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Course Profile Science (SNC4E), Grade 12, Workplace
Preparation, Public
Course Overview
Prerequisite: Grade 11 Science Workplace Preparation
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 chemistry at home
and at work; communications technology; medical technology; gardening,
horticulture, landscaping, forestry; and alternative life-sustaining
environments. Emphasis is placed on relating these topics directly to students’
experiences both in the world of work and in daily life.
The
title of this course indicates that the primary purpose is to prepare students
for their entry into the job market. The course also provides opportunities for
students to acquire knowledge and skills that will serve them for the rest of
their lives, whatever their destination. The Science Investigative Skills (SIS)
clearly indicate that this is to be the focus of this course. A complete list
of these Expectations appears on page 157 of The Ontario Curriculum, Grades
11 and 12, Science. These investigative skills, along with the Overall and
Specific Expectations for each unit, were used in designing the activities
outlined in this profile. It is recommended that teachers of this course
familiarize themselves with the SIS Expectations prior to the planning for, and
subsequent to the teaching of, this course. The SIS Expectations serve as a
primary guide for all facets of the course.
The
activities have also been designed for students to develop scientific literacy,
that combination of knowledge, skills, and habits of mind that enable them to
think creatively, reason logically, evaluate information critically, and
communicate effectively. Science should not be viewed solely as a collection of
facts but rather as subject where students are encouraged to fully understand
and appreciate the developments in science and technology that have given rise
to modern society. This view is consistent with the vision of the writers of
this profile.
Pages
eight to ten of The Ontario Curriculum, Grades 11 and 12, Science
contain recommendations regarding teaching approaches and curriculum
Expectations that are reflected clearly in this profile and should be evident
in courses developed using this profile as a template:
·
“The
expectations in science courses call for an active, experimental approach to
learning, and require all students to participate regularly in laboratory
activities”;
·
“Where
opportunity allows, students might be required, as part of their laboratory
activities, to design and conduct research on a real scientific problem for
which the results are unknown”;
·
“Where
possible, concepts should be introduced in the context of real-world problems
and issues”;
·
“In
all courses, a list of expectations is given that precedes the strands. These
expectations describe skills that are considered essential for scientific
investigation, e.g., skills in research, in the use of materials, and in the
use of units of measurements, and skills required for investigating possible
careers in the subject area. These skills apply to all areas of course content
and must be developed in all strands of the course”;
·
“Assessment
of students’ mastery of these skills must be included in the evaluation of
students’ achievement of expectations for this course.”
As in earlier grades,
SNC4E is based on three goals:
·
to
relate science to technology, society, and the environment;
·
to
develop skills, strategies, and habits of mind required for scientific inquiry;
·
to
understand basic concepts of science.
To reflect the importance of the three goals,
the activities and assessment tasks in this profile have been developed to
address clusters of Specific Expectations. In all science courses, every
attempt should be made to place learning in a science, technology, society and
the environment (STSE) context; inquiry skills should be built through issues
first, with content assembled later. In addressing STSE Expectations such as
‘evaluate technologies…’, ‘analyse relationship with issues…’, ‘analyse costs
and benefits…’ and analyse impacts…’ students should have opportunities to
discuss issues, examine values and attitudes, and propose solutions and actions.
To meet the needs of the
students enrolled in SNC4E, the following points were considered when
developing the profile:
·
Students
whose clear goal is to enter the workforce after secondary school will find the
course invaluable. However, other students who want to have an understanding of
critical, science-related issues which will allow them to become more informed
citizens could consider this course as an important component of their
education.
·
The
prerequisite for this course is SNC3E. The background of these SNC3E students
will be varied and may include: Grade 9 Science Applied, Academic, a locally
developed Grade 9 Science,
Grade 10 Science Applied, Academic, or a locally developed Grade 10 Science
course. Some students may also enroll in this course after successfully
completing SNC3M or SBI3C. The wide range of previous science experiences
requires that many of the suggested units and activities in this profile begin
with some kind of prior learning assessment to ensure that all students have
sufficient background skills and knowledge to move forward. Therefore,
consideration must be given at every stage to provide accessible opportunities
for all students to learn and demonstrate learning. The teacher will need to be
flexible both in presenting the course material and in the evidence accepted
for achievement of the Expectations.
·
Students
entering the workforce immediately after secondary school require information
on employment opportunities within their communities and beyond, as well as
apprenticeship and other school-to-work programs.
·
An
important element of the course is the support for a wide variety of work
experience opportunities for students. Strategies for making workplace
connections are provided in Appendix A of the
Grade 11 SNC3E Course Profile. The teacher will have to tailor the suggestions
to meet the needs of individual communities, schools, and students.
·
Teachers
involved in guidance programs, as well as all staff working as teacher advisers,
need to be informed as to the nature and content of the course in order to
assist students in making decisions based on realistic goals and personal
interests.
Teachers of SNC4E should
incorporate the following ideas into the lessons that they develop from both
the profile activities and their own planning:
·
An
emphasis on student responsibility is maintained throughout the course. This
responsibility is extended into three areas: personal responsibility, responsibility
at a workplace, and obligations as a member of a community.
·
All
students should be given opportunities to develop and demonstrate an
appropriate level of mature behaviour within the classroom and real-world
situations. Responsible actions that are grounded in an understanding of both
scientific knowledge and its application to issues and decisions in their lives
should be encouraged.
·
Assessment
of learning skills, as outlined in the policy documents, should be incorporated
into the practical daily work in the classroom and during any work experience
opportunities.
·
The
components of the Annual Education Plan that link to future employment should
be highlighted for students.
·
A
persistent focus of the course should be the improvement of literacy skills
both to assist those students who may have had difficulty with the Grade 10
Test of Reading and Writing Skills and to support successful life-long learning
habits.
·
Connections
should be made with teachers of other Workplace Preparation courses to develop joint
learning opportunities.
·
Consideration
should be given to the facilities used for delivery of this course. It would be
very difficult to teach this course 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 generic skills that will serve them in later life. A
personal organizer or agenda, checklists of commitments and obligations, and
discussions regarding interpersonal skills can be used to support student
learning in this course as well as in the career they pursue after secondary
school.
·
The
breadth of content in SNC4E is such that teachers must make decisions regarding
the depth to which any given topic should be addressed. The opportunity for students
to be exposed to the broad scope of science should not be jeopardized by
extending to excess the study of any one aspect. At the same time, the study of
a few key topics in greater depth, guided by class interest, community
resources, or teacher expertise, is appropriate, as long as the overall scope
of the course does not suffer.
·
Learning
activities in this profile focus on the inquiry process, draw on scientific
skills and concepts, are concrete rather than abstract in nature, and are set
in a context of science as it relates to technology, society, and the
environment.
·
A
number of activities in this profile have a research focus that requires
assessing information beyond the laboratory and field trip. Students should be
taught how to use and critique all available sources of information - people,
print, online sources, and other media, both within the school and in the
community to meet their current course work needs, as well as accessing future
employment information. Care should be taken to ensure that the search for
resources does not consume an inordinate amount of the students’ time.
·
The
Expectations are central to all aspects of this profile. The context in which
each unit is delivered, the skills and concepts developed, and the assessment
tasks used must be interconnected and linked to the Expectations.
·
Assessment
data accumulated throughout the course must be sufficient in kind and number to
permit teachers to evaluate the consistent level of performance for each
student in each of the categories of the Achievement Chart for Science.
·
Expectations
in the guideline and the SISs that are critical to the development of
scientific literacy are given special emphasis in the learning activities, and
are taught, assessed, evaluated, and revisited throughout the course using a
variety of instructional strategies and approaches. These Expectations describe
the enduring understandings and core learnings that students must be given
opportunities to explore in depth, rather than just to acquire familiarity.
·
Students
interpret new information in terms of what they already know. They try to make
sense of what is taught by trying to fit it into their experiences. Teachers
must be aware of the experiences that students have already had from their work
prior to Grade 12, and use these as building blocks to new and more complex
concepts. Students may also arrive with misconceptions from their experience
that will interfere with their ability to acquire and understand new concepts.
Identifying and eliminating such misconceptions may be required at times.
·
This
profile describes a science course in which students are encouraged to ask
their own questions, and in many cases find their own answers by inquiry -
through experiment, research, or the innovation of a device or process.
Fundamental to the skill set of a scientifically literate person is the ability
to formulate quality questions, identify unstated assumptions, and to interpret
answers critically.
When
designing units or adapting units from this profile, the teacher needs to have
a clearly understood real-world context in mind. Contexts need to be local in
focus and to be linked to future employment opportunities as much as possible.
SNC4E should be more connected to the community than any other of the Grade 12
Science courses. The context is then used as the basis for end-of-unit tasks
and the organization of the Expectations within the unit. Although the unit
outlines describe end-of-unit tasks and final assessment tasks that are completed
in a school setting, thought should be given to the completion of these
assessment activities through work experience (a one-to-four week learning
opportunity in a workplace). Some schools may wish to package SNC4E with one or
more technology courses and have students complete a Final Assessment Task that
includes Expectations from both courses. Work experience with a hairdresser
could include Expectations from Chemistry at Home and Work and from TPE4E. A
hospital placement links Expectations from Medical Technology and TPT4C;
working in the communications industry links Communication: Sounds and Pictures
and TGJ4E.
Resources
have been listed within the profile document where the writers felt they would
be most useful for teachers. The URLs for the websites were verified by the
writers prior to publication. Given the frequency with which these designations
change, teachers should always verify the websites prior to assigning them for
student use.
Units in
this course profile make reference to the use of specific texts, magazines,
films, videos, and websites. Teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has a Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with their students, teachers need to ensure
that their board/ school has obtained the appropriate public performance
videocassette licence from an authorized distributor, e.g., Audio Cine Films
Inc. Teachers are reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work on the Internet is not allowed without the permission of the
owner.
The
Expectations have been organized into units that are closely related to the
strands as detailed in the curriculum document. As many of the units are “stand
alone” in nature, it is felt that the order of unit presentation is not as
critical in this course as it might be in other science courses. Teachers can
easily alter the sequence to meet seasonal conditions, facility concerns, and
resource needs. The components of the Final Assessment Task are built on key
Science Investigative Skills and Overall and Specific Expectations of the
course. The Final Assessment Task includes designing and constructing a model
building, explaining various components of the model through a portfolio, and
developing a career profile. Opportunities for preparation, practice, and
completion of these tasks are threaded throughout the units.
The
rationale for the arrangement of the units in this profile assumes that the
course is being taught during the first (fall) semester. The first unit,
Chemistry at Home and Work, provides an opportunity for students to gain
critical knowledge and practise key skills that will be required throughout the
course to ensure safety, both in the school laboratory and any possible work
placements that may be arranged. If the units are presented in a different
order, it is strongly recommended that the safety considerations outlined
within the unit become the first component of the course. Unit 2, Gardening,
Horticulture, Landscaping, and Forestry should be completed next, before
outdoor activities become difficult or impossible to complete. Due to the
timing and length of local growing seasons, this unit may have to be taught
first in some locations. In the second semester, this unit might be timed to
coincide with the beginning of the gardening/planting season. It should also be
noted that in most cases, seeds will likely need to be started two to three
weeks prior to the start of the unit. In Unit 3, Alternative Environments,
students can make considerable use of information gained in the previous unit
to provide the necessary background for the inclusion of natural components
into alternative environments. Unit 4, Communications: Sounds and Pictures, and
Unit 5, Medical Technology, are linked to the previous units primarily through
the Final Assessment Task. The activities suggested in the communications unit have
been designed so that the acquired skills and knowledge can be used when
completing the Final Assessment Task, and this unit is best presented before
Medical Technology.
Finally,
since Unit 3 and Unit 5 are more research-oriented, while the other three units
are more hands-on in approach, it is felt that Units 3 and 5 should not be
sequenced in succession.
|
Unit 1 |
Chemistry
at Home and Work |
18
hours |
|
Unit 2 |
Gardening,
Horticulture, Landscaping, and Forestry |
18
hours |
|
Unit 3 |
Alternative
Environments |
18
hours |
|
* Unit
4 |
Communications:
Sounds and Pictures |
18
hours |
|
Unit 5 |
Medical
Technology |
18
hours |
|
Unit 6 |
Final
Assessment Task |
20
hours |
* This
unit is fully developed in this Course Profile.
Abbreviations
K =
Knowledge/Understanding
I =
Inquiry
C =
Communication
MC =
Making Connections
Time: 18 hours
Unit
Description
The role
organic materials play in today’s world is a significant one. This unit
develops students’ understanding of the structure, properties, and reactions of
common organic materials encountered in the home and workplace. Students
describe the importance of common organic substances used in the home and
workplace, and demonstrate an awareness of some of the health, safety,
economic, and environmental issues related to the use of these substances. They
investigate properties of some organic substances, and safely prepare a number
of common organic products and emulsions.
Unit
Overview Chart
|
Activity |
Focus |
Learning Expectations |
Assessment Categories |
|
1.1 |
Structure
of Organic Molecules |
HWV.01,
HW1.01 |
Knowledge/Understanding
Diagnostic |
|
1.2 |
Solubility
of Organic Molecules |
HWV.01,
HWV.02, HW1.02, HW1.03, HW2.01, HW2.02 |
Knowledge/Understanding
Inquiry |
|
1.3 |
Preparation
and Properties of Emulsions |
HWV.01,
HWV.02, HWV.03, HW1.04, HW2.03, HW2.04, HW2.05, HW3.01 |
Inquiry |
|
1.4 |
Preparation
and Properties of Polymers |
HWV.01,
HWV.02, HW.03, HW1.05, HW1.06, HW2.05, HW2.06, HW2.07, HW3.02 |
Inquiry |
|
1.5 |
End-of-Unit
Task: Consumer Product-Preparation, Properties, Report and Presentation |
HWV.01,
HWV.02, HWV.03 |
Knowledge/Understanding |
Structure
of Organic Molecules
1.1.2 Students are introduced to the End-of-Unit Task - an
investigation, report, and presentation on the preparation and properties of a
consumer product such as ASA, and report on the health, safety, economic,
disposal, and environmental issues related to the use of this consumer product.
The Final Assessment Task, including the career profile, is then explained and
students are given time to ask questions of clarification.
1.1.2 Introduce and describe, with examples, the importance of organic
substances in the home and workplace. Students identify organic substances at
home and work by matching health and safety information with product name or
matching active ingredients with product name. This activity could provide
opportunities for diagnostic assessment and identification of misconceptions.
1.1.3 Students use molecular model kits to illustrate and explain the
formation of covalent bonds (single, double, triple) involving H, C, N, O.
1.1.4 Students begin to research a consumer product. Students
determine the initial or preliminary format of the report and presentation
portions of their End-of-Unit Task through teacher conferencing. Possible
formats include: scrapbook, poster, webpage, electronic slide show, etc. They
may also begin their on-going collection of career information. This
information could be recorded separately or in an Impact Logbook in which they
record observations and impressions connecting STSE expectations, classroom
work and their personal experiences, (e.g., impact on themselves or society of
products/processes studied in class, related career/job opportunities, examples
from workplace or leisure activities of concepts/products discussed in class,
future trends).
|
Assessment |
Worksheets
(K/U); Written Quizzes (K/U) |
Solubility
of Organic Molecules
1.2.1 Students predict and test the miscibility of various organic
liquids with each other and water as an inquiry activity. Brainstorm reasons to
explain students’ observations. Address misconceptions that may have arisen so
far.
The focus here should be on the structure of
the organic molecule. Teachers could prepare in advance the liquid-liquid
solutions/mixtures in sealed bottles to address safety concerns and disposal
issues (e.g., oil/water, alcohol/water, glycerol/alcohol).
Assessment Performance
Task (I)
Preparation
and Properties of Emulsions
1.3.1 Students investigate the effects on the stability of emulsions,
and of emulsion-forming and emulsion-breaking agents such as salt, eggs, and
soap.
1.3.2 Students prepare some consumer products by the process of
emulsion such as lipstick, cold cream, and mayonnaise. Career opportunities are
examined.
Assessment Lab
Reports (I, C)
Preparation
and Properties of Polymers
1.4.1 Students prepare some common organic products by the processes
of condensation, hydrolysis and polymerization such as soap, detergent, slime,
silly putty, and ASA. Students report on the health, safety, economic,
disposal, and environmental issues related to the use of one of these organic
products. Teachers provide students with the career profile of a technician in
a polymer lab as an example for the career profile component of their Final
Assessment Task.
Students investigate and compare the relative
quantities of soap and detergent required to form emulsions in hard and soft
water.
1.4.3 Students test and compare the chemical and physical properties
of naturally occurring polymers, such as cotton and silk, with their synthetic
counterparts, rayon and nylon.
Assessment Lab
Reports (I, C, MC); Performance Task (I)
End-of-Unit
Task: Consumer Product Preparation, Properties, Report, and Presentation
1.5.1 End-of-Unit Task: Investigation, Report, and Presentation:
Students refer to their research from Activity 1.1.4 to help them prepare and
determine the properties of a consumer product that is either an emulsion or a
polymer. Students present to classmates a report on the health, safety,
economic, disposal, and environmental issues related to the use of their
consumer product. Consider the inclusion of the consumer product and report in
the model building constructed during the Final Assessment Task.
Assessment Investigation,
Report, and Presentation (K/U, I, C, MC)
Resources
Bennet,
Barrie and Carol Rolheiser. Beyond Monet - The Artful Science of Instructional
Integration. Toronto: Bookation, Inc., 2001. ISBN 0-9695388-3-9
Barton,
Mary Lee and Deborah L. Jordan. Teaching Reading in Science: A Supplement to
Teaching Reading in the Content Areas Teacher’s Manual. McRel, 2001.
Aurora: McRel, 2001.
ISBN 1-893476-03-0
Shannon’s
Recipe Collection – http://www.geocities.com/Heartland/Woods/6999/recipes.html
Bizarre
Stuff – http://freeweb.pdq.net/headstrong/slime.htm
Utah
Education Network: Food and Science: Polymers and Crystals
– http://www.uen.org/cgi-bin/websql/lessons/l4.hts?id=2659&core=20&course_num=8421&std=1
American
Chemical Society
–
http://chemistry.org/portal/Chemistry?PID=acsdisplay.html&DOC=vc2\1rp\rp1_aspirin.html
Science
Teachers Resource Centre:
Polyvinyl
Alcohol Slime – http://chem.lapeer.org/Chem1Docs/SlimeDemo.html
Plastics by the Numbers –
http://chem.lapeer.org/Chem1Docs/3D5PlasticsLab.html
National
Geographic Polymers
– http://www.nationalgeographic.com/resources/ngo/education/plastics/index.html
Time: 18 hours
Unit
Description
This unit
develops students’ understanding of the conditions required for plant growth
and some of the techniques used in gardening, horticulture, landscaping, and
forestry – industries which offer potential employment opportunities for young
people. Students safely conduct and analyse experiments and tests of various
environmental conditions for plant growth. They analyse the social, economic,
and environmental factors that determine the approach and methods required in
gardening, horticulture, landscaping, and forestry, and the benefits to
society, the economy, and the environment. Certain topics (e.g., gardening,
forest management) may receive greater focus or extension depending on the
characteristics/needs of the community served. (Note to the teacher: some
seeds/plants will need to be planted prior to the start of this unit.)
Unit
Overview Chart
|
Activity |
Focus |
Learning Expectations |
Assessment Categories |
|
2.1 |
Plant
Growth and Importance |
GHV.01,
GHV.02, GH1.01, GH1.02, GH1.03, GH1.04, GH2.01, GH2.02, GH2.04, GH3.01 |
Diagnostic
|
|
2.2 |
Methods
of Gardening |
GHV.01,
GHV.02, GHV.03, GH1.05, GH2.03, GH3.04 |
Knowledge/Understanding
Inquiry |
|
2.3 |
Forest
Management |
GHV.03,
GH1.06, GH3.02, GH3.03, GH3.04 |
Making
Connections |
|
2.4 |
Design
Elements and Materials |
GH1.07,
GH2.05 |
Inquiry |
|
2.5 |
End-of-Unit
Task Designing a Garden or Landscape |
GHV.01,
GH1.01, GH2.02, GH2.04, GH3.01 |
Knowledge/Understanding |
Plant
Growth and Importance
2.1.1 Emphasizing the growing popularity of gardening and the many
related job opportunities it offers, the teacher introduces the unit and the
End-of-Unit Task (with reference to Final Assessment Tasks, including career
profile). Using plants or pictures of plants, students identify and classify
different types of plants according to their life cycles (e.g., annuals,
biennials, and perennials). This activity could provide opportunities for a
diagnostic assessment.
2.1.2 The teacher describes the steps in growing
a plant from a seed and from a culture. Students practise these techniques,
(e.g., collecting seeds, sowing, thinning, potting, seeding, making cuttings,
and transplanting). Safe practices are emphasized and used throughout the
lesson and unit, (e.g., washing after handling seeds/plants due to fungicide
use, use of masks if dust or moulds may be present).
2.1.3 Students brainstorm and discuss the conditions for healthy
growth of a variety of types of plants (e.g., nutrients and chemicals required,
temperature, amount of light and water). Students produce a diagram that shows
the conditions required for healthy plant growth. This activity provides
opportunities for diagnostic assessment and identification of student
misconceptions.
2.1.4 Students safely perform a variety of soil tests (e.g., pH level,
concentrations of nitrogen, phosphorus, and potassium.) Students design,
develop, and conduct an experiment to determine the effect of various environmental
conditions (e.g., temperature, light, fertilizers, and plant hormones) on plant
growth. Safety precautions are reviewed regarding each chemical before the
experiment.
2.1.5 Using plants or pictures of plants, students identify plant
problems (e.g., wilting, off-colour leaves, leaf and bud drop, root and stem
rot and the visible presence of pests.) Students investigate and report the
evidence of plant problems within students’ home, school, or surrounding area.
Assessment Diagnostics
(K/U); Performance Tasks (I); Lab reports (I, C); Written quiz/test (K/U)
Methods
of Gardening
2.2.1 Guest Speaker/Field Trip: Invite a gardener from a local garden
centre or a local expert to speak about different methods of gardening,
horticulture, or landscaping. Students could visit a garden centre or nursery.
If a guest speaker or a field trip is not possible, students research
alternative methods of gardening (e.g., organic gardening, greenhouse
gardening, and hydroponics) in their local library or on the Internet. This
research should describe the gardening method, and how it controls the
conditions of growth. Students present the results of their research in a
presentation.
2.2.2 From the student’s research in Act 2.2.1, the class lists the
pros and cons of each alternative method of gardening with respect to how it
impacts the economy and the environment. Students write a one-page report
comparing two alternative methods (e.g., compare organic production of tomatoes
with conventional production)
Assessment Presentation
(K/U, I, C, MC); Report (C, MC)
Forest
management
2.3.1 Guest Speaker/Field Trip: Invite a speaker from the forestry
industry to speak about different methods of forestry. Students could visit a
managed woodlot, logging site or a logging company. If a guest speaker or a
field trip is not possible, the teacher describes the different methods of
forestry, such as clear-cutting and selective cutting. Students develop a list
of pros and cons for each method with respect to the environment and the
economy. With this list, students brainstorm where each method of forestry
could be used in Ontario.
2.3.2 With the teacher’s assistance, students develop a list of
businesses, industries, and other groups that have an interest in, or an impact
on, the forest industry. Students analyse this list and arrange the information
in the form of a diagram or a web map to show the relationships between
forestry and business, industry and other interest groups. Students present
this diagram to the class followed by a class discussion.
2.3.3 Lead a class discussion on how human populations depend on
healthy plant populations for food, clothing fibres, fuel, structural
materials, medical research, etc. Discuss the need for sustainable forestry and
maintaining biodiversity. Students summarize in their Impact Logbooks.
Assessment List
of pros and cons (MC); Diagram (MC)
Design
elements and materials
2.4.1 Using the Internet or local library, students research different
design approaches to landscaping. If possible, invite a landscape architect to
discuss different design elements.
2.4.2 In the role of a landscape architect, students compare the
design elements in pictures of different landscapes and gardens (e.g., colour,
texture, balance). Explain the use of different building materials in the
pictures. Students take one of the pictures and redesign or redraw the
landscape to improve the appearance. If a computer lab is available, there are
several landscaping software programs available.
Assessment Landscape
Diagram (I)
Designing
a garden or landscape
2.5.1 End-of-Unit Task: Students examine an area in their home,
school, or community and design or improve a garden, landscape, or forest that
will be sustainable and beneficial to the surroundings. Students analyse soil content
and conditions and using methods learned from previous activities, suggest
appropriate methods of gardening or forestry and required materials. Students
prepare a scale diagram of the landscape. If possible, students construct the
new garden or landscape. Students prepare a poster or a sales presentation to
convince the class of the benefits of the new garden, landscape, or forest. The
level of difficulty of this task can vary depending on what landscape is being
designed (e.g., a landscape to support a community has a higher level of
difficulty than a landscape for a home).
Assessment Design,
soil tests, sales presentation (K/U, I, C, MC)
Resources
There
are many books and magazines on gardening and landscaping in local libraries
and bookstores. Some examples follow:
Haas,
Cathy. Landscape Design. San Ramon, CA: Ortho Books, 1996. ISBN
0897212959
Williams,
T. Jeff. How to select, use & maintain gardening equipment. San
Ramon, CA: Ortho Books, 1981. ISBN 0917102940
Time-Life
gardener’s guide. Gardening in small spaces. Alexandria, VA: Time-Life Books,
1989.
ISBN 0809466457
Time-Life
gardener’s guide. Greenhouse Gardening. Alexandria, VA: Time-Life Books,
1989.
ISBN 0809466406
BBC
Online: Gardening – http://www.bbc.co.uk/gardening/
The
Gardening Launch Pad – http://gardeninglaunchpad.com/
Kids
Gardening – http://search.yahoo.com/bin/search?p=gardening
Centre
for International Forestry Research – http://www.cifor.cgiar.org/
Biodynamics
– http://www.biodynamics.com/
The
Garden Helper – http://www.thegardenhelper.com/
Hydroponics.net
– http://www.hydroponics.net/learn/default.asp
Backyard
Organic Gardening – http://www.backyardorganicgardening.com/contents.html
Ontario’s
Forests: Management for Today and Tomorrow – http://www.mnr.gov.on.ca/MNR/forests/t&t_fmp/practice.htm
Time: 18 hours
Unit
Description
Establishment and maintenance of
alternative environments is commonplace in today’s society. In this unit,
students review the basic components of a natural ecosystem, the interactions
between biotic and abiotic factors, and apply these principles to study one or
more alternative environments. One of the environments could be located in or
near the community, and could be an environment where students of this course
could visit on a field trip. Students examine the technology that is necessary
to construct, operate, and maintain alternative environments, with a focus on
the various inputs and outputs of, and interactions within that environment.
Examples of alternative environments include the space station, the Biodome,
aviaries, butterfly conservatories; locations in which environmental conditions
are protected from the range and extremes of conditions normally found in the
immediate natural environment.
Unit Overview
Chart
|
Activity |
Focus |
Learning Expectations |
Assessment Categories |
|
3.1 |
Components
of Ecosystems |
AEV.01,
AEV.02, AE1.01, AE2.01, |
Knowledge/Understanding |
|
3.2 |
Alternative
Environments in the Community |
AEV.01,
AEV.02, AE1.02, AE1.04, AE2.02 |
Knowledge/Understanding |
|
3.3 |
Linking
the Components |
AEV.01,
AEV.02, AEV.03, AE1.02, AE1.03, AE1.04, AE2.03, AE3.01, AE3.02, AE3.03 |
Knowledge/Understanding |
|
3.4 |
Non
Earth Bound Alternative Environments |
AEV.01,
AEV.02, AEV.03, AE1.05, AE2.02, AE3.02 |
Making
Connections |
|
3.5 |
End-of-Unit
Task: Designing the Alternative Environment |
AEV.03,
AE3.01, AE3.02, AE3.04 |
Knowledge/Understanding
|
Components
of Ecosystems
3.1.1 Diagnostic activity, possibly a short quiz, to assess student
understanding of ecosystems. Review of the various biotic and abiotic factors
in ecosystems.
3.1.2 Students perform an activity that examines how the factors
considered in 3.1.1 affect an actual micro-environment (e.g., aquarium,
terrarium, greenhouse, woodlot, managed natural area on the school grounds,
interior or exterior gardens). The activity could test different materials that
might be used to perform a task necessary for the survival of living things
within the ecosystem (e.g., a test of different filter material for an
aquarium: sand, gravel, glass wool, activated charcoal, etc.).
3.1.3 The teacher introduces the End-of-Unit Task, the design of the
building (model) to be constructed as part of the Final Assessment Task, and
refers again to the career profile. The building plan should clearly show the
material inputs and outputs, and the interactions necessary to maintain life
within the environment. The teacher emphasizes that the plan is evaluated from
the perspective of how well students demonstrate their understanding of the key
concepts of this unit, and assessed as to the feasibility of later construction.
Assessment Diagnostic
(for assessment purposes only), Quiz (K/U), Lab Report (I, C)
Alternative
Environments in the Community
3.2.1 The maintenance of alternative environments is central to many
industries and tourist attractions in which students may eventually work. Prior
to the field trip (or Internet exploration) suggested in 3.2.2 below, students
brainstorm examples of alternative environment facilities and questions related
to the technology necessary to construct, operate, and maintain them. The focus
of the questions should be on the technology related to the input and output of
materials. The teacher assists with the development and clarification of the
questions. Several questions could be assigned to each small group or pair of
students.
3.2.2 The teacher introduces and describes a number of examples of
alternative environments, some that may be found in or near the community.
Possible examples include the Biodome in Montreal, butterfly conservatories in
Niagara Falls or Cambridge, local greenhouses, underground gardens in the mine
in Sudbury, rainforest ecosystem at the Ontario Science Centre, and various
pavilions at the Metro Toronto Zoo. If possible, the teacher may arrange a
field trip to examine the “behind the scenes” operation of one such facility.
Alternatively, students select a facility to study. The website of the Montreal
Biodome describes some of the technology necessary to maintain that
environment.
3.2.3 Students report their findings to the class after the field
trip/research. The reporting may be oral to the class and/or in written format
for the teacher to assess. Depending on the facility, students may be permitted
to take photographs to enhance their answers.
Assessment Questions
(assess quality of questions and assist the class in developing good questions)
(I, C) Answers (assess quality of student answers so that the information can
be used in completion of Activity 3.3.1) (K/U, C)
Linking
the Components
3.3.1 Using the information gathered in 3.2.3, students demonstrate
their understanding of how the various input and output components are linked
together by constructing a flowchart of the alternative environment visited in
Activity 3.2.1.
3.3.2 Students suggest possible improvements or developments to the
operation, again focusing on the necessary technology. They also complete a
cost-benefit analysis of the suggested modifications. (For a sample
cost-benefit analysis, see Grade 10 Applied Science Course Profile, p. 28)
3.3.3 Students use a graphic organizer to compare the natural
environment to the selected alternative environment, focusing on the
similarities and differences of the input and output functions.
Assessment Flowchart
(K/U, I, C), Cost-Benefit Analysis (C, MC), Graphic Organizer (C, MC)
Non
Earth-Bound Alternative Environments
3.4.1 Students brainstorm questions concerning the construction,
operation, and maintenance of the space station and use the NASA Internet sites
to research their answers. Ensure that there is a consideration of Canadian
contributions to the project. A second possibility would be to examine the
Flashline Mars Arctic Research Station on Devon Island. The questions should
focus on the difficulties humans face when living and working in a weightless
self-supporting environment. Questions are submitted for evaluation.
3.4.2 Students present answers to their questions to the class in a
variety of formats: webpages, presentation software, poster board, skit,
journal entries, etc. All members of the class could be assigned the same
format or students could choose the format from a list of possibilities.
3.4.3 Using their own answers and those of others, students prepare a
qualitative analysis of the costs and benefits of the International Space
Station.
Assessment Questions
(I, C), Cost-Benefit Analysis (C, MC)
End-of-Unit
Task: Designing the Alternative Environment
3.5.1 As evaluation for the End-of-Unit Task,
students submit their plans of the model building showing the material input
and output. This also provides them with early feedback to rethink their plans
for the Final Assessment Tasks.
Assessment End-of-Unit
Task (K/U, I, C, MC), Quiz (K/U)
Resources
Montreal
Biodome – www.ville.montreal.qc.ca/biodome/ebdm.html
NASA –
www.spaceflight.nasa.gov
Boeing
– www.boeing.com/defence-space/space/spacestation
Flashline
Mars Arctic Research Station – www.marssociety.org/arctic
VC2:
Chemistry Mysteries: Biosphere II - Out of Oxygen
– http://chemistry.org/portal/Chemistry? PID=acsdisplay.html
The Venus
Project – //www.thevenusproject.com/city–think/citythink2.html
Time: 18 hours
Unit
Description
This unit
develops students’ understanding of the basic operating principles of
communication devices commonly found in the home. Students research and
evaluate the role played by a variety of technological devices and the impact
on their lives. They use scientific equipment safely and effectively in
investigating the scientific concepts involved in communications technology.
The End-of-Unit Task involves the construction and testing of a prototype of a
communications device and a description of the scientific principles involved
in the operation of the device. The inclusion of this device in the Final
Assessment Task is considered.
Unit
Overview Chart
|
Activity |
Focus |
Learning Expectations |
Assessment Categories |
|
4.1 |
Vibrations
and Waves |
SPV.01,
SPV.02, SP1.01, SP1.03, SP2.01, SP2.02, SP3.03, SP3.04 |
Inquiry |
|
4.2 |
Properties
of Waves |
SPV.01,
SPV.02, SP1.01, SP1.02, SP1.05, SP2.03, SP2.04, SP2.05 |
Inquiry |
|
4.3 |
Energy
Transformations: Transducers |
SPV.01,
SPV.02, SPV.03, SP1.04, SP1.06, SP1.07, SP1.08, SP2.03, SP3.01, SP3.03 |
Knowledge/Understanding |
|
4.4 |
Communication
devices – principles and applications |
SPV.01,
SPV.03, SP1.06, SP1.07, SP1.08, SP3.02, SP3.03, SP3.04 |
Inquiry |
|
4.5 |
Planning
a Device |
SPV.01,
SPV.02, SPV.03, SP1.08, SP2.06, SP3.02 |
Inquiry |
|
4.6 |
End-of-Unit Task: Prototype |
SPV.01, SPV.02, SPV.03, SP1.08, SP2.06,
SP3.02 |
Inquiry |
Time: 18 hours
Unit
Description
In this
unit, students explore the role of genetics and technology in the diagnosis and
treatment of human disease. Through analysis of a number of case studies,
students examine a variety of medical and reproductive technologies. The unit
culminates in a group project where students work as a team to develop a news
report about an issue related to a modern genetic technology.
Unit
Overview Chart
|
Activity |
Focus |
Learning Expectations |
Assessment Categories |
|
5.1 |
Genetic
Issues |
MTV.01,
MTV.03, MT1.01, MT3.02 |
Diagnostic |
|
5.2 |
Genetic
Disorders |
MTV.01,
MTV.02, MTV.03, MT1.01, MT1.04, MT1.05, MT2.02, MT3.01 |
Knowledge/Understanding
|
|
5.3 |
Genetics
in Court |
MTV.01,
MTV.03, MT1.01, MT1.06, MT3.02 |
Knowledge/Understanding
Communication |
|
5.4 |
Tools
of the Trade |
MTV.01,
MTV.02, MTV.03, MT1.01, MT1.02, MT1.03, MT2.01, MT3.01 |
Knowledge/Understanding |
|
5.5 |
End-of-Unit
Task: News Report |
MTV.01,
MTV.03, MT1.01, MT3.01, MT3.02 |
Knowledge/Understanding |
Genetic
Issues
5.1.1 Introduction: Working in small groups, students read a short
newspaper or magazine article, or view a short video clip related to a current
genetic issue (e.g., cloning of humans or animals, GM foods, DNA profiles,
designer babies, reproductive technology). Class discussion and brainstorming
to identify current issues related to a modern genetic technology. Introduction
of terminology as required.
5.1.2 Introduction to the End-of-Unit Task (with reference to Final Assessment
Tasks and the career profile)
Assessment Diagnostic
(K/U)
Genetic
Disorders
5.2.1 Teacher-directed lesson on genetic
disorders and how to identify them. This should include a discussion about the impact
of technology on both diagnosis and treatment. The teacher could pose a
question about what might happen if a specific technology didn’t exist or give
examples of what happened to people before the technology was available, and
have students respond first orally and then in their Impact Logbooks.
Introduction of terminology as required.
5.2.2 Case Study analysis: Students are presented with a variety of
case studies related to genetic disorders (e.g., Down Syndrome, Turner’s
Syndrome, Kleinfelter’s Syndrome, Hemophilia, Colour-Blindness). They construct
and analyse karyotypes and pedigrees in order to identify each disorder.
Assessment Case
Study Reports (K/U, I)
Genetics
in Court
5.3.1 Teacher-led discussion of the use of genetic technology in
court, including the ethical issues and the basic scientific and technological
principles involved in producing a DNA profile. Introduction of terminology as
required.
5.3.2 Case Study analysis: Students are presented with a collection of
evidence from a “crime scene.” They compile the evidence and present testimony
(written or oral) in a mock court case.
Assessment Court
Testimony (K/U, C)
Tools of
the Trade
5.4.1 Students participate in a lab to simulate a medical diagnosis
and/or treatment (e.g., urinalysis, blood typing, dialysis).
5.4.2 Each student chooses one item of technology used for diagnostic
medical applications or biomedical repair and creates a poster which explains
its use in the diagnosis and treatment of human illness. Each student also
examines the feasibility of including the item in the Final Assessment Task.
5.4.3 Using the student-created posters as information, students are
given a variety of teacher-prepared scenarios from which they choose and defend
the most appropriate device to diagnose and/or treat the condition described.
Assessment Lab
Report (I); Presentation about a piece of technology (K/U, C); Choice of most
appropriate device for each scenario. (K/U, MC)
End-of-Unit
Task: News Report
5.5.1 Working in teams, students research a current issue related to a
modern technology chosen at the beginning of the unit. Each team prepares and
presents a “Special Report” or “Consumer Awareness Piece” for a news program or
magazine about this issue.
Assessment Team
presentation (K/U, I, C, MC)
Resources
Health
Answers – www.healthanswers.com/library/library_fset.asp
Time: 20 hours
Unit
Description
This
culminating unit draws together the knowledge and skills developed in preceding
units and provides an opportunity for the students to demonstrate their
personal understanding of the key Expectations of the course relative to the
workplace. The final product consists of the preparation of a model of a
building, which may follow a variety of forms, and includes individual
components from each unit. Students prepare a portfolio that explains and
describes how the included items relate to the Expectations. The portfolio also
contains a career profile component. Assessment of this unit forms a
substantial portion of the final evaluation for the course.
Unit
Overview Chart
|
Activity |
Focus |
Learning Expectations |
Assessment Categories |
|
6.1 |
Science
|
HWV.01,
HWV.03, SPV.01, SPV.02, SPV.03, GHV.01, GHV.03, AEV.01, AEV.02, AEV.03,
MTV.01 |
Knowledge/Understanding |
Science
in the Workplace
6.1.1 Using the plan developed in the Activity 3.5.1, students design
a medical facility of sufficient complexity to allow for the inclusion of at
least one component from each of the five units. It is emphasized that the
model is to serve as a tool for demonstrating concepts learned in class, and
that although aesthetics are important, clear scientific explanations are
essential. Examples of a model could include a stand-alone wooden frame, a
wall-mounted wooden outline, a cardboard “architect style” model, or
blueprints.
The design is then adapted to include:
i) a
product from the Chemistry at Home and Work unit, such as hand creams and soaps
at a wash station, bacterial sprays or wipes. Consideration could also be given
to the storage of chemicals;
ii) an
item or items from the Gardening, Horticulture, Landscaping, and Forestry unit,
incorporated into the design of the building. Examples may include trees and
shrubs in the foyer, possible growth of plants for consumption in the
cafeteria. Consideration should also be given to whether the plants are purely
decorative or have other value;
iii) an
input/output device that demonstrates a knowledge of the requirements of an
“Alternative Environment.” Examples might include water purification, air
filtering, waste management, and sewage disposal;
iv) an
installed, and operating, communications or entertainment device allowing a
signal to be transmitted from one area to at least one other area. Examples
could include a microphone/loudspeaker combination, two-way speaker monitors, a
keyboard/electronic marquee combination, “piped music”;
v) an
item of medical diagnostic equipment derived from the Medical Technology unit.
Examples could include simulated X-ray machine, ultrasound, MRI, CAT scan, EEG,
ECG.
6.1.2 Students prepare a portfolio which includes a clear explanation
of the science behind the choice of items included in their model building.
Questions to be addressed in the portfolio could include:
·
Why
did you choose the materials you used to construct each item?
·
Why
did you choose the location for the item?
·
What
purpose does the item serve?
·
What
are the advantages and disadvantages of the item?
·
How
does the item impact on the environment in your building?
·
Which
employees are responsible for using/maintaining this item?
6.1.3 Students will have been creating an
inventory of careers related to each of the five units. Students choose one of
these careers and prepare a fictional advertisement for a position in that
field. The advertisement should include such elements as: duties of the job,
the training required, job opportunities, salary, benefits, hours, vacation
time, on-the-job expectations, career advancement opportunities. Students also
prepare a list of questions that could be used in an interview for this
position.
Assessment Device
(I, MC); Portfolio: Explanation (K/U, MC, C); Portfolio: Career Profile (MC, C)
Accommodations The
teacher may wish to adjust the complexity (i.e., the required number of unit
components) of the final design depending on the needs of the students.
The
over-riding aims of this course are to develop scientific literacy and to
prepare students for entry into the workplace upon graduation. It is important
that teaching/learning strategies be designed to give students opportunities to
be actively involved in their own learning and to relate the concepts and
skills they develop to their present and future life beyond the classroom. A
wide variety of instructional strategies is needed to provide learning
opportunities that accommodate a wide range of interests, learning styles, and
ability levels.
In planning activities
for this course, ensure that students have:
·
opportunities
to relate lesson content and skill development to situations in the workplace;
·
opportunities
to investigate and build awareness of a wide range of job/career options as
well as some of the requirements for those positions;
·
opportunities
to work individually (e.g., analysis, design and innovation, inquiry, research,
written reports, laboratory activities, media critiques, oral presentations,
note making, use of graphic organizers, application of knowledge beyond the
classroom);
·
opportunities
to work in pairs or small groups (e.g., use of technology, case studies, oral
presentations, inquiry, research, design and innovation, laboratory activities,
simulations, small group discussions, cooperative-learning activities,
brainstorming);
·
opportunities
for whole-class activities (e.g., class discussions, brainstorming, video
presentations, guest speakers, field trips, demonstrations);
·
both
direct instruction and open-ended exploration;
·
tasks
in which they define some of the parameters;
·
opportunities
to communicate using standard formats (such as lab reports, presentation
software) as well as opportunities to choose and develop the format;
·
opportunities
to design, perform, and evaluate experimental activities;
·
opportunities
to acquire knowledge and apply that knowledge in a variety of contexts;
·
opportunities
to complete activities related to their different learning styles and
interests;
·
opportunities
to see the connection between Learning Skills and those skills required in the
workplace.
Field
trips and guest speakers are an integral part of teacher/learning strategies.
These should be closely connected to the expectations of the course, the
resources of the community, and the interest of the students. Whenever a field
trip is planned or a guest speaker invited to the class, consideration should
be given to providing links to workplace issues as well as course expectations.
Possible field trip sites and guest speakers are suggested throughout the
profile. When planning field trips, make sure that school board policy is
followed and that every precaution is taken to ensure safety of students.
Students
bring a range of backgrounds and experiences in science to this course. One of
the most important ways to engage students in the learning process is to take
advantage of student interests when developing and extending activities and
when providing examples of applications. By focusing on student questions, teachers
can discover their interests and, in some situations, these questions can be
given back to students as research challenges.
The teaching/learning strategies as developed
in the activities in this profile provide students with the skills and
knowledge necessary to allow them to successfully complete the End-of-Unit
Task. The End-of-Unit Tasks together lay the ground work to prepare the
students for the Final Assessment Task. The Final Assessment Task ties all the
units together and meets the three goals of all science courses:
·
to
relate science to technology, society, and the environment;
·
to
develop skills, strategies, and habits of mind required for scientific inquiry;
·
to
understand basic concepts.
Each unit is based upon the enduring
understandings, the essential skills, content, and applications. The
End-of-Unit Tasks are designed with these understandings in mind. The enduring
understandings are captured in the Overall Expectations for each strand and not
necessarily in any of the Specific Expectations.
The teaching/learning strategies assist with the
development of students’ literacy skills by:
·
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;
·
creating
step-by-step instructions for other students to follow;
·
using
diagrams, charts, and graphic organizers for communication.
The teaching/learning strategies support students in
becoming educated consumers by:
·
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.
Experimental and research inquiry skills are enhanced by:
·
manipulating
apparatus, collecting and analysing 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;
·
documenting
skills required for a variety of careers.
Media Literacy Skills are developed through:
·
using
newspapers, radio, and television to locate current information and issues;
·
relating
information to their personal situations and interests.
Computer
applications should be included in activities whenever they enhance student
learning, enabling them to do complete work more efficiently or complete work
that otherwise could not be done. A wide variety of software tools should be
used to record and display information, including word-processing (e.g.,
reports), spreadsheets (e.g., class data from measurements taken in the
laboratory), graphics (e.g., flow charts, concept maps, diagrams in
place of written reports of investigations), databases (e.g., to gather
observations taken by small groups or individuals into a class set; collections
of data from replicated experiments), and presentation programs (e.g.,
an alternative for reporting on investigations, particularly by groups). Probe-ware
should be used to collect data (e.g., to permit replications of experiments
where complex procedures would limit students to single experiments). Simulations
may substitute for experiences but should not be used to replace direct
experiences that are safe, ethical, and available (e.g., nuclear reaction
simulations; reactions that are either too fast or too slow to observe
directly). The portability of calculator-based laboratory systems makes them
useful for work outside the classroom.
Assessment
is a systematic process of collecting information or evidence about student
learning; evaluation is the judgement made about the assessments of student
learning based on established criteria.
The purpose of assessment is to improve student learning. This means that judgements of student performance must be criterion-referenced so that feedback can be given that includes clearly expressed next steps for improvement. This can be accomplished by using tools of varying complexity:
·
checklists,
when completion or non-completion is the issue;
·
rating
scales, when quality of performance is easily identified;
·
rubrics,
for more complex tasks, where levels of performance for each criterion are
stated in language that can be understood by students. Rubrics describe
performance of a generalized skill (such as Inquiry) or can be task-specific.
Checklists, rating scales, and rubrics become
powerful tools for improving learning when students understand the criteria and
levels of performance before they undertake the task. Discussion of the
criteria for success should be part of every learning task. Wherever possible,
involve your students in the development of the rating scale or rubric
(identifying criteria and setting levels of achievement in terms they
understand).
Assessment
must be embedded within the instructional process throughout each unit rather
than being an isolated event at the end. Often, learning and assessment tasks
are the same, with formative assessment provided throughout the activity. In
every case, the desired demonstration of learning is articulated at the
beginning and the learning activity is planned to make that demonstration
possible. When planning learning activities for Science, this process of
beginning with the end in mind helps to keep focus on the Expectations and to
reduce the inclination to expand what is taught beyond what is required by the
curriculum.
Assessment,
Evaluation, and Reporting are tied to the Learning Expectations and Achievement
Chart for Science, pp. 172-175 in The Ontario Curriculum, Grades 11 and 12,
Science, 2000. Every learning activity and its assessment should allow teachers
to collect data for making judgements about performance in one or more of the
Achievement Categories: Knowledge and Understanding, Inquiry, Communications,
and Making Connections. Within each unit and across the course, teachers must
collect sufficient data (in kind and number) to make valid judgements about
each student’s performance in all categories.
In
the end, the final grade must be expressed as a per cent based on the
Achievement levels. That judgement must be based on each student’s performance
based on the criteria, not relative to other students’ performances. Final
evaluations should reflect the teacher’s informed, professional judgement of
each student’s most consistent level of performance in each category of the
Achievement Chart.
A
wide and balanced range of assessment strategies is needed to accommodate the
varied learning styles of all students, to meet the needs of students with
special needs, and to encompass a broadened range of knowledge and skills
Expectations.
There
must be opportunities for students to demonstrate learning at all levels of the
Achievement Chart. Strategies include:
·
diagnostic
and formative assessment, and summative evaluations;
·
performance
tasks and pencil-and-paper instruments. Both are needed to assess the full
range of Expectations;
·
both
teacher assessment and student (self- and peer) assessment. With clearly
articulated criteria, students become partners in the assessment process; and
·
both
individual and group assessment. When students are engaged in group tasks it is
appropriate to consider group interaction as one indicator of each student’s
learning skills. However, assessment must focus primarily on each student’s
individual demonstration of the Learning Expectations.
While not
evaluated for marks, Learning Skills - Works Independently, Teamwork,
Organization, Work Habits/Homework, Initiative - are keys to success in
school and in the workplace. As with other skills, they should be taught,
practised, and assessed in the Science classroom. Variety is essential:
individual assignments foster independence; small-group cooperative learning
(including laboratory work done in pairs) provides opportunities to develop
teamwork. It is important that students work towards realistic self-assessment
of these learning skills. These skills are in reality employability skills, and
employers will expect that their employees are self-monitoring.
Students
enrolled in SNC4E will come to this course with a wide variety of learning
experiences. Certainly, the number and kind of science courses in the student’s
background will vary, but students will also have completed technology courses
in different disciplines. Part-time jobs and hobbies will also provide these
students with various sets of knowledge and skills. Diagnostic activities, at
the start of all units, are important for providing a context for the unit
design (based on student interest and background), for planning lessons to meet
student needs, for filling in gaps and correcting misconceptions, and for
tapping into student strengths. Diagnostic activities should consider
knowledge, inquiry and communication skills, and making connections between
science and the world at large.
A range of activities should be considered including:
·
pencil-and-paper
quiz (marks are not recorded);
·
class
discussion guided by one or more focus questions;
·
brainstorming
activities, such as placemat or graffiti (for a description of graffiti, see
Course Profile, Biology, Grade 11 College Preparation, SBI3C, Unit 4, p. 3) (www.geocities.com/Athens/Parthenon/6549/art12.html);
·
carousel
of laboratory activities for assessment of skills;
·
carousel
of different applications;
·
KWL
charts (Know, Want to know, and then later, what was Learned);
·
student
survey;
·
responding
to a short reading passage (fiction or non-fiction) or a video clip (fiction,
documentary, or news broadcast) on a connected societal issue.
A
diagnostic activity suggested within the profile can be changed, replacing it
with any of the above or one of the teacher’s own design. By varying the
diagnostic activity from unit to unit, different learning styles of students
will be addressed.
A
number of group activities are described in this profile. These allow students
opportunities to practise and be assessed and evaluated for Teamwork, one of
the five Learning Skills. Teamwork is often identified as a key employability
skill. Initiative, Organization, and Work Habits/Homework, three other Learning
Skills, can be practised, assessed, and evaluated to some extent.
However,
when group assignments are used to evaluate course Expectations, the teacher
must ensure that this is done on an individual basis. This can be accomplished
in a number of ways:
·
Individual
teacher/student conferences could be arranged. Student responses to a series of
questions can be used to evaluate knowledge, communication skills, and making
connections most easily, but can also be used for inquiry.
·
Work
journals or log books, where students describe their role and responsibility in
completion of an activity, could be collected on a regular basis and evaluated.
·
Reflection
journals could be used by students to describe their learnings from a certain
activity, and then evaluated for knowledge and making connections.
·
Work
logs and reflection journals can be in formats other than pencil and paper.
Some students might produce more complete and detailed answers if they were
using a tape recorder or a concept map. This would allow different learning
styles to be addressed.
·
Students
could pool their experimental or research results, and produce an independent,
individual final product that would be evaluated.
·
Students
could contract for different aspects of research or communication for a group
project. This is another opportunity to address individual learning styles.
When evaluating the group presentation, the teacher is aware of individual
responsibilities.
·
A quiz
could be used to evaluate specific knowledge or other Expectations gained
through a group activity.
·
Teacher
observation, using a checklist, and on-the-spot questioning can be used to
assess and evaluate Expectations on an individual basis.
·
Acquisition
of technical skills could be evaluated in another individual situation such as
a summative, practical skills test.
Self- and peer assessment of individual
performances within a group setting are appropriate and useful to assist
students in becoming self-monitoring. However, such assessments are not to be
the basis for evaluation; evaluation is the sole responsibility of the teacher.
Students
with special needs, whether identified formally or not, need additional
supports to succeed in Grade 12 Science. For each identified student, the
teacher should read the Individual Education Plan (IEP) for information about
specific accommodations designed to meet specific needs. Where there are
specific accommodations required in an activity, the suggestions are noted
within the activity. The following are examples of accommodations and aids that
may be helpful in general terms:
·
ensure
that peer helpers are available when students are working in small groups;
·
provide
handout sheets with sample calculations and specific skill instructions;
·
help
students create data charts into which they record information;
·
allow
students to report verbally to a scribe (teacher or student) who can then help
in note making;
·
utilize
student strengths by permitting them a wide range of options for recording and
reporting their work (e.g., drawings, diagrams, flow charts, concept maps);
·
extend
timelines to give students more time to process language and put their thoughts
into words;
·
give
readings in advance to students or provide a selection of materials at
different reading levels;
·
provide
extended timelines in situations where students do not have access to computers
outside of school;
·
ensure
availability of resources with appropriate reading level when research is
required;
·
have
students keep a science dictionary of terms using pictures and first language
words (see Appendix A, following the expanded Unit 4);
·
permit
the use of a translation dictionary on assessments;
·
provide
additional time on assessments for dictionary use and processing language.
Students
can apply and refine the skills, knowledge, and habits of mind they acquire in
SNC4E through Cooperative Education, work experience, and service placements
within the community.
A work
site placement must be directly connected to the Expectations of SNC4E if it is
to contribute to a student’s perspective of future careers or educational
opportunities. The wording in the document Cooperative Education and Other
forms of Experiential Learning (Ontario, Ministry of Education, 2000) provides
clear direction, and should be the focus of the personalized learning plans for
students. “[The personalized learning plan must include the following:
the Curriculum Expectations of the related course that describe the knowledge
and skills the student will extend and refine through application and
practice at the workplace” (p. 23, emphasis added)]. The placement is not
intended to introduce the student to the Expectations, but should connect
closely enough that significant Expectations are clearly extended and refined
in a workplace setting. Both workplace and community experiences may offer unique
opportunities for students to achieve the goal of SNC4E: “To relate science to
technology, society, and the environment” and to gain experience in the Science
Investigative Skills defined at the beginning of the course description in the
guideline. The personalized placement learning plan of a student who has an
Individual Education Plan (IEP) must be developed with direct reference to the
IEP.
Many
of the units lend themselves to apprenticeship and other school-to-work
programs.
Students
graduating from Ontario schools must be technologically literate. Through the
study of this Science Course, students understand and apply technological
concepts, use computers in various applications, and analyse the implications
of technology on individuals and society.
Workplace
Preparation courses in Grades 11 and 12 are designed to bridge secondary school
and apprenticeship programs and paid employment in the community.
The
ninth SIS expectation states: “Throughout this course, students will identify
and collect information on science- and technology-based careers related to the
subject area under study.” (The Ontario Curriculum, Grades 11 and 12,
Science, 2000, p. 157.) To this end, the context of the course as a whole,
as well as the individual units, becomes key to how expectations are organized
into activities, what teaching/learning strategies are selected, and what
material is assessed and evaluated. Contexts that demonstrate the application
of knowledge and skills with relevant links to the community will assist in
motivating students in this course. School/employer partnerships should be
developed to ensure that the course-related skills and the learning skills are
of value to the workplace, and that training is focused on the future, not
merely the present.
Portions
of the instruction could take place in the community. Choices Into Actions,
1999, states: “Career exploration activities can take many forms: visits
from guest speakers, contacts with career mentors, involvement in simulation
programs, and attendance at career conferences. Work-site tours or field trips,
job shadowing, volunteer work, work experience and cooperative education, the
Ontario Youth Apprenticeship Program (OYAP), school-work transition programs
are some of the out-of-school activities or programs.” (p. 19)
Cooperative
education, as described in depth in Cooperative Education and Other Forms of
Experiential Learning, 2000, is one possibility for ensuring that large
portions of the instruction takes place in the community. Another idea is work
experience; students spend one to four weeks in a workplace setting as a
component of a credit course. “For students who are intending to enter the
workforce directly after graduating from secondary school, school boards must provide
school-work transition programs, which are developed in cooperation with local
employers. These programs allow students to complete graduation requirements,
develop employability and industry-specific skills, and obtain experience in
the workplace.” (The Ontario Curriculum Grades 9 to 12 Program Planning and
Assessment, p. 11.)
Each
of the units in SNC4E is written to stand alone. Many of the expectations in
any unit can be met through a work experience placement. Students could then
spend up to four weeks (the approximate length of one unit) in such a setting.
A personalized placement learning plan would have to be developed and students
should be visited at least once. The initial plan development would take time,
but standard plans could be developed for each unit and modified as needed. The
provincial Curriculum Unit Planner would be a valuable tool for this purpose.
Accommodations would be necessary for special education students. Information
from the IEP should be incorporated into the plan for those students.
Students,
including adult learners, returning to school after a time in the workforce may
bring with them experiences, knowledge, and skills from a specific workplace.
Other students may have experiences through part-time employment or volunteer
work and/or may plan to enter that field upon graduation from secondary school.
Diagnostic activities at the start of the unit are important for identifying
students who would benefit from work experience in a particular field and
assist in determining what expectations need to be included in the plan, what
expectations must be covered in class, and what expectations have already been
met by students. Allowing such students to gain part of the SNC4E credit
through work experience can provide a context to motivate them, prevent boredom
resulting from covering familiar material, and make connections to employment.
The chart below lists some suggested work placements, based
on each unit:
|
Unit Title |
Possible Work Placements |
|
Chemistry
at Home and Work |
laboratory
assistant, chemical manufacturing (pharmaceuticals, cleaning agents, paints,
plastics, etc.), petroleum refining, food processing, water treatment,
recycling depot, hair stylist, cook |
|
Medical
Technology |
health
care worker |
|
Gardening,
Horti-culture, Landscaping, and Forestry |
gardener,
greenhouse worker, landscaper, golf course, florist, forestry worker,
agriculture |
|
Alternate
Environments |
water
treatment, sewage treatment, recycling depot, air conditioning and heating systems |
|
Communications:
Sound and Pictures |
recording
studio, retail or repair of various electronic devices (cell phones, security
systems, computers, home entertainment, etc.), audio-visual technician |
Expectations
from several units may be linked together in a personalized placement learning
plan. In that way, expectations that cannot be met in two units will be met in
a classroom setting and the remainder in a workplace setting.
If
this course is to be part of a school-to-work transition program, consult Cooperative
Education and Other Forms of Experiential Learning, 2000.
Coded
Expectations, Science, Grade 12, Workplace Preparation, SNC4E
SIS.01
- demonstrate an
understanding of 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 (e.g.,
identify the appropriate procedures for storing and disposing of flammable
solvents, and for handling acids, bases, and non-aqueous solutions of toxic
substances);
SIS.02
- select
appropriate instruments and use them effectively and accurately in collecting
observations and data (e.g., frequency meter, oscilloscope, dialysis tubing,
data loggers);
SIS.03
- demonstrate the
skills required to plan and carry out investigations, using laboratory
equipment safely, effectively, and accurately (e.g., conduct an experiment to
investigate the physical and chemical properties of common synthetic polymers);
SIS.04
- select and use
appropriate numeric, symbolic, graphical, and linguistic modes of
representation to communicate scientific ideas, plans, and experimental results
(e.g., express as an equation the relationship among variables for a vibrating
string pendulum);
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 (e.g., compile a table of energy sources and
their uses; prepare a report on waste disposal in alternative life-sustaining
environments);
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 (e.g., prepare a laboratory
report on the dialysis of nutrients);
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., horticulturalist, medical technician,
forester).
HWV.01 · demonstrate an understanding of
the structure, properties, and reactions of common organic materials
encountered in the home and workplace;
HWV.02 · investigate the properties of
some organic substances, and safely prepare a number of common organic products
and emulsions;
HWV.03 · describe the importance of common
organic substances used in the home and workplace, and demonstrate an awareness
of some of the health, safety, economic, and environmental issues related to the
use of these substances.
Understanding Basic Concepts
HW1.01 – illustrate and explain the
formation of covalent bonds, especially those involving H, C, N, O;
HW1.02 – explain how the hydrophobic,
hydrophilic, or amphiphilic character of organic molecules is related to the
presence of O, N, or ions in the molecule;
HW1.03 – predict, on the basis of the affinity of
substances with similar chemical properties, the solubility of common organic
substances in aqueous and non-aqueous solvents (e.g., polar and ionic
substances are generally soluble in polar solvents; non-polar substances are
generally soluble in non-polar solvents);
HW1.04 – explain the behaviour of
emulsifying agents (e.g., soap, eggs);
HW1.05 – write word equations for simple
condensation and hydrolysis reactions;
HW1.06 – describe the process of
polymerization in terms of one or two simple molecules that are repetitively
connected into a very large structure (e.g., ethene to polyethylene; glucose to
starch; adipic acid and diaminohexane to nylon).
Developing
Skills of Inquiry and Communication
HW2.01 – select and use appropriate
vocabulary, including correct chemical terminology (e.g., condensation,
hydrolysis, miscible, emulsion, hydrophilic, hydrophobic, amphiphilic), to
communicate scientific ideas, procedures, and results;
HW2.02 – determine, through their own
observations, the miscibility of a variety of organic liquids with each other
and with water;
HW2.03 – plan and carry out safely
laboratory investigations of emulsions (e.g., determine the effects on the
stability of emulsions of emulsion-forming and emulsion-breaking agents such as
soap, salt,
and eggs);
HW2.04 – carry out experiments to compare
the relative quantities of soap and detergent required to form emulsions in
hard and soft water;
HW2.05 – safely prepare some common
organic products by the processes of emulsion, condensation, hydrolysis, and
polymerization (e.g., cold cream, mayonnaise, aspirin/ASA, or soap);
HW2.06 – carry out experiments safely to
identify some of the physical and chemical properties of common synthetic
polymers (e.g., determine the fusibility and aqueous and non-aqueous solubility
of polyethylene, styrofoam, nylon, polyester, or melamine);
HW2.07 – test and compare the properties
of naturally occurring polymers, such as cotton and silk, with their synthetic
counterparts, rayon and nylon.
Relating
Science to Technology, Society, and the Environment
HW3.01 – research an important application
of condensation, hydrolysis, or emulsification processes, and report on their
findings using an appropriate format (e.g., the industrial or home preparation
of an emulsified food or cosmetic product, such as salad dressing, skin cream,
or lipstick; the important role of condensation and hydrolysis reactions in the
synthesis and digestion of major molecules in living organisms);
HW3.02 – prepare, and present to
classmates, a report on the social, environmental, and economic consequences of
the use and discarding of organic products (e.g., common addition plastic,
copolymer, thermosetting plastic, or vulcanized products; natural and synthetic
fabrics).
SPV.01 · demonstrate an understanding of
the basic operating principles of entertainment and communications devices that
are commonly found in the home and the workplace;
SPV.02 · carry out investigations
concerning the scientific concepts involved in communications technology, and
examine and operate some common communications devices;
SPV.03 · research and evaluate the role
played by the many different kinds of technological devices used for
communication, and their impact on the way we conduct our lives at home and at
work.
Understanding
Basic Concepts
SP1.01 – describe and illustrate the
properties of a vibrating object, and explain how vibrating objects (e.g.,
drums, guitar strings, wave-making machines in theme parks) produce waves;
SP1.02 – explain in qualitative terms how
frequency, amplitude, and wave shape affect the pitch, intensity, and quality
of notes produced by musical instruments;
SP1.03 – describe and compare the
properties of transverse and longitudinal waves;
SP1.04 – explain how different forms of
energy can be transformed into, and transmitted as, waves (e.g., mechanical
energy to sound energy; electrical energy to electromagnetic energy);
SP1.05 – describe and explain in
qualitative terms what happens when waves interact (interfere) with one another
(e.g., production of beats, or of voice patterns on an oscilloscope);
SP1.06 – explain, in terms of the
properties of waves, how energy from communications devices is transmitted,
reflected, and absorbed by different kinds of matter (e.g., how devices such as
motion detectors, cordless telephones, and television remote controls work);
SP1.07 – describe in qualitative terms,
with examples, the effects produced by the refraction and total internal
reflection of visible light waves as they pass through different transparent
media, and explain how these effects are applied in various entertainment and
communications devices (e.g., the function of lenses and prisms in a television
camera);
SP1.08 – examine and describe the
operation of transducers that carry out the energy transformations in common
communications equipment (e.g., explain how transducers work in microphones,
photocells, aerials and antennas, earphones, loudspeakers, product code
readers, or television screens).
Developing
Skills of Inquiry and Communication
SP2.01 – formulate scientific questions
about waves (e.g., What are the properties of longitudinal and transverse
waves? What happens when two identical periodic waves travelling in opposite
directions interact?);
SP2.02 – determine experimentally the
relationships among the major variables for a vibrating object (e.g., carry out
an investigation to determine the relationships among the length of a string
pendulum and the frequency and period of its vibration);
SP2.03 – estimate the value of some
wave-related quantities (e.g., the period and frequency of a string pendulum;
the note produced by a musical instrument; the intensity of a sound in
decibels; the distance from an observer to the location of a bolt of
lightning);
SP2.04 – use instruments and communications
equipment safely, effectively, and accurately to collect and present data
(e.g., instruments/equipment such as a stopwatch, frequency meter,
oscilloscope, tape recorder, VCR, or sound data logger);
SP2.05 – conduct investigations to analyse
and explain the production of sound by a vibrating object (e.g., how different
string or wind instruments produce notes);
SP2.06 – construct and test a prototype of
a communications device, and resolve problems as they arise (e.g., work
cooperatively with team members to construct and test a simple loudspeaker;
construct, test, and demonstrate a simple audio amplifier).
Relating
Science to Technology, Society, and the Environment
SP3.01 – describe the historical
development of a significant product of communications technology (e.g.,
telephone, radio, television, cell phone, communications satellite);
SP3.02 – describe, using scientific
principles, the functioning of common domestic and industrial communications
technologies (e.g., cell phone, satellite system, ATM, store check-out system);
SP3.03 – describe some Canadian
contributions to the field of communications technology (e.g., the work of
Alexander Graham Bell or Reginald A. Fessenden);
SP3.04 – describe the impact of
developments in communications technology on the way we work and on our social
environment (e.g., telecommuting, flexible workplace, global communications).
MTV.01 · demonstrate an understanding of
the role of genetics and of various technologies, including biotechnology, in
the diagnosis and treatment of human illness;
MTV.02 · gather and analyse scientific
data using techniques similar to those employed in medical testing and
diagnosis;
MTV.03 · evaluate, based on representative
examples, ways in which science and technology have influenced the diagnosis
and treatment of human illness, and work collaboratively to analyse an issue
related to biotechnology.
Understanding
Basic Concepts
MT1.01 – demonstrate an understanding of
terms related to medical and reproductive technology (e.g., cloning, genetic
engineering, heredity, karyotype, pedigree);
MT1.02 – explain the use of technology for
diagnostic medical applications (e.g., the use of lasers, ultrasound, computer
axial tomography [CAT] scans, doppler scans, X-rays, magnetic resonance imaging
[MRI], fibre optics);
MT1.03 – describe the use of technology
for biomedical repair (e.g., prosthetics, artificial organs, plastic surgery);
MT1.04 – describe and illustrate the role
of chromosomes in the transmission of hereditary information from one cell to
another, and explain how genetic disorders may occur;
MT1.05 – describe the use of karyotypes
and pedigrees as diagnostic tools for determining genetic diseases (e.g.,
analyse the karyotypes or pedigree from the case study of a person having Down
syndrome);
MT1.06 – describe the basic scientific and
technological principles involved in genetic engineering (e.g., compile and
display information on bacterial production of human insulin, or DNA
fingerprinting).
Developing
Skills of Inquiry and Communication
MT2.01 – conduct a laboratory experiment
that simulates a process occurring in a medical apparatus (e.g., simulate the
dialysis of nutrients by collecting and accurately recording data in an
experiment on the diffusion of glucose through an artificial membrane);
MT2.02 – state a hypothesis and make
predictions, based on available evidence and background information, concerning
a particular medical problem (e.g., analyse a pedigree or karyotype for a
genetic disorder).
Relating
Science to Technology, Society, and the Environment
MT3.01 – provide examples of how science
and technology have influenced the diagnosis and treatment of human illness,
and have made medical technology an integral part of our lives (e.g., the role
of
X-rays, ultrasound, wheelchairs, artificial organs, prosthetics, reproductive
technologies, laser surgery, computer axial tomography [CAT] scans);
MT3.02 – work as a member of a team to
research, develop, and present material on an issue related to modern genetic
technology (e.g., the ethical issues involved in the cloning of animals or
humans, the use of genetic evidence in court, the insertion of animal genes in
plants, the question of who owns genetic information).
GHV.01 · demonstrate an understanding of
the conditions required for plant growth, and of the techniques used in
gardening, horticulture, landscaping, and forestry;
GHV.02 · investigate experimentally the
effect of various conditions on the growth of plants, and demonstrate skills in
the use of tools and techniques associated with either gardening, horticulture,
or landscaping;
GHV.03 · demonstrate an understanding of
the importance of cultivated and wild plants to society, the economy, and the
environment.
Understanding
Basic Concepts
GH1.01 – identify the general conditions
necessary for healthy plant growth (e.g., describe optimal growth conditions
for a specific type of plant);
GH1.02 – describe the basic steps in
growing plants from seed (e.g., collecting seeds, sowing, providing conditions
favourable to germination, and thinning);
GH1.03 – identify evidence of plant
problems (e.g., wilting, off-colour leaves, leaf and bud drop, root and stem
rot, and the visible presence of pests);
GH1.04 – describe, with examples, the
differences among common house and garden plants and native trees that have
been classified according to normal life cycles (e.g., annuals, biennials, and
perennials) or method of culture (e.g., potting, seeding, making cuttings,
transplanting);
GH1.05 – describe different methods of
gardening and how each controls conditions of growth (e.g., organic gardening,
greenhouse gardening, and hydroponics);
GH1.06 – describe some common
forest-management practices (e.g., clear-cutting, sustainable forestry based on
selective cutting, pruning);
GH1.07 – describe the design elements
(e.g., colour, texture, balance, contrast, harmony, repetition) and the
materials (e.g., plant materials, construction materials, soil, water) used in
landscaping.
Developing
Skills of Inquiry and Communication
GH2.01 – design and conduct an experiment
to determine the effect of various environmental conditions (e.g., temperature,
light, fertilizers, plant hormones) on plant growth;
GH2.02 – carry out soil tests to determine
optimum conditions for the growth of plants (e.g., determine experimentally the
correct pH value of the soil, or the optimum percentages of nitrogen,
phosphorus, and potassium for particular plants);
GH2.03 – investigate the various methods
used to control the conditions of growth for plants (e.g., describe how
conditions are controlled in a greenhouse, tree nursery, or hydroponic
installation);
GH2.04 – propagate and grow plant crops
for use or sale, and keep records of their growth (e.g., grow vegetables or
bedding plants from seed and transplant them to the home garden; grow trees
from seeds, or plant seedlings on the school grounds);
GH2.05 – identify the features of a good
landscape architecture site, and prepare a plan to scale for an outdoor garden
(e.g., in the school grounds, or a public park).
Relating
Science to Technology, Society, and the Environment
GH3.01 – describe the diversity of
environments that must be maintained in order to provide habitats for a wide
variety of plants (e.g., make a list of the environmental conditions – soil
composition, light conditions, landscaping – required for particular types of
plants);
GH3.02 – demonstrate an understanding of
the variety of ways in which human populations depend on healthy plant
populations (e.g., for food, clothing fibres, fuel, structural materials);
GH3.03 – demonstrate an understanding of the role of
forests as essential habitats for other plants and animals, including
threatened and endangered species (e.g., describe the environmental, economic,
and social effects of various types of forestry practice, such as clear-cut
forestry or sustainable forestry using selective cutting);
GH3.04 – analyse the social, economic, and
environmental factors that determine the different approaches and methods
required in gardening, horticulture, landscaping, and forestry (e.g., explain and
evaluate the problems of monoculture and the environmental need for
biodiversity in horticulture; or participate in a group debate concerning the
economic benefits and costs of sustainable forestry).
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.
Understanding
Basic Concepts
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).
Developing
Skills of Inquiry and Communication
AE2.01 – determine, through
experimentation, the different factors affecting a controlled
micro-environment (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?);
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).
Relating
Science to Technology, Society, and the Environment
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);
AE3.03 – 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);
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).
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