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Course Profile
(for a locally developed course)
Essential Science, Grade 9
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. 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.
© Queen’s Printer for Ontario
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
Unit 1: Introduction: Setting The Stage
Activity 1 | Activity 2 | Activity
3 | Activity 4 | Activity 5
This unit touches on each of the four science strands. Students are introduced to different types of lab investigations and review some of the skills and strategies of scientific inquiry (e.g., lab procedures, proper use of lab tools and safety equipment, and graphing). Opportunities are built into the unit for diagnosing a student's reading and writing level. Class routines are established. Students learn how to complete the Science Learning Log (SLL), which is an organizing template used throughout this course. Students are introduced to a variety of assessment tools which can be used for diagnostic, formative, or summative assessment.
Strand(s): Biology, Chemistry, Physics, Earth and Space Science
Specific Expectations: BY1.01, BY2.01B/C/E, BY2.02, CH1.01, CH2.01A/B/C, CH3.04, PH2.01C/E, ES3.01.
|
Activity |
Title |
Time (min) |
|
1 |
Introduction to Lab and Safety Equipment |
60 |
|
2 |
Introduction to Chemistry |
160 |
|
3 |
Introduction to Biology |
210 |
|
4 |
Introduction to Physics/Earth & Space Science |
90 |
|
5 |
Graphing |
60 |
|
Task |
Type |
Title |
Time (min) |
|
1.1 |
Learning |
Introduction to Lab and Safety Equipment |
60 |
|
2.1 |
Learning/Diagnostic |
Toxic Water – Investigation Of A Sample of Water |
120 |
|
2.2 |
Learning/Diagnostic |
Introducing the Science Learning Log |
40 |
|
3.1 |
Learning/Diagnostic |
Introducing the Compound Microscope |
60 |
|
3.2 |
Assessment |
Microscope Use - Investigation of Evidence at a Crime Scene |
60 |
|
3.3 |
Learning |
Characteristics of Living Things – Life Processes |
30 |
|
3.4 |
Assessment |
Soil Sample – Living or Non Living? |
60 |
|
4.1 |
Learning |
Solar Cells – How Do They Work? |
60 |
|
4.2 |
Diagnostic |
Space Exploration Technology - Reading for Understanding |
30 |
|
5.1 |
Learning/Diagnostic |
Can the Boiling Point of Water be Changed? |
60 |
|
5.2 |
Assessment |
Bouncing Balls (optional) |
60 |
It is expected that the students in this course will have achieved only some of the Grades 1- 8 science expectations. As such, Unit 1 repeats some of the content from the Grade 8 program and allows time for the students to relearn some knowledge and skills required for success in the course.
1. This unit has been divided into five different activities. Each activity focuses on a different strand. If desired, the teacher could present this unit using a unifying theme. Suggestions for possible unifying themes are:
· practical applications of science in everyday life (e.g., hair colouring, appliance servicing);
· different types of laboratories (e.g., food science, medical, forensic, quality control);
· research involved in space exploration (moon rock analysis, testing solar cells, fuels, motion sickness).
2. Links to possible careers, specific to each strand, can be made throughout the unit. You could contact the local community college for a list of science-related jobs or possible co-op placements.
|
Task |
Strategy |
Description |
|
1.1 |
Teacher-led Discussion Scavenger Hunt |
Students participate in a teacher-led discussion on school lab/safety equipment and complete an activity on the location, functions and proper use of lab/safety equipment. |
|
2.1 |
Inquiry/Experimental |
This “hands-on” activity introduces the chemistry strand of the course by engaging students in comparing the properties of an acidified water sample to those of “pure” (tap) water. Lab procedures (including lab safety) are stressed. |
|
2.2 |
ReflectionCommunication |
Students are introduced to the Science Learning Log format, which is reflective and reinforces vocabulary and concepts. |
|
3.1 |
Inquiry/Experimental |
This activity reviews microscope parts and use. Students review, practise and assess each other on the safe handling and proper use of the microscope. |
|
3.2 |
Inquiry/Experimental |
Students practise making microscope drawings by completing a “Who Dunnit” activity based upon the differences in fibers. |
|
3.3 |
Concept Attainment or Sorting Activity Co-operative Small Group Learning (optional) Teacher Lead Discussion Reflection |
This activity introduces the biology strand of the course by challenging students to develop a deeper understanding of living things through learning about the life processes living things have in common. |
|
3.4 |
Inquiry/Experimental Demonstration Reflection |
In this activity students develop scientific inquiry skills (e.g., observing, recording and inferring). They continue to practice skills involved in using the microscope while they investigate whether or not a soil sample contains life. |
|
4.1 |
Inquiry/Experimental |
This activity introduces the physics strand of the course by involving students in learning about solar cells and setting up a simple electrical circuit. |
|
4.2 |
Reading for Understanding |
Diagnostic in nature, this activity is designed to allow the teacher to assess the students’ ability to read while they explore the many and varied uses of space exploration technology. |
|
5.1 |
Inquiry/Experimental |
Students’ ability to graph is diagnosed as they investigate whether the addition of salt has an effect on the boiling point of water. |
|
5.2 |
Inquiry/Experimental |
This is an optional extension activity where students are given additional opportunity to practise graphing techniques while determining how the bounce of a “superball” compares to that of a regular ball of the same size. |
|
Activity |
Expectations |
Tool |
Assessing |
Who |
|
1.1 |
CH2.01A,E |
Scavenger Hunt answer sheet |
Knowledge |
Student Teacher |
|
2.1 |
CH2.01A-C,E,F |
Lab Procedure Rubric Lab Safety Checklist |
Knowledge, Skills |
Teacher |
|
2.2 |
BY2.01C,E |
SLL Rubric Notebooks Are Important Checklist |
Knowledge, Communication, Making Connections |
Teacher |
|
3.1 |
BY2.01B |
Microscope Parts & Functions Peer Checklist: Safe Use of Microscope |
Knowledge, Skills, Inquiry |
Teacher Peer |
|
3.2 |
BY2.01B BY2.02 |
Microscope Drawing Checklist Peer Checklist: Safe Use of Microscope |
Inquiry, Skills, Making Connections |
Teacher Peer |
|
3.3 |
BY1.01 BY2.01E |
SLL Rubric |
Knowledge, Communication, Making Connections |
Teacher |
|
3.4 |
BY1.01 BY2.01E BY2.02 |
Worksheet answer sheet Peer Checklist: Safe Use of Microscope SSL Rubric |
Inquiry, Skills, Making Connections |
Teacher |
|
4.1 |
PH2.01 C,D,E PH2.02 |
Worksheet answer sheet SLL Rubric |
Knowledge, Skills |
Teacher |
|
4.2 |
ES1.04 ES2.01C ES3.01 |
Reading For Understanding Rubric |
Knowledge, Inquiry |
Teacher |
|
5.1 |
CH2.01B-D,E |
Worksheet answer sheet |
Inquiry, Skills |
Teacher |
|
5.2 |
CH2.01B-D,E |
Worksheet answer sheet |
Inquiry, Skills, Making Connections |
Teacher |
Resources, specific to an activity, are mentioned at the end of each activity.
Allen, John. Annual Editions: Environment 89/90. Connecticut: Dushkin Publishing Group, 1989. ISBN 0-87967-795-3
Series of short articles that could be used as an extension to Activity 2.1 (e.g., Hazardous waste clean up, disaster management, aquaculture).
Bloch, Mars, et al. Science 9. Toronto: ITP Nelson, 1999.
Rich in information for teachers and students with excellent appendices.
Dafter, Ray. Running out of fuel – Solving the Energy Puzzle. East Sussex, UK: Wayland Publishers. 1978. SBN 85340352X
Series of short articles with well-labeled illustrations dealing with topics in energy (e.g., wind power, solar power, nuclear energy).
Evans, David and Marilyn Lewry. Technology and Change in Canada. Edmonton: Weigl, Educational Publishers Limited, 1990. ISBN 0-919879-42-X
Teacher-orientated book containing short articles of science related topics from a Canadian perspective, e.g., the 21st Century car
Gallant, Roy. The Peopling of Planet Earth. Toronto: Collier Macmillan Canada Inc., 1990. ISBN 0-02-735772-4
Chapter 9 is a great source of data for making population growth graphs and interpreting data tables at a low reading level.
Gardner, Robert and Edward Shore. Math and Science: Finding Patterns in the World. Toronto: Franklin Watts, 1994. ISBN 0-531-11196-2
Book containing simple experiments and data for use as an extension for Activity 5.
Hopkin, John and John Morris. Environmental Issues: Issues in Geography. Oxford, England: Heinemann Educational Books, 1987.
Articles with simple reading level and good diagrams on topic such as Acid Rain, Problem of Waste and Nuclear Waste
Richardson, Peter and Bob Richardson. Career Connections Series. Toronto: Trifolium Books, Inc., Toronto, 1993.
Describes careers in science and types of science labs.
Wolfe, Elgin et al. SCIENCEPOWER™ 9. Toronto: McGraw Hill Ryerson, 1999.
Time: 60 minutes
Students familiarize themselves with the location and proper use of lab equipment. They participate in a teacher-led discussion on school lab/safety equipment and complete an activity on the location, functions and proper use.
Strand: All
Expectations: BY2.01B, CH2.01A, PH2.01C, ES2.01B.
Equipment required for Task:
· 1.1 – scavenger hunt worksheet with map of classroom (Appendix 1.1)
No prior learning required.
Students participate in a scavenger hunt activity focusing on the location and functions of lab and safety equipment they will be using throughout the course.
Teacher Facilitation:
1. Lead a class discussion on the types of lab facilities found throughout society (e.g., environmental, medical research, engineering, nutrition, quality control lab, applied research). Lead students in a discussion to develop a chalkboard chart of types of labs and investigations carried out in each (e.g., medical - tests "blood for cholesterol, nutrition - tests "food for % fat"). Have students copy this table into their notebooks.
2. Prepare a scavenger-hunt recording worksheet so the student can clearly record the location and use of the lab/safety equipment. Appendix 1.1 provides a sample worksheet, which will have to be customized for your classroom/lab.
3. Organize the scavenger hunt in which the students locate and record where equipment is located throughout the room. Display school lab and safety equipment and lead a discussion on their names, functions and proper way to use them (e.g., hardware, glassware, safety goggles, eyewash station, broken glassware/solid waste containers, fire blanket).
4. Teachers could connect this task with science related careers (e.g., occupational hygiene, safety service person).
Assessment: Students can self-assess their worksheets from a teacher-prepared template.
Accommodation: The functions and proper use section of the scavenger hunt recording worksheet can be designed as a matching and/or transcribing exercise on the worksheet (e.g., table format) to accommodate for students with poor memory and/or literacy skills.
Assessment tools are listed in each task and in the summary chart at the beginning of the unit.
See Course Overview for general accommodations. In addition, some specific accommodations are suggested for each task and are listed after the Teacher Facilitation section.
Bloch, Mars, et al. Science 9. Toronto: ITP Nelson, 1999.
Section on Safety in Science
Time: 160 minutes
This activity introduces students to proper lab procedures and to the Science Learning Log (SLL). A “hands-on” task introduces the chemistry strand. Students compare the properties of acidified water sample to those of “pure” (tap) water. Class routines, lab procedures (including lab safety) are stressed. A Science Learning Log worksheet reinforces vocabulary and concepts learned from the chemistry tasks.
Strand: Chemistry
Expectations: CH2.01A-F
1. Equipment required for Task:
· 2.1- prepare toxic water mixing tap water with dilute hydrochloric acid or vinegar
· 2.1- reactive substances such as baking soda and short cleaned strips of magnesium ribbon
· 2.1- pH paper and solutions (e.g., coke, lemon juice, Windex®)
2. Note: Be aware of safety concerns when working with the dilute acid.
No prior learning required.
Students compare properties of an acidified sample of "toxic water" with those of “pure” (tap) water to determine if the sample is polluted. Students participate in a lab in which they determine the pH of some familiar solutions (e.g., coke, lemon juice, Windex®). Students complete a worksheet recording their lab results.
Teacher Facilitation:
Prior to lab:
1. Prepare a "toxic water" sample using tap water containing a small amount of vinegar or dilute acid. Confirm that this water is sufficiently acidic to produce bubbles when a small piece of clean magnesium ribbon is added to it (~ pH 3);
2. Prepare a worksheet to guide students in performing the lab and entering their data;
During lab:
1. Review lab routines and safety procedures with the students. The Lab Safety Checklist (Appendix 1.2) should be introduced to the students as the assessment tool that will be used to monitor lab safety.
2. Demonstrate how to use litmus or pH paper to determine if a solution is acidic, basic or neutral.
3. Introduce the concept of acidic, basic and neutral solutions by discussing some characteristics such as taste (e.g., acids such as vinegar, and lemon juice taste sour; bases such as milk of magnesia, Tums, and almond oil taste bitter); colour of indicators (e.g., litmus turns red in acidic and blue in basic solutions); and the effects on living organisms (e.g., both strong acids and bases burn).
4. Provide familiar solutions (e.g., coke, lemon juice, Windex®) and have the students determine the pH using litmus or pH paper.
5. Lead students through a series of lab tests comparing a sample of "toxic water" to that of “pure” (tap) water (e.g., test each sample for pH, reaction with baking soda, reaction with clean magnesium ribbon). Safety goggles must be worn throughout the lab. Do not allow students to dispose of unreacted, left-over magnesium metal down the drain.
6. Provide time for the students to complete a worksheet recording their lab results;
7. Introduce and explain the Lab Procedures Rubric (Appendix 1.3) and how this rubric will be used to assess all laboratory investigations throughout the course.
8. Make connections to acid rain, its effect on the flora and fauna in Ontario, and the importance of water quality in urban/rural areas.
9. Arrange for a field trip to a water sewage treatment plant. Chemistry-related careers include waste management worker, hair dresser, cosmetologist, weed and pest control technician orderlies, nursing assistant, hospital dietary staff, gardeners, retail florist.
Assessment:
Use Lab Procedures Rubric (Appendix 1.3) and Lab Safety Checklist (Appendix 1.2) to collect assessment data
Accommodations:
Teacher may choose to have students complete only part of this activity. A scribe may be assigned for students who might have difficulty completing the worksheet.
Students are introduced to the Science Learning Log (SLL).
Teacher Facilitation:
1. Introduce the concept of the Science Learning Log as outlined in the Overview. Distribute their first SLL worksheet (sample in Appendix 1.4) which refers back to the toxic water investigation. Define vocabulary words (e.g., acid, base, neutral, litmus, reaction, metal, pH, dissolve) on chalkboard and instruct them on how to enter the words and definitions on the SLL worksheet.
2. Lead a class discussion on the Focus Questions and Connections and develop answers as a class. Future SLL entries will not be done as a class activity, but on an individual basis. It is important to spend sufficient time discussing the Science Learning Log (SLL) with the students, as it is used throughout the course and constitutes a significant part of assessment. Each SLL worksheet defines new vocabulary, uses the new words in context, has focus questions or tasks, and makes connections to the world outside the classroom or other learning. Please refer to the Overview as it gives many suggestions for the use of the SLL.
3. Introduce the Science Learning Log Rubric (Appendix OV-2) and explain how it will be used to assess every SLL entry throughout the course.
Assessment: The first SLL worksheet and student notebooks should be collected early and assessed formatively using the SLL Rubric (Appendix OV-2) and the Notebooks Are Important! Checklist (Appendix OV-4).
Accommodations: It is suggested that the teacher set up a template on the computer so students can word process their SLL entries. This template could be used by all students and may be especially helpful for students who have difficulty writing. Alternatively, a scribe could be assigned to aid the student in the completion of the SLL worksheets.
Assessment tools are listed in each task and in the summary chart at the beginning of the unit.
See Course Overview for general accommodations. In addition, some specific accommodations are suggested for each task and are listed after the Teacher Facilitation section.
Allen, John. Annual Editions: Environment 89/90.Connecticut: Dushkin Publishing Group, 1989. ISBN 0-87967-795-3
Series of short articles that could be used as an extension to Activity 2.1 (e.g., Hazardous waste clean up, disaster management, aquaculture).
Wolfe, Elgin, et al. SCIENCEPOWER™ 9. Toronto: McGraw Hill Ryerson, 1999.
Appendix on science logs.
Time: 210 minutes
This activity introduces microscope skills. The concept of living and nonliving things is used as a vehicle to practise investigative laboratory procedures.
Strand: Biology
Expectations: BY1.01, BY2.01B-E, BY2.02.
Equipment required for Task:
· 3.4 – Use fresh samples of either baker’s or brewer’s yeast. Add packaged yeast to 500 mL of warm water and 15 mL of table sugar. Mix in an Erlenmeyer flask.
· 3.1, 3.2 – microscope
· 3.1, 3.2 – coverslips for dry and wet mounts
· 3.1 – bits of coloured paper or coloured newspaper advertisements
· 3.2 – fine fibers of same colour (synthetic, wool, cotton)
· &nb