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Course Profile
Science, Workplace
Preparation, Catholic
Course Overview
Course Profiles are professional development materials designed to help teachers implement the new Grade 11 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.
Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.
© Queen’s Printer for Ontario, 2000
Catholic District School Board Writing Teams –
Catholic Curriculum Co-operative of Central Ontario (CCCC) Writing Partnership - Science
Lead Board
Hamilton-Wentworth Catholic District School Board
Remo Presutti, Manager
Course Profile Writing Team
Maureen Callan, Halton CDSB
Josephine Ciapanna, Hamilton-Wentworth CDSB
Gerry Fuchs, Hamilton-Wentworth CDSB (Lead Writer)
Ann Harrison, Niagara CDSB
Jeffrey Martin, Niagara CDSB
Mirella Palmisano, Dufferin-Peel CDSB
Donna Stack-Durward, Hamilton-Wentworth CDSB
Course Profile Internal Review Team
Dr. Anthony Cuschieri, Hamilton-Wentworth CDSB
Milan Sanader, Dufferin-Peel CDSB
Institute for Catholic Education (ICE)
Course Overview
Science, Workplace Preparation
Course Title: Science
Grade: 11
Course Type: Workplace Preparation
Ministry Course Code: SNC3E
Prerequisite: Science, Grade 9,
Academic or Applied
Credit Value: 1
Course Developer(s):
Catholic
Curriculum Co-operative of Central and Western Ontario (CCCC)
Development Date:
August
2000
This course provides students with the science-related knowledge and skills they need to help them make informed decisions in the workplace and in their personal lives. Students explore a range of topics, including materials and safety; electrical circuits; micro-organisms; the human immune system and defenses against disease; and the impact of technology on the environment. Emphasis is placed on relating these topics directly to students’ experiences both in the world of work and in daily life.
The study of science helps students learn to be reflective, critical, and creative thinkers, as well as discerning believers, who can apply their knowledge to the world around them. They can then make appropriate decisions in light of Gospel values and Church teachings. Through the study of the techniques of science, particularly experimentation, students learn to be collaborative contributors to an interdependent team, respecting the rights, responsibilities, and contributions of others. Studying the application of science to the workplace leads students to find meaning, dignity, fulfillment, and vocation in work that contributes to the common good. Overall, students become aware of the spiritual, as well as the physical dimension of the world and of the need to respect the environment and to use resources wisely in order to fulfill their roles as stewards of God’s creation.
|
Unit 1 |
Skills for the Workplace Portfolio |
10 hours |
|
Unit 2 |
Materials and Safety |
20 hours |
|
Unit 3 |
Electrical Circuits |
20 hours |
|
Unit 4 |
Micro-organisms |
18.75 hours |
|
Unit 5 |
The Immune System and Human Health |
21.25 hours |
|
Unit 6 |
Human Impact on the Environment |
20 hours |
Time: 10 hours
Description
In this unit, which is completed throughout the course, students identify and collect information on science and technology-based careers. The unit focuses on developing the skills to compile a Workplace Portfolio (Activity 2). Students follow a particular career or careers related to science and develop the skills necessary to obtain employment in the field(s). Students gather materials that provide evidence of their developed skills and place them in their portfolio. They are encouraged to consider the importance of acting ethically in whatever career they choose in order to develop their God-given potential and make a meaningful contribution to society and the common good. The portfolio, a resume, and a mock interview make up the components of the unit. It is suggested that the assessment pieces gathered in this unit be used as part of the final 30% summative evaluation for the course.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations: CGE 2b, c, d; 3e; 4a, b, e, f, g; 5b, c, d, h; 7b.
Strand(s): Materials and Safety; Electrical Circuits; Micro-organisms; The Immune System and Human Health; Human Impact on the Environment
Overall Expectations: Scientific Investigation Skills 4, 5, 6, 7, 9.
Note: The numbering of the Scientific Investigation Skills (SIS) is taken from the order of the expectations given on page 136 of The Ontario Curriculum, Grades 11 and 12, Science.
Time: 20 hours
Description
Students gain a working knowledge of important safety legislation, such as the Workplace Hazardous Materials Information System (WHMIS). This is done through laboratory investigations of and research into the safe handling, use, storage, and disposal procedures for a variety of materials including some hazardous materials. Awareness of the effects of hazardous materials on the body is emphasized. Through investigations, students identify the factors affecting rates of chemical reactions. As informed Catholic citizens and responsible stewards, students use this knowledge of chemistry to address home, school, and workplace safety issues.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations: CGE ld; 2a, b, c, d, e; 3c, d; 4c, e, f, g; 5a, b, e, f, g, h; 7i, j.
Strand(s): Materials and Safety
Overall Expectations: MSV.01E, MSV.02E, MSV.03E.
Specific Expectations: MS1.01E to MS1.10E, MS2.01E to MS2.05E, MS3.01E, MS3.02E.
Time: 20 hours
Description
Students demonstrate an understanding of the components and functions of electrical circuits that are commonly found at home and in the workplace. Students construct, analyse, and repair simple electrical circuits by using schematic diagrams. They demonstrate the skills necessary to work with electrical tools and components, and they examine small everyday electrical devices and appliances. Students investigate the role electrical appliances play in the economy of the local community. They also investigate the impact of, and dependence on, electrical devices on our standard of living in view of the Catholic faith tradition.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations: CGE 2b, c, e; 3c, d; 4a, f; 5a, e, f; 7i.
Strand(s): Electrical Circuits
Overall Expectations: ECV.01E, ECV.02E, ECV.03E.
Specific Expectations: EC1.01E to EC1.07E; EC2.01E to EC2.07E; EC3.01E to EC3.03E.
Time: 18.75 hours
Description
Students describe the characteristics of some micro-organisms, including ways in which they reproduce and grow in the home, school, and workplace. Students investigate the growth and uses of microbes through laboratory activities. Students analyse the role of microbes in technology, and their impact on society and the environment in light of Catholic faith tradition.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations: CGE 1d, i; 2b, c, d; 3c, d; 4b, c, f; 5a, h; 7b.
Strand(s): Micro-organisms
Overall Expectations: MOV.01E, MOV.02E, MOV.03E.
Specific Expectations: MO1.01E to MO1.06E; MO2.01E to MO2.05E; MO3.01E, MO3.02E.
Time: 21.25 hours
Description
Students become familiar with the immune system and its ability to combat disease. Students identify the causes, effects, and treatments of communicable and non-communicable diseases. The role of antibiotics and vaccines to treat and/or prevent disease is researched. Students gain knowledge on how human health has improved as a result of improved sanitary conditions and proper personal hygiene. An understanding of their social responsibility toward the prevention of disease and a renewed respect for the sacredness of the human body is emphasized.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations: CGE 1d; 2a, b, c, d, e; 3c, d; 4a, b, c, e, f; 5a, e, f, g; 7b, j.
Strand(s): The Immune System and Human Health; Micro-organisms
Overall Expectations: ISV.01E, ISV.02E, ISV.03E, MOV.02E.
Specific Expectations: IS1.01E to IS1.03E, IS2.01E to IS2.03E, IS3.01E to IS3.03E, MO2.03.
Time: 20 hours
Description
Students develop an understanding of the fragile balance that exists between the human population and the environment. Students create and maintain an ecosystem, and examine the effects that various pollutants have on that system. They analyse population growth and investigate factors that determine the carrying capacity of an ecosystem. Students examine the sustainability of the human population in particular, by analysing the technological and social factors that effect decision-making in regards to specific, local, environmental concerns. Students conduct an environmental study in which they research and role play the opinions that might be developed by different local interest groups and organizations. The conclusions reached reflect Gospel values and Church teachings and stress environmental stewardship.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations: CGE 1d; 2a, b, c, d, e; 3b, c, d, f; 4c, f; 5a, e, f; 7a, b, d, h, i, j.
Strand(s): Human Impact on the Environment
Overall Expectations: HIV.01E, HIV.02E, HIV.03E.
Specific Expectations: HI1.01E to HI1.05E, HI2.01E to HI2.05E, HI3.01E to HI3.04E.
Science is an activity as much as it is an organized body of knowledge. It cannot be learned in any meaningful way by reading and discussion alone. The experimental nature of science is to be emphasized. The teacher will provide ample opportunities for students to engage in safe, effective laboratory activities in all units of the course. The health and safety of teachers and students must be of paramount importance when conducting laboratory activities. All must comply with the provisions of Workplace Hazardous Materials Information System (WHMIS) legislation and must practise established safe laboratory procedures. Students should recognize the importance of this legislation with regards to their future place of work.
Students are expected to use computer technology that has been developed for use in science and career studies. Computer-based simulations, multimedia applications, databases, computer-assisted laboratory apparatus and learning modules should be used wherever appropriate to do so. Care must be taken, however, to ensure that computer-assisted laboratory programs are not used in situations where students’ own technical skills should be developed. Whenever possible, the teacher should provide opportunities for students to experience the world of science first-hand by participating in field trips and excursions. Students are provided with opportunities to recognize science applications in the workplace through trips to a workplace, guest presenters and career exploration.
As a culminating activity students develop the Workplace Portfolio in order to become aware of and knowledgeable about the science skills required for possible future career opportunities. It is recommended that students develop a portfolio specific to a particular career or careers of their own choice, perhaps related to their Annual Education Plan (AEP). Students are required to identify and demonstrate skills correctly and safely. These demonstrations may be recorded on audio or video tape or be illustrated by means of diagrams or photographs showing the skill being performed. The concept of the portfolio must be introduced at the start of the course and then developed throughout each unit until it is completed at the end of the course. Students are provided with a Career Template (Unit 1 Appendix 1), an Employability Checklist (Unit 1 Appendix 4) and a Portfolio Table of Contents (Unit 1 Appendix 5) to help them organize the various components of their Workplace Portfolio. Students conference with the teacher several times during the course in the development of the portfolio to identify skills and the procedural knowledge required to develop the skill. The various skill components of this activity should be done independently in order that the final product will reflect the individual interest of the student, however it may be shared with the whole class. In the event that a teacher chooses not to do this activity it must be recognized that the expectations of the course relating to careers in the Overview Skills must be met through other activities that the teacher must develop within the units.
The order of the units that is recommended is to introduce the Workplace Portfolio early and then to introduce students to the Materials and Safety unit in order to provide a safe foundation for later work in the class. Similarly the Electrical Circuits unit is introduced next in order to provide students with the background required to use electrical devices to collect observations and to record data in later parts of the course. The specific examples chosen by the teacher to study the Human Impact on the Environment may be varied depending on the season. However, the order of the units may be changed to allow for this unit to be offered during a time of good weather to permit a field study to be planned in order to allow students to observe specific impact on the environment that the teacher chooses. For example, in the fall semester this could place this unit near the start and in the spring semester, near the end of the course. There are some expectations in the Micro-organisms unit that are very similar to those in the unit on The Immune System and Human Health. The writers have attempted to avoid duplication of activities by treating some of the expectations for both units through one activity in the unit, The Immune System and Human Health. If teachers wish they may find other ways of combining these expectations but if they do, they should adjust the time spent on the units accordingly.
For many of the following strategies teachers will have to explicitly teach students how to use the strategy and then monitor its use and provide encouragement for its effective use. It is recommended that teachers use a variety of short, student-centered activities with immediate feedback and opportunity for success by all students. For effective classroom management it is recommended that the Journal, Lab Book and Notebook be kept in class. A portable file or a box kept in class are useful for this purpose. These items may all be in one three-ring binder, divided into appropriate sections or may be separate smaller notebooks.
Students are frequently asked to brainstorm before solving a problem. It is important to teach students that once a group of initial ideas have been generated that they should reflect upon the ideas and analyse them. They may be put into an order from most important to least important, sorted into advantages or disadvantages, or sorted into positive, negative, or neutral ideas. This will be a future aid to more formal problem-solving techniques which should be explicitly taught to the students. Since this is a science course, the scientific method of problem solving should be emphasized. In the scientific method, once the problem is identified a solution may be found by producing a variety of hypotheses (often through brainstorming), then selecting the best hypothesis for further testing through research or experimentation. After this the hypothesis may be accepted and the problem is solved or refuted and another hypothesis is selected for further testing.
An important strategy to help develop the Catholic Graduate Expectations is the Journal. In writing Journal reflections, students should consider a Learning/Valuing/Acting Model. “Learning” involves students reflecting on what they have learned from any unit of the course, from reading newspapers, from watching television news shows, or from their own experience about an issue. “Valuing” requires students to reflect on which Catholic values are important in dealing with the issue. “Acting” requires students to decide on a course of action that they could take to either further the positive works that they learned about or to help right the social injustice that was present in what they learned about the issue.
This model promotes the importance of the need to act appropriately in light of what we know and what we value. In this way students are constantly challenging themselves about the social teachings of the Church and the importance of every individual’s actions in working towards the common good and creating a just society. This model may not be applicable for all student reflections in this course. However, it should be considered when dealing with issues of environmental stewardship, community, social justice and the wise use of resources. Whenever this model is suggested as the basis for a reflection, it will be referenced as the Learning/Valuing/Acting Model.
Instructional strategies
may include the following:
Brainstorming - group generation of initial ideas expressed without criticism or analysis
Case Study - investigation of real and simulated problems provided by the teacher
Collaborative/Cooperative Learning - various small group learning techniques as constructed by the teacher (e.g., think/pair/share; jigsaw)
Computer-based Learning - students use simulations and relevant computer programs to explore science problems
Conferencing – teacher-to-student discussion
Field Study - students perform investigations on locations beyond the school under the supervision of their teacher
Guest Speaker - an expert is invited from outside the school to present ideas, alternative perspectives, opinions, and descriptions of real-life experiences, and to answer questions generated by students
Independent Study - students explore and research a topic of interest (an important component of the culminating unit)
Interview - students engage in a conversation or dialogue with a person in order to gain information or insights from the person being interviewed or to give information to a person conducting the interview
Journal - personal student reflective writing concerning issues raised in the course (particularly useful in considering issues such as stewardship, justice regarding the fair distribution of natural resources, and the need to invest fairly in Third World countries from a Catholic perspective; the Learning/Valuing/Acting Model should be used)
Lab-based Inquiry - students perform investigations in the laboratory under the supervision of the teacher
Lab Book - a notebook or a binder that students use to record their observations of all in class experiments
Notebook - a student collection of daily work, teacher handouts, and homework attempted and completed
Portfolio - a student collection of materials of interest, or related to a course component, or task defined by the teacher; materials may include audio, video, photographic, or interview information as well as written records
Report/Presentation - an oral and/or written presentation of a researched topic to the class, perhaps as a poster or a videotaped format
Role Play - a student simulation of a particular situation in order to explore the thoughts, feelings and interactions of people by responding and behaving as people would in a certain situation
Scrapbook - a collection of articles, pictures, and information concerning a topic of interest
Teacher-directed Lessons and Demonstrations - introductions to key concepts of the course used in all units
Vocabulary List - a list of words used in a particular unit, along with their definition or other explanation of their meaning
Assessment is the process of gathering information from a variety of sources that accurately reflects how well a student is achieving the curriculum expectations. In science these expectations include the Understanding of Basic Concepts which may be assessed for Knowledge and Understanding; the Developing Skills of Inquiry and Communication which may be assessed for Inquiry and Communication; and Relating Science to Technology, Society, and the Environment which may be assessed for Making Connections.
Assessment
strategies include:
Personal Communication
· short written reports
· journals
· lab reports
· resumes
· self assessment
· student-teacher conferences
Paper and Pencil Tests
· quizzes
· tests
Observation
· formal/informal by teacher
Performance Assessment
· student demonstration of science skills
· student interviews
· student performed experiments
· portfolio
· role playing scenarios
Assessment tools include:
· checklists
· marking schemes
· rubrics
· anecdotal comments with suggestions for improvement.
Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and then assigning a value to represent that quality. The value assigned will be in the form of a percentage grade. According to the Program Planning and Assessment Policy, 70% of the student’s course grade will be based on the assessments and evaluations conducted throughout the course and 30% will be based upon an examination, performance, essay and/or other method of evaluation suitable to the course content and administered towards the end of the course. The assessment and evaluation in this Workplace Science course reflects course emphasis on applications and practical connections with the world of work. Each component should be evaluated for all four categories identified in the Achievement Chart, the relative value depending upon the emphasis in the unit as it was taught.
Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based of a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation.
Teachers must consider the needs of exceptional students in planning the delivery of the Science curriculum. Accommodations to the program activities and/or to the environment may be necessary. Where the student has an Individual Education Plan (IEP), the course will be modified to meet the needs as outlined in the plan. For English as a Second Language (ESL) students or English Literacy Development (ELD) students, teachers should provide opportunities for students to demonstrate their learning by alternative means (such as spoken English, direct demonstration and pictorial representation) while written English is developing. For students with physical or learning impairments, classroom and laboratory activities should be altered to permit as much participation as possible. Where possible peers should be encouraged to assist students in order to permit participation in some group or individual activities. For assessment, it may be necessary to use oral testing, a scribe to record answers given orally, or other demonstrations of learning in order to determine the level of achievement of certain students. For additional specific suggestions for students with learning disabilities, visual impairment, or hearing impairment teachers should consult Appendix A4 of the Catholic Profile for the Grade 10 Locally Developed Course.
Specific resources are suggested in each unit overview.
Various approved textbooks that exist for the
previous Grade 9 and 10 Science courses as well as those that exist for the
Biology, Chemistry, and Physics courses should be consulted in order to
determine proper procedures for science skill development as well as background
knowledge for students. There may be new textbooks written by various
publishers for this new course. Teachers should consult those; however, they
should be aware that they may contain information beyond the range of the
actual course expectations. Teachers should consult The
Science classrooms should also have a Bible available for reference. Teachers
should consult the Religion department in the school or the school Chaplain for
the version used by the school. Many schools use the New American Catholic Bible, published by Catholic Bible
Publishers,
Various other print resources that teachers may wish to have available are identified in the introduction to each unit.
Various science series are available such as Bill Nye the Science Guy, World of Chemistry, National Geographic, Educational Videos Inc. of the Environment, and TVO Series. Many other specific ones are listed in the introduction to each specific unit.
Various computer software and Internet websites are listed in the introduction to each unit.
Chemical models of the atom, microscopes, microviewers, power supplies, voltmeters, ammeters, oscilloscopes, soldering irons, wire strippers, computers, and assorted laboratory equipment
Students can benefit from experience in science related activities in the workplace through Cooperative Education or work experience placements within the community. They may consider a Cooperative Education or a work experience placement related to this science course. Students should explore various science related careers throughout the course and consider them when they are developing their Annual Education Plan (AEP).
Students are required to complete 40 hours of community involvement activities prior to graduation. They should consult their Board’s list of eligible Christian Service activities to complete this requirement. Volunteer work in hospitals, retirement homes, and nursing homes may also help students to gain additional knowledge about micro-organisms and the immune system and human health. They may have an opportunity to become aware of various career options and develop skills for their Workplace Portfolio for this course.
Students graduating from
Course evaluation serves to guide teachers in adapting curriculum and instruction to students’ needs and in assessing the overall effectiveness of programs and classroom practices.
Teachers should consider conducting evaluations at the end of each unit. Evaluations may be as simple as asking students to identify those activities they enjoyed, those that they didn’t enjoy and then asking for their suggestions for improvement or by providing students with a more detailed rating scale (1 to 5) for each of the activities of the unit. Teachers may refer to resources such as Program Planning and Assessment, Making the Grade and Assessing for Success for additional suggestions for course evaluations.
Lab Report Rubric
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
The |
- applies few of
the skills and strategies of scientific inquiry; |
- applies some of
the skills and strategies of scientific inquiry; |
- applies most of
the skills and strategies of scientific inquiry; |
- applies all (or
almost all) of the skills and strategies of scientific inquiry; |
|
Knowledge/ Introducing concepts/theory |
- limited summary of background information |
- partial summary of background information |
- complete summary of background information |
- thorough yet concise, summary of background information |
|
Understanding the question or problem |
- limited understanding of the theory/concept of the experiment |
- some understanding of the theory/concept of the experiment |
- good understanding of the theory/concept of the experiment |
- thorough understanding of the theory/concept of the experiment |
|
|
- states question, but not in a testable form and identifies few of the components needed for a fair test |
- restates question in a testable form that identifies some components needed for a fair test |
- restates question in a testable form that identifies most components needed for a fair test |
- restates question in a testable form that identifies all components needed for a fair test |
|
Formulating the hypothesis |
- prediction is unrelated to problem |
- prediction partially relates to problem |
- prediction relates to problem and is partially supported by initial research |
- prediction relates to problem and is fully supported by data |
|
Inquiry Designing a plan |
- limited set of procedures is attempted, the procedures may be unworkable |
- develops a set of procedures that are of some use in their appropriateness, efficiency, clarity, and/or completeness |
- develops a set of procedures that are appropriate in their efficiency, clarity, or completeness |
- develops a set of procedures that are thorough, test the hypothesis, and are appropriate, efficient, clear, and complete |
|
|
- limited identification of controls and variables |
- identifies some controls and understanding of some variables |
- identifies and controls most major variables |
- identifies and controls all major variables |
|
Inquiry Carrying out the plan |
- limited use of procedures to conduct a fair test |
- follows some identified procedures to conduct a fair test |
- follows most identified procedures to conduct a fair test and makes some modifications |
- follows identified procedures to conduct a fair test and justifies modifications |
|
|
- data is of limited relevance, is limited in scope, and/or contains major inaccuracies |
- some data is relevant and sufficient in scope and detail, but not extensive |
- most data is relevant and may be extensive in scope and detail |
- data is highly relevant and is extensive in scope and detail |
|
Communications |
- limited organization of information; records are inaccurate or incomplete |
- display of information is somewhat organized, somewhat precise, accurate, and complete |
- display of information is organized and mostly precise, accurate, and complete |
- display of information is organized, precise, and complete |
|
|
- uses scientific terminology with a limited degree of clarity and accuracy |
- uses scientific terminology with some degree of accuracy, clarity and effectiveness |
- uses scientific terminology with considerable degree of accuracy, clarity, and effectiveness |
- uses scientific terminology with high degree of accuracy, clarity, and effectiveness |
|
|
- little data is recorded using appropriate SI units and format |
- some data is recorded using appropriate SI units and forma |
- most data is recorded using appropriate SI units and format |
- all data is recorded using appropriate SI units and format |
|
Inquiry Analysing, Interpreting |
- relevant data shows limited analysis or explanation |
- relevant data are identified and explained with partial analysis |
- relevant data are identified and explained with analysis |
- relevant data are identified, analysed, and explained thoroughly |
|
Inquiry Concluding |
- conclusion/ inference is stated but is weakly supported by the data |
- conclusion/ inference is stated and is moderately supported by the data |
- conclusion/ inference is valid, understandable, and is considerably supported by the data |
- conclusion/ inference is valid, clearly and concisely stated, and fully supported by the data |
|
Knowledge/ |
- conclusion partly addresses the original task |
- conclusion somewhat addresses the original task |
- conclusion addresses the original task |
- conclusion fully addresses the original task |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Adapted from
Lab Performance is
assessed according to the following ten criteria:
1. Pre-Lab Write-Up
o Comes to lab with pre-lab write-up completed. Pre-lab consists of the following: title, introduction, materials, apparatus, procedure, and observation chart(s). These must be written in notebook.
2. Knowledge
o Demonstrates a clear understanding of the problem to be investigated, the background theory, and the procedure.
3. Set-up
o Assembles equipment quickly and correctly with little or no reference to notes or laboratory manual.
o Makes efficient use of time.
o Displays confidence in own abilities.
4. Technique
o Lights a Bunsen burner correctly.
o Adjusts the Bunsen burner flame properly.
o Checks odours of liquids properly.
o Handles equipment correctly.
o Takes readings accurately and precisely.
o Cleans glassware before and after use.
o Reads chemical labels carefully before obtaining samples.
o Handles chemicals safely.
o Does not contaminate reagent stock bottles.
o Follows directions given in class.
5. Equipment
o Uses equipment for the purpose for which it was designed.
o Handles all equipment with care.
6. Data
o Records all observations in a neat and organized manner.
o Records all data in ink.
o Attempts to correlate observations to the problem.
o Has data initialled by the teacher prior to leaving the laboratory.
7. Cooperation/Contribution
o Helpful in group situations.
o Performs his/her share of the tasks.
8. Waste Disposal
o Disposes unused reagents or products of chemical reactions as instructed by the teacher.
o Environmentally toxic substances are dealt with special care.
9. Clean-Up
o Washes all glassware before returning it to storage area.
o Asks for correct cleaning procedure for glassware that is difficult to clean.
o Wipes down work bench.
o Disposes of any paper and other solids in trash can (not in sinks!).
o Cleans and rinses sinks.
10. Safety
o Work bench is not cluttered.
o Goggles are worn at all times.
o Stands while performing experiment.
o Does not perform unauthorized experiments.
o Concentrates on his/her work.
o Disposes of broken glassware appropriately.
o Cleans up spills.
o Ties long hair back.
o Does not eat in lab area.
o Does not engage in horseplay.
o Handles chemicals with utmost respect and care.
o Does not wear loose clothing.
o Recognizes and reports unsafe condition.
o Washes hands after every experiment.
o Does not leave a lighted Bunsen burner unattended.
o Knows the location of safety equipment.
o Reports equipment that is broken or isn’t working.
The following may be
used as a student rating scale for the above checklist of lab performance:
Laboratory Performance Rating Scale
|
Criteria |
Rating Scale |
|
1. Pre-lab write up is complete. |
0 1 2 3 4 |
|
2. Demonstrates a clear knowledge of the problem being studied. |
0 1 2 3 4 |
|
3. Follows set-up procedures for the investigation efficiently and correctly. |
0 1 2 3 4 |
|
4. Follows specific lab techniques properly. |
0 1 2 3 4 |
|
5. Handles equipment correctly. |
0 1 2 3 4 |
|
6. Records data precisely and completely. |
0 1 2 3 4 |
|
7. Works co-operatively with the group. |
0 1 2 3 4 |
|
8. Disposes of waste correctly. |
0 1 2 3 4 |
|
9. Follows proper clean-up procedures. |
0 1 2 3 4 |
|
10. Observes all safety precautions. |
0 1 2 3 4 |
(Generic model – modify
to meet local criteria.)
|
Category |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Communication Vocabulary |
- limited use of appropriate scientific terminology |
- some appropriate use of scientific terminology |
- most of the appropriate scientific terminology is used |
- all the appropriate scientific terminology is used |
|
|
- terminology was used with limited degree of accuracy |
- terminology was used with some degree of accuracy |
- terminology was used with a good degree of accuracy |
- a high degree of accuracy in use of terminology |
|
Visual (photographs) |
- limited use of pictures/film adds little support to the presentation |
- pictures/film provide some support to the presentation |
- pictures/film provide good support to the presentation |
- all pictures/film support the presentation |
|
|
- pictures/film of limited clarity |
- some pictures/film are clear and understandable |
- most pictures/film are clear and understandable |
- all pictures/film are clear and understandable |
|
Model |
- constructed with limited competence |
- constructed with moderate competence |
- constructed with considerable competence |
- constructed with a high degree of competence |
|
|
- illustrates the concept with a limited degree of accuracy |
- illustrates the concept with some degree of accuracy |
- illustrates the concept with a good degree of accuracy |
- illustrates the concept with a high degree of accuracy |
|
|
- adds a minimal degree of clarity to the presentation |
- adds some clarity to the presentation |
- adds clarity to the presentation |
- adds a high degree of clarity to the presentation |
|
Graphic |
- information is graphed with limited accuracy |
- some graphs accurately depict the data in an acceptable format |
- most graphs accurately depict the data in the an appropriate format |
- all graphs accurately depict the data in the most appropriate format |
|
|
- few graphs are properly labelled |
- some graphs properly labelled |
- most graphs are properly labelled |
- all graphs are properly labelled |
|
|
- the axes are numbered but not appropriately |
- one axis is numbered using an appropriate scale |
- both axes are numbered using an appropriate scale |
- both axes are numbered using the most appropriate scale |
|
Graphic |
- graphs add a minimal degree of clarity to the presentation |
- graphs add a some degree of clarity to the presentation |
- most graphs add clarity to the presentation |
- all graphs add a high degree of clarity to the presentation |
|
Charts |
- few charts are properly labelled |
- some charts are properly labelled |
- most charts are properly labelled |
- all charts are properly labelled |
|
|
- charts add a limited degree of clarity to the presentation |
- charts add some clarity to the presentation |
- charts add clarity to the presentation |
- all charts add a high degree of clarity to the presentation |
|
Linguistic (oral) |
- speaks audibly some of the time |
- speaks audibly most of the time |
- speaks audibly |
- speaks audibly and expressively |
|
|
- limited engagement of the class in the presentation |
- some engagement of the class in the presentation |
- clear engagement of the class in the presentation |
- excellent engagement of the class in the presentation |
|
|
- limited eye contact |
- some eye contact |
- good eye contact |
- very good eye contact |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
|
Category |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-89%) |
|
Knowledge/
Understanding |
|
|
|
|
|
(a) knowledge of facts and terms |
- demonstrates limited knowledge of facts and terms |
- demonstrates some knowledge of facts and terms |
- demonstrates considerable knowledge of facts and terms |
- demonstrates thorough knowledge of facts and terms |
|
(b) understanding of relationships between concepts about the topic |
- demonstrates limited understanding of relationships between concepts |
- demonstrates some understanding of relationships between concepts |
- demonstrates considerable understanding of relationships between concepts |
- demonstrates thorough understanding of relationships between concepts |
|
Communication |
|
|
|
|
|
(a) communication of information and ideas |
- communicates information and ideas with limited clarity and precision; copies information from sources |
- communicates information and ideas with moderate clarity and precision; puts information in own words |
- communicates information and ideas with considerable clarity and precision; puts information in own words and explains ideas |
- communicates information and ideas with a high degree of clarity and precision; puts information in own words and explains ideas clearly |
|
(b) use of scientific terminology |
- uses scientific terminology, symbols, conventions, and SI units with limited accuracy and effectiveness |
- uses scientific terminology, symbols, conventions, and SI units with some accuracy and effectiveness |
- uses scientific terminology, symbols, conventions, and SI units with considerable accuracy and effectiveness |
- uses scientific terminology, symbols, conventions, and SI units with a high degree of accuracy and effectiveness |
|
(c) use of display technique as a form of communication |
- demonstrates limited command of the technique; somewhat attractive |
- demonstrates moderate command of the technique; fairly attractive |
- demonstrates considerable command of the technique; attractive |
- demonstrates extensive command of the technique; very attractive |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Group/Self/Teacher Rating Scale for Group Skills
Circle the number that best demonstrates the behaviour as outlined below.
1 = rarely
2 = seldom
3 = usually
4 = always
|
|
Your Name |
Peer Name |
Peer Name |
Peer Name |
|
Stayed On Task |
|
|
|
|
|
· not easily distracted · contributed actively · seen researching, note-taking |
1 2 3 4 |
1 2 3 4 |
1 2 3 4 |
1 2 3 4 |
|
Actively Listened |
|
|
|
|
|
· eye-to-eye contact · attentive facial expression · asked for clarification · did not interrupt others speaking |
1 2 3 4 |
1 2 3 4 |
1 2 3 4 |
1 2 3 4 |
|
Followed Assigned Roles |
|
|
|
|
|
· facilitator · motivator · recorder · task master |
1 2 3 4 |
1 2 3 4 |
1 2 3 4 |
1 2 3 4 |
|
Worked Co-operatively |
|
|
|
|
|
· offered opinions politely · kept a positive attitude · accepting of others’ ideas · respected principles of brainstorming |
1 2 3 4 |
1 2 3 4 |
1 2 3 4 |
1 2 3 4 |
|
Completed a Fair Share of the Work |
1 2 3 4 |
1 2 3 4 |
1 2 3 4 |
1 2 3 4 |
Group Roles and Descriptions
Facilitator: Ensures that everyone understands the work in progress. Keeps the group moving towards the accomplished goal.
Recorder: Writes and pulls together the conclusions of the group so that they can be presented coherently.
Motivator: Provides support to the members of the group so that they are more enthused about their participation. Makes helpful suggestions.
Task Master: Keeps the group focused on the task and monitors the time.
Situation: The class is to study a topic. Performing experiments and/or doing research can cover the concepts involved in the topic. These experiments and/or research may take up several days to complete. To make the workload easier, each person is responsible for completing one experiment fully or research one aspect of the topic in an expert group. Each expert group develops a handout that is used to make a presentation of the findings to the other members in the home group.
The teacher organizes the class into “home” groups. Each member of the home group becomes the expert on one of the experiments in order to share the information with the other home group members later. Each home group member is assigned an experiment. They are labelled with an alpha label.
Example:
|
Home group 1 |
Home group 2 |
Home group 3 |
Home group 4 |
|
A B |
A B |
A B |
A B |
|
C D |
C D |
C D |
C D |
|
E F |
E F |
E F |
E F |
Expert groups meet and perform experiments or to conduct research in order to prepare notes. Group members discuss the information and prepare a handout for the rest of the class which summarizes their experiment or research. The summary should include the criteria outlined by the teachers.
Example:
|
Expert group A |
Expert group B |
Expert group C |
Expert group D |
|
A A |
B B |
C C |
D D |
|
A A |
B B |
C C |
D D |
Each member in the home group presents the information from his/her experiment or research using the prepared handout.
Possible Timeline: 3 day format
Day 1 - meet, plan strategies, carry out experiment
Day 2 - discussion of results, completion of summary sheet
Day 3 - home group meeting and discussion
Coded Expectations, Science, Grade 11, Workplace Preparation, SNC3E
SIS.01
· demonstrate an understanding of safe laboratory practices by wearing appropriate protective equipment when working in the laboratory, and by selecting and applying appropriate techniques for handling, storing, and disposing of laboratory materials (e.g., handle acids, bases, and other aqueous solutions safely);
SIS.02
· select appropriate apparatus and instruments and use them effectively and accurately in collecting observations and data (e.g., balances, microscopes, multimeters, data loggers);
SIS.03
· demonstrate the skills required to plan and carry out investigations using laboratory equipment safely, effectively, and accurately (e.g., investigate the effects of pollutants on a local ecosystem);
SIS.04
· select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate scientific ideas, plans, and experimental results (e.g., write chemical formulae for some chemical substances);
SIS.05
· locate, select, analyse, and integrate information on topics under study, working independently and as part of a team, and using appropriate library and electronic research tools, including Internet sites;
SIS.06
· compile, organize, and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs, and diagrams (e.g., in a table, present data on the beneficial effects of algae ponds, or of consumer reports on appliances);
SIS.07
· communicate the procedures and results of laboratory investigations and research for specific purposes, using data tables and laboratory reports (e.g., describe in a laboratory report the procedures used to investigate the behaviour of bacteria);
SIS.08
· select and use appropriate SI units;
SIS.09
· identify and collect information on science- and technology-based careers related to the subject area under study (e.g., information, including the educational requirements, on a career as a firefighter or electronic service technician).
MSV.01
· demonstrate an understanding of WHMIS legislation and general safety procedures as they apply to materials in the workplace and the home;
MSV.02
· demonstrate safe handling, storage, and disposal procedures for a variety of materials, including some hazardous materials, in the school laboratory (e.g., safely handle solvents, oxidizing agents, acids, bases);
MSV.03
· describe practices that promote fire safety, as well as safety in the handling and disposal of materials, in everyday living in the home and workplace.
Understanding Basic Concepts
MS1.01
– categorize hazardous chemicals as flammable, as reactive, or as harmful to health;
MS1.02
– demonstrate an understanding of important safety legislation (e.g., WHMIS legislation, the Fire Code, the Building Code, the Occupational Health and Safety Act);
MS1.03
– describe factors that affect the rate of chemical reaction, paying special attention to what makes reactions dangerous (e.g., increasing the temperature at which a reaction takes place can cause an explosion; volatile liquids and dispersed powders have a greater rate of reaction);
MS1.04
– identify some oxidizing agents by name and/or chemical formula, and describe their chemical reactivity with fuels and other oxidizable substances (e.g., write the chemical formula for oxygen gas and explain the reaction of oxygen gas with a fuel in terms of the products formed);
MS1.05
– predict the reactivity of metal elements with other chemical substances, using the activity series of metals (e.g., predict the reactivity of metals with acids and oxygen);
MS1.06
– describe the factors that increase the danger of flammable substances (e.g., flash point, auto-ignition);
MS1.07
– identify and explain common types of incompatibility between classes of chemicals (e.g., acids must not be stored on the same shelf as bases);
MS1.08
– demonstrate an understanding of the toxicity and hazards of some chemical substances (e.g., mercury);
MS1.09
– describe routes of entry of hazardous materials into the body (e.g., ingestion, inhalation, absorption through the skin);
MS1.10
– explain the meaning of the terms acute and chronic as they apply to the effect of hazardous materials on the body.
Developing Skills of Inquiry and Communication
MS2.01
– formulate scientific questions, in qualitative terms, about rates of chemical reaction (e.g., How do the rates of combustion of some fuels in air differ? What happens to the rates of combustion of fuels in pure oxygen or when mixed with a solid oxidant?);
MS2.02
– demonstrate an understanding of WHMIS legislation by selecting and applying appropriate techniques for handling, storing, and disposing of laboratory materials (e.g., use appropriate personal protection, and demonstrate proper housekeeping and knowledge of emergency procedures, when handling chemicals in the laboratory);
MS2.03
– plan and carry out investigations using laboratory equipment effectively, safely, and accurately (e.g., compare the corrosive action of acids on various metals, and collect and test the hydrogen produced by this action; prepare and use a foam fire extinguisher);
MS2.04
– determine, through experimentation, the ease of combustion of various flammable liquids (e.g., compare the ease of combustion of small quantities of alcohol, varsol, mineral oil, or vegetable oil);
MS2.05
– demonstrate, in oral and in written reports, a thorough knowledge of the terminology and symbols used in WHMIS (e.g., correctly interpret material safety data [MSD] sheets, labeling symbols, and acronyms such as LD50, LC50, TWAEV, STEV, CEV).
Relating Science to Technology, Society, and the Environment
MS3.01
– identify and analyse the different aspects of fire safety, including fire prevention and inspection in the home, school, and workplace (e.g., the use of appropriate sources of heat in the kitchen or laboratory; the appropriate use of various types of fire extinguishers and other methods for extinguishing fires; the need for a planned evacuation route at home and at school);
MS3.02
– investigate and report on a topic related to the safe handling, storage, and disposal of hazardous materials, focusing on some specific examples (e.g., the hazards of disposing of chemicals and drugs in rural and urban water systems; local means of disposing of hazardous materials; hazardous materials in the home; application of WHMIS in the use of materials in a local workplace).
ECV.01
· demonstrate an understanding of the components and functions of electrical circuits that are commonly found at home and in the workplace;
ECV.02
· construct, analyse, and repair simple electrical circuits, using schematic diagrams, working with electrical tools and components, and examining small everyday electrical devices and appliances;
ECV.03
· investigate how electrical devices play a role in the economy of the local community and in the improvement of our standard of living.
Understanding Basic Concepts
EC1.01
– describe the basic components and layout of a simple electrical circuit;
EC1.02
– describe common electrical components that regulate the flow of electricity or that are used as safety mechanisms in circuits (e.g., switches, bimetallic strips, resistors, fuses, ground fault interrupters [GFIs], surge protectors);
EC1.03
– explain the difference between direct current and alternating current, and identify situations in which each is used (e.g., compare the use of direct current in a portable appliance such as a flashlight to the use of alternating current in household appliances);
EC1.04
– analyse, in qualitative terms, the relationship among potential difference, electric current, and resistance in a complete electrical circuit (e.g., determine that the amount of current in an electrical circuit increases as the applied potential difference increases);
EC1.05
– identify the SI units for measuring energy, power, potential difference, current, and resistance;
EC1.06
– describe proper safety procedures necessary for working with electrical systems at home and in the workplace, and identify situations in which electrical circuits can be fire hazards and dangerous to human life (e.g., describe the potential hazards related to the use of power tools and electric lawnmowers in the rain);
EC1.07
– identify some household appliances that require 110V AC (e.g., microwave oven, blender) and some that require 220V AC to operate (e.g., conventional oven, clothes dryer).
Developing Skills of Inquiry and Communication
EC2.01
– build a simple electrical device, accurately following a clear set of instructions and circuit diagrams (e.g., construct and test a simple electrical device such as a loudspeaker, electric motor);
EC2.02
– design and draw schematic diagrams for electrical circuits with the aid of a computer or by hand;
EC2.03
– safely construct simple electrical circuits from conventional schematic diagrams that include common electrical symbols (e.g., symbols for DC and AC power sources, switches, potentiometers, resistors, bulbs, measurement devices such as ammeters and voltmeters, grounds);
EC2.04
– safely use appropriate tools for constructing electrical circuits (e.g., soldering irons, wire strippers, crimping tools, screwdrivers, and a variety of common connectors);
EC2.05
– identify and appropriately use equipment for measuring potential difference, electrical current, and resistance (e.g., use multimeters and a galvanometer to make various measurements in an electrical circuit; use an oscilloscope to show the characteristics of the electrical current);
EC2.06
– analyse electrical circuits or computer simulations of electrical circuits, identify any faults, and make corrections (e.g., repair a defective small household appliance);
EC2.07
– draw a schematic diagram of the normal electrical circuits in a house, and identify the maximum fused current for each, as prescribed by recent Building Codes.
Relating Science to Technology, Society, and the Environment
EC3.01
– conduct research to collect information on a piece of audio-visual equipment or a major appliance, using consumer reports, and make recommendations for a wise purchase based on cost effectiveness, energy efficiency, quality, and safety of the product;
EC3.02
– devise a household plan for survival in the event of a prolonged public power disruption (e.g., identify alternative sources of energy that are readily available in the community);
EC3.03
– identify and propose solutions to problems related to the environmental impact of the consumption of electrical energy and the disposal of used electrical appliances in Canada (e.g., alternatives to the wholesale discarding of old electrical devices; advantages and disadvantages of the recycling of outdated computer equipment or batteries).
MOV.01
· describe the characteristics of some micro-organisms, including ways in which they reproduce and grow in the home, school, and workplace;
MOV.02
· investigate the growth and uses of microbes through laboratory activities;
MOV.03
· analyse the role of microbes in technology, and their impact on society and the environment.
Understanding Basic Concepts
MO1.01
– describe the basic characteristics of representative bacteria, protists, viruses, and fungi;
MO1.02
– compare the life cycles of representative bacteria, protists, viruses, and fungi;
MO1.03
– explain the methods of reproduction of representative bacteria, protists, viruses, and fungi;
MO1.04
– describe the anatomy and physiology of representative bacteria, protists, viruses, and fungi;
MO1.05
– describe the nature and function of vaccines;
MO1.06
– describe how bacteria, protists, viruses, and fungi cause diseases in humans and how they are useful to humans.
Developing Skills of Inquiry and Communication
MO2.01
– identify specimens of bacteria, protists, and fungi, using prepared slides and wet mounts;
MO2.02
– formulate scientific questions about practical problems and issues related to micro-organisms (e.g., How do the differences among bacteria, protists, viruses, and fungi affect the ways in which they can be used or controlled?);
MO2.03
– investigate the behaviour of micro-organisms, identifying and controlling major variables and using safe laboratory procedures (e.g., using plating techniques, show how various antibiotics kill bacteria but not other microbes; compare the effectiveness of different mouthwashes in killing bacteria; demonstrate where microbes live in a classroom by taking swabs);
MO2.04
– prepare a product using micro-organisms (e.g., bake leavened bread; make yogurt);*
MO2.05
– describe various micro-organisms, using the appropriate classification system and nomenclature (e.g., bacteria, protists, viruses, fungi).
Relating Science to Technology, Society, and the Environment
MO3.01
– working cooperatively with team members, compile, display in an appropriate format, and report on information/evidence gathered concerning the benefits and/or costs to society of micro-organisms (e.g., industrial use of microbes, such as in the making of yogurt and in the clean-up of oil spills; microbes and sexually transmitted diseases [STDs]; the potential for biological warfare; drug-resistant bacteria; microbes and the history of hygiene; mouldy-building syndrome; food poisoning; microbes and forensic science; microbes and allergies; the role of microbes in soil and in home composting);
MO3.02
– describe some of the challenges of developing or modifying technologies to control or inhibit the reproduction and growth of micro-organisms (e.g., vaccines to fight viruses that are constantly mutating).
ISV.01
· demonstrate an understanding of the human immune system and its capacity to combat disease;
ISV.02
· carry out laboratory studies of micro-organisms that cause disease;
ISV.03
· describe and explain how vaccines and antibiotics are used to assist the immune system in preventing and overcoming disease, and analyse the impact of social and environmental factors on human health.
Understanding Basic Concepts
IS1.01
– explain, in general terms, the cellular and chemical components of the human immune system (e.g., describe how the cell membrane of white blood cells deals with infection; explain how chemicals in the immune system attack foreign or abnormal proteins to protect the body);
IS1.02
– distinguish between communicable and non-communicable diseases;
IS1.03
– describe the role of blood components in controlling pathogens (e.g., clotting factors, white blood cells, antibodies);
IS1.04
– identify the causes, effects, and treatments of common diseases associated with the immune system (e.g., AIDS).
Developing Skills of Inquiry and Communication
IS2.01
– carry out standard laboratory tests safely to identify substances related to the immune system (e.g., collect and culture different bacteria to measure the effectiveness of antibacterial agents);
IS2.02
– collect data on the immune system, using instruments appropriately and safely (e.g., observe with a microscope prepared slides of various disease-causing microbial organisms, or slides of cellular components of human blood);
IS2.03
– gather, integrate, and interpret information from print and electronic sources on a related health topic, and report the findings (e.g., use current, reliable information sources to find out about the spread of diseases such as AIDS, typhoid, and cholera).
Relating Science to Technology, Society, and the Environment
IS3.01
– explain how specific antibiotics and vaccines can be used to treat or prevent a disease (e.g., measles, rabies, tetanus, smallpox, tuberculosis);
IS3.02
– describe how the overuse and improper use of antibiotics may lead to an increase in bacteria that are resistant to antibiotics;
IS3.03
– analyse ways in which human health has been improved over time as a result of a better understanding of pathogens and genetics and improved sanitary conditions and personal hygiene (e.g., development of a smallpox vaccine by Edward Jenner, or polio vaccine by Jonas Salk; development of public health guidelines for food handling and preparation in restaurants to prevent microbial contamination of the final product).
HIV.01
· demonstrate an understanding of the impact of humans on the environment, and assess alternative courses of action to protect the environment;
HIV.02
· evaluate, using data obtained from experiments and from print and electronic sources, the costs and benefits to society and the environment of introducing a particular technology or of protecting or not protecting a specific environment;
HIV.03
· analyse some of the environmental, technological, and social factors that affect the sustainability of the human population on Earth.
Understanding Basic Concepts
HI1.01
– analyse interactions between the environment and human activities (e.g., analyse the interdependence of biotic and abiotic factors in a municipal waste disposal site);
HI1.02
– define population growth and explain the factors that influence it;
HI1.03
– evaluate the correlation between Earth’s carrying capacity and the demands on natural resources made by human population growth;
HI1.04
– describe and explain the production, distribution, and use of food resources, using the concept of the energy pyramid;
HI1.05
– explain the importance of biodiversity with respect to the sustainability of life within the biosphere (e.g., the danger of extinction for species that have little genetic variability, or the concern about the diminishing number of species of wheat grown worldwide).
Developing Skills of Inquiry and Communication
HI2.01
– formulate scientific questions about the effects of various conditions and pollutants on aquatic life (e.g., What are the effects of acidity, temperature, phosphate, oil, etc., on the growth rate of algae?), and plan procedures to investigate the effects;
HI2.02
– conduct and report on an investigation into the effects of pollutants on aquatic life;
HI2.03
– conduct an environmental study (e.g., a study on the effects on the environment of building a power line through a wetland) by gathering, integrating, and analysing information from various sources, and present the results using appropriate formats (e.g., diagrams, charts, tables, graphs);
HI2.04
– propose alternative solutions to a given practical problem (e.g., disposal of community garbage), identify the potential strengths and weaknesses of each solution, and select one as the basis for a plan;
HI2.05
– identify various factors (e.g., scientific data, differing points of view) that influence a decision on a science-related issue (e.g., the decision to take steps to protect wild species of plants, or to preserve a wilderness area; the decision to allow the construction of a golf course, with consideration of such issues as water usage and fertilizer run-off).
Relating Science to Technology, Society, and the Environment
HI3.01
– describe the historical development of a technology (e.g., crop fertilization), and analyse why and how it was developed and improved over time;
HI3.02
– compare various points of view on an environmental issue (e.g., a proposal to dump garbage in a quarry that is adjacent to a residential area; the sustainability of current agricultural practices);
HI3.03
– explain the benefits of individual and societal participation in planning, problem solving, decision making, and task completion with respect to environmental issues (e.g., summarize the results of a group project on sustainable agriculture; establish an ecosystem, modify it, and review the results);
HI3.04
– analyse the risks and benefits to society, the economy, and the environment of introducing a particular technology (e.g., nuclear power; genetically engineered micro-organisms for pollution clean-up; algae ponds to process sewage).
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A Discerning Believer Formed in the Catholic Faith Community who
CGE1a -illustrates a basic understanding of the saving story of our Christian faith;
CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;
CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;
CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;
CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;
CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;
CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;
CGE1i -integrates faith with life;
CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)
An Effective Communicator who
CGE2a -listens actively and critically to understand and learn in light of gospel values;
CGE2b -reads, understands and uses written materials effectively;
CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes and speaks fluently one or both of Canada’s official languages;
CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.
A Reflective and Creative Thinker who
CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;
CGE3b -creates, adapts, evaluates new ideas in light of the common good;
CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;
CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.
A Self-Directed, Responsible, Life Long Learner who
CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
CGE4b -demonstrates flexibility and adaptability;
CGE4c -takes initiative and demonstrates Christian leadership;
CGE4d -responds to, manages and constructively influences change in a discerning manner;
CGE4e -sets appropriate goals and priorities in school, work and personal life;
CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;
CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;
CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.
A Collaborative Contributor who
CGE5a -works effectively as an interdependent team member;
CGE5b -thinks critically about the meaning and purpose of work;
CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;
CGE5e -respects the rights, responsibilities and contributions of self and others;
CGE5f -exercises Christian leadership in the achievement of individual and group goals;
CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;
CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.
A Caring Family Member who
CGE6a -relates to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;
CGE6c -values and honours the important role of the family in society;
CGE6d -values and nurtures opportunities for family prayer;
CGE6e -ministers to the family, school, parish, and wider community through service.
A Responsible Citizen who
CGE7a -acts morally and legally as a person formed in Catholic traditions;
CGE7b -accepts accountability for one’s own actions;
CGE7c -seeks and grants forgiveness;
CGE7d -promotes the sacredness of life;
CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;
CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;
CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;
CGE7h -exercises the rights and responsibilities of Canadian citizenship;
CGE7i -respects the environment and uses resources wisely;
CGE7j -contributes to the common good
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