Course Overview

Science, Grade 11, Workplace Preparation

Identifying Information

Course Title: Science

Grade: 11

Course Type: Workplace Preparation

Ministry Course Code: SNC3E

Description/Rationale

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 defences 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.

Unit Titles (Time + Sequence)

The expectations have been organized into units that are closely related to the strands as outlined. The strands are not used as unit titles, though the titles clearly identify the core strand being emphasized. In each unit expectations from other strands are integrated as appropriate. The activities that address the specific expectations in each strand are listed in Appendix B.

The first unit provides an opportunity for students to gain critical knowledge and practise key skills that will be required throughout the course to ensure safety. If the course expectations are presented in some other order, it is strongly recommended that the safety considerations outlined within the Materials Safety strand form the first component of the course. It is also important that Unit 3 and Unit 4 be presented together, as the concepts in Unit 4 build directly on those covered in Unit 3.

The suggested activities within the environmental unit have been designed so that they may be carried out at any time of the year. Teachers wishing to change the sequence so that they can complete the environmental unit during warmer weather should review the skill and knowledge base developed in earlier units that is essential for student success.

Unit Name and Timing	Unit Title	Major Tasks
Unit 1 (20 hours)	Handling Materials Safely	Home/Work Product Comparison
Unit 2 (20 hours)	Working with Electricity	Electrical Device Community Report Emergency Plan
Unit 3 (20 hours)	Investigating Micro-organisms	Lab Report Newsletter Item
Unit 4 (20 hours)	Understanding the Human Immune System	Public Health Campaign Materials
Unit 5 (20 hours)	Examining Human Impact on our Environment	Action Plan
Unit 6 (10 hours)	Making Connections	One of: Portfolio, Independent Investigation, Work Experience, or Case Study

Unit Descriptions

Unit 1: Handling Materials Safely

Time: 20 hours

Description

Students conduct experiments and investigations leading to an understanding of safe handling, storage, and disposal of a variety of materials found at school, at home, and in the workplace. They gain knowledge of critical legislation relating to health and safety issues such as WHMIS. The culminating activity involves an independent study of safety issues at home and in the workplace. The overall expectations of this unit are emphasized throughout the course.

Strand(s) and Expectations

Strand(s): Materials and Safety

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

Specific Expectations: MS1.01, MS1.02, MS1.03, MS1.04, MS1.05, MS1.06, MS1.07, MS1.08, MS1.09, MS1.10, MS2.01, MS2.02, MS2.03, MS2.04, MS2.05, MS3.01, MS3.02.

Unit 2: Working with Electricity

Time: 20 hours

Description

Students develop skills in following instructions, using circuit diagrams, safely using appropriate tools for constructing simple electrical circuits and devices, and identifying and appropriately using equipment for measuring variables in electrical circuits. Students relate the use of electricity to their home, workplace, and environment by researching factors involved in the purchase of an electrical appliance, and devising a plan for survival in the event of a prolonged power outage for their home, their workplace, or their community.

Strand(s) and Expectations

Strand(s): Electrical Circuits, Materials and Safety

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

Specific Expectations: EC1.01, EC1.02, EC1.03, EC1.04, EC1.05, EC1.06, EC1.07, EC2.01, EC2.02, EC2.03, EC2.04, EC2.05, EC2.06, EC2.07, EC3.01, EC3.02, EC3.03, MS1.02.

Unit 3: Investigating Micro-organisms

Time: 20 hours

Description

Students gain an understanding and awareness of the benefits and hazards of micro-organisms, particularly as they relate to home and workplace applications. Students have opportunities to develop their skills in performing scientific investigations and safe laboratory procedures. At the end of the unit students design an investigation involving the culture of micro-organisms and present the results as a lab report. They also research a related topic of interest and present their findings as part of a class newsletter.

Strand(s) and Expectations

Strand(s): Micro-organisms, Human Impact on the Environment

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

Specific Expectations: MO1.01, MO1.02, MO1.03, MO1.04, MO1.06, MO2.01, MO2.02, MO2.03, MO2.04, MO2.05, MO3.01, MS1.02, MS2.03, HI1.02.

Unit 4: Understanding the Human Immune System

Time: 20 hours

Description

Students learn about the way the human body protects itself from disease. Students examine internal defenses against pathogens and the available treatments for disease. Disease prevention at home and in the workplace is emphasized through investigations which compare the effectiveness of consumer products and workplace practices. As a final task, students will develop a public awareness campaign about a health related topic for a specific audience.

Strand(s) and Expectations

Strand(s): The Immune System and Human Health, Materials and Safety, Micro-organisms

Overall Expectations: ISV.01, ISV.02, ISV.03, MOV.01, MOV.02, MOV.03.

Specific Expectations: IS1.02, IS1.03, IS1.04, IS2.01, IS2.02, IS2.03, IS3.01, IS3.02, IS3.03, MS1.02, MS2.03, MO1.05, MO1.06, MO2.02, MO3.02.

Unit 5: Examining the Human Impact on our Environment

Time: 20 hours

Description

Through a focus on personal consumption and the production of waste students gain an understanding of the environmental impact of human activity. They examine a range of environmental issues through experimentation, data collection, reading and discussing a variety of materials. The culminating activity enables students to focus on how the activities and decisions of other people affect them and how their activities and decisions may affect others.

Strand(s) and Expectations

Strand(s): Human Impact on the Environment, Materials and Safety

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

Specific Expectations: HI1.01, HI1.02, HI1.03, HI1.04, HI1.05, HI2.01, HI2.02, HI2.03, HI2.04, HI2.05, HI3.01, HI3.02, HI3.03, HI3.04, MS1.02.

Unit 6: Making Connections

Time: 10 Hours

Description

This culminating unit draws together the products of activities from each of the preceding units and provides an opportunity for the students to demonstrate their personal understanding of the key expectations of the course relative to home, the workplace and the community. The final product of this unit could take a variety of forms: development and presentation of a portfolio of student work relating to a workplace or career; a workplace case study; and independent investigation. The assessment of this unit, especially that for Activity 6.3, should form a substantial portion of the final evaluation for the course.

Strand(s) and Expectations

Strand(s): Materials and Safety, Electrical Circuits, Micro-organisms, The Immune System and Human Health, Human Impact on the Environment

Overall Expectations: MSV.01, MSV.02, MSV.03, ECV.01, ECV.02, ECV.03, MOV.01, MOV.02, MOV.03, ISV.01, ISV.02, ISV.03, HIV.01, HIV.02, HIV.03.

Specific Expectations: MS1.02, MS1.08, MS1.09, MS2.05, MS3.01, MS3.02, EC1.06, MO3.01, IS2.03, HI1.01HI3.03.

Course Notes

Nature of the Course

The title of this course may indicate that the primary purpose is to prepare students for their entry into the job market. However, a careful reading of the policy document leads to an appreciation that the course provides opportunities for students to acquire knowledge and skills that will serve them for the rest of their lives. The units and activities outlined in this profile have been designed to allow students who bring a range of skills, prior knowledge, and interests to discover personal meaning and lasting value in their work in science.

· As students select their program for Grade 11, it is important that parents, students, and staff appreciate the nature of the course and the range of students whose needs will be met by the learning opportunities within it. Students whose clear goal is to enter the workforce after secondary school will find the course invaluable. However, any student who wants to have a solid understanding of critical, science-related issues which will allow them to become more informed citizens could consider the course as an important component of their education.

· Students may be selecting this course after a locally developed Grade 9 Science course or they may have successfully completed a Grade 10 Science Applied or Academic course or a locally developed Grade 10 Science course. This wide range of previous science experience requires that many of the suggested units and activities in this profile begin with some sort of prior learning assessment to ensure that all students have the requisite background of skills and knowledge to move forward. Consideration must therefore be given at every stage to providing accessible opportunities to learn and demonstrate learning. The teacher will need to be flexible both in presentation of the material and in the evidence accepted for achievement of the expectations.

· As in all science coursed, attention must be given to those expectations that precede the strands and are considered essential for scientific investigation and investigating possible careers in the area. These skills apply to all areas of the course and are developed in all strands. Assessment of students’ mastery of these is included in the evaluation of students’ achievement.

· An important element of the course is the support for a wide variety of work experience opportunities for students. While suggestions and strategies for the establishment of these activities are included in this profile, the teacher must tailor them to meet the needs of individual communities, schools, teachers, and classes. Strategies for making workplace connections are provided in Appendix A.

· An ideal packaging would see this course offered with a one- or two-period co-operative education placement. This would allow students to complete many of the expectations and suggested activities relating to the workplace as they arise within the course. Another model would have students spend short periods of time at a worksite of their choice as necessary to complete the relevant course work. A more complete discussion of alternatives for work experience is included in Appendix A.

· Teachers involved in guidance programs as well as all staff working as teacher advisers need to be informed as to the nature and goals of the course in order to assist students to make decisions based on realistic goals and personal interest.

Planning for Student Learning Opportunities

· Throughout the course, an emphasis on student responsibility is maintained. This responsibility is extended into three areas: personal accountability, responsibility at a workplace, and obligations as a member of a community. Students are encouraged to view each of the issues presented from these three perspectives.

· All students must be given opportunities to develop and demonstrate an appropriate level of mature behaviour within the classroom and in real world situations. Responsible actions should be encouraged that are grounded in an understanding of both the scientific knowledge and its application to issues and decisions in their lives. A stress on the learning skills as outlined by policy documents should be incorporated into the practical, daily work of the classroom and during work experience opportunities. Those components of the annual education plan with specific connections to the work of the course should be highlighted for students.

· A persistent focus for the course should be the improvement of literacy skills both to assist those students who may have had difficulty with the Grade 10 Literacy Test (Grade 10 Test of Reading and Writing Skills) and to foster successful life long learning habits. Connections should be made with teachers of other Workplace Preparation courses to develop joint learning opportunities that further this goal.

· Consideration must be given to the facilities used for the delivery of this course. Access will be required to low voltage power supplies, safe chemical storage, and biological equipment such as microscopes and sterilizers. It would be very difficult for this course to be taught in anything but a science laboratory classroom.

· While the content of the course is science, it is important to provide students with opportunities to develop the generic skills that will serve them in later life. A personal organizer or agenda, and check-lists of obligations and interpersonal skills can be used to support student learning in this course as well as in the career that they pursue after secondary school.

Planning for Course Emphases

· One of the most important ways to anchor students to the material presented in the course is to take advantage of student questions to provide direction for extensions to the course material and to provide examples to serve as illustration of the concepts. Responding to questions in an ad hoc fashion may be very difficult for some teachers who are not completely familiar with the material. It is possible to gather the questions and use them periodically in a question/answer session or to give them back to students as challenges to promote research skills. In any event, the enhanced student engagement opportunities offered by questioning should not be overlooked.

· Since students bring a range of experience with science to this course, some may have completed some of the activities and investigations suggested in the profile. Rather than ask those students to repeat the exercise, teachers may choose to take advantage of this prior learning and extend the activity. Since this will require advance planning, teachers are encouraged to make a check of the prior knowledge of their class a routine part of the early presentation of each unit.

· Students may bring a heightened interest in or a greater need to understand one area of the course than another due to their work, situation, or personal goals. To accommodate these varied levels of engagement, it should be a goal to cover the essential material with all students and provide opportunities for extended investigations to those with a particular interest, need, or ability. The suggested extensions described in many of the activities are intended to support this broadening of the course.

· While the majority of class time will be spent in the classroom, field trips should be planned that are tightly linked to the expectations of the course, the resources in the community and the interests of the students. Possibilities include trips to construction sites, visits to manufacturing facilities, comparison shopping trips, and/or visits to utilities and service industries. Whenever field trips are planned consideration should be made for how the field trip sites operate as workplaces.

· Workplace skills and opportunities need to be considered for the students in this course. See Appendix A for more details.

Teaching/Learning Strategies

The teaching strategies used in this profile are designed to give students opportunities to be actively engaged in their own learning and to relate the concepts and skills they develop to their life beyond the classroom, both present and future. The teacher facilitates learning by having students involved in a variety of whole class, small group, and individual activities, as summarized below. The teacher also continually assists students to make the connections between what they do in the classroom and the world outside.

Whole Class Activities

The teacher uses whole class activities to introduce concepts and skills, as well as to consolidate the learning that occurs during small group and individual activities. These activities include the following:

Class discussion	Socratic lessons
Brainstorming	Field trips
Teacher demonstrations	Guest speakers
Video presentations	Diagnostic and review activities

Small Group Activities

The teacher sets up small group activities to provide opportunities for active learning in the laboratory as well as learning through focused dialogue with other students. The teacher plays a critical role ingroup activities by monitoring group progress, as well as answering questions that arise, and using questions to assist students in their understanding. The group activities include:

Group work at stations	Simulation
Paired or small group directed lab activities	Small group discussion
Paired or small group lab investigations or experimental design	Brainstorming
Microscope work in pairs	Oral presentations
Construction and fault analysis of devices	Research
Comparison and evaluation of products	Case studies
Practical extension and application of knowledge	Use of graphic organizers

Individual Activities

The teacher sets up a variety of individual assignments that enable students to extend and consolidate the learning that takes place in the whole class and small group activities. The teacher also outlines student responsibilities for organization, note-taking, reflection, and self-assessment that follow from the whole class and small group activities, including the completion of tasks as homework. The teacher plays an important role in supporting these activities through the provision of ongoing feedback to the students, both written and oral. These activities include:

Lab reports	Comparison and evaluation of products
Laboratory drawings	Practical extension and application of knowledge
Research	Ongoing project work
Lab investigation/design	Note-making and use of graphic organizers
Newspaper article review	Case studies
Use of chart/organizer	Written presentations
Individual assignments	Homework assignments
Oral presentations

The teaching and learning strategies outlined above also incorporate an emphasis on the development of enduring understandings for students. It is important to repeatedly highlight the major concepts rather than to struggle with the minutiae of the various concepts and skills. Drawing students back to the overall expectations within each strand will help to keep the focus on the important ideas within the course. Whenever possible, examples to illustrate concepts should be drawn from the students’ own lives. This can be achieved, in part, by having students develop their own models, analogies, or examples rather than being restricted to those of the teacher.

Two ongoing individual activities are incorporated into the course: a news article collection and analysis, which culminates at the beginning of Unit 5 and a workplace study which culminates in Unit 6. They are both introduced during Unit 1, but the teacher will have to plan for opportunities throughout the course to engage students in the activities.

Strategies that are used within the whole class, small group, and individual activities incorporate a variety of approaches to develop skills in the following important areas:

Literacy Skills

· Using written material with immediate and lasting value and relevance to students

· Reading for understanding documents such as instruction manuals, assembly guides and trouble-shooting manuals

· Having students create step-by-step instructions for other students to follow

· Using diagrams, charts, and graphic organizers for communication

Consumer Decision Making and Lifestyle Choices

· Using resources such as buyers’ guides, consumer reports and articles from recreational magazines

· Discussing how to make informed choices, both at home and in the workplace

· Testing consumer products

· Making connections among personal, workplace and community responsibilities

Science Process Skills

· Manipulation of apparatus

· Collection of data

· Analysis of data

· Locating and accessing sources of information from a wide variety of resources, not just a textbook

· Clarifying misconceptions regarding commonplace phenomena

· Relating skills to everyday situations requiring those skills

· Documentation of skills

Media Literacy Skills

· Using newspapers, radio, and television to locate current information and issues

· Relating information to their personal situations and interests

Assessment and Evaluation

Assessment is a systematic process of collecting information or evidence about student learning; evaluation is the judgement we make about the assessments of student learning based on established criteria. The teacher is responsible for developing a plan for how assessment and evaluation will be carried out during the course. The following should be taken into consideration as the teacher develops such a plan.

Diagnostic Assessment

Since students will bring a wide range of previous experience to this course, opportunities to determine if the class has the essential prior knowledge and skills to be successful in a given task are essential. Some form of prior learning assessment should be built into every new topic or challenge. However, these diagnostic assessments can be done informally through teacher observation of student involvement in small group activities or student assignments rather than providing the stress of starting a unit with a written test.

Policy Considerations

· Seventy per cent of the grade will be based on evaluation conducted throughout the course. Thirty per cent will be based on a final evaluation.

· The learning expectations from the policy document, The Ontario Curriculum, Grades 11 and 12: Science, 2000, are central to all aspects of this course profile. The learning contexts, content, and assessment are interconnected and linked to the expectations. Emphasis is placed on assessment tasks that:

· are linked to the learning tasks;

· are developed from clusters of expectations;

· provide opportunities for demonstration of achievement at all levels and in all categories of the Achievement Chart.

· The Achievement Chart for Science is the basis for reporting on student progress, as outlined in The Ontario Curriculum Grades 9 to 12: Program Planning and Assessment, 2000 (PPA) pp. 13-16. The assessment data accumulated throughout the course must be sufficient (in variety and frequency) to permit teachers to evaluate the consistent level of performance for each student in each of the categories in the Achievement Chart for Science in The Ontario Curriculum, Grades 11 and 12: Science, 2000, pp. 174-175.

Consistent with Program Planning and Assessment, the activities in this profile present assessment and evaluation strategies which:

· are varied in nature, providing the students with opportunities and choices to demonstrate their achievement of the expectations based on their strengths, recognizing that the achievement of the same expectation could be expressed in different ways by different students;

· are connected to the learning activities by making assessment an ongoing part of the learning process and increasing the opportunities for students to demonstrate success;

· accommodate needs of all students through providing opportunities for written, oral, and performance-based activities and including student choice and alternatives as appropriate;

· provide opportunities for self- and peer assessment, with the use of checklists and rubrics that students can use prior to summative assessment by the teacher;

· are clearly articulated for students by making students aware, in advance, of the process by which they will be assessed and evaluated, promoting student success in achievement of expectations;

· provide opportunities for practice and formative feedback from the teacher, with an emphasis on the teacher choosing which assessments will be used formatively, and which will be used for summative purposes;

· are linked to the Achievement Chart as indicated in the summary chart for each activity;

· enable the teacher to make professional judgements as to the choice of assessment data for use in evaluation of student achievement of the expectations.

Using the Assessment/Evaluation Techniques Summary Charts

Each activity includes a chart as part of the Assessment/Evaluation Techniques section with the following format:

Task	Tool	Category	Learning Skill

The purpose of this chart is to provide information for the teacher to use in making decisions regarding the assessment and evaluation plan for the course, which of course will vary as to the professional judgement of the teacher. Assessment must focus primarily on each student’s individual demonstration of the learning expectations.

The assessment tasks provide a range of written, oral and performance activities including the following:

Written report	Test
Completion of a form	Plan for an experiment
Product comparison	Article or other piece for newsletter
Point form summary	Observation sheets
Worksheet	Concept map
Label	Summary paragraph
Comparison chart	Article review
Student log	Portfolio
Electrical circuit	Action plan
Devices chart	Oral presentation
Components chart	Poster or visual presentation
Consumer report	Disease list
Written answers	Flowchart
Drawings	Treatment plan
Completion of an organizer	Campaign item
Lab report	Workplace description
Quiz	Workplace study
Log of knowledge and skills

These assessment tasks are integrated with the learning strategies for each activity. It is up to the teacher to decide whether and how to use the task as part of the assessment and evaluation plan for the course. It is not necessary, nor necessarily feasible, to have each of these done as an assessment task. However, if used as an assessment task, the chart provides a suggestion for an appropriate tool to be used.

The assessment tools include:

· Anecdotal Comments: this implies the use of oral or written anecdotal comments communicated to the students.

· Checklist: this implies a simple list of items, which can be used in a variety of ways. It can be a checklist of skills a student would demonstrate, e.g., lab safety, microscope use; of criteria for successful construction, e.g., required components of a circuit; or of components of a task that need to be completed before a rubric is used. Checklists can be used by students for self or peer assessment, or by the teacher.

· Rating Scale: this implies the extension of a checklist to include a scale for each item on the list.

· Marking Scheme: this implies a more traditional, but still valid approach, to assessment.

· Rubric: this implies the use of a scoring guide. A rubric can be perceived as another variation on a checklist, involving a list of categories being assessed, with descriptors for four levels of achievement in those categories. Rubrics are best used for the assessment of complex tasks, or for the assessment of a collection of simple tasks.

To support changes in assessment practice examples of checklists and rubrics are provided and/or references are made to examples in other sources. It is assumed that teachers will be able to generate additional rubrics, rating scales or checklists using these examples or many of the assessment resources that are now available.

The Achievement Chart categories are listed in the charts to make it easier for the teacher, whether they are just keeping track of the balance of categories assessed or whether they are calculating grades based on the achievement categories.

The learning skills are listed to make it easier for the teacher to collect data for reporting on learning skills on the report card. When students are engaged in group tasks, it is appropriate to consider group interaction as an indicator of each student’s learning skills.

A summary of the tasks and tools is also provided in chart form as part of each unit overview.

Accommodations

Throughout the course profile an emphasis is put on active participation in learning activities and on providing opportunities for students to demonstrate their achievement in a variety of ways. In this way accommodations for the various learning styles and strengths are incorporated into the teaching and learning going on in the classroom. Additional accommodations for students with special needs are also identified for each activity, and the general approach taken to accommodation is outlined below.

Some of the students who select this course may have difficulty dealing with large quantities of information delivered in printed form. Suggestions for graphic organizers and visual prompts are included in many of the activities as they support those students in achieving the expectations.

Given the expected wide range of skill level of students undertaking this course, it is essential for the teacher to be flexible in both teaching and assessment strategies. As such, teachers may wish to utilize accommodations involving instructional methods and assessment/evaluation activities to enhance their students’ success. Attention must be given to accommodations suggested in the IEP for individual students. Such accommodations could include but are not limited to:

· balance of whole class, small group and individual instructions;

· balance of student-centered and teacher-directed activities;

· increased timelines for learning and the completion of activities;

· simplified tasks that focus on key concepts;

· modified handouts/workloads (outlining key points and sample calculations);

· highlighting major points;

· paired reading;

· vocabulary drill;

· notebook organization assistance;

· experiential, concrete activities;

· full or partial access to notes for tests, quizzes, exams;

· assistance with instructions/directions;

· increased timelines for tests/exams;

· oral testing, opportunities for retests, practice tests, test outlined, simplified test vocabulary;

· alternatives to writing assignments such as presentations, diagrams, etc.;

· accommodations or modifications as outlined in the Individual Education Plan (IEP) of exceptional pupils;

· use of scribes (teacher or peer);

· taping of answers;

· providing reading materials in advance;

· ensuring the availability of written and verbal instructions during lab activities;

· advising Special Education staff in advance when students are working on major course assignments.

Resources

A full listing of resources appropriate to each unit is included in the overview section for each unit. The listings include Internet references and, wherever possible, information on how to obtain the resources. Also listed are textbook resources that are likely to be currently available in school science departments.

The Course Profiles for both Public and Catholic boards for Science and also for Grade 9 Geography are useful sources of information on assessment and evaluation, and are available in all schools and at the website www.curriculum.org.

The following resources are of general application to the course.

Conference Board of Canada, Employability Skills 2000+
(available at www.conferenceboard.ca/nbec/toolkit.htm)

Kawartha Pine Ridge DSB, A Resource for Assessment, Evaluation, and Reporting 1999 (distributed as part of the Phase III SIT binder in September 1999)

Wartski, Albert and Lynn Marie Wartski. Low Budget Biology. Hillsborough: Ski² Educational Publishing, 1995 (5610 Deerfield Rd., Hillsborough, NC 27278)

OSS Policy Applications

Connections are made to Choices into Action and development of the student’s Annual Education Plan. Unit 6 incorporates the documentation of skills throughout the course for use in a final student portfolio. A range of computer applications is also suggested as part of the teaching/learning. Special emphasis on workplace experiences is made throughout the activities, with further suggestions for how to make workplace connections covered in Appendix A.

Course Evaluation

If this course effectively meets the needs of the student population for which it is designed, there will be a number of indicators that can be tracked and used to improve the program in subsequent years. Of particular interest to schools and teachers would be the results on the following measures:

· The successful completion rate for students attempting the course.

· The destination or next course in this discipline that students select after completing the course.

· Parent/student/community satisfaction with the course content and delivery.

· Feedback from community members who provide work experience opportunities for students.

· Measures of student improvement on the skills covered in the program determined by pre and post course assessments.

Coded Expectations, Science, Grade 11, Workplace Preparation, SNC3E

Scientific Investigation Skills

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).

Materials and Safety

Overall Expectations

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.

Specific Expectations

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, labelling 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).

Electrical Circuits

Overall Expectations

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.

Specific Expectations

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 multimetres 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).

Micro-organisms

Overall Expectations

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.

Specific Expectations

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);*
Note: These are laboratory products and should not be eaten.

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).

The Immune System and Human Health

Overall Expectations

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.

Specific Expectations

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).

Human Impact on the Environment

Overall Expectations

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.

Specific Expectations

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).

Appendix A: Workplace Connections

Connecting the Workplace to the Classroom

A variety of teaching and learning strategies are used to make connections with the workplace, both through linking to student experience in part-time jobs and at home, and through work experience opportunities.

· It is appropriate to connect responsible work habits and routines in class with those that will be expected in the workplace. It is suggested that checklists or record sheets be used to assist students in focusing on their own success in meeting the expectations of the class with respect to personal responsibility. In addition to whatever workplace experiences are included in the delivery of the course, students should be encouraged to talk with parents, guardians, and friends about their experiences. A guide to a standard interview relating to work is included at the end of this appendix.

· The units all lend themselves to having students participate in audits of a workplace. Safe material handling, cleanliness, food handling, and environmental impact audits can be conducted by students at their own workplace or by visiting job sites and industries. Before students begin audits, they should ask permission of the employer and explain the purpose of the work.

· Many students will be working in non-paying jobs as part of household chores or for other family members. These situations can also be examined in light of the expectations of the course and student experience in these roles can form the basis of projects on workplace issues.

· The Internet and other media, such as video, provide access to a wide range of job situations and workplaces, which would not otherwise be accessible to the student.

· Tracking sheets that clearly outline the steps to completion of projects would be particularly valuable to students taking this course, and simulate workplace procedures as well.

· The habits and characteristics of responsible citizenship should be emphasized in the course and explicitly recognized as important. In this way, students will be assisted in connecting their course work to the demands that will be placed on them after secondary school.

· Discussions about safety should be anchored around personal and workplace issues and students should be encouraged to discuss their own experiences as well as those that they may have heard about. Students who already have jobs may be able to describe training that they have received as part of their entry into the workplace. If they have not been trained, they should be made aware of the responsibility of employers to provide safety instruction.

· Many of the students enrolled in the course will already be working in paid part-time jobs or as a part of their normal duties or volunteer activities in their home or community. Connections must be made on a regular basis between this work and the expectations of the course. A consideration for the types of jobs that students in a given school are likely to move into after school should also be a part of the planning process. Some examples include retail sales, food industry, custodial, landscaping, maintenance, security, construction, housekeeping, gas stations, agriculture, horticulture, health care, forestry, mining, recreation, and mechanical services.

· School boards may have articulation agreements with area organizations that receive students. Apprenticeship opportunities may also exist in the region. These initiatives may have requirements that could be met within the course. Discussions with Co-operative Education teachers will often provide valuable information that can then be used to guide decisions regarding a specific focus within the course.

· Research assignments should be practical and related to what students are currently doing or may be planning to do after leaving school. If they are already employed, the assignments should be flexible enough to allow them to incorporate their workplace situation into the project.

Appendix A: Workplace Connections (Continued)

· Local industry and employers may have specific lists of skills that they look for in potential employees. These lists, coupled with the Employability Skills 2000+ recently published by the Conference Board of Canada, are valuable resources for helping students to see the connections between their class work and the workplace.

· A variety of strategies can be used to make the classroom more like the workplace. These focus on the development of responsibility of the student to complete assignments, work safely, interact effectively with fellow students, and contribute as a member of a group.

· Experiences in the classroom should be as similar as possible to the out of class situation where the knowledge and skills would be applied. Teachers should stress workplace and home situations that show the importance of the material presented in class. The culminating activity for the course provides an opportunity for the students to highlight those connections that are most personally meaningful.

Community and Workplace Contacts

· The following is a general list of community and workplace contacts, organized by unit, which can be used as an initial checklist. From this the teacher can create an individualized list for his or her own community. These contacts can be helpful for locating field trip and guest speaker possibilities, sites for workplace experiences, information which can be used as part of class discussions and workplace case studies, as well as for expanding teacher familiarity with local workplaces and their requirements. Consult the blue pages of your phone book for contact information for any government agency. Teachers involved in co-operative education programs are also excellent sources of information on the community, as well as procedures and protocols for setting up workplace experiences.

Unit 1: Handling Materials Safely

· Ministry of Labour (Health And Safety)

· Workers’ Safety Insurance Board

· School Board Health and Safety Officer

· Fire Marshall (Fire and Emergency Services)

· Health and Safety Officer of Local Industry

· Hazardous Waste Disposal Co-ordinator

Unit 2: Working with Electricity

· Physics Teacher – High School or College

· Electrical Technology Teacher – High School or College

· Local Electricians

· Local Electric Utility

· Municipal Building Inspector

· Local Industry

· Building Supply Stores (often have wiring displays/workshops)

· Reclamation Centres (for used electrical devices)

Appendix A: Workplace Connections (Continued)

Unit 3: Investigating Micro-organisms

· Biology Teacher – High School or College

· Municipal Sewage Treatment Plant

· Health Unit

· Hospital

· Medical Laboratory Services

· Physician

· Pharmacist

· Local Industry

· Food Services Industry

· Food Production Industry

Unit 4: Understanding the Human Immune System

· Biology Teacher – High School or College

· Health Unit

· Hospital

· Medical Laboratory Services

· Physician

· Pharmacist

· Nursing Home or Retirement Residence

· Day Care Centre

· Ministry of Health and Long Term Care

Unit 5: Examining Human Impact on our Environment

· Landfill Co-ordinator

· Recycling Depot

· Municipal Waste Management Office

· Ministry of the Environment

· Environmental Action Groups

· Hazardous Waste Depot

· Sewage Treatment Plant

· Waste Management Companies

· Local Industry

· Ministry of Agriculture and Rural Affairs

· Ontario Clean Water Agency

· Water Pollution Control Plant

· Water Treatment Plant Manager

· Ministry of Natural Resources

· Local Conservation Authority

· Environmental Studies/Technology Program at a local College or University

Appendix A: Workplace Connections (Continued)

Workplace Skills and Issues

The skills and issues listed in the following table were identified during the development of the activities as being related to the course expectations and also as being important for making connections between the workplace and course activities. The activities into which these skills or issues are incorporated are also listed in the table.

Skill or Issue	Activity and/or Unit
Legal issues; responsibilities, rights, consequences	1.1.2, 1.1.3, 1.4, 2.2.1, 2.2.2, 2.2.3, 4.2.4
WHMIS, MSD Sheets, labelling	1.4, 1.2, 1.5, 2.2.1
Reporting of incidents and record keeping	1.1.2, 2.3.3, 3.1.1, 3.1.3, 3.2.1
First aid, emergency procedures	1.1.1, 1.1.4, 2.5.4
Routines and workplace expectations	1.1.0, 2.2.3, 4.4
Teamwork skills and individual accountability	1.2, 2.3.2, 2.3.3, 3.1.1, 3.2.1, 4.3.1, 4.3.2
Listening and communication skills	1.5.3, 2.4.1, 2.5.4, 3.1.1, 4.1.1, 4.2.4, 4.4, 4.5
Following instructions	2.1.2, 2.2, 2.3, 3.1.1, 3.1.4, 4.1.2, 4.4
Unsupervised work and self-supervision	1.1.4, 2.2.2, 2.3.2, 3.1.1, 4.5
Workplace hierarchy and supervision	1.1.2, 2.3.2
Lifelong learning and on the job training	1.1.3, 1.4.1, 1.5.1, 1.5.2
Accountability	Emphasized through assessment and evaluation in all units, and documentation for Unit 6.
Workplace safety	Procedures for lab safety in all units
Job applications and resumes	Unit 6

Workplace Opportunities

While workplace visits or placements may be the ideal way of exposing students to workplace situations there are a variety of other strategies that can also be used to provide students with information on different workplaces.

The teacher should try to incorporate individual student knowledge from the following whenever possible:

· summer jobs

· rural and home work/chores

· parental interviews

· extra curricular activities

· volunteer work

· co-op placements

· part time jobs

· community involvement experience

Appendix A: Workplace Connections (Continued)

The teacher can use the school as an example of a workplace, and also highlight activities such as:

· Student involvement in waste management in the school

· Student involvement in stage and electronic set-up in the school

· Other in-school responsibilities

· Junior Achievement programs

The teacher should consider arranging out-of-school visits using the following:

· Team teaching with co-op instructors

· Job shadowing adults or co-op students

· Early dismissal to workplace visits

· Individual visits to job-sites

· Field trips to job sites

Familiarity with workplaces can also be increased through use of the following:

· Human Resources Development Commission services

· Guest speakers

· School career information and software packages

· Statistics Canada information banks

· Community or individual surveys

Job Interview Questions

To be used to interview someone from the workplace to learn about their job

1. Describe your company.

a) Where is it located?

b) What product or service does your company make or provide?

c) Who is your boss? What is his or her title?

2. Describe your specific job.

a) What are your responsibilities?

b) Exactly what do you do or make?

c) As the weeks have passed, have you found the work easier or harder?

d) How much variety is there in the work?

3. Describe your working conditions.

a) Describe the conditions of the store, shop, or building

b) What equipment do you use?

c) Has anyone you work with had an accident on the job?

4. What do you enjoy most about your job?

5. What are some of the frustrations about your job? What do you like least?

6. Would you like to continue in this field if you could get promotions and “move up the ladder” to your supervisor’s position or would you like to own a business like this? Why or why not?

Appendix A: Workplace Connections (Continued)

7. What would you change or improve about your job, if you could?

8. How do you handle boredom and stress on the job?

9. How much independence do you have at work?

10. What new skills have you learned on the job?

11. What technologies do you use at work?

12. Has your work environment had a “burning issue?”

13. What are you best at or most proud of at work?

14. If you were training someone to take over your job, what would be the most important thing that you would teach that person?

Appendix B: Relationship between Activities and Specific Expectations by Strand

Materials and Safety Expectations Match

Expectation	Activity
MS1.01	1.1, 1.2, 1.3, 1.5
MS1.02	1.4, 1.5, 1.6, 2.2, 5.4, 6.1, 6.2, 6.3
MS1.03	1.3
MS1.04	1.3
MS1.05	1.3
MS1.06	1.3
MS1.07	1.4
MS1.08	1.2, 1.4, 1.5, 1.6, 6.1, 6.2, 6.3
MS1.09	1.4, 1.6, 4.4, 4.5, 6.1, 6.2, 6.3
MS1.10	1.4, 1.6

MS2.01	1.3
MS2.02	1.4
MS2.03	1.3, 3.2, 3.6
MS2.04	1.3
MS2.05	1.5, 1.6, 6.1, 6.2, 6.3

MS3.01	1.1, 1.6, 6.1, 6.2, 6.3
MS3.02	1.2, 1.5, 1.6, 6.1, 6.2, 6.3

Electrical Circuits Expectations Match

Expectation	Activity
EC1.01	2.1, 2.2
EC1.02	2.1, 2.2
EC1.03	2.1
EC1.04	2.1
EC1.05	2.1
EC1.06	2.2, 6.1, 6.2, 6.3
EC1.07	2.3, 2.4

EC2.01	2.3
EC2.02	2.1, 2.2
EC2.03	2.2, 2.3
EC2.04	2.2, 2.3
EC2.05	2.1
EC2.06	2.3
EC2.07	2.3

EC3.01	2.4
EC3.02	2.5
EC3.03	2.4

Appendix B: Relationship between Activities and Specific Expectations by Strand (Continued)

Micro-organisms Expectations Match

Expectation	Activity
MO1.01	3.2, 3.3, 3.5, 3.7
MO1.02	3.2, 3.3, 3.5, 3.7
MO1.03	3.2, 3.3, 3.5, 3.7
MO1.04	3.2, 3.3, 3.5, 3.7, 4.1
MO1.05	4.2, 4.5
MO1.06	3.2, 3.3, 3.4, 3.5, 4.1

MO2.01	3.1, 3.2, 3.3, 3.6
MO2.02	3.2, 3.3, 3.6
MO2.03	3.3, 3.4, 3.6, 4.4
MO2.04	3.1, 3.2, 3.3, 3.4, 3.6
MO2.05	3.1, 3.2, 3.3, 3.5

MO3.01	3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7,6.1, 6.2, 6.3
MO3.02	4.3

The Immune System and Human Health Expectations Match

Expectation	Activity
IS1.01	4.2
IS1.02	4.1
IS1.03	4.2
IS1.04	4.2

IS2.01	4.4
IS2.02	4.1
IS2.03	4.4, 4.5, 6.1, 6.2, 6.3

IS3.01	4.2, 4.3, 4.5
IS3.02	4.2, 4.3
IS3.03	4.3, 4.4, 4.5

Appendix B: Relationship between Activities and Specific Expectations by Strand (Continued)

Human Impact on the Environment Expectations Match

Expectation	Activity
HI1.01	5.1, 5.4, 6.1, 6.2, 6.3
HI1.02	5.2, 5.3, 5.4, 3.1, 3.2
HI1.03	5.2, 5.3
HI1.04	5.2, 5.3, 6.1
HI1.05	5.2, 5.3

HI2.01	5.4
HI2.02	5.4
HI2.03	5.5, 5.6
HI2.04	5.1, 5.5, 5.6
HI2.05	5.1, 5.6

HI3.01	5.3, 5.4
HI3.02	5.1, 5.3, 5.5
HI3.03	5.1, 5.6, 6.2, 6.3
HI3.04	5.1, 5.3

Acknowledgments

Identifying Information

Description/Rationale

Unit Titles (Time + Sequence)

Unit Descriptions

Unit 1: Handling Materials Safely

Unit 2: Working with Electricity

Unit 3: Investigating Micro-organisms

Unit 4: Understanding the Human Immune System

Unit 5: Examining the Human Impact on our Environment

Unit 6: Making Connections

Course Notes

Teaching/Learning Strategies

Assessment and Evaluation

Accommodations

Resources

OSS Policy Applications

Course Evaluation

Scientific Investigation Skills

Materials and Safety

Overall Expectations

Specific Expectations

Electrical Circuits

Overall Expectations

Specific Expectations

Micro-organisms

Overall Expectations

Specific Expectations

The Immune System and Human Health

Overall Expectations

Specific Expectations

Human Impact on the Environment

Overall Expectations

Specific Expectations

Connecting the Workplace to the Classroom

Community and Workplace Contacts

Unit 1: Handling Materials Safely

Unit 2: Working with Electricity

Unit 3: Investigating Micro-organisms

Unit 4: Understanding the Human Immune System

Unit 5: Examining Human Impact on our Environment

Appendix A: Workplace Connections (Continued)

Workplace Skills and Issues

Workplace Opportunities

Appendix A: Workplace Connections (Continued)

Job Interview Questions

Appendix A: Workplace Connections (Continued)

Materials and Safety Expectations Match

Electrical Circuits Expectations Match

Appendix B: Relationship between Activities and Specific Expectations by Strand (Continued)

Micro-organisms Expectations Match

The Immune System and Human Health Expectations Match

Appendix B: Relationship between Activities and Specific Expectations by Strand (Continued)

Human Impact on the Environment Expectations Match