Course Profile Science (SNC4E), Grade 12, Workplace Preparation, Catholic

Unit 5: Alternative Environments

Time: 20 hours

Unit Description

Students demonstrate a knowledge of the inputs, outputs, and interactions involved in maintaining an alternative life-sustaining environment. Through the lens of stewardship and Catholic social teaching students analyse major variables that affect the various inputs, outputs, and interactions involved in maintaining an alternative life-sustaining environment. Students demonstrate an understanding of what would be required to equip and operate an alternative environment capable of supporting human life, and compare its sustainability to that of our normal planetary environment.

Unit Synopsis Chart

Activity	Learning Expectations	Assessment Categories	Task
1.1 Getting Ready 1.5 hours	AE1.01, AE1.02, AE2.01, AE2.02, AE3.03 SIS.03 CGE 1d, 2c, 3d, 3f, 4g, 7e	Knowledge/ Understanding	Brainstorming Activity
1.2 Factors Affecting a Controlled Micro-environment 3.5 hours	AEV.01, AE2.02 SIS.01, SIS.02, SIS.03, SIS.04, SIS.06, SIS.07, SIS.08 CGE 1d, 2c, 3d, 3f, 4g, 7e	Communication Inquiry	Laboratory Activity
2.1 Alternative Environment Analysis 2.0 hours	AEV.01, AEV.02, AE1.02, AE1.03, AE1.04, AE2.02, AE2.03, AE3.01 SIS.05, SIS.07 CGE 1d, 2c, 3d, 3f, 4g, 7e	Knowledge/ Understanding Making Connections	Flow chart, Quiz
2.2 Canada’s Contribution to the International Space Station 3.0 hours	AEV.01, AEV.02, AE1.01, AE1.03, AE1.04, AE2.02, AE3.02, AE3.04 SIS.05, SIS.07 CGE 1d, 2c, 3d, 3f, 4g, 7e	Knowledge/ Understanding Making Connections Communication	Poster
2.3 Cost/Benefit Analysis of an Alternative Environment 1.0 hours	AE3.04 SIS.05, SIS.07 CGE 1d, 2c, 3d, 3f, 4g, 7e	Knowledge/ Understanding Communication	Report
2.4 Press Conference 2.0 hours	AE1.05, AE3.02 SIS.05, SIS.07, SIS.09 CGE 1d, 2c, 3d, 3f, 4g, 7e	Communication	Presentation
2.5 Spaceship Earth 2.0 hours	AE3.03 SIS.05, SIS.07 CGE 1d, 2c, 3d, 3f, 4g, 7e	Knowledge/ Understanding	Formal Report, Quiz
3.1 Create a lunar/martian ecosystem 5.0 hours	AEV.01, AEV.02, AEV.03, AE1.02, AE1.03, AE1.04, AE1.05, AE2.03, AE3.01, AE3.04 SIS.05, SIS.07 CGE 1d, 2c, 3d, 3f, 4g, 7e	Knowledge/ Understanding	Flow chart, Display

Activity 1: Getting Ready

Time: 5 hours (1-2 weeks for micro-ecosystem)

Description

Students determine factors that are essential for human life on Earth. Students reflect on Catholic values and determine what is truly important for a life-sustaining environment. Students construct a functional micro-environment that models a naturally occurring ecosystem and determine the effects of altering abiotic factors on the controlled environment.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

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

CGE 3d - makes decisions in light of gospel values with an informed moral conscience;

CGE 3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society;

CGE 4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE 7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society.

Strand(s): Alternative Environments

Overall Expectations

AEV.01 - demonstrate a knowledge of the inputs, outputs, and interactions involved in maintaining an alternative life-sustaining environment.

Specific Expectations

AE1.01 - identify the systems required to sustain human life in an environment (e.g., biotic and abiotic factors in our ecosystem);

AE1.02 - describe the inputs of food, energy, air, and water needed to maintain an alternative life-sustaining environment;

AE2.01 - determine, through experimentation, the different factors affecting a controlled microenvironment (e.g., the factors affecting a yeast suspension, a fruit-fly culture, an aquarium, or a terrarium);

AE2.02 - formulate scientific questions about the nature of alternative life-sustaining environments (e.g., What becomes of the waste produced in an alternative environment?);

AE3.03 - relate what they have learned about sustaining life in alternative environments to the processes through which our own natural environment sustains life (e.g., relate the mechanical processes of an air purification system to the natural process of air purification by trees).

Scientific Investigation Skills

SIS.01 - demonstrate an understanding of the safety practices consistent with Workplace Hazardous Materials Information System (WHMIS) legislation by selecting and applying appropriate techniques for handling, storing, and disposing of laboratory materials;

SIS.02 - select appropriate instruments and use them effectively and accurately in collecting observations and data;

SIS.03 - demonstrate the skills required to plan and carry out investigations, using laboratory equipment safely, effectively, and accurately;

SIS.04 - select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate scientific ideas, plans, and experimental results;

SIS.06 - compile, organize, and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs, and diagrams;

SIS.07 - communicate the procedures and results of laboratory investigations and research for specific purposes using data tables and laboratory reports;

SIS.08 - select and use appropriate SI units.

Prior Knowledge & Skills

· Grade 10 Science (Applied or Academic) – Biology strand

· Grade 9 Science (Applied or Academic) – Earth and Space Science strand

Planning Notes

· Chart paper and markers should be made available to allow students to brainstorm in small groups for Activity 1.1.

· The teacher prepares the materials needed to create a controlled micro-environment (Activity 1.2). Materials may include:

· 10-gallon aquarium (1 per 4-5 students)

· Glass piece cut to fit the top of the tank

· Duct tape for sealing the lids on the tanks

· Gravel, sand, and rocks

· Soil

· Seeds - collect local or purchase seeds (seeds of small plants work best.)

· Other organisms required, (in terms of matter and energy requirements, trophic levels and population interactions) to sustain each micro-ecosystem. The teacher can choose to develop any type of ecosystem within the limitations of a 10-gallon tank.

· Note: the laboratory activity takes 1-2 weeks to achieve good results

· Safety consideration: Some seeds might contain fungicides. Be aware of this during the experiment

Teaching/Learning Strategies

Activity 1.1: Getting Ready

Students brainstorm materials required for survival on Earth. Students reflect on Catholic values, and consider what factors are truly important for sustaining human life. (Reflection: Luke 6:27-36 or
Luke 12:34)

The teacher:

· leads the class in a discussion to determine what types of materials and criteria (biotic and abiotic factors) are essential for human life on Earth;

· asks questions that will guide the students in determining life’s necessities. Such questions may include:

· What are some factors that we could not possibly live without, i.e., oxygen supply, food supply, water supply, climate control, medical aid, waste disposal, etc.?;

· What are some of the manufactured things that we have now, that our ancestors never had? Are they essential for life?

· What are the minimum requirements to sustain life on Earth?

· If you had to choose only four things you could own/buy…what would they be?

· Our society has become more dependent on technology. Name some advancements in technology that have made our lives much easier. Are these inventions crucial for life on Earth (e.g., transportation)?

· divides students into small groups and provides the groups with the chart paper required to brainstorm criteria;

· monitors group discussions, and ensures that groups are remaining on task;

· identifies and corrects misconceptions that the students may have.

Students:

· participate in a class discussion based on materials required to sustain human life on Earth.

· working in small groups, participate in the brainstorming activity.

· present ideas to other groups and discuss opinions.

· write a reflective journal focusing on what is truly important in life. Students should recognize how insignificant many things are (e.g., fancy cars, large houses, etc.)

Activity 1.2: Experiment: Micro-ecosystems, i.e., Yeast Growth

Students construct a functional micro-ecosystem that will model a naturally occurring ecosystem and witness the interaction between the biotic and abotic factors within it. Students alter abiotic factors to determine the effects these factors have on the controlled environment.

The teacher:

· recaps briefly, through question and answer period, the factors required for sustaining life on Earth.

· brainstorms factors that may affect life in a closed environment, e.g., temperature, available water, oxygen levels, energy source, etc.

· constructs a closed ecosystem that may be used as a control.

· divides the class into groups of four or five students, with each group assigned to test one of the variables being examined.

Students:

· brainstorm factors required for sustaining life in a closed environment;

· carefully plan, as a class, the ecosystem with regards to: matter and energy requirements, trophic levels and size of populations;

· identify variables that may affect a closed micro-environment;

· carefully construct closed environments that are as similar to each of the other groups as possible (limiting experimental error);

· test the variable they are assigned, and examine the affects that the variable has on the closed system;

· record observations they witness in the ecosystems and try to explain most of the changes that they observe;

· share findings and pool data with other students;

· draw tentative conclusions concerning factors that affect a controlled micro-environment;

· create a formal lab write up determining the factors that affect a controlled micro-environment.

Assessment & Evaluation of Student Achievement

· Discussion/brainstorming activity can be assessed for Communication using a rubric.

· A diagnostic assessment of student’s Knowledge/Understanding during discussion activity can be done informally through a class discussion.

· Communication can be assessed using a science log – a record of research that the student has compiled (AE2.01).

· The lab can be assessed for Knowledge/Understanding, Inquiry, Communication, and Making Connections using a rubric (AE2.01).

Accommodations

· Reflection journals can be produced using a computer or a tape recorder.

· Alternate assessment methods could be used.

Resources

Grace, Eric, et al. SciencePower 10. Toronto: McGraw-Hill Ryerson. 2000. ISBN 0-07-560364-0

Plumb, Donald, et al. Science 9. Scarborough: Nelson Thomson Learning, 1999.

Clancy, Christina, et al. SciencePower 9. Toronto: McGraw-Hill Ryerson Limited, 1999.
ISBN 0-07-560361-6

Ritter, Bob, et al. Science 10. Scarborough: Nelson Thomson Learning, 2000. ISBN 0-17-607501-1

Websites

– http://www.accessexcellence.com/AE/AEC/AEF/1996/doerder_micro.html

Activity 2: Analysing Alternative Environments

Time: 10 hours

Description

Students analyse various existing alternative life-sustaining environments in terms of the factors required for sustainability studied in Activity 1. Students research and assess Canada’s contribution to the International Space Station, then perform a cost/benefit analysis of constructing and maintaining the International Space Station. Students investigate careers in Earth and space science by researching a Canadian astronaut.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

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

CGE 3d - makes decisions in light of gospel values with an informed moral conscience;

CGE 3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society;

CGE 4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE 7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society.

Strand(s): Alternative Environments

Overall Expectations

AEV.01 - demonstrate a knowledge of the inputs, outputs, and interactions involved in maintaining an alternative life-sustaining environment;

AEV.02 - analyse major variables that affect the various inputs, outputs, and interactions involved in maintaining an alternative life-sustaining environment.

Specific Expectations

AE1.01 - identify the systems required to sustain human life in an environment (e.g., biotic and abiotic factors in our ecosystem);

AE1.02 - describe the inputs of food, energy, air, and water needed to maintain an alternative life-sustaining environment;

AE1.03 - identify the components of an alternative life-sustaining environment (e.g., source[s] of energy, atmosphere, means for recycling or disposing of waste), and describe how they must interact to be successful;

AE1.04 - describe the outputs of an alternative life-sustaining environment, and the systems required to handle them (e.g., air filtration systems);

AE1.05 - describe the difficulties facing humans living in a weightless self-supporting environment (e.g., the difficulties of reducing human waste);

AE2.02 - formulate scientific questions about the nature of alternative life-sustaining environments (e.g., What becomes of the waste produced in an alternative environment?);

AE2.03 - use flow charts to diagram the inputs, outputs, and interactions of the various life-sustaining components of an alternative environment (e.g., energy flow, waste disposal, atmosphere);

AE3.01 - analyse, using knowledge of the requirements for sustainability, existing alternative life-sustaining environments (e.g., International Space Station, Earth-based self-sustaining biodome experiments, nuclear submarines, off-shore oil rigs), and make suggestions for their improvement or development;

AE3.02 - assess a Canadian contribution to the development of alternative life-sustaining environments (e.g., gather, integrate, and analyse information about the Montreal Biodome);

AE3.04 - analyse the costs and benefits to society, the economy, and the environment of constructing and operating an alternative environment capable of supporting human life (e.g., write a brief essay on the potential economic benefits of maintaining an alternative life-sustaining environment such as the International Space Station).

Scientific Investigation Skills

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 websites;

SIS.07 - communicate the procedures and results of laboratory investigations and research for specific purposes using data tables and laboratory reports;

SIS.09 - identify and collect information on science- and technology-based careers related to the subject area under study.

Prior Knowledge & Skills

· Grade 9 Science (Academic or Applied) - Earth and Space Science strand

· Grade 10 Science (Academic or Applied) - Biology strand

Planning Notes

· Reserve library/resource centre/computer lab time for the class.

· Gather various multi-media resources on the International Space Station and other alternative environments (Montreal Biodome, Biosphere 2, etc.).

· Prepare to discuss recent movies that deal with space travel and alternate environments to generate interest and introduce the topics.

· Visit the NASA SpaceFlight website to determine when the International Space Station can be seen from your city.

· The topics in this activity are very timely. There may be missions into space planned which relate to the topics being studied. Begin saving articles and other information related to the topics studied.

· Prepare templates for students to use when analysing alternative environments and writing research papers.

Teaching/Learning Strategies

Activity 2.1: Alternative Environment Analysis

Students use the concept of sustainability to analyse existing life-sustaining alternative environments. Students study inputs, outputs, and interactions between components and summarize their information in a flow chart.

The teacher:

· reviews factors required for life on Earth studied in Activity 1.1;

· leads a class discussion on the factors that must be considered when designing an alternative environment, e.g., inputs, outputs, protection from the environment, etc., using a space suit as an example;

· discusses and lists the students’ responses on the board;

· introduces existing alternative environments. If possible, show photographs, websites, newspaper/magazine articles, etc.;

· briefly reviews formation of scientific questions and assists students in generating suitable scientific questions for study. Since the students will be participating in a jigsaw activity, they should all have the same questions to research. The four factors for sustainability should be considered, i.e., air, water, energy and food. Research questions should include (but not be limited to):

· How is oxygen supplied to the environment?

· How is carbon dioxide removed from the environment?

· How is water (hot and cold) produced?

· What energy source powers the environment?

· What is the food source?

· How are wastes disposed of?

· assigns each student to an “expert group” and a “home group”. Assign each expert group one alternative life-sustaining environment (International Space Station, Biosphere, Montreal Biodome). Students could also take part in virtual tours of the alternative environments listed, if Internet access is available. The home groups each have at least one representative from each expert group. The expert groups compile information to answer the scientific questions raised. The information is then presented in flow chart form on chart paper showing inputs, outputs and interactions between the components. If computer access is available, students could use a software program to generate flow charts. Each student creates their own summary sheet and present this information to their home group. Students in each home group then assess each alternative environment, list suggestions for their improvement and present their suggestions to the class;

· monitors group discussions.

Students:

· participate in a class discussion on factors required for life on Earth;

· discuss how an alternative environment such as a space suit sustains life;

· formulate scientific questions about the nature of alternative environments;

· in their expert groups, analyse existing alternative environments and present findings in a flow chart;

· present this information to their home groups;

· in their home groups, make suggestions for improving existing alternative environments and present information.

Activity 2.2: Canada’s Contribution to the International Space Station

Students research Canada’s contribution to the International Space Station. Students create a timeline of the development of the International Space Station and a poster to display their research.

The teacher:

· introduces the International Space Station in a class discussion. Shows video of a recent mission, if possible (see Planning Notes);

· provides students with background information from the Internet, newspaper/magazine articles, media broadcasts, or videos;

· assigns students to groups of four to research Canada’s contributions to the International Space Station. If Internet access is available, students can take a virtual tour of the International Space Station. Each student creates a summary sheet of the research. When the students have completed their research they present their findings in a poster to be displayed in the classroom. Research should include (but not be limited to):

· a diagram showing the components;

· a description of its function/purpose;

· a timeline of its development (including projected future developments);

· a description of research carried out;

· the relevance of the research to life on Earth.

· monitors group work and discussions;

· guides students in a Gallery Walk to peer assess other posters;

· leads students in a discussion on research conducted in space and how it can be used to improve life on Earth. Specifically, discuss research that deals with human growth and life keeping in mind Gospel teaching. Provide students with time to write a reflection in their Science Journals. (Reflection Mark 9:33-37).

Students:

· participate in a class discussion on the International Space Station;

· analyse information from various media to assess Canada’s contribution to the International Space Station;

· in groups of four, research Canada’s contribution to the International Space Station;

· each create a one-page summary sheet of their research;

· in groups of four, present their research in a poster;

· participate in a Gallery Walk to observe and peer assess other posters;

· write a reflection in their Science Journals on how research conducted in space can be used to improve life on Earth, keeping in mind Gospel teaching.

Activity 2.3: Cost/Benefit Analysis

Students analyse the costs and benefits to society, economy and the environment of constructing and operating a life-sustaining alternative environment, then write a report.

The teacher:

· reviews the alternative environments studied in Activity 2.1;

· leads a class discussion on alternative environments, specifically how the technologies and research can be used to improve the lives of people on Earth;

· assigns students, in groups of two, to review the information and create a qualitative summary chart of costs and benefits of an alternative environment, e.g., International Space Station, Biosphere, Montreal Biodome. The teacher outlines a template which the students use when gathering information (Appendix 2.3A – Template for Cost/Benefit Analysis);

· reviews report writing and paragraph structure with the students. Each student uses their summary chart to write a three-paragraph report, with an introduction and conclusion. Each student is provided with a template for writing paragraphs and allowed time to prepare a rough draft (Appendix 2.3B – Template for Report Outline). The students are then paired to peer assess their work, using a teacher designed checklist. The students then edit their work and submit a final report to the teacher (Appendix 2.3C – Peer Assessment Checklist);

· leads the class in discussing whether money should be spent on research in space, or be used to directly improve the lives of people on Earth, referring to Gospel teaching. The teacher then provides an opportunity for students to write a refection in their Science Journals. (Reflection John 13:1-13).

Students:

· participate in a class discussion of alternative environments and their impact on people on Earth;

· participate in a class discussion of the International Space Station;

· use reference material to create a qualitative summary sheet of costs and benefits of the International Space Station then write a three-paragraph report, with an introduction and conclusion, summarizing their research;

· participate in a class discussion on Gospel teaching and research conducted in space

· write in their Science Journal, reflecting on whether money should be spent on research in space, or be used to directly improve lives of people suffering on Earth.

Activity 2.4: Press Conference

Students collect and analyse information on careers in Earth and Space Science by preparing an information package to be used at a press conference for an astronaut and crew returning from a mission.

The teacher:

· leads a class discussion on recent space missions involving Canadian astronauts;

· leads students in a think/pair/share activity to determine characteristics of an astronaut;

· provides students with resources or library/resource centre/computer time to research a recent Canadian mission. The teacher arranges students in groups of three or four students. Each student in a group plays the role of a different member of the crew. Students can play the role of a Canadian astronaut (Chris Hadfield, Julie Payette, Robert Thirsk, Dave Williams, Bjarni Tryggvason, Roberta Bondar, or Marc Garneau), technician, or trades person. The students research their character’s contribution to the success of the mission. Students use their research to prepare a script for a press conference that will be presented to the class. When students are not presenting, they play the role of reporters for various media and ask questions of the presenters. If equipment is available, students can videotape the press conference. The students’ research should include (but not be limited to):

· personal data, e.g., date of birth, place of residence, family, hobbies/interests;

· education and training;

· description of most recent mission, e.g. research carried out, length of mission;

· their role in this mission;

· the mission patch.

· provides time for preparing the script and rehearsing the press conference.

Students:

· participate in a class discussion on recent missions to space and brainstorm characteristics of an astronaut;

· research a Canadian astronaut, technician or trades person, then prepare an informational package to be used at a press conference describing a recent mission;

· will present their information to the class in the style of a press conference and answer questions;

· participate in other groups’ press conferences by asking questions. (Appendix 2.4 – Presentation Assessment Rubric)

Activity 2.5: Spaceship Earth

Students relate components of a closed system to our environment. Students will view the Earth as a closed system where supplies are limited. Students may use this exercise to bring forth Catholic values and reflect on how their values and aspirations can affect other members of their community. Students reflect on the way many people currently take the Earth’s resources for granted and how important it is to treat the Earth with respect.

The teacher:

· distributes role-playing journal reflective cards to the small groups. Each card has a different scenario written on it, e.g., (1) The father has to leave. How will this affect the community? What role does the father play in this community? (2) Someone in the community is continually dumping their garbage in a nearby park. How does this affect the community?)

· assigns student’s the task of creating a short skit to act out their scenario;

· leads a discussion regarding ways one’s roles and values affect the communities they are a part of;

· engages the class in a discussion relating what has been learned about sustaining life in alternative environments to Earth, i.e., relating the mechanical processes of an air purification system to the natural process of air purification by trees;

· introduces the concept of Earth as a closed system known as “Spaceship Earth.” Earth is more closed than even a spaceship because there is no “refuelling station” to take on supplies. The teacher encourages the students to think about the following facts about our planet:

· There is no outside source for life-sustaining raw materials.

· There is no interplanetary garbage dump.

· leads a discussion about rules that may be followed on spaceships to avoid fouling the air and overusing vital water and food supplies;

· leads the class in a reflective discussion about how the Earth should be respected and viewed of as a gift from God;

· stimulates discussion regarding the way human civilization has taken the Earth for granted, and what we, as Catholics, can do to prevent its deterioration.

Students:

· are assigned to groups of three or four students and are given group role-playing journal reflection cards;

· act out scenario given to them on their journal reflection card;

· participate in a discussion on how their roles and values affect the rest of their community;

· participate in the discussion on “spaceship Earth”;

· write a rules manual that should include (but is not limited to):

· A set of rules for human passengers on spaceship Earth;

· An evaluation of how closely these rules are presently being followed;

· Suggestions about how some human behaviours should be altered;

· A prediction about how these human practices and behaviours may affect the diversity of living things.

· take part in a reflective discussion regarding ways humans take Earth’s resources for granted;

· discuss ways they can help prevent the Earth’s deterioration.

Assessment & Evaluation of Student Achievement

· Flow chart can be assessed for Knowledge/Understanding and Communication using a checklist (AE1.02, AE1.03, AE1.04, AE2.03, AE3.01).

· Analysis of alternative environments can be assessed for Knowledge/Understanding using a quiz (AE1.02, AE1.03, AE1.04, AE3.01).

· Students’ scientific questions can be assessed for Inquiry using a suitable rubric or rating scale (AE2.02).

· Poster can be assessed for Making Connections and Communication using a suitable rubric or rating scale by both the teacher and peers (AE1.01, AE1.03, AE1.04, AE3.02).

· Report can be assessed for Knowledge/Understanding and Communication using a suitable rubric or rating scale (AE3.04).

· Press conference can be peer assessed for Communication using a suitable rating scale
(AE1.05, AE3.02).

· Spaceship Earth is assessed for Knowledge/Understanding, Communication, and Making Connections based on the criteria given by the teacher with regards to the formal paper (AE3.03).

· A quiz may also be given to assess for Knowledge/Understanding relating sustaining life on a closed alternative environment to the process through which our own natural environment sustains life (AE3.03).

Accommodations

· For students with physical or learning impairments, classroom activities can be adapted, where possible, to permit participation in activities. Peer assistance should be encouraged. Access to a computer or tape recorder should be provided, where possible.

· If a student has an individual education plan (IEP), this activity must be adapted to meet the needs as outlined in the IEP.

· For enrichment activities:

· Choose one of the ways that our natural environment sustains life, e.g., air purification by trees. Research this process in detail and present findings to the class in a formal presentation.

· Research rules that are followed by Canadian astronauts on spaceships to avoid fouling air and overusing vital water and food supplies. Present research to the class.

· ESL/ESD students should have opportunities to demonstrate their learning by alternate means, e.g., spoken English, direct demonstration, and/or pictorial representation.

Resources

Grace, Eric, et al. SciencePower 10. Toronto: McGraw-Hill Ryerson. 2000. ISBN 0-07-560364-0

Plumb, Donald, et al. Science 9. Scarborough: Nelson Thomson Learning, 1999.

Cattiaux, P. “Astronaut Julie Payette is Out of This World.” REALM. (Winter 2001/2002): 26-29
[also available at http://realm.net]

Clancy, Christina, et al. SciencePower 9. Toronto: McGraw-Hill Ryerson Limited, 1999.
ISBN 0-07-560361-6

Ritter, Bob, et al. Science 10. Scarborough: Nelson Thomson Learning, 2000. ISBN 0-17-607501-1

Websites

Biosphere 2 Center – www.bio2.edu

Canada’s SchoolNet and the Canadian Space Agency’s SPACE
– http://www.schoolnet.ca/space/main_E.htm

The Canadian Space Agency – http://www.space.gc.ca

Challenger Center Online – http://www.challenger.org

Discovery Channel Canada – http://www.exn.ca

Montreal Biodome – http://www.ville.montreal.qc.ca/biodome/e1–intro/ef1_cam.htm#camera

NASA Human SpaceFlight – http://spaceflight.nasa.gov/index.html

Spacelink – http://spacelink.nasa.gov/index.html

Software

Activity 3.1: Create a Lunar/Martian Ecosystem

Time: 5 hours

Description

Students design a closed ecosystem capable of supporting human life. Students write a reflective journal emphasizing what is truly important in life.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

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

CGE 3d - makes decisions in light of gospel values with an informed moral conscience;

CGE 3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society;

CGE 4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE 7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society.

Strand(s): Alternative Environments

Overall Expectations

AEV.01 - demonstrate a knowledge of the inputs, outputs, and interactions involved in maintaining an alternative life-sustaining environment;

AEV.02 - analyse major variables that affect the various inputs, outputs, and interactions involved in maintaining an alternative life-sustaining environment;

AEV.03 - demonstrate an understanding of what would be required to equip and operate an alternative environment capable of supporting human life, and compare its sustainability to that of our normal planetary environment.

Specific Expectations

AE1.02 - describe the inputs of food, energy, air, and water needed to maintain an alternative life-sustaining environment;

AE1.04 - describe the outputs of an alternative life-sustaining environment, and the systems required to handle them (e.g., air filtration systems);

AE1.05 - describe the difficulties facing humans living in a weightless self-supporting environment (e.g., the difficulties of reducing human waste);

AE2.03 - use flow charts to diagram the inputs, outputs, and interactions of the various life-sustaining components of an alternative environment (e.g., energy flow, waste disposal, atmosphere);

Scientific Investigation Skills

SIS.07 - communicate the procedures and results of laboratory investigations and research for specific purposes using data tables and laboratory reports.

Prior Knowledge & Skills

· Grade 10 Science - Biology strand

· Grade 9 Science - Earth and Space Science strand

Planning Notes

· Reserve the library/resource centre/computer lab time for the class.

· Collect materials that are available in the school for building a display.

Teaching/Learning Strategies

The teacher:

· briefly reviews factors required to sustain life in an alternative life-sustaining environment;

· records all major factors on board. Such factors should include air, water, food, energy, waste disposal, etc.;

· assigns students with the responsibility of designing and creating a display (drawing or three-dimensional model) depicting a sustainable space research colony suitable for permanent human habituation.

Students:

· design and create a display depicting a sustainable space research colony suitable for permanent human habituation;

· hand in a completed display that includes:

· a demonstration of how the colony will be adapted to the environment (keeping in mind problems that the colony will face in a weightless self-supporting environment, e.g., waste disposal;

· a plan that will outline how colonists will achieve self-sufficiency in both short and long terms;

· evidence of how knowledge gained from existing space explorations and space technology will be used;

· a flow chart to diagram the inputs, outputs, and interactions of the various life-sustaining components of the student’s space colony.

· present completed displays to the class and justify their designs. Students must defend the criteria they have chosen to include in their space colony;

· write a reflective journal entitled How can I take all that I have learned to the future? Students reflect on Catholic values, and reflect on factors that are truly important in their lives.

Assessment & Evaluation of Student Achievement

· Space colony activity can be assessed for Knowledge/Understanding, Communication, Inquiry, and Application using a task specific rubric (AEV.01, AEV.02, AEV.03, AE1.02, AE1.03, AE1.04, AE1.05).

· The flow chart can be assessed for Communication and Making Connections (AE2.03)

Accommodations

· Reflective journals can be produced using a computer or a tape recorder.

· Graphic organizers and diagrams could be used as alternate journal activities.

Resources

Grace, Eric, et al. SciencePower 10. Toronto: McGraw-Hill Ryerson. 2000. ISBN 0-07-560364-0

Plumb, Donald, et al. Science 9. Scarborough: Nelson Thomson Learning, 1999.

Clancy, Christina, et al. SciencePower 9. Toronto: McGraw-Hill Ryerson Limited, 1999.
ISBN 0-07-560361-6

Ritter, Bob, et al. Science 10. Scarborough: Nelson Thomson Learning, 2000. ISBN 0-17-607501-1

Appendix 2.3 A

Template for Cost/Benefit Analysis

Costs and Benefits to Society

Costs

Benefits

Costs and Benefits to The Economy

Costs

Benefits

Costs and Benefits to The Environment

Costs

Benefits

Appendix 2.3 B

Template for Report Outline

Introduction: ______________________________________________________________

Paragraph 1: Effects on Society

Topic Sentence 1: ______________________________________________________________

Support:

1. ____________________________________________________________________________

2. ____________________________________________________________________________

3. ____________________________________________________________________________

4. ____________________________________________________________________________

Linking sentence: ________________________________________________________________

Paragraph 2: Effects on the Economy

Topic Sentence 2: ______________________________________________________________

Support:

1. ____________________________________________________________________________

2. ____________________________________________________________________________

3. ____________________________________________________________________________

4. ____________________________________________________________________________

Linking sentence: ________________________________________________________________

Paragraph 3: Effects on the Environment

Topic Sentence 3: ______________________________________________________________

Support:

1. ____________________________________________________________________________

2. ____________________________________________________________________________

3. ____________________________________________________________________________

4. ____________________________________________________________________________

Concluding Sentence: ____________________________________________________________

Conclusion: ________________________________________________________________

Notes:

· Topic Sentence: point being developed

· Linking Sentence: takes the reader to the next point

Appendix 2.3 C

Peer Assessment Checklist

Cost/Benefit Analysis Peer Checklist

Name: __________________________ Evaluator: _________________________

Criteria	Yes	No
Topic sentence is clear and easily understood.
Evidence is relevant and supports the topic sentence.
Evidence is in the student’s own words.
Linking sentences introduce the following paragraph.
Spelling errors have been fixed.
Grammar and punctuation errors have been fixed.
Report follows a logical order.
Reference material is properly referenced.

Appendix 2.4

Presentation Assessment Rubric

(Generic model – modify to meet local criteria)

Category/ Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/ Understanding - understanding of concepts, principles, laws, and theories	- demonstrates limited understanding of concepts, principles, laws, and theories	- demonstrates some understanding of concepts, principles, laws, and theories	- demonstrates considerable understanding of concepts, principles, laws, and theories	- demonstrates thorough understanding of concepts, principles, laws, and theories
- knowledge of facts and terms	- demonstrates limited knowledge of facts and terms	- demonstrates some knowledge of facts and terms	- demonstrates considerable knowledge of facts and terms	- demonstrates thorough knowledge of facts and terms
- transfer of concepts to new contexts	- transfers simple concepts to new contexts infrequently	- transfers simple concepts to new contexts sometimes	- transfers simple and some complex concepts to new contexts usually	- transfers complex concepts to new contexts routinely
Inquiry - application of the skills and strategies of scientific inquiry	- applies few of the skills and strategies of scientific inquiry	- applies some of the skills and strategies of scientific inquiry	- applies most of the skills and strategies of scientific inquiry	- applies all or almost all of the skills and strategies of scientific inquiry
Communication - communication of information and ideas	- communicates information and ideas with limited clarity and precision	- communicates information and ideas with moderate clarity and precision	- communicates information and ideas with considerable clarity and precision	- communicates information and ideas with a high degree of clarity and precision

Appendix 2.4 (Continued)

Category/ Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Communication - use of scientific terminology, symbols, conventions, and standard (SI) units	- uses scientific terminology, symbols, conventions, and SI units with limited accuracy and effectiveness	- uses scientific terminology, symbols, conventions, and SI units with some accuracy and effectiveness	- uses scientific terminology, symbols, conventions, and SI units with considerable accuracy and effectiveness	- uses scientific terminology, symbols, conventions, and SI units with a high degree of accuracy and effectiveness
- communication for different audiences and purposes	- communicates with a limited sense of audience and purpose	- communicates with some sense of audience and purpose	- communicates with a clear sense of audience and purpose	- communicates with a strong sense of audience and purpose
- use of various forms of communication (e.g., reports, essays)	- demonstrates limited command of the various forms	- demonstrates moderate command of the various forms	- demonstrates considerable command of the various forms	- demonstrates extensive command of the various forms
Making Connections - understanding of connections among science, technology, society, and the environment	- shows limited understanding of connections in familiar contexts	- shows some understanding of connections in familiar contexts	- shows considerable understanding of connections in familiar and some unfamiliar contexts	- shows thorough understanding of connections in familiar and unfamiliar contexts

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

Overview | Course Profiles Main Menu