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Course Overview

Locally Developed Science

Course Overview Locally Developed Science, Grade 10

Department: Science

Course Title: Locally Developed Science - Public

Grade: Ten

Development Date: April – July 2000

Credit Value: 1.0

Description/Rationale

This course was developed in response to the requests from many Boards of Education for an alternative Science course to the Grade 10 Academic and Applied Science courses. It is intended for students considering direct entry to the workplace, for students who have difficulty applying science concepts, and for students intending to take the Grade 11 Workplace Science course. It will help students to further develop essential science concepts and skills introduced in the Grade 9 Essential Science course. While it is optional and cannot be used as one of the two compulsory science credits for the Ontario Secondary School Diploma, this course provides a bridge between Grade 9 Essential Science and Grade 11 Workplace Science to meet the needs and interests of these students and prepare them for careers in the workplace. Links to careers are made throughout the course. This course enables students to deepen their knowledge and understanding of the basic concepts in biology, chemistry, earth and space science, and physics; to develop practical skills in science investigation; and to apply their knowledge and skills to everyday situations. Students conduct investigations into practical problems and issues related to the environment, the nature of chemical reactions, motion, and weather. A variety of hands-on activities assist students to acquire concepts. Students are provided with opportunities to use different presentation strategies to facilitate the development of communications skills.

The overall aim is to ensure scientific literacy for the students, an important facility for all persons. This is accomplished through the promotion of the three goals of science education:

· to understand the basic concepts of science;

· to develop the skills, strategies, and habits of mind required in scientific inquiry;

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

This sample profile for Grade 10 Locally Developed Science is intended to provide a model for school boards who are preparing a locally developed course as described in Ontario Secondary Schools, Grade 9 to 12, Program and Diploma Requirements (1999), section 7.1.2 (page 43). As a partial course profile, two strands have been developed - chemistry and physics. In developing this profile, the writers looked first at the image of the learner who would be recommended for, or choose this course. The Achievement Chart for Grade 9-10 Science (The Ontario Curriculum, Grades 9 and 10 Science, 1999) has been used extensively in developing learning activities and assessment strategies to assess the students' achievement of the curriculum expectations. Achievement of the expectations are assessed using the four categories of knowledge and skills in science – knowledge/understanding, inquiry, communications, and making connections.

The activities and resources have been selected so that these students experience success in meeting the science expectations. Success in science is for all students. The profile provides a basis from which teachers can develop a Grade 10 Science course, the expectations of which parallel those contained in Grade 10 Academic and Applied Science. However, the extensive appendices in this course profile are at a reading level appropriate to these students. It is heavily activity based and activities are designed with a number of small steps and simple clear instructions. Concepts such as safety are emphasized and are reinforced through ongoing practice. Local schools and/or boards can use the profiles for the chemistry and physics strands as models to develop the profiles for biology and earth and space science.

Teacher and student resources are listed in this profile. Additional resources are included in the appendices to each unit. Teachers will find these appendices particularly useful as they contain classroom-tested materials. It is expected that in most cases, teachers would download these appendices in electronic form and adapt them for their own specific situation. Other Teacher Support Materials (TSM) that have not been included in this profile may be found on the web site of the Science Teachers’ Association of Ontario (STAO) at www.stao.org.

This course could be further enriched and focussed on careers by combining it with the Learning Strategies course (Choices Into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999). A partial credit (0.5) could be given for each of the Science and the Learning Strategies course for a total of 1 credit. However, the course objectives, the expectations, and the evaluation procedures for each course must be addressed.

Safety

Teachers and students must give special attention to safety in this course. It should be safe to students, the teacher, the classroom, and the environment. Accident prevention involves supervision of students, safety education, and proper techniques when doing activities in the classroom. Teachers should begin each unit with a review of the safety procedures appropriate to that unit. Each activity should begin with a review of the safety procedures appropriate to that activity. A knowledge and practice of proper safety techniques will assist students as they move into the Grade 11 Workplace course or directly into careers.

The following recommendations are made in regards to the lab activities provided in this profile:

· Use micro-amounts of chemicals when carrying out labs.

· Clearly labelled waste containers should be made available to students for the disposal of waste chemicals.

· There must be a class set of splashproof safety glasses in each laboratory.

· Safety shields must be used with demonstration experiments whenever a risk of explosion, implosion, sudden flame or splash of chemicals may occur.

· Lab coats or aprons should be provided to protect clothing and skin during lab activities.

· Explicit instructions that ensure safe practices should be given for all lab activities.

· School boards are responsible for being up to date and alert in matters of school safety. Teachers should refer to their Board Safety Documents for Science.

· A useful resource for dealing with Science Safety is the Ministry of Education document, Science Intermediate and Senior Divisions 1987: Part 1 Program Outline and Policy, Section 9 Safety.

Unit Titles with Sequence and Timing

This profile outlines a progression of science and communications skills through which the student will move. Laboratory skills, communications strategies, and safety and laboratory routines which were highlighted in Grade 9 are reintroduced in an integrated fashion throughout this profile. The culminating unit, Unit 5, must be the last unit in the course.

The Biology and Chemistry units have been assigned slightly more time than the other units because entry skills, safety requirements, and the use of the Science Learning Log are being reviewed and reinforced from Grade 9.

The Physics unit on motion introduces concepts dealing with simple motion and acceleration related to occurrences in everyday life. The Earth and Space unit on weather can be an ongoing unit, conducted throughout the entire course.

The teacher is responsible for creating a year-long plan, with detailed timing for the course so that all units are adequately addressed, and for deciding the best order of activities for a given unit. It is important to read through the entire unit prior to making specific plans, since later activities may have prerequisite learnings from within the unit. All of the main knowledge and skill categories – knowledge/understanding, inquiry, communication and making connections – are addressed in each unit. However, each unit will have one or more of these categories which will be emphasized in addition to knowledge.

Title	Area of Emphasis	Time
Biology: The Environment	Inquiry and laboratory skills development Communication skills	Unit 1 (30 hours)
Chemistry: Chemical Reactions and their Practical Applications	Inquiry with experimental focus Communications	Unit 2 (29 hours)
Earth and Space Science: Weather	Inquiry Making Connections	Unit 3 (20 hours)
Physics: Motion	Inquiry Communications Making Connections	Unit 4 (20 hours)
Culminating Activity: Careers, Daily Living and the Environment	Making Connections Communications	Unit 5 (11 hours)

· several different activities are used to develop and reinforce a concept;

· participation is low risk;

· routines are structured to assist organization;

· considerable practice is included.

Using this course, the teacher provides students with the opportunity to develop a knowledge and skills base sufficient to enter the Grade 11 Workplace Science course. It is important that students develop science literacy appropriate to their abilities, as well as a questioning attitude. The teacher will assist students to improve their literacy skills (i.e., use of vocabulary sheets, dictionaries, and spell-check programs on the computer, reporting to different audiences, using a variety of reporting formats, oral explanations). The Science Learning Log (SLL), described later in this section, is a structured vehicle teachers use to improve student vocabulary, and help students to apply the new knowledge and use it to make connections to events outside the classroom.

Communications, inquiry, and applications are emphasized throughout this course. Teachers collect a variety of appropriate, science-related newspaper, Internet and magazine articles, which can be adapted to use for reading and research assignments. Some samples are found as "Reading for Understanding" in the unit appendices The teacher/librarian can also assist in collecting relevant materials.

This profile is planned so that the knowledge, skills, and concepts necessary for entry to Grade 11 Workplace Science have been addressed and reinforced through discussions, practised through applicable activities, and assessed in a variety of ways. The culminating activity focuses students to consider career goals.

Prior Learning Required

It is expected that students taking this course will have achieved some of the Grades 1-9 skills and strategies or science inquiry expectations. When required, remediation should be provided at the school level so that students have the entry skills and knowledge for success in this course.

Appendices OV-7: Summary of The Ontario Curriculum, Grades 1-8: Science and Technology, 1999 and OV-8: Summary of The Ontario Curriculum, Grade 9: Science, 1999 show the items addressed in each grade and strand. Teachers should make every effort to review/re-teach the concepts and skills necessary for students' understanding of related units in a new context.

Throughout the course, teachers should take opportunities to identify misconceptions and correct them (e.g., The environment is composed of only living things; Acids are unsafe to use; Morning sky colour can be used to predict the weather for the day.). Misconceptions can be identified by listening to class discussions, looking at brainstorming charts, and reading Science Learning Log entries.

Teaching/Learning Strategies

(adapted from Public and Catholic District School Board Writing Partnership, Course Profile, Essential Science, Grade 9)

The goal of this course is to enhance student learning by building confidence through engaging curriculum. While directing the program, the teacher acts as a mentor and coach, assisting students in their learning and at the same time helping them to take an increasing responsibility for their learning. The following teaching/learning strategies have been infused into the curriculum in order to provide students with the opportunity to experience success:

· provide an opportunity for success because success motivates students. Anything that increases motivation has the potential to increase achievement.

· include whole class and small group instruction;

· address a variety of learning styles in each unit;

· alter to accommodate students;

· ensure maximum student engagement in the learning;

· build in opportunities for practice and provide frequent feedback;

· include clear goals and expectations;

· include directed and individual learning;

· use graphic organizers (e.g., Science Learning Log, Venn Diagrams, mind maps, tables);

· provide interesting and relevant learning opportunities;

· move from concrete (simple) to abstract (complex);

· provide challenging experiences;

· provide opportunities for genuine inquiry (e.g., generate questions and communicate findings in a variety of ways);

· use short tasks with built in success (e.g., Science Learning Log);

· deliver concepts in small sequential steps;

· link assessment tools to the expectations addressed;

· encourage creativity and choice in the development of student products (e.g., projects);

· provide a structured environment with built in routines;

· provide opportunities for the use of technologies (e.g., computers, video and digital cameras, scanners, Internet);

· support opportunities for making connections between the classroom curriculum and technology, society and the environment;

· allow for the development of literacy skills;

· provide many hands-on activities.

Science Learning Log Expectations

The Science Learning Log (SLL) is used to develop literacy and creativity, to promote understanding and to make connections beyond the classroom. It is a template to assist students in their learning. Students should become familiar with the structure (Appendix OV-1) and assessment criteria for completed SLL worksheets (SLL Rubric, Appendix OV-3) early in the course, as it is an integral part of a locally developed Science program. A Sample Science Learning Log Worksheet (Appendix OV-2) has also been included.

The Science Learning Log worksheets are meant to remain as a predictable, structured one-page activity, which invites the student to be successful at communicating knowledge about a topic in written form. Some students may find writing challenging and it may be necessary to provide appropriate support where required (see Accommodations for alternative response format).

The SLL entry worksheets should be integrated into the student's notebook. Both the notebook and the Learning Log should be assessed early and often to assist the student in keeping a good record of the classroom activities and in improving their literacy. The Notebooks Are Important! Appendix OV-6 can be used as both a formative and summative checklist for assessing notebooks.

The format of the SLL includes the following:

· Four or five key vocabulary words derived from individual unit activities are selected for each SLL entry.

· Each vocabulary word is to be defined based on information from class notes or laboratory activities.

· Vocabulary words are used in sentences to answer focus questions or tasks on an activity topic. (Refer to SLL Rubric, Appendix OV-3).

· Connection questions that guide the student to reflect on work to make connections to the community, to set goals for learning, to ask more questions, or to prepare for the culminating activity.

The Science Learning Log Rubric (Appendix OV-3) is used as both a formative and summative assessment tool. A major emphasis of the SLL is to allow the student to take newly learned vocabulary and correctly apply it. Students should be encouraged to use other strategies such as computer spell-checker and peer/teacher editing to revise written work before submitting it for summative assessment.

Reading For Understanding

Improving both literacy and science literacy are goals of this course. Improvement in reading and comprehension are fostered by practice. A variety of Reading for Understanding worksheets are suggested throughout the course (see Appendices 2.13 and 2.24). In each case, the article is short and the vocabulary should be appropriate for the student reading it. The two examples have been developed from articles in magazines and journals.

The reading passage should be followed by focus questions, where possible. These questions should develop knowledge, inquiry/application, and making connections as outlined in the Achievement Chart. This type of structured sheet helps students organize their thinking and responses. Organization helps achievement.

Creating the Reading for Understanding worksheets requires teachers to collect articles from newspapers, magazines, and books that relate to the expectations of this course. Based on these, the teacher can then develop one or two articles per year for the students. These could be shared through the STAO Teacher Support Materials.

Tasks Identified by Type

Within each unit, the expectations have been grouped and activities developed in which the students can practise, demonstrate, communicate, or apply the knowledge or skill.

Each of these activities has been subdivided into tasks.

Diagnosis, learning, and assessment are all integral parts of this course. Each of the tasks has been identified as a diagnostic task, a learning task, or an assessment task.

Science Fairs and Science Olympics

Science Fair projects or participation in Science Olympic-type events address a number of expectations in this course, including improving inquiry skills, communicating, deepening knowledge, and understanding, and making connections. See comments in each unit of the Public District School Board Grade 9 Science Profiles for both Academic and Applied courses on Science Fairs for additional reasons for including this teaching/learning strategy.

Accommodations

(adapted from Public and Catholic District School Board Writing Partnership, Course Profile, Essential Science, Grade 9)

The following considerations apply to each of the units in this course:

1. Any student or group of students may require accommodations in response to specific needs at different times and in varied circumstances.

2. Appropriate accommodations should be part of the planning for each unit activity in terms of the particular students in the class and their specific needs.

3. Instructional and assessment activities must take into account the strengths, needs, learning expectations, and accommodations as identified in the Individual Education Plan, whether students are formally identified or not. (Regulation 181/98)

4. Accommodations to curriculum, instruction, assessment, and evaluation may include but are not limited to:

· simplifying tasks and activities;

· using specialized equipment and assistance;

· ensuring that peer helpers are available when students are working in small groups;

· providing handout sheets with sample calculations and specific skill instructions as required;

· helping students create data charts into which they will be recording information;

· advising Special Education staff in advance when students will be working on major assignments;

· recording key words on the board when students are expected to make their own notes;

· allowing students to report verbally to a scribe (teacher or student) who can help in note making;

· using a tape recorder or computer as an alternative to written responses;

· permitting students a wide range of options for recording and reporting their work to accommodate students with weak writing skills (e.g., drawings, diagrams, flow charts, concept maps);

· extending timelines to give students more time to process language and put their thoughts into words;

· any other suggestions identified in a student's Individual Education Plan (IEP), where applicable;

· pre-teaching vocabulary;

· presenting information in a variety of ways (e.g., orally, visually);

· ensuring that reading level is appropriate.

English as a Second Language/English Literacy Development

· Have students keep a science dictionary of terms using pictures and first language words.

· Give an activity that requires reading to these students in advance.

· Permit the use of a translation dictionary on assessments.

· Provide additional time on assessments for dictionary use and language processing.

· Have the teacher/librarian identify resources at an appropriate reading level when research is required.

· Advise ESL/ESD staff in advance when significant written work will be required.

(Adapted from Learning Strategies, Public District School Board Writing Partnership, Course Profile, Science, Grade 9, Applied, 1999)

Co-operative Small Group Learning

Students taking this course need support from one another as well as from their teachers. They also require additional work on co-operative and social skills. As such, opportunities should be taken to include Co-operative Small Group Learning (CSGL) structures, appropriate to their level of sophistication, as a learning/teaching strategy. Appendix OV-4 outlines a variety of structures that can be used in the classroom. Structures such as "Graffiti" are interesting brainstorming techniques that are highly effective in learning.

Assessment and Evaluation

(adapted from Public and Catholic District School Board Writing Partnership, Course Profile, Essential Science, Grade 9)

The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students' strengths and weaknesses in their achievement of the curriculum expectations in this course. This information also serves to guide teachers in adapting the science curriculum and instructional approaches to students' needs and in assessing the overall effectiveness of programs and classroom practices.

Students must be trained on how to use the various teacher assessment tools (e.g., rubrics, scoring scales) in a process of self-evaluation, so they can see how to improve their work.

An expectation is a statement of what the students are expected or required to learn as a result of some learning experience. Assessment is a systematic process of gathering information or evidence about student learning from a variety of sources (including assignments, demonstrations, projects, performances, portfolios, and tests) that accurately reflects how well a student is achieving expectations. As part of the assessment, teachers need to provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of the Achievement Chart for Science (rubric), and assigning a percentage grade to represent the quality. This judgment is based on how well the student has met the course expectations and is built on the highest, most recent, most consistent level of achievement.

In order to ensure that students improve their learning and achieve success, assessment drives each activity throughout this course. As such, the assessment strategies are embedded within the instructional process throughout each unit rather than being isolated at the end.

The assessment strategies and tools are summarized in a table at the beginning of each unit and are listed in the Teacher Facilitation section of each activity. Samples of the assessment tools are contained in the Appendices following each unit. The key assessment strategies used in this profile will include anecdotal comments, tests and quizzes, scoring templates, answering keys, comparison to rubrics, structured lab reports, checklists, written and oral comments.

The assessment strategies are situated to provide frequent and immediate feedback to the students on how they are progressing in their learning. Students who are taking this course have the greatest success when they receive immediate feedback. Formative assessment for these students is very important.

For example:

· Notebooks and Science Learning Logs should be assessed early and often in order to be improved and be used effectively.

· Students should always have opportunities to practise a skill with feedback/coaching before there is a summative assessment.

· Scoring tools, such as rubrics, should be developed with students or explained to them with exemplars to demonstrate a good product.

· Assessment should never be a surprise; it should be an obvious and planned part of their course.

· Since assessment is to help improve student learning, it is important to ensure that how they will be assessed and evaluated is shared with the students beforehand. Making details of the assessment and evaluation process known to all students is a powerful way to promote student success in the achievement of expectations.

Numerous smaller assessments, using a wide variety of assessment tools to meet the needs of students with different learning styles, provides students with opportunities to demonstrate their level of achievement in different ways.

Quality of Assessment and Evaluation

To meet the needs of students taking this course, assessment and evaluation items:

· can be altered to accommodate a variety of learning styles;

· can be altered to accommodate exceptional students;

· include both performance tasks and paper and pencil instruments;

· can be diagnostic, formative, or summative;

· are clearly linked to the expectations and to the Achievement Chart – Grades 9-10, Science;

· employ a wide variety of assessment tools and procedures;

· are used to improve learning, from the perspectives of the student and the teacher;

· are done on a regular basis providing frequent feedback to the student;

· are structured to provide the student with opportunities to be successful;

· provide judgments about student achievement from the four categories described in the Achievement Chart for Science;

· can involve both individual and group performance;

· employ a wide variety of tools and procedures;

· make the student a partner in the assessment process through helping to set criteria and through self- and peer-assessment;

· are criterion referenced, comparing student performance to set expectations, not to other students.

Reporting

Teachers need to have assessment data on each of the achievement categories, i.e., Knowledge/ Understanding, Inquiry, Communication, Making Connections, to evaluate the student's performance. Student achievement is reported as a percentage grade and should reflect the student's most-recent, highest, consistent level of achievement. For this course, teachers in a jurisdiction should confer on the weighting of the categories in the Achievement Chart when preparing final grades. Evaluation in this course would place higher weighting on the inquiry/skills category than in academic or applied courses.

In addition, The Ontario Report Card also requires that teachers report on five Learning Skills (Works Independently, Teamwork, Organization, Work Habits/Homework, Initiative). Teachers need to collect sufficient observations to document their evaluation of these five skills. Since these skills are not science expectations, the assessment of these skills would not be included in the science mark.

(Parts of the above were adapted from the Public District School Board Writing Partnership Course Profile. Science, Grade 9, 1999, The Ontario Curriculum, Grades 9 and 10: Program Planning and Assessment (1999), and Guide to the Provincial Report Card, Grades 9 – 12)

Resources

A. General References on Education and Science Education

Bennett, Barrie, Carol Rolheiser, and Laurie Stevahn. Co-operative Learning: Where Heart Meets Mind. Toronto: Educational Connections, 1991. ISBN 0-9695388-0-4

Linderman, Bill. Vocabulary Building with Word Searches. Grand Rapids, MI: Instructional Fair, 1990.

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

Rogers, Spence and Shari Graham. The High Performance Toolbox. Evergreen, CO: Peak Learning Systems, 1998. ISBN 1-889852-07-4

Zeman, Anne, and Kate Kelly. Everything You Need To Know about Science Homework. New York: Scholastic Inc, 1994.

The Handbook of Technical Writing. St. Martin’s Press, 2000. ISBN 800-258-276-9

B. General Science Texts or Resource Books

Grace, Eric, et al. SCIENCEPOWER™ 10. Toronto: McGraw-Hill Ryerson, 2000. ISBN 007-560-363-2

Ritter, Bob, et al. Nelson Science 10. Toronto: ITP Nelson, 2000. ISBN 0-17-607501-1

Science Workshop Series, 2000. Softcover texts with a reading level of Grades 4-5 and an interest level of Grades 6-12. Globe Ferron. Available through Pearson Education Canada. Annotated Teachers’ Editions are available for all of the following:

Biology: Survey of Living Things. ISBN 0-130-23378-1

Biology: Life Processes. ISBN 0-130-23385-4

Chemistry: Mixtures and Solutions. ISBN 0-130-23399-4

Chemistry: Reactions. ISBN 0-130-23394-3

Chemistry: Atoms and Elements. ISBN 0-130-23397-8

Earth Science: Oceans and Atmosphere. ISBN 0-130-23371-4

Physical Science: Matter and Energy. ISBN 0-130-23387-0

Physical Science: Chemical Changes. ISBN 0-130-23389-7

A Dictionary of Biology. Market House Books, 2000. ISBN 0-192-80102-3

Distasio, Joan. Physical Science. Grand Rapids, MI: Instructional Fair, Inc., 1994. ISBN 1-56822-188-6

Goldstein, Mel. The Complete Idiot’s Guide to Weather. MacMillan Distribution, 1999.
ISBN 0-028-62709-1

Jacobson, Willard and Abby Bergman. Science For Children, A Book for Teachers. Englewood Cliffs, NJ: Prentice Hall, 1991. ISBN 0-13-794843-3

Ludlum, David M. The National Audubon Society Field Guide to North American Weather. Knopf, 1991.
ISBN 0-679-40851-7

Lyons, Walter A. The Handy Weather Answer Book. Visible Ink Press, 1996. ISBN 0-787-61034-8

McGraw-Hill Concise Encyclopedia of Science and Technology. McGraw-Hill Ryerson1998.
ISBN 0-070-52659-1

McGraw-Hill Dictionary of Science and Technology Terms. McGraw-Hill Ryerson. ISBN 0-070-42333-4

McGraw-Hill Encyclopedia of Science and Technology, 8^th Edition, McGraw-Hill Ryerson, 1997.
ISBN 0-079-11504-7

Vriesenga, Daryl. Science Enrichment. Grand Rapids, MI: Instructional Fair, 1994. ISBN 0-88012-914X

Wagner, Ronald L. et al. The Weather Sourcebook. Globe Peguot Press, 1997. ISBN 0-762-70080-7

Writing in Science. Globe Ferron. Reading Level Grade 5-6. ISBN 0-8359-1901-3

C. Periodicals

Crucible – published by the Science Teachers' Association of Ontario, Box 771, Dresden, ON N0P 1M0

Science Scope – published by the National Science Teachers' Association (NSTA), Washington D.C.

SkyNews, The Canadian Magazine of Astronomy & Stargazing. Box 9724, Station T, Ottawa, ON
K1G 5A3: National Museum of Science and Technology. ISBN 0840-8939 (bimonthly magazine)

Toronto Star (Sunday edition) has weekly columns on Science and The Universe (Terence Dickinson)

D. Science and Education Internet Sites (and sites that lead to them)

American Association for the Advancement of Science – http://www.aaas.org/

Canadian Space Agency – www.space.gc.ca

National Science Foundation – http://www.nsf.gov/

Ontario Ministry of Education – curriculum documents page
http://www.edu.gov.on.ca/eng/document/curricul/curricul.html

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

USA National Academy of Sciences – http://www.nas.edu/

Bill Nye the Science Guy – http: //nyelabs.kcts.org/
Activities and information that are easy to use, interesting and fun

The Why Files – http://whyfiles.news.wisc.edu/
Explains the science behind current news items in an understandable way

Discovery Online – http://www.discovery.com/
Information and activities in areas including technology, nature, and science

NASA Spacelink for Educators – http://spacelink.nasa.gov/index.html
Aeronautics and space resource for educators; curriculum materials are directed at earth science, life science, physical science, math, space, technology, and careers

Smithsonian Institute – http://www.si.edu/
Source of teaching resources and Professional Development for teachers.

Ontario Institute for Studies in Education at the University of Toronto
http://www.oise.utoronto.ca/~science/
Science unit plans and lessons for new science courses

Science resource web site – http://www.davis.k12.ut.us/etc/Science.htm
Annotated list of web sites for science educators

Encarta On Line – http://encarta.msn.com/
Multi-media site with information on a wide range of topics.

Eisenhower National Clearinghouse – http://www.enc.org
Source of teaching resources

Canada’s Schoolnet – http://www.schoolnet.ca
Source of lesson plans, labs, demos, classroom activities, assessment tools, performance indicators and background resources

Science Rubrics

http://intranet.cps.k12.i1.us/assessments/Ideas_and_Rubrics/Rubric_Bank/ScienceRubrics.pdf
http://intranet.cps.k12.il.us/assessments/Ideas_and_Rubrics/ideas_and_rubrics.html

E. Software

Multimedia Encyclopedia of Science and Technology, CD-ROM, Version 2. McGraw-Hill Ryerson. 1998. ISBN 0-078-53083-0

Encarta, Reference Suite 2000, Microsoft.

Encyclopedia of Nature/Science Bundle, CD-ROM. DK Multimedia.

Ontario Secondary School (OSS) Policy Applications

The following are some of the OSS policies that impact on delivering this program:

Ontario Ministry of Education and Training, Choices Into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools. Toronto: Queen's Printer, 1999.
Of particular importance are the Career Exploration Activities that provide opportunities to make connections between what happens in the school in the Locally Developed Science Course and what happens in the workplace or the community.

Ontario Ministry of Education and Training, Individual Education Plan (IEP): A Resource Guide. Toronto: Queen’s Printer, 1998.
For students who have an IEP, teachers will be required to alter the Locally Developed Science program to meet the requirements of the IEP.

Ontario Ministry of Education and Training, The Ontario Curriculum Grades 9 and 10: Guidance and Career Education. Toronto: Queen's Printer, 1999.
This Locally Developed Science course emphasizes career connections to what the students are learning. Of particular importance is the common message that teachers delivering both the Locally Developed Science course and the Guidance and Career Education courses give to students regarding health and safety in the workplace environment.

Ontario Ministry of Education and Training, The Ontario Curriculum Grades 1-8: Science and Technology. Toronto: Queen’s Printer, 1998.
This provides teachers with information on the curriculum expectations for Science and Technology that have been delivered to students in previous years so will be helpful in determining prior learning.

Ontario Ministry of Education and Training, The Ontario Curriculum Grades 9 and 10: Science. Toronto: Queen’s Printer, 1998.
In addition to providing the curriculum expectations for the parallel Grades 9 and 10 Academic and Applied Science courses, this document provides information on teaching approaches, program planning and has the Achievement Chart for Science.

Ontario Ministry of Education and Training, Ontario Secondary Schools Grades 9 to 12: Program and Diploma Requirements. Toronto: Queen’s Printer, 1999.
This document gives information on a number of issues to be considered in delivering the Grade 10 Locally Designed Science course, including Accommodations, Deferrals and Exemptions, Credit Requirements for the Ontario Secondary School Certificate, Workplace Preparation Courses, Modifying Curriculum Expectations, Assessment, Evaluation and Reporting.

Ontario Ministry of Education and Training, Guide to Locally Developed Courses, Grades 9 and 10: Approved Requirements and Procedures: Toronto: Queen’s Printer, 1999.
This document provides the guidelines that are used to develop all Locally Developed Courses and should be referred to by boards/teachers that are completing this course profile.

Ontario Ministry of Education and Training, The Ontario Curriculum, Grades 9 and 10, Program Planning and Assessment. Toronto: Queen’s Printer, 1999.
This document provides a concise overview on Education for Exceptional Students, Career Education, Co-operative Education and Other Workplace Experiences, Health and Safety, using the Achievement Charts and Reporting Student Achievement, all of which are important considerations in delivering this course.

Course Evaluation

Evaluation of this course should be based on evidence that students are progressing towards its three major goals:

· to understand the basic concepts of science;

· to develop the skills, strategies, and habits of mind required for scientific inquiry;

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

This evidence can be obtained through feedback from students, parents, and other educators. It may be in the form of test and assessment results, journal writings, science learning log assessment, anecdotal evidence such as comments from students and parents, and changes in students' work habits and problem-solving abilities. Performance of students in subsequent science courses and work situations provides further opportunities for evaluation. A critical analysis of such evidence is used to review the course profile, its content, instructional strategies and assessment procedures and then make changes to improve student success while keeping within the guidelines of the program.

Appendix OV-1

Science Learning Log Worksheet

(This is a template of an SLL which could have the vocabulary placed in a vertical column in the appropriate area so that it easier to define. The template could also be placed on a computer to assist students who learn better that way. The focus question(s) assists students to use the vocabulary to derive the meaning of information from the activity. The connections section is a simple question or direction which guides students in reflection, making connections to the community, setting goals, asking new questions, or preparing for the culminating activity.)

Name: Date:

Unit/Topic:

Vocabulary:

Focus Question or Task:

Connection:

Complete the vocabulary, focus question(s), and connection then place it as an entry in your Science Learning Log

Appendix OV-2

Sample Science Learning Log Worksheet (completed)

This is a sample of student entries in Appendix OV-1 showing vocabulary words in a vertical column. Suggested answers are given.

Name: Science Student Date: January 4, 2001

Unit/Topic: Unit 2, Activity 2: Properties of Acids and Bases

litmus paper	Type of paper to show whether something is an acid, a base or a neutral substance
acid	Turns litmus paper red
base	Turns litmus paper blue
neutral	Doesn't change litmus paper colour
dissolve	Particles of one substance mix with particles of another substance

Focus Question or Task:

1. What evidence did you gather to indicate that the sample of vinegar was acidic?

Litmus paper dipped in vinegar turned red. The tap water didn't change the litmus paper. This means that the vinegar was an acid. The tap water was neutral. The vinegar and the tap water both dissolved salt. The vinegar fizzed with baking soda. I saw bubbles on the metal in the vinegar. These things tell me the vinegar had something dissolved in it.

Connection

2. What do you think caused the vinegar to turn the litmus red?

I think the vinegar is an acid.

Appendix OV-3

Science Learning Log Rubric

This rubric describes your use of science words and ideas and how you connect them to other situations.

Categories	Level 1 (50-59 %)	Level 2 (60-69 %)	Level 3 (70-79 %)	Level 4 (80-100 %)
Use of Scientific Vocabulary	- uses vocabulary words with limited accuracy and effectiveness	- uses vocabulary words with moderate accuracy and effectiveness	- uses vocabulary words with considerable accuracy and effectiveness	- uses vocabulary words with a high degree of accuracy and effectiveness
Demonstrates an Understanding of Concepts	- demonstrates an understanding of a few required concepts taught with major errors or omissions	- demonstrates understanding of some of the required concepts taught with several minor errors or omissions	- demonstrates understanding of most of the required concepts taught with a few minor errors or omissions	- demonstrates an understanding of all of the required concepts taught. - any minor errors or omissions distract little from the correct concept
Communication of Required Knowledge	- limited communication - audience is able to gain a limited picture of what is intended - limited use of appropriate terminology	- communicates with some clarity, - audience is sometimes distracted from a clear understanding by the errors made - sometimes uses appropriate terminology	- communicates clearly - audience may be slightly distracted by errors. - usually uses appropriate terminology	- communicates clearly and precisely - any errors do not distract the audience from understanding - uses appropriate and varied terminology
Making Connections	- makes limited connections to own life - shows limited understanding of connections in familiar contexts - thinking about a concept or topic may lead to simple questions with limited suggestions for how to find answers	- makes some connections to own life - shows some understanding of connections in familiar contexts - thinking about a concept or topic leads to simple additional questions with some suggestions for how to find answers	- makes connections to community, world at large, or workplace - shows considerable understanding of the connection in familiar and some unfamiliar contexts - thinking about a concept or topic leads to additional questions on the topic with suggestions on how to obtain answers or reach a goal	- makes a variety of connections to the community, world at large or workplace - shows thorough understanding of connections in familiar and unfamiliar contexts - thinking about a concept or topic leads to additional questions on topic with clear avenues to follow to obtain answers or reach goal
Impact	- assesses the impact (environmental, social, economic) of actions or courses of action with limited effectiveness	- assesses, with some analyses, the impact (environmental, social, economic) of actions or courses of action with moderate effectiveness	- assesses or analyses the impact (environmental, social, economic) of actions or courses of action with effectiveness	- assesses or analyses the impact (environmental, social, economic) of more complex actions or courses of action with considerable effectiveness

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

Appendix OV-4

Co-operative Small Group Learning/Description and Structures

(adapted from the Course Profile for Essential Science, Grade 9, 1999)

What Is Co-operative Learning?

Co-operative Small Group Learning (CSGL) or Co-operative Learning is an instructional strategy in which students work in small groups or teams to help one another master a skill or some academic material. Co-operative learning has been widely researched and effectively used in a wide variety of school classrooms. The teacher organizes the classroom so that students work together to learn from one another as well as from the teacher and the world around them. Built into the strategy are methods of increasing social skills and taking responsibility for one’s own learning.

Size and Selection of Groups

Students work in groups. When the teacher is constructing the groups, it is important to remember that to be effective the group has to be small enough so that all members can contribute to the task. The maturity and skill of the students, class size, size of your facilities, and complexity of the task all have a bearing on the group size chosen. Time is also a factor; the shorter the time to complete the task, the smaller the group should be.

Start out with small groups when introducing co-operative learning to students with little experience in this strategy. As the teacher and students become more skilled, the size of the group can increase. Groups of two or three are best until students become skillful at including everyone. Groups should never be larger than five or six students. Remember the larger the group, the more sophisticated the students' social skills have to be and the simpler the group’s task has to be.

The more heterogeneous the class, the more necessary it is that the teacher select the members of the groups. Each group should have a mix of abilities, sexes, language skills, ethnocultural groups, and motivational levels. "Friendship groups" chosen by the students tend to be homogeneous and also can become cliquish and cause the students to stray from the task. Taking the time to provide a rationale for working with a wide variety of people in the classroom decreases chances that students might protest their group placement.

Several CSGL structures are suggested as teaching strategies in this course. The use of these structures is made easier if the students master one structure at a time. Each strategy has five basic elements built in.

Five Basic Elements of Co-operative Learning

1. Positive Interdependence: All members of the team feel connected to one another in the accomplishment of a common goal. All individuals must succeed for the group to succeed. Other members of the team value individual student effort. Ways of building in positive interdependence include having one product from the team, providing one instruction sheet per team, ensuring that each member has an assigned role in the team activity, and working at a single table or station.

2. Individual Accountability: Every member of the team is held accountable for demonstrating accomplishment of the learning. Students are responsible both for their own learning and for the learning of other members of the team.

3. Face-to-Face Interaction: Students must be in close proximity to each other. Talk is the way people explore ideas, clarify them, and personalize information and experience. Students learn by having ample opportunity for purposeful talk.

4. Social Skills: Working collaboratively requires the use of co-operative skills. Skills such as taking turns, encouraging, listening, giving help, clarifying, checking, understanding, and probing enhance communication, trust, leadership, decision making, and conflict management. Co-operative Small Group Learning helps students learn these skills.

Appendix OV-4 (Continued)

5. Group Processing: Built into this strategy is time for team members to assess their collaborative efforts (how well they have achieved social skills) and target improvements. To debrief the collaborative effort in the activity, ask students to consider privately how their team did and how they might improve if the activity was repeated. Have them share their rating with the rest of the team and briefly discuss how social skills could be improved. This reflective element allows co-operative interactions between team members which improves future group activities.

Group Skills Have To Be Taught

For each co-operative learning activity there should be not only an academic skill objective, but a group skill objective. Sometimes the students need to identify the group skill. Only one group skill, or at most two, should be focussed on in a lesson.

The teacher should assist students in understanding why they are learning the group skill, what the skill is, ways the skill can be practised during the activity, and how well the group used the skill and how they can improve their own use of the skill (part of Group Processing)

The group skills that the students need to work on collaboratively have to be taught. One way of teaching a group skill might be beginning with a T-chart. A T-chart answers the questions:

What should one see?	What should one hear?

Some Co-operative Small Group Learning Structures

1. Brainstorming is used to accumulate the collective information held by the entire group. There are a number of brainstorming techniques. Graffiti is one of these ways. The next step after brainstorming could include categorizing or summarizing the data students have collected. The following rules improve this process:

DOVE Rules For Brainstorming

Defer judgment – accept all ideas, list everything, and evaluate later.

Opt for original and offbeat – anything goes, especially different and crazy ideas.

Vast numbers of ideas are best – get many ideas, the more the better.

Expand by association – piggyback off each other's ideas, substitute ideas, combine ideas.

Graffiti is a co-operative, small-group learning structure that can be used as an energizer and facilitates brainstorming. The students are creating a mindmap as a record of their work. The purpose of the product (mind map) is to provide the teacher with the opportunity to assess prior learning while allowing the students to re-establish some concepts, skills and vocabulary.

Appendix OV-4 (Continued)

Procedure for Graffiti

1. Teacher outlines the DOVE rules of brainstorming and why they are used.

2. Students are put in teams of three or four.

3. Each member of one team has a marker of the same colour for tracking each group's contribution. Each team has one large piece of chart paper or butcher paper.

4. Each team is given a different question, topic, issue, or statement to which they respond.

5. Briefly demonstrate what is meant by a mind map and recording a variety of ideas as words, graphics, phrases

6. For a short period of time each team in the room writes their graffiti (words, phrases, graphics) about their topic or issue.

7. Each team then passes their graffiti sheet to the next team, who then add their ideas to it.

8. Continue to rotate until all teams have added to each sheet.

9. When the graffiti sheet returns to the originating team, they read, discuss, and summarize or categorize all of the information on their sheet. Each group selects a reporter.

Appendix OV-4 (Continued)

10. Share this information with other groups by having a “gallery walk” to quickly look at the different posted sheets, then give an oral presentation.

11. Have each group debrief their ‘social skill’ and how they might improve the next time.

12. Have each student make a summary record in his/her personal science log.

A Sample Learning Log Entry

Academic Task: To brainstorm using a Graffiti co-operative learning structure to record all the words, phrases, ideas, or graphics on the topic on your chart paper.

Social Skill: The social skill that you are working on as a team during this activity is “encouraging, accepting, and valuing the opinions of other members of your team”.

T-Chart: “What should I see?” and What should I hear?” if you are working successfully on this social skill.

Gallery Walk: Students do a tour to read the posted sheet and make personal notes for their learning logs. This could also include each original team reporting as part of the gallery walk or having a student explainer at each poster to answer questions and explain the team's posted ideas.

2. Turn To Your Partner: Students work in pairs. During the lesson, the teacher asks students take turns posing examples, explaining a concept just taught, providing examples, coming up with an answer, etc. In this way, all teams are focussed on the problem and not just the single student who is called upon to answer the question. Active processing reinforces concept understanding and retention.

3. Think/Pair/Share: This is a simple structure that can be implemented quickly and can be used to actively involve all the students. It is a quick way to reinforce learning (e.g., explain observations to one another, consider a question posed by the teacher, review a homework assignment). Research has shown that this immediate processing of information moves the concept from short-term memory to long-term memory.

Procedure for Think/Pair/Share

1. Teacher outlines the social and academic skills. The social skill is often listening carefully to your partner’s answer.

2. Students formulate an individual answer to the academic task for a given amount of time, and, if necessary, make rough notes.

3. Students pair and share their answer with a partner. Each student listens carefully to his or her partner and then creates a new or final answer through discussion.

4. A member of one or several groups reports to the whole class

5. Students make a record in their learning log.

Appendix OV-4 (Continued)

4. Think/Pair/Square is a variation on the above where the audience is another pair. For example, each group lists three things members think they know about photosynthesis and one question they have. Groups combine to put their lists together.

5. Flip It: Students work in pairs. One partner explains to the other a concept selected by the teacher. On the instruction of "flip it," the partners reverse roles. This increases listening skills dramatically. Flip it can be used for reviewing, rehearsing, or checking for understanding.

6. Roundtable: Students work in groups of four. Each group has only one pen and one piece of paper. The teacher poses a question which is already written on the paper. Each student writes one line of the solution and then passes the paper to the next student. Students have the right to 'pass' a turn. This structure can also be used to review several questions where the student gets to fill in the space of his/her choice before passing the paper onto the next student. With simultaneous roundtable, more than one paper and pencil are passed around the group.

7. Round Robin: This is similar to Roundtable except that it is verbal instead of written. Each student in turn shares something with his or her teammates. (Students have the right to 'pass' a turn.) This is a good activity for equal participation or getting acquainted with teammates. It can be used to express ideas and opinions, to complete simple tasks such as labels on a diagram.

8. Numbered Heads Together: Students work in numbered groups of four. The teacher asks a question or poses a problem. Students put their "heads together" to make certain that everyone in the group knows the answer. The teacher calls a number (1, 2, 3, or 4) and students with that number raise their hands to respond. This tutoring method is good for reviewing, checking for knowledge and comprehension. Positive interdependence and individual accountability are built into the structure. If any student knows the answer, the ability of each student is increased. All the helping is confined to the heads-together step; students know that once a number has been called students are on their own. The high achievers share answers because they know their number might not be called and they want their team to do well. The low achievers listen carefully because they know their number might be called and the group is dependent on them.

Appendix OV-4 (Continued)

9. Wraparound is a co-operative learning structure that has a very strong individual accountability element built in. Ten to fifteen students sit in a semicircle. The teacher establishes the task (centre) for the cognitive map. The activity starts with any student in the semicircle adding a word or phrase to the map. The recorder, who could be the teacher, writes this on the chalkboard or chart paper. The next person in the circle has to piggyback an offshoot idea to the first addition or add another main idea to the map. Students have the right to "pass" if they do not have an answer. Wraparound may start a bit slowly, but once several ideas have been written down the association/piggyback effect begins and very few students find it necessary to pass.

Higher order and creative thinking can be nurtured by having students connect the ideas and explain whether an idea is a main one or an offshoot.

The social or collaborative skill is building on the ideas of others. Listening, reading, and critical thinking skills are involved.

10. Jig Saw is a sophisticated CSGL structure that is best not used until students have mastered co-operative learning as a strategy in simpler structures. Each student on the home team becomes an "expert" on one topic by working with members from other teams assigned the corresponding expert topic. Upon returning to their home team, each person in turn teaches home team members and the students are assessed on all aspects of the topic. This structure requires considerable planning and emphasizes positive interdependence.

Some CSGL References:

Bennett, Barry, Carol Rolheiser-Bennett, and Laurie Stevahn. Co-operative Learning: Where Heart Meets Mind. Toronto: Educational Connections, 1991. ISBN 0-9695388-0-4

Clarke, Judy, Ron Wideman, and Susan Eadie. Together We Learn. Scarborough: Prentice Hall Canada, 1990. ISBN 0-13-924556-1

Johnson, D.W., R.T. Johnson, and E.J. Holubec. Cooperation In The Classroom (rev. ed.). Edina: Interaction Book Company, 1991. ISBN 0-939603-04-7

Appendix OV-5

Rubric for Collaborative Group Work

This rubric, used to assess learning skills, outlines how effectively you work with others and contribute to producing a quality product

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Interpersonal Skills in Group Work	- takes part in the group to a limited extent but is disruptive in group, even after behavior prompts, and expressed opinions which are insensitive to others’ feelings and abilities; constant monitoring	- interacts with other group members if prompted, but sometimes expresses opinions which are insensitive to the abilities and feelings of others	- interacts with all group members spontaneously and contributes in a way that is sensitive to the abilities and feelings of others	- interacts positively with all group members, encourages such interaction in others, and is always sensitive to the abilities and feelings of others
Participation to Achieve Group Goals	- shows little commitment to group goals and fails to identify roles or perform assigned roles	- demonstrates commitment to group goals, but has difficulty performing assigned roles	- demonstrates commitment to group goals and carries out assigned roles effectively	- actively helps to identify group goals and works effectively to meet them in all roles assumed
Contribution to Group Maintenance	- teacher must identify changes needed in group processes, and student is unwilling to participate in making those changes identified by others	- identifies changes needed to improve group processes if prompted, and is minimally involved making those changes	- identifies and helps to make adjustments needed in group processes to maximize group effectiveness	- actively works to identify and carry out changes in group processes necessary to maximize group effectiveness
Roles Performed in the Group	- is limited in inclination or ability to perform roles in the group even after they are identified	- willing and able to perform some group roles effectively, once they are assigned	- sees the need for roles, but has some difficulty in identifying all of them and is willing and able to perform most group roles effectively	- identifies necessary roles, volunteers to perform any group role, and does so effectively and creatively

(Parts of the above chart were adapted from the Public District School Board Writing Partnership, Course Profile. Science, Grade 9 Applied)

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

Appendix OV-6

Notebooks Are Important!

Name: Date:

This is a rating scale for your science notebook. Use it as a guide to improve your recording.

1.	Index/Table of Contents is complete.	0 1 2

2.	All pages are numbered and dated.	0 1 2

3.	Notes are sequenced correctly.	0 1 2

4.	Notebook has a neat organized appearance.	0 1 2
	(attractive appearance, headings underlined, notes spaced out, written in ink, writing is legible, care has been taken to make a quality product)

5.	All notes/lab reports/worksheets have been completed and corrected.	0 1 2 3 4
	Except ___________________________________________________
	_________________________________________________________
	(complete these as soon as possible)

6.	Science Learning Logs have all been included.	0 1 2

7.	Entries/questions in each Science Learning Log have been completed.	0 1 2 3

8.	Notes have headings and subheadings which indicate the content.	0 1 2

9.	Diagrams and graphs are well done.	0 1 2 3 4
	(neat, large enough, done in pencil, labelled)

10.	Tests and quizzes have been corrected.	0 1 2

11.	Homework has been completed and corrected.	0 1 2

12.	Spelling and grammar are correct.	0 1 2

Comments:

This notebook rating scale is part of your notes.

Please keep this page just after the portion of notes that has been assessed.

Appendix OV-7

Summary of The Ontario Curriculum, Grades 1 – 8: Science and Technology

Strand	Grade 1	Grade 2	Grade 3	Grade 4
Life Systems	Characteristics and Needs of Living Things	Growth and Changes in Animals	Growth and Changes in Plants	Habitats and Communities
Key words Investigations Equipment	body parts and functions, diet, movement, senses predict how an animal will move field microscope, magnifier	comparisons, life cycles, behavioral characteristics link teeth shape to function magnifier	parts and functions, classification, life cycle, features for survival seed germination or plant growth study (onset of wilting, build a terrarium	food chains, structural adaptations, classification habitat assessment magnifier
Matter and Materials	Characteristics of Objects and Properties of Materials	Properties of Liquids and Solids	Magnetic and Charged Materials	Materials That Transmit/ Reflect/ Absorb Light/Sound
Key words Design/ Construct Investigations Equipment	physical properties, classification, use of senses usable product (aesthetically pleasing) manipulation of materials for sound production and comparative studies magnifying glass	solubility, physical states, buoyancy, viscosity buoyant object comparison of buoyancy, absorbency and reactions	polarity, electrostatics, conductor, insulator system moved by magnets magnetic strength and friction bar and rumen magnets, compass	sources, clarity, prisms, colour theory instruments for specific purpose material properties and sound or light transmission ray box

Appendix OV-7 (Continued)

Strand	Grade 5	Grade 6	Grade 7	Grade 8
Life Systems	Human Organ Systems	Diversity of Living Things	Interactions Within Ecosystems	Cells, Tissues, Organs & Systems
	cells, organ interactions, diet, lifestyle system studies (response time, impact of orthotics)	classification systems, pond study impact of food manipulation on insect growth magnifier, microscope	biotic and abiotic factors, food webs, nutrient cycles, biomes community changes and impact on plant/animal populations field microscope, magnifier	unicellular and multicellar (plants and animals), diffusion, osmosis effect of chemicals on protists, flower wilting prevention field microscope, microscope
Matter and Materials	Properties of Changes in Matter	Properties of Air and Characteris-tics of Flight	Pure Substances and Mixtures	Fluids
	changes of state, physical and chemical changes, pressure product that minimizes heat loss product assessment, rates of gas production, changes of state balance, hot plates, graduated cylinder, thermometer	gravity, aerodynamics, sources of propulsion test structure that flies, device using pneumatic power Bernoulli's Principle clinometre, propellers	particle theory, heterogeneous and homogeneous, saturation, solubility flowchart for manufacturing a product saturated solutions and temperature variation, mixture separations, water testing balance, graduated cylinder, separation equipment	hydraulic and pneumatic devices, viscosity, density, Archimede's Principle, gravity system that uses pneumatic or hydraulics (model), hydrometre viscosity and temperature, m/V relationship, buoyancy/ gravity relationship balance, graduated cylinder, overflow can, thermometer

Appendix OV-7 (Continued)

Strand	Grade 1	Grade 2	Grade 3	Grade 4
Energy and Control	Energy in Our Lives	Energy From Wind and Moving Water	Forces and Movement	Light and Sound Energy
Key words Design/ Construct Investigations Equipment	sun, food, consumption and conservation manually controlled device (e.g., fan), poster of energy forms alternatives in case of power failure, impact of senses on energy use radiometre, potato clock	renewable, hydroelectricity, windmills, water wheels device propelled by air, device that controls flow of water and/or air effect of wind direction and wind speed on the devices	directional and gravitational forces, magnetism and electrostatics device that uses a specific form of energy forces affecting speed or direction of moving object magnets, iron filings	sources, properties, shadows, pitch, human ear optical device, musical instrument behaviour of light with various optical devices tuning fork, sound level metre, mirrors, prisms
Structures and Mechanisms	Everyday Structures	Movement	Stability	Pulleys and Gears
Key Words Design/ Construct Investigations	shapes, patterns, actions and responses structure (explain its function) occurrence of various shapes, equipment shape and function	hinge, inclined plane, wheel, axle, lever, wedge device using mechanisms factors affecting the movement of a load	loads, fulcrum, forces, levers, struts, ties stable structure to support a mass (bridge/photo frame), levered structure and stable structure with a mechanism impact of fulcrum position	rotary motion, one to two planes (gears), tension, levers a pulley system that performs a task, a system of pulleys impact of tension on pulleys, compare gear systems, modify devices built

Appendix OV-7 (Continued)

Strand	Grade 5	Grade 6	Grade 7	Grade 8
Energy and Control	Conservation of Energy	Electricity	Heat	Optics
Key words Design/ Construct Investigations Equipment	non-renewable, natural resources, energy forms device that transforms energy stored energy, local recycling programs	circuits, energy transformations and consumption electrical circuits (operates a device), plan to reduce energy consumption converting chemical to electrical energy hand generator, circuitry equipment	particle theory, water cycle, heat capacity device that minimizes heat transfer factors affecting heat transfer ball and ring, bimetallic strip, conductometre, hot plate, thermometer	sources of light, reflection, colour theory research brochure (e.g., risks of radiation) investigate light properties and reflection curved mirrors, laser, lenses, prism, ray boxes
Structures and Mechanisms	Forces Acting on Structures/ Mechanisms	Motion	Structural Strength and Stability	Mechanical Efficiency
Key Words Design/ Construct Investigations	load-bearing tension and compression, torque frame structure that supports a load (bridge), mechanical system with a function effect of changing a pulley system to a lever system	linear, rotational, reciprocating, oscillating, levers and fulcrum friction mechanical device that changes direction and speed of input (clothesline) measuring motion of moving objects, reducing friction	solid, frame or shell structures, centre of gravity, loads work plan outlining resource choice for product manufacturing performance of a structure (mass versus load support)	hydraulic and pneumatic power, Pascal’s Law, velocity, friction mechanical system operated by hydraulic or pneumatic power measure forces that affect movement (friction)

Appendix OV-7 (Continued)

Strand

Grade 1

Grade 2

Grade 3

Grade 4

Earth and Space Systems

Daily and Seasonal Cycles

Air and Water in the Environment

Soils in the Environment

Rocks, Minerals & Erosion

Key Words

Design/Construct

Investigations

Equipment

temperature, wind light, plant and animal adaptations

model of a structure for protection against weather conditions

changes in outdoor temperatures, sun position and shadow creation or flower movement

physical properties, water cycle, weather

instructions for constructing a pinwheel

cloud study (indicator of weather changes), fabric caparison (drying times)

animal and plant life, root types, recycling (decomposition)

useful clay models (e.g., brick)

soil separation, water absorption by various soil types

sieves

physical properties, classification, impact of human activities

fossil mould to make replicas

erosion of various sand structures

Appendix OV-7 (Continued)

Strand	Grade 5	Grade 6	Grade 7	Grade 8
Earth and Space Systems	Weather	Space	The Earth's Crust	Water Systems
Key Words Design and Construct Investigations	major climatic factors and patterns, clouds, water cycle, barometric pressure model of a cloud in a jar, various weather instruments (and test them) compare fabrics (water proofing and insulating fabrics)	solar system, eclipses, constellations, earth rotations (seasons) device to tell time (sundial)	plate tectonics, fossils, strata rock cycle, soil formation models (e.g., volcanoes, time scale for earth formation or mining techniques)	impact on climate and weather, various states, salt and fresh water systems compare density of various objects and their buoyancy in fresh or salt water
Equipment				thermometers

(Chart prepared by the science writing team for the Public District School Board Writing Partnership, Course Profile, Science, Grade 9, Applied. The chart summarizes activities by strand and grade in The Ontario Curriculum, Grades 1-8, Science and Technology (1998))

Appendix OV-8

Summary of the Ontario Curriculum Grade 9: Science

Strand	Academic	Applied	Locally Developed
Biology	Reproduction	Reproduction: Processes and Applications	Cells and Reproduction
Key Words	cell theory, mitosis, DNA, nucleus, reproduction (sexual, asexual, human), somatic,	mitosis, nucleus, genetic information, reproduction (sexual, asexual, human), pregnancy	plant cells, animal cells, cell division, reproduction (sexual, asexual, human)
Investigations	stages of mitosis, fission, reproductive issues	stages of mitosis, reproductive issues	microscopic observation of cells
Equipment	microscope	microscope	microscopes, cell models

Strand	Academic	Applied	Locally Developed
Chemistry	Atoms and Elements	Exploring Matter	Exploring Matter
Key Words	atom, element, pure substance, periodic table, model, molecule, formula, chemical change, physical change	pure substance, element, atom, periodic table, chemical change, molecule, formula	pure substances, elements, compounds, atoms, molecules, formula, physical change, chemical change, metal, non-metal
Investigations	properties of elements and compounds	structure and properties of elements and compounds	properties of materials, physical and chemical changes
Equipment	molecular model kits, periodic table, WHMIS safety symbols, general laboratory equipment	molecular model kits, periodic table, WHMIS safety symbols, general laboratory equipment	WHMIS safety symbols, periodic table, general laboratory equipment

Appendix OV-8 (Continued)

Strand	Academic	Applied	Locally Developed
Physics	The Characteristics of Electricity	Electrical Applications	Electricity
Key Words	static electricity, current electricity, electrostatic attraction and repulsion, potential difference, resistance, power, current, voltage	static electricity, current electricity, potential difference, resistance, attraction, repulsion, current, voltage	static electricity, current electricity, circuit, parallel, series
Investigations	series and parallel circuits, static electricity, current, potential difference, resistance	series and parallel circuits, static electricity, current, potential difference, resistance	static electricity, current electricity, circuits
Equipment	electroscope, glass and ebonite rods, ammetre, voltmetre, switches, batteries, loads, wires	electroscope, glass and ebonite rods, ammetre, voltmetre, switches, batteries, loads, wires	glass and ebonite rods, batteries, fuses, switches, motors, metres, loads

Strand	Academic	Applied	Locally Developed
Earth and Space Science	The Study of the Universe	Space Explorations	Space Exploration
Key Words	universe, planet, star, galaxy, solar system,, planet, moon, comet, asteroid	solar system, universe, planet, moon, asteroid, comet	solar system, moon, asteroid, meteor, comet
Investigations	motion and characteristics of celestial objects, space exploration, intrasolar distances	space exploration, motion of celestial objects	solar system, planetary movement
Equipment	computer with Internet access	computer with Internet access	Starry night CD-ROM, globe, videos

Prepared by the Writing Team for the Public School Boards Course Profile for Grade 10 Locally Designed Science, 2000

Coded Expectations, Locally Developed Science, Grade 10 - Public

Biology: The Environment

Overall Expectations

BYV.01

- demonstrate an understanding of the factors relating to and affecting the environment;

BYV.02

- investigate the relationships among the living and non-living things in the environment;

BYV.03

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

Specific Expectations

Understanding Basic Concepts

BY1.01

- explain how the living and non-living parts of the environment interact with one another;

BY1.02

- illustrate the cycling of matter through biotic and abiotic components of the environment (e.g., water, carbon, nitrogen, oxygen);

BY1.03

- describe the processes of photosynthesis and cellular respiration in their role within ecosystems;

BY1.04

- identify the relationship between available resources and population in the same area;

BY1.05

- explain how the environment can be changed by the living and non-living things in it.

Developing Skills of Inquiry and Communication

BY2.01A

- demonstrate knowledge of safety procedures when carrying out investigations in the laboratory or in the field and using materials, tools and equipment to measure quantities related to the environment (e.g., dispose of broken thermometers properly, be careful with trowels or soil test kit chemicals when checking soil conditions);

BY2.01B

- formulate scientific questions about the environment (e.g., How does the number of prey in an area affect the number of predators in the same area?);

BY2.01C

- demonstrate the skills required to conduct an inquiry into issues related to the environment, using instruments, tools, and apparatus safely, accurately, and effectively (e.g., thermometer, calculators, probes…);

BY2.01D

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

BY2.01E

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

BY2.01F

- communicate scientific ideas, procedures, results, and conclusions from investigations about the environment using appropriate language and formats (e.g., sharing in small groups; demonstrations; structured laboratory reports).

Relating Science to Technology, Society, and the Environment

BY3.01

- identify the impact of technological change on the environment;

BY3.02

- describe some of the technologies used in cleaning up the environment;

BY3.03

- identify and describe careers based on the environment and technology related to environment.

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

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

CH1.02

- describe the characteristics of simple chemical reactions (e.g., synthesis, decomposition, oxidation);

CH1.03

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

CH1.04

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

CH1.05

- state the properties of acids and bases and identify some common acids and bases by their common names and chemical formula (e.g., sulfuric acid, hydrochloric acid, nitric acid, sodium hydroxide, calcium hydroxide…);

CH1.06

- classify some common household materials as acids or bases;

CH1.07

- explain how the pH scale is used to identify acids and bases;

CH1.08

- describe the neutralization process, the formation of salts and identify some common salts by their formula.

Developing Skills of Inquiry and Communication

CH2.01A

- demonstrate knowledge of safety procedures when carrying out investigations in the laboratory using materials, tools, and equipment to carry out chemical reactions (e.g., wear safety glasses, use care when heating materials, follow WHMIS guidelines and emergency procedures, use proper procedures for handling, storage, and disposal of chemicals);

CH2.01B

- formulate scientific questions about chemical reactions (e.g., how does changing the temperature affect the rate of the reaction?);

CH2.01C

- demonstrate the skills required to investigate chemical reactions, using instruments, tools, and apparatus safely, accurately, and effectively (e.g., evaporating water in a neutralization reaction to recover the salt; determining the properties of acids and bases; simple synthesis, decomposition and oxidation reactions);

CH2.01D

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

CH2.01E

- organize, record, and analyse the information gathered during investigations of chemical reactions (e.g., charts, tables, graphs);

CH2.01F

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

CH2.01G

- investigate, by laboratory experiment or classroom demonstration, factors that can affect the rate at which chemical reactions occur.

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;

CH3.02

- describe activities in the workplace and household where knowledge of chemicals can prevent hazardous situations;

CH3.03

- identify careers or hobbies where a knowledge of chemical reactions is important.

Earth and Space Science: Weather

Overall Expectations

ESV.01

- describe the factors that influence weather;

ESV.02

- investigate, through measurement, the factors that influence weather;

ESV.03

- describe technologies available for weather forecasting and explain the impact of the availability of these technologies on our daily lives.

Specific Expectations

Understanding Basic Concepts

ES1.01

- identify and describe the characteristics of the atmosphere (air) which affect weather;

ES1.02

- identify and describe the characteristics of the hydrosphere (water layer around Earth) which affect weather;

ES1.03

- describe the water cycle and how it is important to weather;

ES1.04

- identify and describe the different types of precipitation that may occur and relate to the temperature of the environment;

ES1.05

- describe and be able to collect and interpret data from different types of weather measuring instruments such as thermometer, barometer, hygrometer, anemometer, rain gauge;

ES1.06

- explain how air and water currents are affected by the rotation of the Earth and heat transfer within the air and oceans;

ES1.07

- identify the symbols used to represent weather conditions on a weather map.

Developing Skills of Inquiry and Communication

ES2.01A

- demonstrate knowledge of safety procedures when carrying out investigations and using materials, tools, and equipment to measure quantities related to weather (e.g., take care if using a sling hygrometer to measure relative humidity, be careful with anemometers to measure wind speed if the wind speed is very high, dispose of broken thermometers properly);

ES2.01B

- formulate scientific questions about weather (e.g., how is the appearance of a cloud related to the possible precipitation? Does a “red sky at night” really mean good weather is coming?);

ES2.01C

- demonstrate the skills required to conduct an inquiry into weather, using instruments, tools, and apparatus safely, accurately, and effectively (e.g., thermometer, barometer, hygrometer, anemometer, rain gauge);

ES2.01D

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

ES2.01E

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

ES2.01F

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

ES2.02

- interpret a weather map to identify the weather conditions for a given location at a certain time and to predict the possible conditions for a future time for the same location.

Relating Science to Technology, Society, and the Environment

ES3.01

- describe technologies that are used to predict weather (e.g., satellite images, Doppler radar);

ES3.02

- explain the importance of weather forecasting in Canada for planning a variety of daily activities (e.g., farming, tourism, construction, travel, school cancellation);

ES3.03

- describe careers and/or hobbies in science and technology that are related to a knowledge of weather, and identify the knowledge and skill requirements of such careers.

Physics: Motion

Overall Expectations

PHV.01

- describe the properties of different types of motion;

PHV.02

- investigate the quantities involved in motion through measurement;

PHV.03

- explain how motion is involved in everyday events.

Specific Expectations

Understanding Basic Concepts

PH1.01

- describe motion in terms of the change in position of an object (consider 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

- illustrate how the speed of an object is the slope (steepness) of a position-time graph;

PH1.05

- explain how as speed changes, for straight-line motion, the motion is accelerated;

PH1.06

- identify acceleration of an object in a straight-line as a change in speed;

PH1.07

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

PH1.08

- explain that the acceleration of an object moving in a straight line is the slope of a speed-time graph;

PH1.09

- solve simple motion problems using the equations for constant speed and uniform acceleration.

Developing Skills of Inquiry and Communication

PH2.01A

- demonstrate knowledge of safety procedures when carrying out investigations and using materials, tools, and equipment to measure motion (e.g., proper electrical connections for recording timers, air tracks, or spark timers);

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 questions developed about motion;

PH2.01E

- organize, record, and analyse the information gathered from investigations about motion (e.g., charts, tables, graphs);

PH2.01F

- communicate scientific ideas, procedures, results, and conclusions about investigations on motion using appropriate language and formats (e.g., sharing in small groups. demonstrations, structured laboratory reports).

Relating Science to Technology, Society, and the Environment

PH3.01

- investigate the advantages and disadvantages of different methods of transportation with respect to speed, safety, and environmental impact;

PH3.02

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

PH3.03

- describe careers and/or hobbies 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 police officer, flying model air planes, model railroading).

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Acknowledgments

Course Overview Locally Developed Science, Grade 10

Description/Rationale

Safety

Unit Titles with Sequence and Timing

Unit Descriptions

Unit 1: Biology: The Environment

Unit 2: Chemistry: Chemical Reactions and Their Practical Applications

Unit 3: Earth and Space Science: Weather

Unit 4: Physics: Motion

Unit 5: Culminating Task: Making Connections

Course Notes

Prior Learning Required

Teaching/Learning Strategies

Science Learning Log Expectations

Reading For Understanding

Tasks Identified by Type

Science Fairs and Science Olympics

Accommodations

English as a Second Language/English Literacy Development

Co-operative Small Group Learning

Assessment and Evaluation

Quality of Assessment and Evaluation

Reporting

Resources

A. General References on Education and Science Education

B. General Science Texts or Resource Books

C. Periodicals

D. Science and Education Internet Sites (and sites that lead to them)

E. Software

Ontario Secondary School (OSS) Policy Applications

Course Evaluation

Appendix OV-1

Science Learning Log Worksheet

Appendix OV-2

Sample Science Learning Log Worksheet (completed)

Appendix OV-3

Science Learning Log Rubric

Appendix OV-4

Co-operative Small Group Learning/Description and Structures

Appendix OV-4 (Continued)

Appendix OV-4 (Continued)

Appendix OV-4 (Continued)

Appendix OV-4 (Continued)

Appendix OV-4 (Continued)

Appendix OV-5

Rubric for Collaborative Group Work

Appendix OV-6

Notebooks Are Important!

Appendix OV-7

Summary of The Ontario Curriculum, Grades 1 – 8: Science and Technology

Appendix OV-7 (Continued)

Appendix OV-7 (Continued)

Appendix OV-7 (Continued)

Appendix OV-7 (Continued)

Appendix OV-7 (Continued)

Appendix OV-8

Summary of the Ontario Curriculum Grade 9: Science

Appendix OV-8 (Continued)

Biology: The Environment

Overall Expectations

Specific Expectations

Chemistry: Chemical Reactions and their Practical Applications

Overall Expectations

Specific Expectations

Earth and Space Science: Weather

Overall Expectations

Specific Expectations

Physics: Motion

Overall Expectations

Specific Expectations