Course Profile Science, Grade 9 academic, Public

Unit 1

Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education and Training. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education and Training or by the Partnership of school Boards that supported the production of the document.

Acknowledgments

Public District School Board Writing Teams - Science

Course Profile Writing Team

Arthur Prudham, Lead Writer, Waterloo Region District School Board and

Science Co-ordinators and Consultants Association of Ontario

Tom Card, Peel District School Board

Nancy Clarke, York Region District School Board

Chuck Hammill, Peel District School Board

Heather Troup, Peel District School Board

Peter Tse, York Region District School Board

Reviewers

Dave Arthur, Ontario Society for Environmental Education (OSEE); Cecil Knight, Kawartha Pine Ridge DSB; Phil Logan, Ed Mahfouz, Patricia Thomas, Ottawa Carleton DSB; Paulette Luft, Philip Marsh, Elaine Sturm, Peel DSB; Dennis Wendland, Waterloo Region DSB and OSEE; Fiona White, Kawartha Pine Ridge DSB and STAO

Lead Board

Peel District School Board

Allan Smith, Project Manager

Partner Boards

Kawartha Pine Ridge District School Board, Ottawa Carleton District School Board, Waterloo Region District School Board, York Region District School Board

Associations

Ontario Society for Environmental Education (OSEE)

Science Co-ordinators and Consultants Association of Ontario (SCCAO)

Science Teachers Association of Ontario (STAO)

Unit 1: Weird Water - Skill Builders

Time: 865 minutes

Unit Description

This unit uses some of the unique properties of water as a unifying theme and provides opportunities for the teacher to assess the current status of students with respect to their skills in science inquiry, their knowledge of the safe and appropriate use of equipment, and their ability to work independently, in small groups and as a whole class during instruction. The second overall expectation in each of the Ministry Strands describes the development of cognitive and manipulative science skills, and it is these Expectations that are the focus of this unit.

Strand(s) & Expectations

Strands: Biology, Chemistry, Earth and Space Science, Physics

Expectations:

Knowledge/Understanding

postulates of Cell Theory, process of cell division, BY1.01

properties of static electric charges, PH1.01

properties, motion and components of solar system, ES1.03

models - atomic, subatomic ..... CH1.07

density CH1.13

Skills - inquiry, communication

initiating and planning

• plan and conduct investigation, using tools, BY2.01

• plan and conduct investigation, using tools, CH2.03

• formulate questions PH2.02

• formulate questions CH2.02

performing and recording

• manipulation of lab equipment calculator, PH2.01

• manipulation of lab equipment microscope, BY2.02

• manipulation of lab equipment glassware, CH2.02

• gather, organize and record information ES2.05

analyzing and interpreting

• research, evaluate and integrate ES2.04

• research, evaluate and integrate PH2.04

• analyze qualitative and quantitative data ES2.06

• using model CH2.09

communicating

• scientific ideas BY2.05

• scientific ideas PH2.06

• scientific ideas CH2.06

Applications

how data from different sources contribute to knowledge ES3.03

Activity Titles (Time and Sequence)

Activity	Title	Time (minutes)
1	Working with Water	80-100
2	Pond Water	150
3	Properties of Water	225
4	Water and Space	120-150
5	Models of Atoms and Molecules	120
6	Culminating Task	120

Prior Learning Required

Teachers should examine the Teacher Support Material (TSM - Ontario Curriculum, Grades 1 - 8: Science and Technology) to gain an understanding of content and skills with which students arrive. This is a diagnostic unit, providing opportunities to assess the knowledge and skills of students as they begin this course.

Unit Planning Notes

Student notebooks should be divided into two parts - Science Notes where students copy or create their notes and a Science Journal where students record questions and reflect on their learning.

The ‘Wonder Wall’, or a bulletin board where students post Thought Provoking Questions (TPQ.) needs to be organized before the first class. Its use is explained in Activity 1.

(TSM - Glossary:Wonder Wall)

Specific planning for each activity is described in the subsequent pages. However, the following should be noted in advance:

• pond water is required for Activity 2

• access to the Resource Centre/Library materials is required for Activities 4 and 6

Learning/Teaching Strategies or Activities

Activity	Strategy	Description
1	Mind Map	Diagnostic in nature, where students record what they know about water related to the four strands. The students will work in a whole-class setting and individually.
2	Using equipment	The activity reviews microscope use and the completion of scientific diagrams. The students will work individually or in pairs depending on the availability of microscopes.
3	Inquiry/Experimental	This is a hands-on activity on measurement, collecting and organizing data. The students will work in small group settings including a jigsaw activity.
4	Inquiry/Research	This is a research activity conducted in the Resource Centre. The students will work individually.
5	Using models	This is a teacher-directed activity on the role and importance of models. The students will work in small groups.
6	Culminating Task	Students will work individually.

Assessment/Evaluation

Activity	Assessing and Evaluating	Method or Instrument
1	Prior Knowledge	Mind Map
2	Microscope Usage	Peer check-list
	Scientific Diagrams	Teacher evaluated
3	Communication and Group skills	Rubrics
	Recording data	Rubrics
	Interpreting and analyzing data	Rubrics
4	Communication skills	Rubrics
	Research skills	Rubrics
5	Prior Knowledge	Science Journal and checklist
	Understanding concepts	Science Journal and Quiz
6	Inquiry Skills	Culminating Task Rubric
	Understanding concepts	Mind Map revision and Quiz

Resources

Scales of Scientific Inquiry and Technological Design, Peel District School Board, 1998.

Activity 1: Working with Water (Introduction to Course Expectations)

Time: 80 - 100 minutes

Description

The first activity serves to introduce the course content, the assessment and evaluation practices employed, the notebook organization, and to begin some diagnostic tasks. There are four parts to this activity and they should be presented in the order suggested here. Other course-beginning procedures, as determined by individual schools, can be integrated into this first activity.

Strand(s) & Expectations

Strands: Biology, Chemistry, Physics

Expectations: BY2.01, BY2.05, CH2.02, CH2.06, PH2.02, PH2.06

These expectations relate to formulating questions and communicating ideas, two aspects of the inquiry process which are stressed in this activity. These will be assessed on many occasions throughout the course.

Planning Notes

Equipment required:

ebonite rod wool or fur

rubbing alcohol paraffin wax

dry cell copper wire (depending on the demonstrations planned)

Handouts:

mind map template Achievement Chart for Science

outline of the Culminating Task rubric used to evaluate the Culminating Task

Any demonstration should be practised ahead of time. As well, it is necessary to be conversant with the Achievement Chart for Science and the rubrics for inquiry and the final assessment task.

Prior Learning Required

None is specifically required but many students will arrive being familiar with some aspects of inquiry. For a summary of students’ previous learning refer to TSM - Ontario Curriculum, Grades 1 - 8: Science and Technology.

Teaching/Learning Strategies