Assignment+1

= = =Assignment 1 - Selection of Curriculum Area, Grade Level, and Rationale =

Introduction
For the remainder of the course, I have chosen to focus on the Science 10 curriculum in British Columbia. What follows is an outline of the units of study and specific outcomes for this course. The full [|Integrated Resource Package] and the more concise[| Prescribed Learning Outcomes] documents can be viewed on the BC Ministry of Education website.

Major Units of Study

 * Processes of Science
 * Life Science: Sustainability of Ecosystems
 * Physical Science: Chemical Reactions and Radioactivity
 * Physical Science: Motion
 * Earth and Space Science: Energy Transfer in Natural Systems

Processes of Science
//Students will//
 * A1 - Demonstrate safe procedures
 * identify a variety of dangers in procedures
 * identify appropriate equipment for a lab activity
 * identify and use appropriate personal protective equipment
 * use proper techniques for handling and disposing of lab materials
 * describe appropriate emergency response procedures


 * A2 - Perform experiments using the scientific method
 * describe the elements of a valid experiment
 * use information and conclusions as a basis for further comparisons, investigations, or analyses
 * communicate results using a variety of methods


 * A3 - Represent and interpret information in graphic form
 * identify and use the most appropriate type of graphic, model, or formula to convey information
 * distinguish between dependent and independent variables in a graph
 * use appropriate scale and axis to create a graph
 * extrapolate and interpolate points on a graph
 * extract information from maps, bar graphs, line graphs, tables, and diagrams


 * A4 - Demonstrate scientific literacy
 * identify the main points in a science-related article or illustration
 * describe the qualities of the scientifically literate person
 * use given criteria for evaluating evidence and sources of information
 * explain how science and technology affect individuals, society, and the environment


 * A5 - Demonstrate ethical, responsible, cooperative behaviour
 * describe and demonstrate ethical behaviour, open-mindedness, willingness to question and promote discussion, skills of collaboration and co-operation, and respect for teh contributions of others


 * A6 - Describe the relationship between scientific principles and technology
 * give examples of scientific principles that have resulted in the development of technologies
 * identify a variety of technologies and explain how they have advanced our understanding of science


 * A7 - Demonstrate competence in the use of technologies specific to investigative procedures and research
 * select and carefully use balances and other measurement tools
 * proficiently use the internet as a research tool

Sustainability of Ecosystems
//Students will// >
 * B1 - Explain the interaction of abiotic and biotic factors within an ecosystem
 * define //abiotic, biotic, biome,// and //ecosystem//
 * identify distinctive plants, animals, and climatic characteristics of Canadian biomes
 * identify biotic and abiotic factors in a given scenario or diagram
 * describe the relationships between abiotic and biotic elements within an ecosystem
 * design and analyse experiments on the effects of altering biotic or abiotic factors
 * explain various relationships with respect to food chains, food webs, and food pyrimids
 * illustrate the cycling of matter through abiotic and biotic components of an ecosystem by tracking carbon, nitrogen, and phosphorus
 * identify factors that affect the global distribution of the following biomes: tropical rainforest, temperate rainforest, temperate deciduous forest, boreal forest, grasslands, desert, tundra, polar ice
 * using examples, explain why ecosystems with similar characteristics can exist in different geographical locations
 * identify the effects on living things within an ecosystem resulting from changes in abiotic factors
 * B2 - Assess the potential impacts of bioaccumulation
 * define, using examples, the terms //bioaccumulation, parts per million, biodegradation,// and //trophic levels//
 * identify a variety of contaminants that can bioaccumulate
 * describe the mechanisms and possible impacts of bioaccumulation
 * compare the impact of bioaccumulation on consumers at different trophic levels
 * research and analyse articles on the causes and effects of bioaccumulation


 * B3 - Explain various ways in which natural populations are altered or kept in equilibrium
 * explain how species adapt or fail to adapt to environmental conditions
 * describe the impact of natural phenomena on ecosystems
 * give examples of how foreign species can affect an ecosystem
 * give examples of how traditional ecological knowledge can affect biodiversity
 * research and report on situations in which disease, pollutions, habitat destruction, and exploitation of resources affect ecosystems

Chemical Reactions and Radioactivity
//Students will//
 * C1 - Differentiate between atoms, ions, and molecules using knowledge of their structure and components
 * demonstrate knowledge of the three subatomic particles, their properties, and their location within the atom
 * define and give examples of //ionic bonding// and //covalent bonding//
 * with reference to elements 1-20 on the periodic table, draw and interpret Bohr models including protons, neutrons, and electrons
 * identify valence electrons using the periodic table
 * distinguish between paired and unpaired electrons for a single atom
 * draw and interpret Lewis diagrams showing single bonds for simple ionic compounds and covalent molecules
 * distinguish between lone pairs and bonding pairs of electrons in molecules


 * C2 - Classify substances as acids, bases, or salts, based on their characteristics, name, and formula
 * identify acids and bases using indicators
 * explain the significance of the pH scale, with reference to common substances
 * differentiate between acids, bases, and salts with respect to chemical formulae and properties
 * recognize the names and formulae of common acids
 * use the periodic table to explain the classification of elements as metals and nonmetals; identify the radioactivity of elements in the alkali metal, alkaline earth metal, halogen, and noble gas groups; and distinguish between metal oxide solutions (basic) and nonmetal oxide solutions (acidic)
 * use the periodic table and a list of ions to name and write chemical formulae for common ionic compounds, using appropriate terminology
 * convert names to formulae and formulae to names for covalent compounds, using prefixes up to "deca"


 * C3 - Distinguish between organic and inorganic compounds
 * define //organic compounds// and //inorganic compounds//
 * distinguish between organic and inorganic compounds, based on their chemical structures
 * recognize a compound as organic or inorganic from its name, from its chemical formula, or from a diagram or model


 * C4 - Analyse chemical reactions, including reference to conservation of mass and rate of reaction
 * define and explain the //law of conservatin of mass//
 * represent chemical reactions and their conservation of atoms using molecular models
 * write and balance chemical equations from formulae, word equations, or descriptions of experiments
 * identify, give evidence for, predict products of, and classify synthesis, decomposition, single replacement, double replacement, neutralization, and combustion reactions
 * explain how factors such as temperature, concentration, presence of a catalyst, and surface area can affect the rate of chemical reations


 * C5 - Explain radioactivity using modern atomic theory
 * define //isotope// in terms of atomic number and mass number, recognizing how these are communicated in standard atomic notation
 * relate radioactive decay to changes in the nucleus
 * relate the following subatomic particles to radioactive decay: proton, neutron, electron, alpha particle, beta particle
 * explain half-life with reference to rates of radioactive decay
 * compare fission and fusion
 * complete and balance nuclear equations to illustrate radioactive decay, fission, and fusion

Motion
//Students will//
 * C6 - Explain the relationship of displacement and time interval to velocity for objects in uniform motion
 * define //displacement, time interval//, and //velocity//
 * analyse graphically the relationship between displacement and time interval for an object travelling in uniform motion
 * use a formula to calculate the average velocity, displacement, and time interval for an object in uniform motion, given appropriate data
 * design and conduct one or more experiments to determine the velocity of an object in uniform motion


 * C7 - Demonstrate the relationship between velocity, time interval, and acceleration
 * define //acceleration//
 * give examples of positive, negative, and zero acceleration
 * given initial velocity, final velocity, and the time interval, calculate acceleration using a formula

Energy Transfer in Natural Systems
//Students will //
 * D1 - Explain the characteristics and sources of thermal energy
 * define //heat// and //thermal energy//
 * explain and illustrate how thermal energy is tranferred through conduction, convection, and radiation
 * describe Earth's energy sources


 * D2 - Explain the effects of thermal energy within the atmosphere
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif;">define //atmospheric pressure// and explain how it is measured
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif;">identify weather conditions that typically accompany areas of low and high pressure in the atmosphere
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif;">describe how energy transfer influences atmospheric convection, atmospheric pressure, and prevailing winds


 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif;">D3 - Evaluate possible causes of climate change and its impact on natural systems
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif;">describe hos natural phenomena can affect climate
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif;">describe how climate can be influenced by human activities
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif;">describe how climate change affects natural systems


 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif;">D4 - Analyse the processes and features associated with plate tectonics
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif;">define //plate tectonics, plate boundary, earthquake, trench, volcano, spreading ridge, subduction zone, hot spot//
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif;">relate tectonic plate movement to the composition of the layers of the Earth, as determined by seismic waves
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif;">describe tectonic plate boundaries
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif;">identify tectonic mapping symbols
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif;">explain how plate movement produces epicentres, shallow-focus and deep-focus earthquakes, volcanism at subduction zones and spreading ridges, mountain ranges and mid-ocean ridges, and hot spot chains
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif;">identify sources of heat within the Earth that produce mantle convection and hot spot activity
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif;">explain how mantle convection and ridge push and slab pull are believed to contribute to plate motion


 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif;">D5 - Demonstrate knowledge of evidence that supports plate tectonic theory
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif;">describe evidence for continental drift theory
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif;">relate the following to plate tectonic theory: the world distribution of volcanoes, earthquakes, mountain belts, trenches, mid-ocean ridges, and rift valleys; hot spot and subduction zone eruptions; and magnetic reversals and age of rocks relative to spreading ridges

<span style="color: #000080; font-family: 'Arial Black',Gadget,sans-serif;">Rationale
I selected the Science 10 curriculum primarily because of my familiarity with it. I have taught five blocks of Science 10 over the last two years. I feel comfortable enough with the prescribed learning outcomes (PLO’s) to use them as a basis for analysing how well the current collection in our school library meets the needs of the course.

The Science 10 curriculum in BC is relatively new. The current integrated resource package (IRP) was written in 2008 and half of the science department staff at my school has never taught the course. It can be an intimidating course to take on, even for veteran teachers. There are over 90 suggested achievement indicators listed in the IRP. In most courses these are merely suggestions on how to approach the PLO’s, but there is a provincial exam worth 20% of the student’s grade that tests their knowledge of each of these topics. In a semester school, it averages out to one suggested achievement indicator per day. I found it helpful when I first took on this course to have a variety of resources to support my classroom activities, and the library is a great place to centralize these resources.

Given the fast pace of the course and volume of knowledge the students are expected to attain, it is important that they remain engaged and are given meaningful learning experiences. It is stated in the curriculum that Science will be taught in a way to meet the needs of diverse learners. It is important that the library collection have a variety of media types to support learning in the classroom. A current documentary or a hands-on simulation website can be a great way to present new ideas if they are accessible to the students and staff.

There is a focus in the curriculum on fostering the ability of students to research and analyze information. There are several PLO’s (B1, B3, D3) that are well-suited to research projects. It is important that students have access to a variety of sources which are as up-to-date as possible in order to help them complete their research. As much as this research could often be conducted online in a computer lab, students need to be able to evaluate the sources of information as much as the information itself. Being in a library with a diverse collection provides a much better framework within which to develop and use criteria for assessing information sources.

My final reason for choosing this subject area and grade is that there are parts of the curriculum, including the suggested integration of Aboriginal science, that I feel teachers have limited resources for. The textbook we have available is an excellent resource, but it is not comprehensive in all areas. I would be interested to see how the collection at my school may (or may not) be able to better support teachers in these areas.