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Course Profile (for a locally developed course)

Essential Science, Grade 9

Course Overview

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. 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 also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for education 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 or by the Partnership of School Boards that supported the Production of the document.

Acknowledgements

Public and Catholic School Board Writing Team – Essential Science

Course Profile Writing Team

George Huff Lead Writer, formerly Scarborough Board of Education and Science Coordinators and Consultants Association of Ontario

Jane Forbes Halton District School Board

Catherine Kurylo Upper Grand District School Board

Patrick Likuski Toronto District School Board

John Rawski Toronto Catholic District School Board

Joan Tschernow Toronto Catholic District School Board

Tanya Worobec Halton District School Board

Lead Board

Halton District School Board

Susan Orchard, Project Manager

Larry Zavitz, Project Coordination

Kelly Terry, Financial Coordination

Science Coordinators and Consultants Association of Ontario

Science Profiles prepared by the Public District School Board Partnership

The new Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements (OSS), 1999 enables school boards to develop three local compulsory-credit courses, one in each of the following subjects: English, Mathematics, and Science. To provide a model of how these courses could be developed, the Ministry of Education has funded the following sample Course Profiles: “Essential English,” “Essential Mathematics,” and “Essential Science.”

The Guide to Locally Developed Courses, Grades 9 and 10: Approval Requirements and Procedures provides information to assist school boards in preparing their requests to the Ministry of Education for approval of their own Grade 9 locally developed courses, to be offered in the 1999-2000 school year, under OSS. The document is available on the ministry’s web site at http://www.edu.gov.on.ca.

Course Overview (for a locally developed course)

Essential Science, Grade 9

School:

Department: Science

District:

Course Title: Essential Science (for a locally developed course)

Grade: Nine

Course Type:

Development Date: April - July 1999

Ministry Course Code:

Credit Value: 1.0

Secondary Policy Document: Science

Description/Rationale

This course enables students to deepen their knowledge and understanding of the basic concepts in biology, chemistry, earth and space science, and physics; to develop practical skills in science investigation; and to apply their knowledge and skills to everyday situations. Students conduct investigations into practical problems and issues related to cells and reproduction, the structure and properties of elements and compounds, static and current electricity, and astronomy and space exploration. A variety of hands-on activities assist students to acquire concepts. Students will use different reporting strategies to facilitate the development of communications skills.

The overall aim is to ensure the scientific literacy of the students. This is accomplished through the promotion of the three goals of science education:

· to understand the basic concepts of science;

· to develop the skills, strategies, and habits of mind required in scientific inquiry;

· to relate science to technology, society and the environment.

This sample profile for Grade 9 Essential Science is to provide a model for school boards who are preparing a locally-developed course as described in Ontario Secondary Schools, Grade 9 to 12, Program and Diploma Requirements (1999), section 7.1.2 (page 42). Success in science is for all students. In developing this profile the writers looked first at the image of the learner who would be recommended for or choose this course. The activities and resources have been chosen so that these students experience success in meeting the science expectations. The profile provides a basis from which teachers can develop a Grade 9 science course to meet the needs of their students.

Teacher and student resources are listed in this profile. Additional resources are included in the appendices to each unit. Other Teacher Support Materials (TSM) that have not been included in this profile may be found on the provincial web site of the Science Teachers' Association of Ontario (STAO) at www.stao.org.

Although there may be a tendency to shortchange one of the units, the requirements are that you give equal weighting to each of the science strands.

This course could be enriched and specialized by combining it with the Learning Strategies course (Choices Into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999) for 2 credits offered over 2 years. The course objectives, the expectations, and the evaluation procedures for each course must be addressed.

Unit Titles with Sequence and Timing

This profile outlines a progression of science and communications skills through which the student will move. Local circumstances may dictate some variation in the sequence suggested in the chart below, but it is essential to begin with Unit 1 which introduces necessary laboratory skills, communications strategies, and safety and laboratory routines which are used in subsequent units. Unit 6, the culminating task, must be the last unit in the course.

Unit 2, Biology, has been assigned slightly more time than the other units because entry skills and the use of the Science Learning Log are still being learned.

Observation of night skies in the Astronomy unit is best done sometime between late November and early February, when the nights are long and there is the option for direct observation in the early evening or morning. It may be necessary in semestered schools to deliver part of the astronomy unit near the beginning of semester 2 to do this.

The teacher is responsible for creating a year-long plan, detailed timing for the course so that all units are adequately addressed, and for deciding the best order of activities for a given unit. It is important to read through the entire unit prior to making specific plans, since later activities may have prerequisite learnings from within the unit.

Timing	Title	Skill Development
1 (10 h)	Introduction: Setting the Stage	· Selection of cognitive and manipulative skills for science inquiry, establishing routines, communication skills, and laboratory skills.
2 (24 h)	Biology: Cells and Reproduction	· Inquiry and laboratory skills development · Communication skills
3 (21 h)	Chemistry: Exploring Matter	· Inquiry with experimental focus
4 (21 h)	Physics: Electricity	· Inquiry with a design focus
5 (21 h)	Earth & Space Science: Space Exploration	· Developing investigative skills beyond classroom
6 (13 h)	Culminating Task: Making Connections	· Final assessment task

Unit Descriptions

Unit 1: Introduction: Setting the Stage

Time: 10 hours

Unit Description: Setting the Stage touches on each of the four science strands. Students are introduced to different types of lab investigations that are related to commercial laboratories. Opportunities are provided for the review of some of the skills and strategies of scientific inquiry (e.g., lab procedures, proper use of lab tools and safety equipment, graphing). Opportunities are built into the unit for diagnosing the students’ achievement level in communication. Students will learn how to complete the Science Learning Log (SLL) which is an organizing template used throughout this course to develop and extend literacy skills, and to make connections to the world outside and other parts of their learning. Assessment is an integral part of learning and students are introduced to a variety of assessment tools used throughout the entire course. These tools can be used for diagnostic, formative, and summative assessment.

Strand(s) and Expectations

Strand(s): Biology, Chemistry, Earth and Space Science, Physics

Specific Expectations: BY1.01, BY2.01B/C/E, BY2.02, CH1.01, CH2.01A/B/C, CH3.04, PH2.01C/E, ES3.01

Unit 2: Biology: Cells and Reproduction

Time: 24 hours

Unit Description: Students review the cell model and the difference between plant and animal cells. The unit establishes the necessity of cell division for the reproduction of an organism. Some microscope work is used for investigations. Students explore the characteristics of sexual and asexual reproduction with a focus on the commercial use and applications of asexual reproduction. The characteristics of human reproduction are examined in detail with exploration into environmental factors and lifestyle choices that affect fetal development.

Strand(s) and Expectations

Strand(s): Biology

Overall Expectations: BYV.01, BYV.02, BYV.03

Specific Expectations: BY1.02 to .07, BY2.01A/B/C/D/E, BY2.02, BY3.01, BY3.02

Unit 3: Chemistry: Exploring Matter

Time: 21 hours

Unit Description: Students develop a concept of matter on the atomic and macroscopic level. Laboratory investigations assist students in understanding that the identity, reactions, and uses of substances are based on their individual properties. Reporting in a variety of formats increases literacy skills. Students gain a renewed respect for safety in and outside the laboratory setting.

Strand(s) and Expectations

Strand(s): Chemistry

Overall Expectations: CHV.01, CHV.02, CHV.03

Specific Expectations: CH1.01-.04, CH2.01A/B/C/D/E/F, CH2.02-05, CH3.01-.04

Unit 4: Physics: Electricity

Time: 21 hours

Unit Description: Students gain an understanding of static and current electricity. Students build simple circuits that model circuits used in everyday life. They analyze this form of energy, energy transformations, conservation of energy, and the impact of each. Safety, experimentation, collaboration and literacy are part of the focus of this unit.

Overall Expectations: PHV.01, PHV.02, PHV.03

Specific Expectations: PH1.01-.04, PH2.01A/B/C/D/E/F, PH2.02, PH3.01-.03

Unit 5: Earth and Space Science: Exploring the Universe

Time: 22 hours

Unit Description: Students explore the solar system and the universe and study applications of space science to better understand how scientists investigate the universe, how the technologies resulting from space exploration affect their lives; and where humans fit into the universe. Skills of inquiry, problem solving, collaboration, and communication are developed.

Strand(s) and Expectations

Strand: Earth and Space Science

Overall Expectations: ESV.01, ESV.02, ESV.03

Specific Expectations: ES1.01-.04, ES2.01A/B/C/D/E, ES2.02, ES3.01-.03

Unit 6: Culminating Activity: Building A Space Station

Time: 13 hours

Unit Description: This unit acts as the summative assessment for the course and counts for 30% of the students' final evaluation. The format allows students to demonstrate their level of achievement in an alternative manner that does not depend on a single final written examination. The unit assesses the vocabulary, concepts, scientific processes, communication skills and connections developed throughout the four strands of the course. Assessment addresses each of the four categories in the Achievement Chart for Science and each of the goals of education. Students use video-clips, laboratory investigations, small group discussion and a variety of appropriate reading materials to build a model space station. Expectations from each of the four strands are integrated into the unit. Teachers may choose alternative products for students to demonstrate their creativity and understanding. Alternatives may include videotape, audiotape, cartoon, song, poster, dramatic skit, drawings, and computer-generated product. Unit tasks and assessment may need to be adjusted accordingly.

Course Notes

The students who are taking this course experience success when:

· resources are geared to an appropriate reading level;

· connections to their lives are apparent;

· instructions are clear and specific;

· laboratory activities are broken into a number of small steps;

· several different activities are used to develop and reinforce a concept;

· participation is low risk;

· routines are structured to assist organization;

· considerable practice is included.

It is important that students develop science literacy appropriate to their abilities, a questioning attitude, and a knowledge and skills base sufficient to enter a Grade 11 Workplace Science course.

Students should be taught ways of improving their literacy skills (i.e. use of vocabulary sheets, dictionaries, and spell-check programs on the computer, reporting to different audiences, using a variety of reporting formats, oral explanations). The Science Learning Log (SLL), described later in this section, is a structured vehicle to improve student vocabulary, reflection on, application of the new knowledge, and making connections.

Communications and applications are emphasized throughout this course. Teachers should collect a variety of appropriate, science-related newspaper and magazine articles, which can be adapted to use for reading and research assignments (see Appendices 1.11 and 1.12 as examples). The teacher/librarian can also assist in collecting relevant materials.

This profile is planned so that the knowledge, skills, and concepts necessary for entry to Grade 11 Workplace Science have been addressed.

Prior Learning Required

It is expected that students taking this course will have achieved some of the Grades 1-8 skills and strategies or science inquiry expectations. As such, Unit 1 should take on a diagnostic role. Then remediation needs to be provided so that students will have the entry skills and knowledge for success in this course.

Appendix OV-6: Summary of The Ontario Curriculum, Grades 1-8: Science and Technology, 1999 shows the items (i.e., topics, vocabulary, equipment, design and construct activities) addressed in each grade and strand. Teachers should make every effort to review/reteach the concepts and skills necessary for this unit in a new context.

Throughout the course, opportunities should be made to identify misconceptions and correct them (i.e. There is no gravity in space; Plants, as living things, breathe in oxygen. A cloned plant or animal only requires the division of a single parent cell). These can be identified by listening to class discussions, looking at brainstorming charts, and reading Science Learning Log entries.

Teaching/Learning Strategies

The goal of this course is to enhance student learning by building confidence through engaging curriculum. The following teaching/learning strategies have been infused into the curriculum in order to provide students with the opportunity to experience success.

Instructional strategies for Grade 9 Science:

· provide an opportunity for success because success motivates students. Anything that increases motivation increases achievement.

· include whole class and small group instruction;

· address a variety of learning styles in each unit;

· can be modified for special needs students;

· ensure maximum student engagement in the learning;

· build in opportunities for practice and provide frequent feedback;

· include clear goals and expectations;

· include individual and directed learning;

· use graphic organizers (e.g., Science Learning Log, Venn Diagrams, mind maps, tables);