Course Profile Science, Grade 11, Workplace Preparation, Public

Unit 6: Making Connections

Time: 10 hours

Activity 6.1 | Activity 6.2 | Activity 6.3

Unit Description

This culminating unit draws together products and activities from each of the preceding units and provides an opportunity for 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 a career; a workplace case study; or 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, ECV.01, MOV.03, ISV.03, HIV.01.

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

Activity Titles (Time + Sequence)

Activity 6.1	Modelling a Workplace Study	200 minutes
Activity 6.2	Recording Information for Final Task	100 minutes
Activity 6.3	Workplace Study	300 minutes

Prior Knowledge Required

· Key relevant concepts from throughout the course

Unit Planning Notes

· Students should be made aware of the nature of the final culminating activity and the rubric for its assessment and evaluation as early as possible in the course.

· A checklist could be prepared from information contained in the Employability Skills 2000+ recently released by the Conference Board of Canada to assist students in identifying skills needed in the workplace and add those that are presented through this course.

· The teacher draws attention to items, which may be suitable for inclusion in the portfolio, as they are developed in the course. Students are encouraged to record each item in a log for future reference. A safe place for storage of selected items may be useful.

· It would be helpful if the teacher models the activity for the entire class using one example of a workplace (the classroom or school as a “workplace”, or a real or simulated work place that could be discussed or visited on a regular basis throughout the course) to collect and record information in a log as time goes by.

· Information that could form the basis of evaluation might include:

· complete description of workplace;

· at least one job description including skills and knowledge required;

· student skills and knowledge identified from at least three units;

· at least two activities or products from the course related to the workplace of which the student is proud;

· an analysis of the environmental impact of the workplace on the community.

· Throughout the course, be aware of links to the model workplace study of the School as a Workplace, information available from guest speakers or field trips, and items suitable for inclusion in portfolios for the culminating activity in this unit. Links are included in activity 1.1.1, 1.4.3, 1.6.1, 2.1.1, 2.2.3, 2.4.2, 2.5.4, 3.4.2, 4.2.3, 4.5.1, 4.5.2, 5.3.1, 5.5.2

· Throughout the course, encourage students to take time periodically (perhaps at the end of each unit) to reflect on their work to see what employability skills they have obtained and record them on their skills checklists.

· Consult with the co-operative education teachers in the school for ideas and models

Resources

Employability Skills 2000+
Conference Board of Canada
www.conferenceboard.ca/nbec

Teaching/Learning Strategies

The teaching learning strategies used in this unit are outlined in the chart below showing how they are connected to the assessment and evaluation strategies.

Teaching/Learning Strategies	Assessment Task	Tool
6.1 Modelling a Workplace Study Teacher-led discussion of the school as a workplace Notebook record of workplace description, job descriptions, skills and knowledge requirements Log or checklist record of knowledge, skills attained by student and activities completed relevant to school as workplace Description of the impact on the environment of the school as workplace	School as a Workplace Log of Knowledge and Skills Log of Knowledge and Skills	Anecdotal Comments Checklist
6.2 Recording Information for Final Task Description of chosen workplace, job descriptions, knowledge and skill required Log or checklist record of knowledge, skills attained by student and activities completed relevant to the workplace Description of the impact on the environment of the workplace	Workplace Description Log of Knowledge and Skills	Anecdotal Comments Checklist
6.3 Workplace Study Collect and organize all required information listed in log Improve samples of activities completed during course if necessary Complete any additional activities needed to complete the presentation Evaluate portfolio using rubric provided	Workplace Study	Rubric

Assessment and Evaluation

Formative assessment should be ongoing throughout the course to ensure that students are maintaining an up to date log of material to be included in the final product. As evaluation for this unit forms a substantial part of the final grade for the course, students should be given the opportunity to improve items selected for inclusion in the portfolio. Consideration should be given as to the completeness of the submission as well as how well it demonstrates the students’ ability to relate learning obtained throughout the course to a specific workplace location (whether real or simulated).

Activity 6.1: Modelling a Workplace Study

Time: 200 minutes

Description

Students identify and record the knowledge and skills learned in all units of the course as they apply to the school as a workplace.

Strand(s) and Expectations

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

Specific Expectations

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);

MS1.08 - 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);

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).

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);

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 lawn mowers in the rain);

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);

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);

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);

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).

Prior Knowledge Required

· Key relevant concepts from throughout the course

Teaching/Learning Strategies

6.1.1 Student Activity: Students maintain a record in their notebooks of the description of the school as a workplace, job descriptions for people in the school, and the skills and knowledge required for those jobs. A checklist may be used to assist in recording the skills.

Teacher Facilitation: The teacher introduces the final task early in the course by referring to the classroom/school as the “workplace” for the course. The teacher leads a discussion about the description of the School as a Workplace and descriptions of the jobs of people who work there (include the student, teacher, custodian, cafeteria worker, etc). Inviting school workers to the classroom allows students to interview them and record relevant information. The teacher records relevant details on the blackboard for students to copy in their notes. The teacher provides a checklist as a convenient way to record skills required in the school/workplace.

6.1.2 Student Activity: Students maintain a log or a checklist of the skills and knowledge acquired as the course proceeds that are relevant to the school as a workplace, the environmental impact of the school on the community, and a list of student products that could serve as evidence that the students have the required skills and knowledge.

Teacher Facilitation: The teacher identifies and models the recording of activities throughout the course that represent skills and knowledge needed for the School as a Workplace. A checklist could be used to record knowledge and skills attained by the student throughout the course. The following are examples of relevant material and could be recorded as knowledge or skills learned in the course that are needed for the school as a workplace: Classroom map - Activity 1.1.1; WHMIS label - Activity 1.5.3; electrical use in the school - Activity 2.1.1; safe disposal of materials in the lab - various lab activities during course; school waste audit – Activity 5.5.2; emergency plan for school - Activity 2.5.4.

Assessment/Evaluation Techniques

Task	Tool	Category	Learning Skill
School as a Workplace	Checklist, Anecdotal comments	Knowledge/Understanding	Organization, Work Habits
Log of Knowledge and Skills	Checklist, Anecdotal comments	Communication, Making Connections	Organization, Work Habits, Initiative

Accommodations

· Provide an organizer for recording information.

· Provide photocopy of completed record.

· Contact Special Education staff to assist students with frequent monitoring and completion of activities, where appropriate.

Activity 6.2: Recording Information for Final Task

Time: 100 minutes

Description

Students identify and record the knowledge and skills learned and the activities and products from all units of the course that apply to their chosen workplace.

Strands and Expectations

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

Specific Expectations

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);

MS1.08 - 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);

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);

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);

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 lawn mowers in the rain);

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):

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).

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);

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).

Prior Knowledge Required

· Key relevant concepts from throughout the course

Teaching/Learning Strategies

6.2.1 Student Activity: Students choose a workplace for study in the culminating task and identify and record, in a format similar to that used in Activity 6.1, information which should include a description of the workplace, descriptions of the jobs of people who work there, and the knowledge and skills required by the workers.

Teacher Facilitation: Many of the students will have part time jobs in workplaces that might be suitable for this final analysis. If not, the teacher should assist the student to choose a workplace (for some students, the home as a place for performing chores could be a suitable choice) for the final task. This activity should take place early in the course to provide a focus for future activities and to ensure that all units of the course are represented in the log entries. The teacher may assist the students in completing the log entries. Field trips, guest speakers, workplace assignments, or computer data bases (such as Choices Program) may be used to provide information on the various jobs/workplaces chosen.

6.2.2 Student Activity: As the course proceeds, students record, using their log or checklist in a format similar to that used in Activity 6.1.2, the skills and knowledge acquired as the course proceeds that are relevant to the workplace, a list of student products that could serve as evidence to prospective employers that the students have the required skills and knowledge, and the environmental impact of the workplace on the community.

Teacher Facilitation: Throughout the course, the teacher should encourage the students to reflect on the activities completed as they relate to their workplace. Students will need frequent reminders to jot down these reflections and time to accomplish it.

Assessment/Evaluation Techniques

Task	Tool	Category	Learning Skill
Workplace Description	Checklist, Anecdotal comments	Knowledge/Understanding	Organization, Work Habits
Log of Knowledge and Skills	Checklist, Anecdotal comments	Communication, Making Connections	Organization, Work Habits, Initiative

Accommodations

· Provide a template for recording information.

· Provide assistance for arranging workplace visits.

Resources

Workplace Safety/Audit Checklists for Various Worksites
http://www.act.gov.au/government/department/cmd/ohs/injuryprev/safety.html

Canadian Centre for Occupational Health and Safety

http://www.ccohs.ca/oshanswers/hsprograms/hsprograms.htm

Activity 6.3: Workplace Study

Time: 300 minutes

Description

Students reflect on the knowledge and skills gained through the course as they relate to a specific workplace. Students are encouraged to evaluate their own learning in the course as it prepares them to be participants in the world of work.

Strand(s) and Expectations

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

Specific Expectations

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);

MS1.08 - 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);

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);

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);

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 lawn mowers in the rain);

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);

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);

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);

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).

Planning Notes

The final product for this activity is envisioned to take the form of a portfolio; however, other formats may be used as long as they provide the opportunity for the student to reflect on his/her work during the course as it relates to a specific workplace and as it prepares them to enter the world of work. A detailed report on a work experience (part time job, co-op placement, volunteer activity) which includes the required information would increase the relevance of the course as it relates to the real world.

Prior Knowledge Required

· Key relevant concepts from throughout the course

Teaching/Learning Strategies

6.3.1 Student Activity: Students organize and present the information contained in their logs in a suitable format. Students refer to the rubric for evaluation to ensure that their presentation is complete. Students may improve items chosen for inclusion or produce additional items that complement those already completed. Students evaluate their own product using the rubric provided.

Teacher Facilitation: The teacher reviews the rubric to be used for evaluation of the final product. The teacher may assist students in reviewing past work to identify items that may be missing or that could be useful additions to the portfolio.

Assessment/Evaluation Techniques

Task	Tool	Category	Learning Skill
Workplace Study	Rubric (See Appendix 6A)	Making Connections, Communication	Organization, Work Habits, Initiative

Accommodations

· Provide a checklist for portfolio inclusions.

· Provide samples or models of portfolios.

Appendix 6A

Rubric for Workplace Study - Activity 6.3

	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Communication Description of Workplace	- limited information on workplace is provided	- some information on workplace is provided	- considerable information on workplace is provided	- extensive information on workplace is provided
Knowledge/ Understanding, Communication Job Description(s)	- limited description of at least one position in the workplace is included	- job descriptions for more than one position are included, with some information presented on skills and/or educational background required	- job descriptions for a variety of positions in the workplace are included, with information provided on skills and educational background required	- job descriptions for a variety of positions in the workplace are included, with complete information provided on skills and educational background required
Thinking/ Inquiry Student Inventory of Employability Skills	- checklist of skills obtained during course is included	- checklist of skills obtained during the course is included, with some evidence provided for those skills through reference to specific tasks or provision of samples of work	- checklist of skills obtained during the course is included, with considerable evidence provided for those skills through reference to specific tasks and provision of samples of work	- extensive checklist of skills obtained during the course is included, with comprehensive evidence provided for those skills through reference to specific tasks and provision of samples of work
Thinking/ Inquiry, Making Connections Workplace Related Products	- two products (selected from course activities) included, with limited reflection on how they could be improved or how they are related to the chosen workplace	- two products (selected from course activities) included, with some reflection on how they could be improved and how they are related to the chosen workplace	- two products (selected from course activities) included, with improvements completed and relationship to chosen workplace identified	- at least two products (selected from course activities) included, with improvements completed and relationship and relevance to chosen workplace extensively described
Knowledge/ Understanding, Making Connections Environmental Impact of Workplace	- limited information on environmental effects presented	- some information on environmental effects presented	- considerable information on environmental effects of workplace presented, with plans for action or improvement identified	- extensive information on environmental effects of workplace, presented with comprehensive plans for action or improvement

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

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