Course Profile Science, Locally Developed, Grade 10, Catholic

Unit 1: Introduction and Culminating Activity: ScienceQuest Magazine

Time: 13 hours

Activity 1.1 | Activity 1.2 | Activity 1.3 | Activity 1.4 |

Activity 2.1 | Activity 2.2 | Activity 2.3

Unit Description

This unit begins with an introduction to both laboratory and classroom routines by having students engage in a series of interesting 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.

Activity Titles (Time + Sequence)

Activity 1.1	Balloon Rocket Feature Article (Physics Strand)	2.0 hours
Activity 1.2	Building a Crossword (Chemistry Strand)	2.0 hours
Activity 1.3	Cartoonarama (Earth and Space Science Strand)	2.0 hours
Activity 1.4	Fat Chance (Letter to the Editor) (Biology Strand)	2.0 hours
Activity 2.1	Revising and Editing	1.5 hours
Activity 2.2	Magazine Madness (Getting It All Together)	2.5 hours
Activity 2.3	Coffee House	1.0 hour

Prior Knowledge Required

· An understanding of the Catholic Church’s teachings on: sacramentality, the common good, stewardship, and moral decision-making is required, in order to evaluate the ethical dimensions of the issues and solutions generated in this unit. These topics have been covered in the Religious Education program of Grades 7, 8, 9, and 10, as well as in the Grade 9 Catholic Science Course Profiles. Refer to the student handouts and teacher resource papers given in the appendices of this document as well as in the Grade 9 Science profiles (Academic and Applied).

· A number of key scientific concepts will have been covered in the primary, junior, and intermediate divisions. These include the following:

Grade	Concept(s)
6	- comparison of transportation methods - evaluation of the impact of the uses of electricity on the environment
7	- effects of human activities and technological innovations on the environment - environmental impact of human-made solutions - effects of heat and its applications on the environment
8	- the needs and functions of various cells and organs in relationship to the needs of the human body as a whole - food webs/chains - interactions of plants, animals, and the environment-human activity and technological impact on the environment - use of resources - impact of climate and weather
9	- impact of reproductive technology on food production - cell division - technologies associated with refinement and recycling - others according to locally designed activities in the Chemistry and Physics strands

In addition, the following skills are important:

· the ethical use of information technology and community resources for research purposes;

· an ability to work collaboratively within a group;

· a clear understanding of the inquiry process;

· some prior understanding of how to:

· write a feature article;

· draw a cartoon;

· write a letter to the editor;

· construct a crossword puzzle;

· compose a job ad;

· the use of a computer software package for a newspaper layout (optional).

Unit Planning Notes

This course is divided into five units. In Units 2, 3, 4, and 5, students engage in learning activities related to the four science curriculum strands. Unit 1, however, plays a special and important role in the course. Its 13 hours are divided into two parts. The first part, composed of four consecutive two-hour segments, takes place at the beginning of the course; the last part, composed of five consecutive hours, takes place at the end of the course (see Tables 1 and 3 below).

During the first part, students engage in four distinct activities that allow them to practise the production of four distinct components of a magazine, namely, a feature article, a cartoon, a crossword puzzle, and a letter to the editor (see Table 1 below).

Table 1: Unit 1 Activities (first 8 hours of the course)

Period	Activity	Magazine Component	Topic	Related Strand	Related Unit
First two hours	1.1	Feature Article	Balloon Rocket	Physics	4
Second two hours	1.2	Cross-word Puzzle	Chemistry Lab Equipment	Chemistry	3
Third two hours	1.3	Cartoon	Air Pressure	Earth and Space Science	5
Fourth two hours	1.4	Letter to the Editor	Junk foods and your Health	Biology	2

The products of the activities described in Table 1 above are for practice. In Units 2, 3, 4, and 5, students will engage in activities where they create a similar set of products that will be compiled into a magazine called ScienceQuest.

Table 2: Activities Producing Magazine Components (Done during Units 2, 3, 4, and 5, not Unit 1)

Unit	Strand	Activity	Expectations to be Assessed	Developmental Stage
2	Earth & Space Science	6 4	ES3.01, ES3.03	Included in this profile
3	Biology	4 9	BY3.02, BY3.01	Included in this profile
4	Chemistry	Locally Determined	CH3.04	Locally Developed
5	Physics	Locally Determined	PH3.01	Locally Developed

The magazine pieces that students produce during Units 2, 3, 4, and 5, as outlined in Table 2, are compiled into ScienceQuest magazine near the end of the course (see Table 3 below).

Table 3: Unit Activities during the Last Three Sessions of the Course

Time Allotment	Activity	Activity Description
1.5 hours	2.1	Revising and Editing Magazine Components
2.5 hours	2.2	Compiling the Magazine Components
1.0 hour	2.3	Magazine Café

Teaching/Learning Strategies

· teacher-led lessons (whole class)

· teacher-directed and student-directed lab activities (group)

· small group co-operative learning activities (group)

· brainstorming (group)

· research (individual)

· portfolio submissions (individual)

· selecting and integrating information (individual or group)

· data, information, and issues analysis (individual or group)

· teacher/student conferencing (individual or group)

· posting, displaying, and presenting products (individual or group)

· designing and producing magazine components (individual and group)

· teacher-led tutoring/coaching (individual or group)

· peer-coaching (individual or group)

Assessment and Evaluation

Students begin magazine production in Activities 1.1 to 1.4 (which take place at the beginning of the course). This provides them with opportunities to apply and demonstrate prior knowledge and to practise the development of the various components that they will eventually include in the final magazine product. Through the course of Units 2, 3, 4, and 5, students will generate the actual pieces of the magazine on an individual basis (with the collaborative support of peers and teacher). Students complete the magazine near the end of the course in Activities 2.1, 2.2, and 2.3 (assessed as part of this unit).

At this time, students will assemble the individual pieces into a complete magazine called “ScienceQuest” and present it to their teacher and peers for assessment. Formative assessment is continuous and occurs throughout the course. Summative evaluation takes place at the end of ScienceQuest Activities in Units 2, 3, 4, and 5, where the individual pieces of the magazine are produced (near the end of those units), and in Activity 2.3 of this unit, where the final magazine is produced. The value of the culminating activity (ScienceQuest Magazine) is 20% of the course mark. This mark is divided as follows:

· Inquiry skills are evaluated in activities 1.1 to 1.4, and 2.1 to 2.3 of this unit (and also in the respective ScienceQuest activities in Units 2, 3, 4, and 5)…(10% value, total).

· Product is evaluated in the respective ScienceQuest Magazine activities in Units 2, 3, 4, and 5 (where students individually produce the six pieces of the magazine (namely, a letter to the editor, a cartoon, a crossword puzzle, a feature article, and two job ads); and partly in Activities 2.1, 2.2, and 2.3 of this unit (where students produce the compiled magazine)….(10% value, total). Note: Additional components will be added to the magazine from activities in the Chemistry and Physics strands. These will be developed locally.

There will be a summative (mixed paper and pencil/performance activity) examination worth 10% of the course mark, which when taken together with the two 10% components described above, yields the 30% final assessment mark for the course as whole.

Activity	Expectations	Category	Task	Tool	Type of Assessment
					D	F	S
1.1	PH1.01 PH2.01A PH2.01C PH2.01E PH2.01F	K, I/C I/C I/C I/C I/C	Feature Article	Rubric		X X X X X
	CGE2a ,b, 3c, 4b, f, 5a	L	Feature Article	Anecdotal		X
1.2	CH2.01A CH2.01C	I I	Investigation	Peer Checklist/Teacher Observations		X
	CH2.01F	C	Crossword Clues	Teacher Comment		X
	CGE4c, 5a	L	Investigation	Checklist		X
1.3	ES2.01A ES2.01F	I/C I/C	Cartoon-drawing Cartoon-drawing	Rating Scale Rating Scale		X X
	CGE1d; 2e; 3c, d; 5a; 7b, d	L	Blastoff Activity	anecdotal		X
1.4	BY2.01F BY3.02	I MC	Letter to the Editor	Rubric		X X
	CGE1d; 2e; 3c, d; 5a; 7b, d	L	Letter to the Editor	Checklist		X
2.2	ES2.01F BY2.01F CH2.01F PH2.01F ES3.01 BY3.01 CH3.04 PH3.01	I I I I MC MC MC MC	Magazine	Rubric			X X X X X X X X
	CGE1d; 3b, d, f; 5a, f; 7b, d, i, j.	L	Magazine	Checklist		X
2.3	ES2.01F BY2.01F CH2.01F PH2.01F ES3.01 BY3.02 CH3.04 PH3.01	I I I I MC MC MC MC	Magazine	Optional Peer Assessment Sheet		X X X X X X X X

I = Inquiry C = Communication D = Diagnostic I/C = Inquiry/Communication

F = Formative MC = Making Connections S = Summative

L = CGE Learning Skills (note: CGE assessments will not be incorporated into the final course evaluation)

Resources

Print

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

Heart C. Everything You Ever Wanted To Know About Cartooning But were Afraid To Draw. New York: Warson-Guptill Publications. ISBN 0-8230-2359

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

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.

Plumb, D., R. Ritter, et al. Nelson Science 9. Scarborough, ON: Nelson Thompson Learning, 1999.
ISBN 0176120327

Ritter, R., D. Plumb, et al. Nelson Science 9. Scarborough, ON: Nelson Thompson Learning, 1995.
ISBN0176047255

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: Matter and Energy. (Globe Books) Prentice-Hall, 1992. ISBN 0-835-90278-1

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

Internet

Puzzles: http://www.puzzlemaker.school.discovery.com

General Information: http://www.askjeeves.howto’s&tutorials.com

Cartoons: http://www.timwit.com

Cartoons: http://www.cartooncorner.com

How To: Write a Letter to the Editor: http://www.mucc.org/legislation/editor.html

Bread for the World: http://bread.org/howtohelp/activist/LTE.html

How To Write A Letter To The Editor: http://thearc.org/ga.letr2ed.html

Hydrogenated Oils - The Silent Killers: http://www.dldewey.com/columns/hydroil.htm

Activity 1.1: Balloon Rocket Feature Article

Time: 2 hours

Description

In this activity, students are introduced to the Feature Article as one of the components of a newspaper or magazine. They engage in an exciting hands-on activity related to the concept of motion (Unit 5) and practise their communication skills by writing a short feature article on the activity. This exercise serves as practice for the eventual production of a feature article for their magazine portfolio.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE 2a - listens actively and critically to understand and learn in light of gospel values;

CGE 2b - reads, understands, and uses written materials effectively;

CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE 4b - demonstrates flexibility and adaptability;

CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE5a - works effectively as an interdependent team member.

Strand(s): Physics

Overall Expectations

PHV.01 - describe the properties of different types of motion.

Specific Expectations

PH1.01 - describe motion in terms of the change in position of an object (consider the distance travelled, time taken);

PH2.01A - demonstrate knowledge of safety procedures when carrying out investigations in the laboratory or in the field and using materials, tools and equipment to measure motion;

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);

PH2.01E - organize, record, and analyse the information gathered (e.g., charts, tables, graphs);

PH2.01F - communicate scientific ideas, procedures, results, and conclusions using appropriate language and formats (e.g., sharing in small groups; demonstrations; structured laboratory reports).

Planning Notes

· Prepare one copy of Appendices 1.1.1, 1.1.2, 1.1.3, and 1.1.4 for each student.

· This activity is best carried out in a large open space such as a gymnasium, a cafeteria, the school’s hallways, or the science classroom with desks moved to the perimeter. Fixtures such as student desks (legs) will be required as attachment sites for the string (“rocket guidance system”).

· Prepare an example of the rocket guidance system as a demonstration (see Appendix 1.1.3 for instructions).

· The teacher needs to be aware of students with special needs prior to structuring the groups.

· Check for latex allergies.

Materials required:

· three balloons per group (cylindrical “airship” balloons work best)

· adhesive tape (masking tape works well)

· drinking straws (one per group)

· 6-8 metres of string per group - non-stretchable, avoid transparent nylon fishing line (opaque “fly fishing” line works well)

· brightly coloured marking pen

· metre sticks (one per group).

Prior Knowledge Required

· use of metric instruments for measuring length

· use of a computer software package for formatting the newspaper (optional).

Teaching/Learning Strategies

1. The teacher conducts a science safety lesson where the proper use of safety equipment and procedures are clearly demonstrated.

2. Students are assessed on their knowledge of lab safety matters by a short quiz or other assessment strategy.

3. The teacher distributes the Balloon Rocket Activity Outline (Appendix 1.1.2) and Feature Article Assessment Rubric (Appendix 1.1.3).

4. The teacher conducts a whole group discussion regarding the purpose of the activity; the equipment set-up (demonstration); any safety concerns; and the form of assessment to be used (N.B. The rubric and associated anecdotal teacher comments are used for formative assessment only. This activity is not evaluated.)

5. The teacher divides the class into pairs. Each pair of students works as a team.

6. Students are introduced to the essential elements of a good feature article in a magazine or newspaper by reviewing the Feature Article Guide and a Sample Feature Article (Appendix 1.1.1).

7. Students complete the activity, then begin to write the Feature Article according to instructions on the Balloon Rocket Activity Outline (Appendix 1.1.2).

8. Each student submits a Feature Article based on his/her own experiences to the teacher for assessment.

Assessment/Evaluation Techniques

Activity	Expectations	Category	Task	Tool	Type of Assessment
					D	F	S
1.1	PH1.01 PH2.01A PH2.01C PH2.01E PH2.01F	K, I/C I/C I/C I/C I/C	Feature Article	Rubric		X X X X X
	CGE2a, b, 3c, 4b, f, 5a	L	Feature Article	Anecdotal		X

K = Knowledge I/C = Inquiry and Communication I = Inquiry MC = Making Connections

L = CGE Learning Skills (not incorporated into final course evaluation)

Accommodations

· This activity requires the use of fine and gross motor skills, as well as writing skills. The groups should be structured to allow a complementary balance of skill levels (students stronger in one skill area can assist a student who is weaker in that area).

· For students requiring enrichment, the activity could be extended to meet their needs. These students should conference with the teacher and note the conditions of the enrichment on the group work form. Such students could take a more quantitative approach to the Balloon Rocket activity. They could determine the relationship between the volume of air in the balloon and the total distance travelled and graph the outcome, for example. They could also develop their own problem, design their own experiment, and carry out a unique investigation.

· See General Appendix A4 for further accommodations.

Resources

Print

Ritter, B., et al. Nelson Science 9. Scarborough, ON: Nelson Thompson Learning, 1995.
ISBN 0176047255

Appendices

Appendix 1.1.1 – Balloon Rocket Activity Outline

Appendix 1.1.2 – Feature Article Guide

Appendix 1.1.3 – Sample Feature Article

Appendix 1.1.4 – Feature Article Assessment Rubric

Appendix 1.1.1

Balloon Rocket Activity Outline

Purpose of the Activity: In this activity, you and your partner will launch balloon rockets along a string “guidance system” and by changing the amount of air in the balloon, attempt to have the balloon rocket come to a stop at a particular point along the string.

Materials Required

· 3 balloons

· 6-8 m of string

· 1 drinking straw

· 1 metre stick or tape measure

· adhesive tape

Procedure

1. Thread a long piece of string through a drinking straw so that the straw can slide along the string freely.

2. Tie one end of the string onto the leg of a student desk that is placed along one wall of the room and tie the other end of the string onto a desk at the opposite end of the room (if there are no desks, you may use doorknobs, or other door handles). Make sure that the string is taut; if not, move the desks apart until there is no sagging. The straw should slide easily over the string. This is the balloon rocket guidance system.

3. Using a marking pen that is a different colour than the string, place a mark on the string somewhere between the ends. You may choose a location near the middle.

4. Blow up a balloon to a size that you think will cause it to fly from one end of the string to the mark you placed on the string. DO NOT TIE THE OPEN END OF THE BALLOON! HOLD IT CLOSED WITH YOUR FINGERS. Using the metre stick, measure the length of the balloon. Make sure you measure only the length of the blown up part of the balloon. It’s best to place the metre stick on a desk and bring the balloon to the stick. Record the length in the “balloon length” box for trial #1 on the chart.

Appendix 1.1.1 (Continued)

5. [This part should be done by the partner not holding the balloon.] Pull the straw along the string until it is at one of the ends. Using a long piece of adhesive tape, carefully attach the balloon to the bottom of the straw. Carefully pull the balloon/straw combination to the end of the string and let go. (See Diagram 1.1.3.)

6. Using the metre stick, measure the distance between the balloon and the mark you placed on the string (use the front of the straw to measure this distance. Record this as the “Distance from Mark” in trial #1 on the chart below.

7. Remove the balloon from the straw.

8. Using new balloons, repeat steps 4 to 7 two more times, each time adjusting the volume of air in the balloon. Remember, your goal is to have the balloon stop on the mark. If the straw covers the mark, consider your flight a success. In this case, enter zero as the distance from the mark. Record your measurements in the chart below.

The Balloon Rocket Activity
	Balloon Length (cm)	Distance from Mark (cm)
Trial #1
Trial #2
Trial #3

Appendix 1.1.2

Feature Article Guide

After completing the Balloon Rocket Activity, take a step back and picture yourself as a reporter working for a magazine. Your job is to write a Feature Article that describes your experiences to others.

Your magazine article should answer the following questions:

· Who was involved?

· What happened?

· Why did it happen?

· Where?

· When?

· Why is what happened important?

Add a short, catchy title either before you start or after you finish.

You may include a small diagram of the activity if you wish.

MOST IMPORTANT, HOWEVER, IS TO ALWAYS USE YOUR OWN WORDS AND TO ASK FOR ASSISTANCE WHEN REQUIRED!!!

Appendix 1.1.3

Sample Feature Article

Love Bug Bites!

“I LOVE YOU” Computer Virus Cripples e-mail Systems Worldwide, First Suspect is Arrested

Tens of millions of people worldwide (where) were bitten by the love bug last week (when), but it wasn’t a joyous occasion. Instead, the bite was far more unexpected and dangerous: a fast-spreading computer bug! (what)

The computer bug, named “I LOVE YOU” is a type of virus spread by e-mail messages. (why) It is being called the most widespread computer virus ever! The destructive bug is called “I LOVE YOU” because the words “LOVELETTER” appear in its e-mail subject line. Travelling from user to user, the virus spreads at incredible speeds, quickly harming businesses around the world. (why it’s important) Experts say the “love bug” was sent to as many as 45 million computers worldwide and at least 350 000 computers in the US. It shut down e-mail systems on Capitol Hill in Washington, DC, in the British parliament, and in big businesses such as the Ford Motor Company and AT&T.

On Monday March 27, police arrested a 27-year-old man. His 23-year-old girlfriend is expected to turn herself in early this week. (who)

Appendix 1.1.4

Feature Article Assessment Rubric

Categories	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Communication Reasoning	- writes a few simple, undeveloped ideas	- writes and develops a variety of simple ideas	- writes and develops ideas of some complexity	- develops ideas fully to create greater understanding
Facts	- few ideas and facts are clearly stated	- some ideas and facts are clearly stated	- most ideas and facts are clearly stated	- all ideas and facts are clearly and concisely stated
Organization	- limited structure and organization to the article	- evidence of some structure and organization	- the structure and organization are appropriate	- a high degree of structure and organization
Conventions	- several major errors or omissions	- several minor errors or omissions	- only a few minor errors or omissions	- no errors or omissions

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

Activity 1.2: Building a Crossword

Time: 2.0 hours

Description

In this activity, students, through investigations, develop skills in building a crossword puzzle which is required for the culminating activity. Students use laboratory equipment to develop clues in constructing the crossword puzzle, while completing investigations.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE 4c - takes initiative and demonstrates Christian leadership;

CGE 5a - works effectively as an interdependent team member.

Strand(s): Chemistry

Overall Expectations

CHV.01 - demonstrate an understanding of chemical reactions.

Specific Expectations

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;

CH2.01C - demonstrate the skills required to conduct an inquiry into chemical processes using instruments, tools, and apparatus safely, accurately, and effectively;

CH 2.01F - communicate scientific ideas, procedures, results, and conclusions using appropriate language and formats (e.g., sharing in small groups; demonstrations; structured laboratory reports).

Planning Notes

· The teacher collects a number of crossword puzzles from newspapers and magazines that students can use to identify features of a crossword puzzle (these crossword puzzles will be used as exemplars for students).

· The teacher collects the following pieces of laboratory equipment to be used in the crossword puzzle activity: beaker, microscope slide, graduated cylinder, spot plate, Bunsen burner, test tube, triple beam balance (or electronic balance), petri dish, thermometer, overflow can (equipment can be replaced according to the laboratory equipment available).

· The teacher sets up TEN stations around the classroom. Signs are posted at each station to indicate words that students may use in their crossword puzzles. These words are the names of the laboratory instruments listed above. The name signs are displayed near the corresponding instruments. For longer words (e.g., triple beam balance), use part of the word in the puzzle (e.g., balance).

Other materials needed to complete tasks (listed by station):

· Station 1 75mL of water and 100 mL beaker

· Station 2 Dropper, letter ‘e’ from a newspaper, cover slips, tweezers

· Station 3 “Fill beaker with 100mL of water” sign

· Station 4 Goggles, 0.01M Hydrochloric Acid (substitute: Vinegar), Baking Soda

· Station 5 Goggles, Bunsen burner lighter

· Station 6 Test tubes filled with vinegar, test tubes filled with dilute baking soda solution

· Station 7 Objects such as blocks, rubber stoppers, or beaker of water

· Station 8 Vegetable oil, liquid detergent, dropper

· Station 9 Hot plate with beaker of water.

· Station 10 Rock or suitably sized objects to place in overflow can

· The teacher needs to be aware of students with special needs prior to structuring the activity.

· Use Appendix 1.2.1 (teacher copy) as a guide to stations.

· Gather a bell/ringer and a stopwatch.

· Copy worksheet, Appendix 1.2.2 (where assessment is included), and Appendix 1.2.3 (peer checklist).

· Copy Appendix 1.2.4 (grid paper to use in the design).

· Copy Appendix 1.2.5 (to be used throughout all strands).

· Create a bulletin board space where groups may post their crosswords.

Prior Knowledge Required

· a recognition of the equipment used in previous grades

· laboratory skills developed in Grade 9

Teaching/Learning Strategies

1. Students study crosswords from newspapers or magazines and identify the key features of a crossword puzzle as a class (e.g., clues are given for each word; the words connect; the words are arranged across and down).

2. The teacher distributes Appendices 1.2.2, 1.2.3, 1.2.4, and 1.2.5 to students and reviews their contents with the whole group (especially Appendix 1.2.5 – Guidelines for Building a Crossword Puzzle).

3. The teacher demonstrates, to the whole class, how a series of words (e.g., various student names) can be arranged into a crossword puzzle on an overhead projector or on the board.

4. The teacher reviews relevant laboratory safety techniques, the proper handling of lab equipment, and the safe disposal of the various chemicals students will be using in the Crossword Building exercise contained in this activity.

5. The teacher demonstrates the safe use of a Bunsen burner.

6. Students don safety goggles and protective clothing (e.g., aprons or lab coats).

7. Students work in groups of two and move to each station to complete the tasks required and fill out the worksheet in Appendix 1.1.2.

8. Students are given 3-5 minutes to complete the tasks at each station.

9. The teacher conferences with students as they move through the stations and provides assistance.

10. The teacher confers with each student regarding the appropriateness of the descriptions they intend to use as clues for their crossword puzzles. The teacher indicates suggestions for improvement in the “comment” box of the activity sheet.

11. Students construct crossword puzzles using the grid in Appendix1.2.4 (they should be encouraged to use pencil so that corrections can be made easily). Students produce their own crossword puzzle and submit it for assessment.

Assessment/Evaluation Techniques

Activity	Expectations	Category	Task	Tool	Type of Assessment
					D	F	S
1.2	CH2.01A CH2.01C	I I	Investigation	Peer Checklist/Teacher Observations		X
	CH2.01F	C	Crossword Clues	Teacher Comment		X
	CGE 4c; 5a	L	Investigation	Checklist		X

I = Inquiry C = Communication

L = CGE learning skills (not to be incorporated into final course evaluation)

Accommodations

· The teacher may provide descriptions of laboratory equipment at each station as a match-up activity.

· This activity requires the use of fine and gross motor skills. Students requiring assistance may be paired with more able peers.

· See General Appendix A4 for further accommodations.

Resources

Print

Plumb, D., R. Ritter, et al. Nelson Science 9. Scarborough, ON: Nelson Thompson Learning, 1999.
ISBN 0176120327

Internet

Puzzles: http://www.puzzlemaker.school.discovery.com

General Information: http://www.askjeeves.howto’s&tutorials.com

Appendices

Appendix 1.2.1 – Crossword Activity Teacher’s Guide (as a sample)

Appendix 1.2.2 – Crossword Chemistry (Student worksheet – includes assessment)

Appendix 1.2.3 – Peer Checklist (assessment)

Appendix 1.2.4 – Grid Paper

Appendix 1.2.5 – Guideline in building a crossword

Appendix 1.2.1

Crossword Activity Teacher’s Guide

Station Number	Name of Equipment	Description - in your own words	Task(s) to be completed at each station/ questions to be answered
1	beaker	clear, round glass with a pouring spout	How many millilitres does this container hold? __________________
2	slide	rectangular glass plate	Using the dropper, place one drop of water on the slide. Place the letter ‘e’ on the water. Slowly lower the cover slip over the ‘e’. Are there any air bubbles? ________ How can you tell if there are air bubbles? _________________________. Clean off the slide and cover slip.
3	graduated cylinder	cylinder shaped plastic tube for measuring the volume of liquids	Take the beaker of water and fill the graduated cylinder to 50 mL. Ask your teacher to verify accuracy. Pour water back into the beaker
4	spot plate	plastic (glass, or porcelain) rectangle with circular depressions	Put goggles on. The spot plate depressions contain a small amount of baking soda. Place one drop of hydrochloric acid into one of the depressions. Write down your observations. __________________________________
5	Bunsen burner	metal cylinder with a rubber tube connected to the gas supply	Put on your safety goggles. Turn the Bunsen burner on according to the instructions given by your teacher. Then turn the Bunsen burner off.
6	test tube	round glass tube, closed at one end and open at the other.	Pour contents of test tube A (vinegar) into test tube B (baking soda) and observe what happens. _____________________________________
7	electronic balance	a square electronic apparatus with a metal or plastic pan and a digital readout	Place the object on the balance. Measure the mass of the object._________________________
8	petri dish	round flat dish with raised sides	Place some water in the petri dish. Using the dropper, place some vegetable oil in the water. What happens? _____________________________________ Place one drop of liquid detergent in the dish. What happens now? Discard the mixture in the sink with running water.
9	thermometer	long glass rod with numbers up the side and a coloured fluid in the glass rod	Remove the thermometer from the beaker of room temperature water on the bench. Place the thermometer in the beaker of water on the hot plate. What is the temperature of the water? ________________ Remove the thermometer and return it to the beaker of room temperature water on the bench.
10	overflow can	metal tin with spout on the side	Over a sink, fill the overflow can with water until the water just stops coming out the spout. Place the spout over a beaker. Place the object (rubber stopper or small pebble in the overflow can. What is the amount of water displaced from the beaker? _____________ The amount of water in the beaker is the volume of the object that you placed in the overflow can. What is the volume of the object? _______________ Carefully remove the object from the overflow can, and pour the water into the sink

Appendix 1.2.2

Crossword Chemistry

Part 1

The name of the equipment is given to you at each station and you can write it in the column indicated. Describe that equipment in your own words and write in column indicated. Complete the task required before the bell rings.

Station Number	Name of Equipment	Description - in your own words	Task - to be completed at each station
1			How many millilitres does this container hold? __________________
2			Using the dropper, place one drop of water on the slide. Place the letter ‘e’ on the water. Slowly lower the cover slip over the ‘e’. Are there any air bubbles? ___________________________. Clean off the slide and cover slip.
3			Take the beaker of water and fill the graduated cylinder to 50 mL. (Teacher to verify accuracy) Pour water back into the beaker
4			Put goggles on. The spot plate depressions contain a small amount of baking soda. Place one drop of hydrochloric acid into one of the depressions. Write down your observations. ____________________________________
5			Put on your safety goggles. Turn the Bunsen burner on according to the instructions given by your teacher. Then turn the Bunsen burner off.
6			Pour the contents of test tube A (vinegar) into test tube B (baking soda) and describe what happens. Pour the mixture down the drain with plenty of running water. Rinse the two test tubes in running water and replace them on the test tube rack.
7			Place the object near the balance on the balance. Measure the mass of the object (remember to include the units). Remove the object from the balance and place it on the bench where you found it.
8			Place some water in the petri dish. Using the dropper, place some vegetable oil in the water. What happens? _______________________________________ Place one drop of liquid detergent in the dish. What happens now? Discard the mixture in the sink with running water.
9			Place the thermometer in the beaker of water on the hot plate. What is the temperature of the water? ____________________________ Remove the thermometer and place it on the bench (desk).
10			Over a sink, fill the overflow can with water until the water just stops coming out the spout. Place the overflow can on a flat surface with the spout over a beaker. Place the object (rubber stopper or small pebble in the overflow can. What is the amount of water displaced from the beaker? ___________________________ The amount of water in the beaker is the volume of the object that you placed in the overflow can. What is the volume of the object? ___________________________ Carefully remove the object from the overflow can, and pour the water into the sink

Assessment

Teacher comments: Are descriptions accurate? Suggestions for improvements.

Part 2

Now you will develop crossword clues using the descriptions of the lab equipment. The clues should help identify the lab equipment in your crossword puzzle. Make your clues short.

Clue Number	Name of Equipment (Word in crossword)	Clue for the word using the description in activity
1
2
3
4
5
6
7
8
9
10

Assessment

Teacher Comments: Do all descriptions support the clue? Suggestions for improvements.

Improvements made _____________________________________________________________

Part 3

Now you will create a draft design of your crossword using the guidelines. Grid paper is provided for you. Once your design is complete, you are ready to create the final product. Present your crossword on a separate piece of paper, using 3/4 of the page (either blank or with grids). Copy the clues that you developed in Part 2 under the crossword. Add colour or design to your crossword.

Appendix 1.2.3

Peer Checklist

Student Name ______________________________

Partner’s Name _____________________________

After each station activity, decide whether your partner met the requirement of that activity. Each station has a different task to monitor. Place a check in either the ‘yes’ column or the ‘no’ column depending on whether your partner completed the requirement. When completed, submit to your teacher for comments.

Station Number	Requirement (what you need to observe while carrying out the investigation)	Assessment (Did my partner complete the requirement?)
		Yes	No
1	Exercised care when handling equipment
2	Kept the work area clear and tidy
3	Measured 50 mL accurately
4	Safety goggles worn
5	Uses the equipment safely
6	Did not smell or taste the contents of the test tube
7	Massed the object correctly
8	Used the equipment correctly
9	Exercised care when handling equipment
10	Followed task procedures correctly

CGE Skill	Requirement (what you need to observe while carrying out the investigation)	Assessment (Did my partner complete the requirement?)
		Yes	No
CGE4c	Partner took initiative and demonstrated Christian leadership while completing the tasks in the activity
CGE5a	Worked together as a team member

Teacher Observations:

Appendix 1.2.4

Grid Paper
for creating rough draft of the crossword puzzle

Appendix 1.2.5

Guidelines for Building a Crossword Puzzle

A crossword puzzle consists of a diagram and a list of numbered clues or definitions with numbers corresponding to a number on the diagram. In each space of the crossword puzzle, a letter is inserted. The words cross each other or interlock.

How to Make a Crossword Puzzle

1. Begin with a grid of approximately 15 x 15 squares.

2. Create a list of the terms you are using and count the number of letters in each word.

3. Position the key words on the grid. Start with the bigger words. They should be in the centre of the grid either horizontally or vertically with the smaller words branching off of them. Words should overlap with letters that they have in common. You may need to juggle your words around before they all interlock.

4. Carefully count the number of squares each word needs on a separate piece of grid paper, and outline the boxes without the letters in them.

5. Starting at the top of your crossword, add different numbers to the beginning of each word. The first number should be the number 1. Numbered clues start at the top left hand corner of the crossword puzzle grid. Move across each row in the grid and number (1, 2, 3...) the term the reader will need to define. Move down each column in the grid and continue numbering until all clues have a number at the start of the word.

6. Under your crossword, write the clues that correspond to each number. When finished, each clue will have a number that corresponds to the term used in the crossword. If desired, you can organize clues and numbers under the “Across” and “Down” categories.

Activity 1.3: Cartoonarama

Time: 2 hours

Description

In this activity students are introduced to the cartoon-making section of the portfolio process. A review of the concept of air pressure serves as the basis for creating a cartoon. Students use a cartoon guideline to assist them in constructing other cartoons.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE 2b - reads, understands, and uses written materials effectively;

CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE 2d - writes and speaks fluently one or both of Canada’s official languages;

CGE 2e - 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;

CGE 3b - creates, adapts, and evaluates new ideas in light of the common good;

CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE 5a - works effectively as an interdependent team member.

Strand(s): Earth and Space Science

Overall Expectations

ESV.01 - demonstrate an understanding of the living and non-living factors affecting the environment.

Specific Expectations

ES2.01A - demonstrate knowledge of safety procedures when carrying out investigation in the laboratory or in the field and using materials, tools, and equipment safety to measure quantities related to the environment (e.g., quadrats, soil corer, sling psychrometer, thermometer, barometer, hygrometer, anemometer);

ES2.01F - communicate scientific ideas, procedures, results, and conclusions using appropriate language and formats (e.g., sharing in small groups; demonstrations; structured laboratory reports).

Planning Notes

· The teacher collects a number of appropriate science related cartoons to demonstrate as examples.

· Book the computer room in order to encourage students to use computers to generate the cartoon (optional).

· If possible, engage the assistance of the art teacher in teaching rudimentary cartoon skills

The following materials will be required for this activity (per demonstration):

· For the Candle demonstration: a 10 to 15 cm “stick” candle; a 750 mL mason jar or beaker; a china, glass, or aluminum dish approximately 18 cm square with 4 to 5cm high sides, enough water to fill the dish to a depth of 2.5 to 3 cm; matches, and plasticene

· For the Bottle demonstration: a 2 L plastic pop or juice bottle with screw-on top, approximately 500 mL of boiling water (kettle or hot plates and beakers for boiling water), oven mitts or other hand protection for handling hot containers, glass or plastic funnel

Prior Knowledge Required

· Grade 6: properties of air, air pressure

Teaching/Learning Strategies

1. The teacher introduces the cartoon-drawing process and explains to the class that they will be drawing a cartoon of an air pressure demonstration that they will perform.

2. Students read and complete the Cartoon Guide Sheet (Appendix 1.3.1) which lists the characteristic features of cartoons.

3. Students practise some rudimentary drawing skills related to cartooning using the guide sheet.

4. The teacher divides the class into groups of two, three, or four, depending on the number of demonstrations that can be accommodated (based on the availability of materials).

5. Students (in groups) are assigned to one of two types of workstation, the Candle Demonstration station, or the Bottle Demonstration station.

6. The teacher distributes Appendix 1.3.2 – Candle Demonstration Outline to students at the Candle Demonstration workstation, and Appendix 1.3.3 – Bottle Demonstration Outline to those at the Bottle Demonstration station.

7. The teacher conducts a brief, but important, lab safety seminar, outlining all safety considerations associated with both air pressure demonstrations, especially those related to the use of flames, the operation of hotplates, and the handling of boiling water and other hot objects and materials.

8. The teacher distributes the Cartoon Worksheet (Appendix 1.3.4, modified locally), and the Cartoon Rating Scale (Appendix 1.3.5) and leads a class discussion on the characteristics of a meaningful and humourous cartoon in relation to the concept of air pressure.

9. Students conduct the demonstrations at their workstations (according to instructions contained in the outlines), while the teacher conducts roving conferences and monitors safety in the lab. It is suggested that the teacher light the candles at the Candle Demonstration workstations for added safety.

10. The teacher discusses the outcomes of the various demonstrations and clarifies misconceptions on a group-by-group basis, and during a brief whole group discussion immediately following completion of all demonstrations.

11. Students complete the Cartoon Worksheet (Appendix 1.3.4) according to instructions on the worksheet. The cartoon students create should be meaningful and humorous.

12. Students exchange the cartoons they have created and rate each other’s cartoons for formative assessment using Cartoon Rating Scale (Appendix 1.3.5). Students use peer feedback to improve their product. The cartoons are then submitted for teacher assessment, using the same rating scale (Appendix 1.3.5).

Assessment/Evaluation Techniques

Activity	Expectations	Category	Task	Tool	Type of Assessment
					D	F	S
1.3	ES2.01A ES2.01F	I/C I/C	Cartoon-drawing Cartoon-drawing	Rating Scale Rating Scale		X X
	CGE1d; 2e; 3c,d; 5a; 7b,d	L	Air Pressure Demonstration	Anecdotal		X

I/C = Inquiry/Communication MC = Making Connections K = Knowledge

L = CGE Learning Skill

Accommodations

· See General Appendix A4 for further accommodations.

Resources

Print

Heart C. Everything You Ever Wanted To Know About Cartooning But were Afraid To Draw. New York: Warson-Guptill Publications. ISBN 0-8230-2359

Internet

Science related cartoons: http://www.offthemark.com

Making a cartoon: http://www.timwit.com

How to add emotion to their cartoon: http://www.cartooncorner.com

Appendices

Appendix 1.3.1 – Cartoon Guide Sheet

Appendix 1.3.2 – Candle Demonstration Outline

Appendix 1.3.3 – Bottle Demonstration Outline

Appendix 1.3.4 – Cartoon Worksheet

Appendix 1.3.5 – Cartoon Rating Scale

Appendix 1.3.1

Cartoon Guide Sheet

Picture yourself as a cartoonist working for a newspaper. Your job is to draw a cartoon dealing with a science-related topic. Remember that a well-drawn cartoon has the following features:

· a title or caption that focuses the reader on the science topic being dealt with in the cartoon;

· symbols that characterize the science related topic;

· emotion… often the characters in the cartoon are drawn with exaggerated features that are associated with the problem;

· humour… the cartoon makes fun of the science topic in some way…usually someone or something in the cartoon is in a situation that you are glad not to be in. Often a familiar picture contains an unexpected twist that changes it into something funny and unusual.

Before you draw a cartoon, ask yourself the following questions:

1. What is the science topic that I am dealing with?

2. What is the specific topic or problem I want to focus on?

3. What symbols are associated with this topic or problem?

4. What emotions are associated with this topic or problem? How will I draw these emotions into the characters in the cartoon?

5. What unexpected situation do I want to draw in the cartoon that I am really glad not to be part of?

Below is a cartoon. Examine it for each of the above features.

Appendix 1.3.1 (Continued)

Look at the following cartoon and identify the features...

The general science topic or problem in this cartoon is ____________ ___________________

The specific topic or problem being focussed on is _____________ _____________________

The symbols that the cartoonist used were __________________________________________

The emotions used by the artist included ___________________________________________

The humour in the cartoon comes from ____________________________________________