et al. Nelson Science 9. Scarborough, ON: Nelson Thomson Learning, 1999.
ISBN 0-17-612032-7

Ritter B., D. Plumb, et al. Nelson Science 9. Scarborough, ON: Nelson Thomson Learning, 1995.
ISBN 0-17-604725-5

Rosen, S. Science Workshop Series: Biology: Dynamic Processes. (Globe Books) Prentice-Hall, 1992. ISBN 0-835-90374-5

Rosen, S. Science Workshop Series: Human Biology. (Globe Books) Prentice-Hall, 1992.
ISBN 0-835-90365-6

Rosen, S. Science Workshop Series: Physical Science: Chemical Change. (Globe Books) Prentice-Hall, 1992. ISBN 0-835-90284-6

Rosen, S. Science Workshop Series: Physical Science: Matter and Energy. (Globe Books) Prentice-Hall, 1992. ISBN 0-835-90278-1

Sae, A. Chemical Magic From the Grocery Store. Dubuque, Iowa: Kendall/Hunt Publishing Co., 1996.

The Science House, Physics from the Junk Drawer and Counter Top Chemistry. Dubuque, Iowa: Kendall/Hunt Publishing Co., 1997.

Web Sites

Acid Rain: http://btdqs.usgs.gov/acidrain/arfs.html

Recycling: www.recycle.co.uz/what.html

Air Pollution: www.environment.about.com/msubar.htm

Human Biology: http://kidinfo.com/Health/Human_Body.htm

Health Issues: http://www.kidshealth.org

The Human Heart: http://sln2.fi.edu/biosci/heart.html

Smoking: http://secondhandsmoke:smoke-free.eire.org/secondhand.htm

Allergy and Asthma: http://www.allergyasthma.com/index.html

Human Organ Systems:
http://bart.nortnet.com.au/~amcgann/A%20look%20look%20inside%20the%20human%20body%20%20website/index.html

Bill Nye the Science Guy: http://nylabs.kcts.org/

Discovery Online: http://www.discovery.com/

OISE Science/Technology Group: http://www.oise.utoronto.ca/~science/

Science Teachers Association of Ontario (STAO): http://www.stao.org/hotlinks.htm

Human Resources Canadian Blood Services: http://www.bloodservices.ca

Canadian Cancer Society: http://www.cancer.ca

Canadian Liver Foundation: http://www.liver.ca

Canadian Red Cross: http://www.redcross.ca

Heart and Stroke Foundation of Ontario: http://www.hsf.on.ca

Videotapes

Befriending the Earth: Dream of Earth Sciences Series. Thomas Berry in dialogue with Thomas Clarke. Mystic, Connecticut: Twenty Third Publications, 1990; 13-part series.

Environmental Ethics: Ideas for Classroom Discussion. Durango, Colorado: Group for Telly Productions, 1994.

CBC News for Review: 1996-1998.

The Earth Covenant. Global Education Associates (212) 870-3290.

The Human Body: Organ Systems Working Together (Ward’s Biology Catalogue # 193W5569 VHS, 14 min.); explores the body’s organ systems and how they work together.

The Human Body: Work of the Heart (Ward’s Biology catalogue # 193W0332 VHS, 21 min.); describes the structure and function of the heart and its relationship to the circulatory system. Includes a discussion of heart problems and caring for the heart.

The Human Body: Respiratory System (Ward’s Biology catalogue # 193W0447 VHS, 15 min.); examines how the respiratory system brings O₂ and CO₂ in and out of the body. Includes a description of the organs involved in this.

The Human Body: Digestive system (Ward’s biology catalogue # 193W0435 VHS, 14 min.); defines the key organs of the digestive system and their functions and then traces the path by which food is digested into nutrients and absorbed by the body.

CD-ROMs

A.D.A.M. (Boreal catalogue # 73847-01). CD through which students travel through 97 medically accurate layers of the human body to identify different structures.

Encarta96 Encyclopedia (Microsoft Corporation, 1993-1995); General Reference CD Encyclopedia

The Human Body (Sargent Welch catalogue #WL 6013- 10pk). CD covering human anatomy. Students move step by step through the different body systems.

The Ultimate Human Body 2.0 (Sargent-Welch catalogue # WL6013-11WIN CD). CD of human body with thousands of illustrations and animations on human anatomy. Includes a Body Quiz Challenge Game.

Evaluation of Student Achievement

The primary purpose of assessment and evaluation is to improve student learning.

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: Understanding of Basic Concepts, which may be assessed for Knowledge and Understanding; 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 employed in this course:

·       provide students with continuous feedback.

·       provide diagnostic assessment to identify student strengths, weaknesses, and misconceptions at the beginning of a unit or concept.

·       provide ongoing formative assessment.

·       provide multiple opportunities for achieving the expectations.

·       engage students in real-world tasks (authentic assessment).

·       provide frequent and varied assessment opportunities.

·       link assessment and evaluation to Knowledge, Skills, Communications, and Applications Expectations.

·       link assessment and evaluation to the appropriate Catholic Graduate Expectations.

·       base assessment and evaluation on the categories and levels of the Achievement Chart.

·       emphasize quality over quantity.

·       lead students to accurately self-assess.

·       make assessment and evaluation a positive experience.

·       ensure that criteria and performance standards are clearly stated and made available to students before they engage in assessed learning activities.

·       accommodate students with special needs, providing assessment strategies consistent with their Individual Education Plans.

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 or letter grade. According to the Program Planning and Assessment Policy, 70% of the student’s course grade will be based on the 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. Each of the above components (i.e., the 70% and 30% components) should be evaluated for all four categories of the Achievement Chart, the relative value depending upon the emphasis in the unit as it was taught. Individual activities may be assessed for various components of the Achievement Chart. The final mark may be calculated as follows:

 

General Appendices

Appendix A1

Process Assessment Rubric

 

Appendices 3.6.1 and 3.6.2 adapted from Appendices A1 and A2 of CCC Course Profile Science Grade 9 Applied and Academic.

 

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix A2

Product Assessment Rubric

 

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix A3

Lab Product Assessment Rubric

 

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix A4

Assistance for Students with Specific Needs

Part A:  For Deaf Students

Unit 1 Introduction and Culminating Activity: ScienceQuest Magazine

·       A glossary of terms with examples or pictures must be given to students to clarify expectations, e.g., describe, demonstrate, organize, record, analyse, etc.

·       Communication should be open to whichever form students can use, e.g., sign, written, oral.

·       Students must be given examples and have key aspects of the format of letters, feature articles, cartoons, etc. taught before the final assignment is given. Numerous examples will be required.

·       Extra time should be available to complete these language-based activities.

1.1 Balloon Rocket Feature Article

·       Students should be given the opportunity to use computer programs.

·       Teachers may give alternate assignments that address the content of the feature article, i.e., who, what, where, when, why, etc. but allow presention in a pictorial format with simple captions and a title. A rubric evaluating all aspects of the assignment should be developed.

1.2 Building a Crossword

·       Teachers will need an alternative to replace the bell or whistle such as flick of the lights.

·       Add a column or replace the description with a column for pictures in the chemistry assignment. Some students may need to answer the questions using pictures, e.g., #8 What is happening? In 1.2 .2 the questions could be pictures instead of words.

·       Examples of each step must be given to ensure complete understanding of expectations; this is a “wordy” document for a relatively simple activity.

1.3 Cartoonarama

·       Students may need help with the worksheet to identify specifics. Answers may not necessarily need to be in written English. A variety of cartoons must be available for evaluation.

·       When evaluating, the teacher must be aware of deaf culture which may affect the humor aspect of the cartoon and therefore must be considered in the assessment.

·       The method is very language based. The teacher may need to have the students use a "copycat" format with the teacher demonstrating each step of the way. Use an overhead to relate each of the directions to the actual action demonstrated.

·       Students may need to do this in a class discussion situation to fully understand the example.

1.4 Fat Chance

·       Teachers give an example and form letter outline for letter to the editor. Teachers must give a chance for students to use examples to fill in the chart. Student and teacher must discuss the information on 1.4.2 to ensure the key points are understood and addressed in this assignment.

·       Teachers should give examples of each point as outlined in the appendix. A rubric must be developed that is less language based.

2.2 Magazine Madness

·       Students should have ample opportunity to receive help with editing the language in their work.

2.3 Coffee House

·       Students may need some role playing activities to determine the kind of questions to ask and the way to answer possible questions.

Unit 2: Earth and Science

·       Students may need to review prior knowledge sections, e.g., mind maps and electrical safety. Some of the language in the appendices may need to be explained or rewritten.

·       Students may develop the nature hike with the help of a video camera. This allows students to show the film and present information without moving around and causing difficulty with communication.

Activity 2: What’s the Dirt?

·       The language in the appendix may cause some difficulty; students may need to go through the experiment with teacher guidance. Alternatively the instructions may be given with pictorial references, for example, “invert bottle B into the bottom half of bottle A.”

·       Students may use diagrams to answer questions that require them to “describe.”

Activity 3: Cycles, Chains, and Web of Life

·       Students may need help with 2.2.3, perhaps approaching this exercise as a class game.

·       Additional choices for the Learning Log may include a project format, booklet, etc.

Activity 4: Building your Own Community

·       Appendix 2.4.1 will require teacher direction (explanation and or rewriting of the language).

Activity 5: Field Study

·       The teacher may adjust the evaluation to be less dependent on written English.

·       Teachers should do an example of 2.6.1 with the class before assigning this as an independent exercise.

Activity 6: A ScienceQuest Magazine

·       The teacher must ensure the articles are at a suitable reading level. Present articles as a group lesson in order to insure the students understand and do an example article filling in the group work form before students do this for themselves.

Unit 3: Biology

·       The teacher must ensure that the video is closed captioned and allow students time to take notes.

·       An automatic blood unit that does not require the administrator to listen should be acquired. Where hearing is required for taking blood pressure the student must be paired or partnered with a hearing person.

Activity 3: The Heart and Pulmonary System

·       Appendix 3.3.2 will require teacher direction by addressing small sections at a time, giving glossaries, pictures, etc. to aid understanding.

Activity 4: Blood

·       Appendix 3.4.2, many examples should be done in a group.

Activity 5: Respiration

·       Some of the worksheets require a written description; students may require assistance with the language even though they may understand the concept of the answer.

Activity 6: Breath Easy

·       Students may require assistance with developing the questionnaire and may be given an opportunity to have their written work edited before they add it to their posters.

Activity 7: The Digestive System

·       An alternative assignment may be required to replace a RAP, possibly an ASL dramatic representation or other suitable format.

Activity 8: Exercise and Cardiovascular Health

·       Assistance with blood pressure testing is required.

Activity 9: ScienceQuest Magazine

·       Articles should be at an appropriate reading level. Some changes to the format of the language- based activities may be required, e.g., dot jots with pictures, informative articles, etc.

·       Students will need ample to time and opportunity to have their work edited and to rewrite articles before they become part of the final product.

Part B: For Visually Impaired or Blind Students

General

·       Verbalize the material you are writing on the board or overhead. State instructions and expectations for assigned work clearly.

·       Large print or Braille must be available for the student. Ensure that teaching materials for the student are ready on time for the class being taught.

·       Where overhead notes or diagrams have been prepared in advance for the lesson, ensure that the students receive a copy in large print or Braille prior to the class, so that they may follow along during the instructional time.

·       Give additional time for tests, approximately 1 and 1/2 to 2 times the recommended time allotted for sighted students. Expect high quality work from the student; however, adjust the quantity.

·       Allow for a variety of instruments (e.g., Braille or tape) for the student to receive information and produce results. Encourage use of the computer for the production of homework, assignments etc., as this will be the student’s primary mode of written communication with sighted individuals.

·       Orientation around the classroom and laboratory in reference to the doorway, the student’s and teacher’s desks, or other key reference points should occur.

·       Classroom lighting is a necessary consideration for many students with low vision. Light from windows, overhead lighting, and/or glare on the board, may affect visual functioning. Student desk location will vary depending on eye condition, peripheral vision, and visual acuity.

·       Where alternate activities need to replace visual activities, consider changing the activity for all or half of the class. This will decrease segregation of the student while providing additional learning opportunities for the remainder of the class. If at all possible, use a non-visual experiment that will teach to the same expectation.

·       Ensure that students have access to demonstrations at the front of the classroom, by examining the apparatus before class or having a second demonstration set up at the student’s desk. Include both tactile diagrams and more concrete three-dimensional models if necessary. Models may be prepared in advance out of plasticine, pipe cleaners, styrofoam balls, etc.

·       Recording or receiving data in tabular form is a spatial activity that often requires new skills. The student should be taught to space headings of columns so that they can accommodate results to follow. Separation of rows or columns in Braille can be accomplished by repetition of dots, e.g., dots 2,5 for a horizontal line. The student should be encouraged to learn and use computer software in the production of tables.

 

In the science lab

·       The student should be responsible for the handling of equipment, including apparatus setup and clean up, and be actively involved in the performance of all aspects of the activity.

·       Have the student work with a partner for all labs. The partner will verbally describe all observations clearly. The student could use descriptive language to express understanding of material when drawing diagrams is required. Emphasize the need for the student and partner to be aware of the location of equipment on work surfaces, including identification of when a substance is moved, to avoid accidents. The partner can read values such as mass or temperature as read from scales.

·       Bunsen burners should be lit with a flint lighter and never a match. Teach the student to listen for the sound of a lit burner.

·       Encourage use of several senses by all students when making observations in the lab.

·       Students with no colour vision may find labs based on colour change frustrating. Attempt to describe the differences in shades or colours using various methods that the student may relate to, including varying textures, the music scale, or temperature differences.

·       Hazardous liquids can be transferred safely using pipettes and pipette bulbs (if available).

For low vision students

·       Provide high contrast on the work area surface using coloured paper.

·       Mark the divisions of graduated cylinders, beakers, etc. with a thick black-lined marker or dark nail polish if the student gathers information tactually. Always encourage contrast for reading values by placing appropriate paper behind the substance level to be read.

·       Record liquid level changes (for example during gas collection in an inverted test-tube) using removable “sticky wicks” (wax covered string) available at craft stores.

·       Mark divisions on rulers with dark lines.

For students who are blind

·       Use a styrofoam floater in a graduated cylinder. Attach a cardboard strip to the top, with graduations marked with small slits in the paper so that student may read divisions above the top of the cylinder.

·       Use a scalpel to cut divisions in the plunger portion of a plastic syringe. The student can read these tactually as they remove or add the substance to the container. Mark divisions on rulers with nail polish or fabric paint.

·       Create containment areas for supporting beakers out of a shoebox lid, craft foam (holes cut in it to the size of the beaker), etc.

·       Consider using insulated gloves as opposed to tongs when handling hot glass containers. Specific equipment designed for students who are blind or have low vision can be purchased through SAVI – Science Activities for the Visually Impaired. Equipment is relatively expensive and this is an American Company. The thermometers are of value as they can be read tactually, however should be used for a non-quantitative lab due to inaccuracies. (SAVI: Center for Multisensory Learning, University of California, Berkeley, CA 94720 (415) 642-8941)

Diagrams

·       Large print or tactile diagrams should have clearly defined lines with an easy to understand labeling system, either direct labels or a legend. Different textures should be used in fashion that does not distract or clutter the diagram. Hot glue guns, fabric paints, and tracing wheels (used in sewing) are quick ways of preparing outlines for diagrams.

For each unit of the course

Unit 1 – Introduction and Culminating Activity

·       Spatial difficulties may arise with planning a crossword puzzle in large print or Braille. Outline the mechanics of the puzzle in detail, by hands-on instruction with a template prior to the activity.

·       Identify the magnification of, and orientation changes to, the letter “e” under the microscope, by using a wax strip or plasticine formed in the proper shape and orientation.

·       Provide an alternate activity to cartoon drawing such as the construction of an advertisement for a science product.  Students should identify similar features such as symbols, emotions, etc. Assign half of the class to this activity.

Unit 2 - Earth and Space Science

·       Large print and tactile maps or climatograms will need advance preparation. Ensure these are not cluttered, with very defined, simple symbols and defined lines and curves. The student will need to be taught in advance how to read the information, first with an overview of the structure followed by a more detailed examination. Allow time for this in advance of the lesson.

·       The student can prepare a bar or line graph using dark-lined grid paper or tactile graph paper (available through CNIB). If a tactile graph is created by student, they may use pre-cut shapes to stick onto squares, crayon to identify co-ordinates, plasticine, stickers, “wicky sticks,” etc. A more permanent copy may be constructed for notes using a hot glue gun.

·       Cloudy, hazy, foggy, etc. are all visual words for a student who is blind. Ensure understanding of these concepts.

·       pH can be identified by the student using a tactile scale. A scale is prepared in divisions of two (therefore 7 sections), of varying grades of sandpaper. Prepare and fasten equal sizes of sandpaper strips onto construction paper, in a continuum of texture from low to high grades. Each strip covering two pH levels will have a corresponding piece of sandpaper cut for it, with the pH written on the back. The student’s partner will do the initial pH reading using litmus paper. If a pH of 6 is determined, the student will locate the piece of sandpaper with 4-6 on the back and pass this to the student who is blind. The student will then tactually identify on the tactile scale which pH has been identified.

·       Identify level changes in gas collection using strips of wax or “wicky sticks”.

Unit 3:  Biology

·       If blood typing is demonstrated, show coagulation by mixing milk and vinegar. The student will be able to feel the similar visual result.

Heart Dissection

·       Have the student thoroughly examine the specimen before the dissection begins, and check for their comprehension of orientation which should be maintained throughout the activity.

·       A teacher or a student lab partner should do initial incisions made with a scalpel. Subsequent cuts of the skin or other tissues may be carried out by the student using blunt tip scissors. Guidance may be necessary. Remind the student to be careful where their other hand is placed.

·       Before removing any tissues, have the student examine where they are located within the specimen. Have the student also locate and name other regions that they have recently learned, to reinforce the positioning of parts in the heart. After removing an organ, orient it in the student’s hands as it was explored inside the animal’s body. From here they can probe further.

·       Prepare three-dimensional models of what has been discovered in this lab, so that the student has something permanent to study from for testing. If this is the prepared study aid, the student should also be assessed using this tool.

Microscope Work

·       The student should understand the significance of the microscope; that it is a tool used extensively in a science laboratory for research and diagnosis. Parts of the microscope should be taught, identifying the function of each.

·       Use models and tactile diagrams to depict the shape of the specimen. Use descriptive written work for assessing the student’s knowledge of the visual specimen, or quiz them on the significant parts of the tactile diagram.

·       Teach the student about the magnification power of a microscope by using comparative ratios of items they are familiar with. For example, have the student feel the width of a piece of hair, and then a string or piece of wool. Have the student feel a grain of sand, and then a bead or stone. Explain that this is the difference between an object seen with the naked eye and one seen under the microscope.

·       Diffusion can be demonstrated using room deodorizer at the front of the classroom, and/or using a shoe box lid divided into two with a strip of cardboard with small holes cut into the bottom of it. Fill one side with small beads and shake. The student will tactually identify the movement in response to a concentration gradient.

Appendix A5

Sacramentality, Stewardship, and Social Responsibility
Student Resource Document

 

Do we as Catholics have a special responsibility toward our neighbours and the environment?

Our Church, through Scripture, tradition, and official teachings, answers this question with a resounding YES!

Scripture (the Bible) informs us that God made all of Creation. This is why we refer to God as Creator and to living organisms as creatures. All of life is, therefore, a sign of both the greatness and nearness of the Creator. In this sense, we can say that all of creation is sacramental (a sign that points toward the reality of the Creator).

In the second story of creation (Gen 2:15), God gives all persons the responsibility of being stewards (caretakers) of creation. As stewards, we are called to reflect (think about) on the ways in which our lifestyles affect the environment. Do we try to reduce the quality of waste materials we generate? Do we use recyclable materials? Do we respect all of God’s creatures?

In addition to the responsibilities that we have to all of creation, we have a special responsibility toward all human persons. In Gen 1:27, we read that man and woman were created in the image of God. Gen 2:7 states that the spirit of the Creator was blown into the human person.

Our Church teaches that we were made to live in relationship with God and each other. We are also taught that our relationships are lived out through love. Jesus taught us a special type of love called agape. This type of love is concerned with health and welfare of our neighbours (the common good).

Since we were designed to live in relationships, we are social beings. As such, we live in communities (Society). In each of our communities and in the global community we have a responsibility to make sure that everyone has their basic needs met (shelter, food, drinking water, employment, and good health).

We, as Catholic members of a democratic society, have a responsibility to ensure that our government works on behalf of the poorest members of our society (the common good). Every time our government passes a new law we should ask ourselves: How will this affect the health or welfare of the poorest or weakest members of our society?

Appendix A6

Job Ad Guide

 

A good job ad has several important components:

Job Title

This is one of the most important sections of your ad. Why? The title is one of the first things a job seeker will see.

Job Description

Provide a description of the position including:

·       Describe the responsibilities of the position.

·       Describe the general scope of work.

·       Explain whether the job involves teamwork, independent work, or both.

Requirements and Qualifications

·       Outline the skills required for this position. Differentiate between the actual required qualifications and the “it would be nice if you had these” skills.

·       List requirements and the desired or minimum number years of experience.

Work experience.

·       Education or certifications needed.

·       Skills (Examples: time management, organization skills, leadership, communications skills, willingness to travel, etc.)

How To Apply

A job ad is not a job ad without this section. In this section, explain how an interested person applies for the position. Include:

·       E-mail

·       Fax Number

·       Phone Number

·       Mailing Address

·       Web site

 

 

Appendix A7

Job Ad Checklist

 

 

Coded Expectations, Locally Developed Science, Grade 10

Biology: Human Body Systems

Overall Expectations

BYV.01

–   demonstrate an understanding of the human circulatory system and its interactions with other related systems;

BYV.02

–   analyse, with the aid of laboratory procedures, the structural and functional components of the circulatory system and related systems;

BYV.03

–   demonstrate an understanding of the connections between health, prevention, and treatment, and their personal and social implications.

Specific Expectations

Understanding Basic Concepts

BY1.01

–   describe the structure and function of the circulatory system (e.g., heart, veins, arteries, capillaries);

BY1.02

–   identify the components of blood and their related functions (e.g., red blood cells (oxygen and nutrients), white blood cells (infection), plasma, and platelets (repair));

BY1.03

–   describe the structure and function of the lungs (e.g., air sacs, capillary beds, and gas exchange);

BY1.04

–   describe the structure and function of the digestive system (e.g., small intestine, villi, digestion and absorption of carbohydrates).

Developing Skills of Inquiry and Communication

BY2.01A

–   demonstrate knowledge of safety procedures when using materials, tools, and equipment to carry out investigations in the laboratory or in the field;

BY2.01B

–   formulate scientific questions about the human organ systems;

BY2.01C

–   demonstrate the skills required to conduct an inquiry into issues related to the human organ systems, using instruments, tools, and apparatus safely, accurately, and effectively;

BY2.01D

–   select information from various sources to answer the questions formulated;

BY2.01E

–   organize, record, and analyse the information gathered (e.g., charts, tables, graphs);

BY 2.01F

–   communicate scientific ideas, procedures, results, and conclusions using appropriate language and formats (e.g., sharing in small groups, demonstrations, structured laboratory reports);

BY2.02

–   use a microscope to make scientific observations of the various components of blood;

BY2.03

–   conduct an investigation related to the function of the circulatory system (e.g., demonstrate changes in the amount of carbon dioxide in exhaled air before and after exercise);

BY2.04

–   conduct an investigation related to the impact of environmental factors on respiratory health (e.g., smoking, allergies, asbestos, etc).

Relating Science to Technology, Society, and the Environment

BY3.01

–   evaluate, from the perspective of human dignity, the effects of lifestyle on the health of the cardiovascular system;

BY3.02

–   identify and describe careers related to the circulatory system (e.g., blood lab technician, aerobics trainer, etc.);

BY3.03

–   investigate workplace-related respiratory diseases. (e.g., asbestosis, emphysema, asthma, lung cancer, etc.).

Earth and Space Science: Around the Environment

Overall Expectations

ESV.01

–   demonstrate an understanding of the living and non-living factors affecting the environment;

ESV.02

–   investigate the relationships among the living and non-living components in the environment;

ESV.03

–   describe and explain the effects of new technologies on the environment.

Specific Expectations

Understanding the Basic Concepts

ES1.01

–   identify and describe the principal characteristics of the hydrosphere and the four regions of the atmosphere;

ES1.02

–   recognize that ecosystems are made of living and non-living parts that interact with one another;

ES1.03

–   identify and explain the role of producers, consumers, and decomposers in food chains;

ES1.04

–   describe and illustrate the factors affecting heat transfer within the water cycle; (solar energy, evaporation, condensation, transpiration, water table, precipitation);

ES1.05

–   describe the cycling of carbon and oxygen (e.g., photosynthesis, cellular respiration, carbon sedimentation, combustion);

ES1.06

–   identify the relationship between available resources and population size (e.g., clear-cutting rainforests and erosion, fertilizer use in farming, and how these affect population size);

ES1.07

–   identify the major biomes in Canada and describe the climatic factors that contribute to their characteristics (e.g., precipitation, wind patterns, temperature ranges, relative humidity ranges).

Developing Skills of Inquiry and Communication

ES2.01A

–   demonstrate knowledge of safety procedures when carrying out investigations in the laboratory or in the field, and when using materials, tools and equipment to measure quantities related to the environment (e.g., quadrats, soil auger, sling psychrometer, thermometer, barometer, hygrometer, anemometer);

ES2.01B

–   formulate scientific questions about the environment (e.g., how does industrial pollution affect the water supply? How does the number of prey in an area affect the number of predators in the same area? How do prevailing wind patterns affect the dispersion of air pollution);

ES2.01C

–   demonstrate the skills required to conduct an inquiry into issues related to the environment, using instruments, tools, and apparatus safely, accurately, and effectively;

ES2.01D

–   select information from various sources to answer the questions formulated;

ES2.01E

–   organize, record, and analyse the information gathered (e.g., charts, tables, graphs);

ES2.01F

–   communicate scientific ideas, procedures, results, and conclusions using appropriate language, vocabulary, and formats (e.g., sharing in small groups; demonstrations; structured laboratory reports);

ES2.02

–   compile data gathered through investigations in order to record and present results using charts, tables, labelled graphs, and scatter plots produce by hand or with a computer.

Relating Science to Technology, Society, and the Environment

ES3.01

–   apply the concept of stewardship to the use of a technology that impacts on the environment (e.g., recycling/juice boxes, automobiles/acid rain, composting/land fill, etc.);

ES3.02

–   describe some of the technologies used in cleaning up the environment (e.g., electrostatic air cleaners, water purifiers, smokestack scrubbers, catalytic converters etc);

ES3.03

–   identify and describe careers related to the field of environmental science (e.g., waste disposal technician, parks ranger, gardener, air quality control technicians, meteorologist etc.).

Physics: Motion

Overall Expectations

PHV.01

–   describe the properties of different types of motion;

PHV.02

–   investigate, through measurement, the quantities involved in motion;

PHV.03

–   explain how motion is involved in everyday events.

Specific Expectations

Understanding the Basic Concepts

PH1.01

–   describe motion in terms of the change in position of an object (consider the distance travelled, time taken);

PH1.02

–   calculate the speed of a motion as the distance travelled divided by the time taken;

PH1.03

–   draw position-time graphs for constant motion (uniform motion) and determine the distance travelled and the time taken from these graphs;

PH1.04

–   recognize that the speed of an object is represented by the slope of a position-time graph;

PH1.05

–   recognize that if speed increases, the motion is accelerated;

PH1.06

–   draw speed-time graphs for uniformly (constantly) changing motion and determine the change in speed and the time taken from these graphs;

PH1.07

–   recognize that the acceleration of an object travelling in a straight line is represented by the slope of a speed-time graph.

Developing Skills of Inquiry and Communication

Through investigations and applications of basic concepts:

PH2.01A

–   demonstrate knowledge of safety procedures when carrying out investigations in the laboratory or in the field, and when using materials, tools, and equipment to measure motion;

PH2.01B

–   formulate scientific questions about motion (e.g., How is the stopping distance of a vehicle related to its starting speed? How does the acceleration of a vehicle depend upon its mass?);

PH2.01C

–   demonstrate the skills required to conduct an inquiry into motion using instruments, tools, and apparatus safely, accurately, and effectively (e.g., using recording timers, air tracks, spark timers, range finders or motion sensors);

PH2.01D

–   select information from various sources (e.g., print, radio, television, Internet, etc.) to answer the questions formulated;

PH2.01E

–   organize, record, and analyse the information gathered (e.g., charts, tables, graphs);

PH2.01F

–   communicate scientific ideas, procedures, results, and conclusions using appropriate language, vocabulary, and formats (e.g., sharing in small groups; demonstrations; structured laboratory reports).

Relating Science to Technology, Society, and the Environment

PH3.01

–   apply our Catholic understanding of the value of human life and stewardship in assessing the advantages and disadvantages of different methods of transportation;

PH3.02

–   describe examples of Canadian contributions to the science and technology of motion (e.g., canoes, snow vehicles, hydrofoils, etc.);

PH3.03

–   describe careers in science and technology that are related to a knowledge of motion, and identify the knowledge and skill requirements of such careers (e.g., driving instructor, accident reconstruction technician, police officer).

Chemistry: Chemical Reactions and their Practical Applications

Overall Expectations

CHV.01

–   demonstrate an understanding of chemical reactions;

CHV.02

–   investigate reactions of different types of everyday chemicals;

CHV.03

–   demonstrate an understanding of the use of chemical reactions in everyday life.

Specific Expectations

Understanding Basic Concepts

CH1.01

–   recognize the relationships among chemical formulae, composition, and names (e.g., H₂, NH₃, H₂SO₄, CO₂);

CH1.02

–   demonstrate an understanding of the difference between chemical and physical changes;

CH1.03

–   recognize the characteristics of simple chemical reactions (e.g., synthesis, decomposition, burning);

CH1.04

–   identify the factors that can affect the rate of a chemical reaction (e.g., temperature, surface area, concentration of chemicals, catalysts);

CH1.05

–   demonstrate an understanding of chemical reactions by using word equations;

CH1.06

–   state the properties of acids and bases and identify some common acids and bases by their common names and chemical formulae (e.g., sulphuric acid, hydrochloric acid, citric acid, sodium hydroxide, calcium hydroxide);

CH1.07

–   classify some common household materials as acids or bases;

CH1.08

–   recognize the pH scale and its relationship to acids and bases.

Developing Skills of Inquiry and Communication

CH2.01A

–   demonstrate knowledge of WHMIS safety procedures when carrying out investigation in the laboratory or in the field and using materials, tools, and equipment safely;

CH2.01B

–   formulate scientific questions about chemical processes;

CH2.01C

–   demonstrate the skills required to conduct an inquiry into chemical processes using instruments, tools, and apparatus safely, accurately, and effectively;

CH2.01D

–   select information from various sources to answer the questions formulated;

CH2.01E

–   organize, record, and analyse the information gathered (e.g., charts, tables, graphs);

CH 2.01F

–   communicate scientific ideas, procedures, results, and conclusions using appropriate language, vocabulary, and formats (e.g., sharing in small groups; demonstrations; structured laboratory reports);

CH2.02

–   investigate, by laboratory experiment or classroom demonstration, factors that can affect the rate at which chemical reactions occur (e.g., temperature, enzymes, catalysts);

CH2.03

–   investigate, by laboratory experiment, a practical neutralization reaction (e.g., antacid neutralization of HCl(aq) solution, acid rain neutralization with limestone, etc.);

CH2.04

–   investigate, by laboratory experiment, a variety of chemical reactions (e.g., Zn(s) + 2HCl(aq) = ZnCl₂(aq) + H₂(g) (using splint test), add Ca(s) to water);

Relating Science to Technology, Society, and the Environment

CH3.01

–   identify the uses of acids, bases, and salts in the workplace or home environment by researching labels on common household products (e.g., pop, glass cleaner, bleach, etc.);

CH3.02

–   describe activities in the workplace and household where knowledge of chemicals can prevent hazardous situations (e.g., volatile solvents and fire, carbon monoxide poisoning and combustion, chloroflourocarbons and the ozone layer, practical uses of dynamite);

CH3.03

–   identify careers where a knowledge of chemical reactions is important (e.g., printing press technician, welding technician, chef, hairdressing etc.);

CH3.04

–   relate the concept of the common good to the disposal of hazardous chemicals.

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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