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Science 10 Curriculum Guide

Saskatchewan Learning 2005 ISBN: 1-894743-91-1

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Table of Contents Acknowledgements............................................................................................................................................... iii Science Program Philosophy and Purpose ........................................................................................................... 1 Foundation Statements for Scientific Literacy - An Overview ............................................................................. 2 Foundation Statements for Scientific Literacy - In-depth .................................................................................... 3 Core Curriculum Components and Initiatives..................................................................................................... 5 Required Areas of Study.......................................................................................................................................... 5 Common Essential Learnings (CELs)..................................................................................................................... 5 Adaptive Dimension................................................................................................................................................. 6 Indian and Métis Content and Perspectives .......................................................................................................... 6 Multiculturalism ...................................................................................................................................................... 7 Gender Equity .......................................................................................................................................................... 8 Resource-based Learning......................................................................................................................................... 8 Career Development ................................................................................................................................................ 9 Assessment and Evaluation .................................................................................................................................. 10 Assessment and Evaluation Templates................................................................................................................ 12 Implementing Science 10 .................................................................................................................................... 13 Grade 10: A Transition from Middle Level to Specific Disciplines ..................................................................... 13 Instructional Strategies......................................................................................................................................... 13 Facilities ................................................................................................................................................................. 15 Safety .................................................................................................................................................................... 16 Language and Communication in Science............................................................................................................ 17 Technology in Science 10 ....................................................................................................................................... 19 Science Competitions ............................................................................................................................................. 20 Modelling in Science .............................................................................................................................................. 20 Laboratory Work .................................................................................................................................................... 21 Community-Based Education................................................................................................................................ 22 Unit Planning...................................................................................................................................................... 23 Using this Curriculum Guide ............................................................................................................................. 25 Unit Overviews.................................................................................................................................................... 27 Life Science: Sustainability of Ecosystems (20-30 hours) ................................................................................... 27 Physical Science: Motion in Our World (20-30 hours) ......................................................................................... 27 Physical Science: Chemical Reactions (20-30 hours) ........................................................................................... 27 Earth and Space Science: Weather Dynamics (20-30 hours) .............................................................................. 27 Life Science: Sustainability of Ecosystems ........................................................................................................ 28 Unit Overview ........................................................................................................................................................ 28 Foundational and Learning Objectives ................................................................................................................ 30 SE1 Explore cultural perspectives on sustainability........................................................................................... 30 SE2 Examine biodiversity within local ecosystems ............................................................................................. 32 SE3 Analyze population dynamics within an ecosystem..................................................................................... 36 SE4 Identify cycles, change, and stability in ecosystems.................................................................................... 38 SE5 Investigate human impact on ecosystems .................................................................................................... 40 Physical Science: Motion in Our World .............................................................................................................. 44 Unit Overview ........................................................................................................................................................ 44 Foundational and Learning Objectives ................................................................................................................ 46 MW1 Explore motion-related technologies........................................................................................................... 46 MW2 Observe and describe the motion of everyday objects................................................................................ 49 MW3 Investigate the relationship among distance, time, and speed for objects that undergo uniform motion

.................................................................................................................................................................... 51 MW4 Investigate the relationship among speed, time, and acceleration for objects that undergo uniformly

accelerated motion .................................................................................................................................... 54

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MW5 Analyze graphically and mathematically the relationship among distance, speed, time, and acceleration for objects that undergo simple linear motion or uniformly accelerated motion............. 56

Physical Science: Chemical Reactions................................................................................................................ 59 Unit Overview ........................................................................................................................................................ 59 Foundational and Learning Objectives ................................................................................................................ 61 CR1 Observe common chemical reactions in your world..................................................................................... 61 CR2 Represent chemical reactions symbolically using models, word equations, and balanced chemical

equations.................................................................................................................................................... 64 CR3 Identify characteristics of chemical reactions involving organic compounds ............................................ 67 CR4 Identify factors that affect the rates of chemical reactions......................................................................... 69 CR5 Investigate chemical reactions involving acids and bases .......................................................................... 71 Earth and Space Science: Weather Dynamics ................................................................................................... 73 Unit Overview ........................................................................................................................................................ 73 Foundational and Learning Objectives ................................................................................................................ 75 WD1 Explore the causes and impact of severe weather in Canada.................................................................... 75 WD2 Analyze meteorological data ........................................................................................................................ 78 WD3 Explain the principles of weather................................................................................................................ 81 WD4 Forecast local weather conditions................................................................................................................ 85 WD5 Identify consequences of global climate change.......................................................................................... 87 References............................................................................................................................................................ 90 Suggested Readings ............................................................................................................................................ 91

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Acknowledgements Saskatchewan Learning gratefully acknowledges the professional contributions and advice given by the following members of the Science Reference Committee: Dr. Glen Aikenhead, Assistant Professor College of Education University of Saskatchewan

Mr. Herman Michell, Assistant Professor Department of Science First Nations University of Canada

Mr. Liam Choo-Foo Director of Education Swift Current School Division (LEADS)

Mr. Ron Ray, Teacher Big River First Nations Saskatchewan Teachers’ Federation (STF)

Mr. Wayne Clark, Teacher Yorkton Public School Division Saskatchewan Teachers’ Federation (STF)

Mr. Les Richardson, Teacher Turtleford School Division Saskatchewan Teachers’ Federation (STF)

Ms. Laura Fenwick, Teacher Moose Jaw Public School Division Saskatchewan Teachers’ Federation (STF)

Dr. Tom Steele, Professor College of Arts and Sciences University of Saskatchewan

Ms. Barb Frazer, Manager Sciences Program Federation of Saskatchewan Indian Nations

Dr. Warren Wessel, Associate Professor Faculty of Education University of Regina

Mr. Duane Johnson, Teacher Saskatoon East School Division Saskatchewan Teachers’ Federation (STF)

Ms. Ruth Wilson, Teacher Rosetown School Division Saskatchewan Teachers’ Federation (STF)

Previous Advisory Committee contributors include: Mr. Dean Elliott, Dr. Norma Fuller, Mr. Thomas Ash Saskatchewan Learning wishes to thank many others who contributed to the development of these guidelines: • Science Program Team • in-house consultants • field test/pilot teachers • other field personnel. This document was written by Dean Elliott, Science Consultant, under the direction of the Science and Technology Unit, Curriculum and Instruction Branch, Saskatchewan Learning.

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Science Program Philosophy and Purpose The philosophy and spirit of science education in Saskatchewan is reflected in this curriculum, in the documents developed to support the new curriculum, and in materials designed and utilized for implementation. In addition, the philosophy for science education builds on and supports the concept of Core Curriculum in Saskatchewan. The purpose of the Science 10 curriculum is to help all students, regardless of gender or cultural background, develop scientific literacy. Scientific literacy is an evolving combination of the science-related attitudes, skills, and knowledge students need to develop inquiry, problem-solving, and decision-making abilities, to become lifelong learners, and to maintain a sense of wonder about the world around them. A person who is scientifically literate is able to distinguish science from pseudoscience, evidence from propaganda, fact from fiction, knowledge from opinion, theory from dogma, and data from myth and folklore (Hurd, 1998). Diverse learning experiences based on the foundational objectives in this curriculum guide will provide students with many opportunities to explore, analyze, evaluate, synthesize, appreciate, and understand the interrelationships among science, technology, society, and the environment (STSE) that will affect their personal lives, their careers, and their future. Although the particular context of these learning experiences will vary among classrooms, the overall scope and focus of Science 10 will include the following broad areas of emphasis: • a science inquiry emphasis, in which students address questions about the nature of things, involving

broad exploration as well as focussed investigations • a problem-solving emphasis, in which students seek answers to practical problems requiring the

application of their science knowledge in new ways • a decision-making emphasis, in which students identify questions or issues and pursue science

knowledge that will inform the question or issue. Each of these areas of emphasis provides a potential starting point for engaging in an area of exploration within Science 10. These studies may involve a variety of learning approaches for exploring new ideas, for developing specific investigations, and for applying the ideas that are learned. To achieve the vision of scientific literacy, students must increasingly become engaged in the planning, development, and evaluation of their own learning activities. In the process, students should have the opportunity to work collaboratively with others, to initiate investigations, to communicate findings, and to complete projects that demonstrate learning.

Science 10 Topics The topics of study in Science 10, which will serve as the context for developing scientifically literate students, include: • Sustainability of Ecosystems • Chemical Reactions • Motion in Our World • Weather Dynamics.

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Foundation Statements for Scientific Literacy - An Overview In light of the vision for scientific literacy and the need to develop scientifically literate students in Canada, four foundational statements delineate the four critical aspects of students’ scientific literacy. These foundations are outlined in the Common Framework of Science Learning Outcomes K to 12 (Council of Ministers of Education, Canada, 1997). The foundational and related learning objectives for each of the units of study derive from these four foundational areas. Foundation 1: Science, technology, society, and the environment (STSE) Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology. Foundation 2: Knowledge Students will construct knowledge and understandings of concepts in life science, physical science, and earth and space science, and apply these understandings to interpret, integrate, and extend their knowledge. Foundation 3: Skills Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions. Foundation 4: Attitudes Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, and the environment.

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Foundation Statements for Scientific Literacy - In-depth Foundation 1: Science, technology, society, and the environment (STSE) This foundation is concerned with understanding the scope and character of science, its connections to technology, and the social context in which it is developed. Three major dimensions address this foundation. Nature of science and technology Science provides an ordered way of learning about the nature of things, based on observation and evidence. Through science, we explore our environment, gather knowledge, and develop ideas that help us interpret and explain what we see. Scientific activity provides a conceptual and theoretical base that is used in predicting, interpreting, and explaining natural and technological phenomena. Science is driven by a combination of specific knowledge, theory, and experimentation. Science-based ideas are continually being tested, modified, and improved as new knowledge and explanations supersede existing knowledge and explanations. Relationships between science and technology Technology is concerned with solving practical problems that arise from human needs. Historically, the development of technology has been strongly linked to the development of science, with each making contributions to the other. While there are important relationships and interdependencies, there are also important differences. Where the focus of science is on the development and verification of knowledge, in technology the focus is on the development of solutions, involving devices and systems that meet a given need within the constraints of the problem. The test of science knowledge is that it helps us explain, interpret, and predict; the test of technology is that it works – it enables us to achieve a given purpose. Social and environmental contexts of science and technology The history of science shows that scientific development takes place within a social context. Many examples can be used to show that cultural and intellectual traditions have influenced the focus and methodologies of science, and that science in turn has influenced the wider world of ideas. Today, societal and environmental needs and issues often drive research. As technological solutions have emerged from previous research, many of the new technologies have given rise to complex social and environmental issues. Increasingly, these issues are becoming part of the political agenda. The potential of science to inform and empower decision making by individuals, communities, and society is a central role of scientific literacy in a democratic society. Foundation 2: Knowledge This foundation focuses on the subject matter of science including the theories, models, concepts, and principles that are essential to an understanding of each science area. For organizational purposes, this foundation is framed using widely accepted science disciplines. Life Science Life science deals with the growth and interactions of life forms within their environments in ways that reflect the uniqueness, diversity, genetic continuity, and changing nature of these life forms. Life science includes such fields of study as ecosystems, biological diversity, the study of organisms, the study of the cell, biochemistry, genetic engineering, and biotechnology. Physical Science Physical science, which encompasses chemistry and physics, deals with matter, energy, and forces. Matter has structure, and there are interactions among its components. Energy links matter to gravitational, electromagnetic, and nuclear forces in the universe. The conservation laws of mass and energy, momentum, and charge are addressed in physical science. Earth and Space Science Earth and space science brings global and universal perspectives to student knowledge. Earth, our home planet, exhibits form, structure, and patterns of change as does our surrounding solar system and the physical universe beyond it. Earth and space science includes such fields of study as geology, meteorology, and astronomy.

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Foundation 3: Skills This foundation is concerned with the skills that students develop in answering questions, solving problems and making decisions. While these skills are not unique to science, they play an important role in the development of scientific understandings and in the application of science and technology to new situations. Four broad skill areas are outlined in this curriculum. Each skill area is developed at each grade level with increasing scope and complexity of application. Initiating and planning These are the skills of questioning, identifying problems, and developing preliminary ideas and plans. Performing and recording These are the skills of carrying out a plan of action, gathering evidence by observation, and manipulating materials and equipment. Analyzing and interpreting These are the skills of examining information and evidence, processing and presenting data so that it can be interpreted, and interpreting, evaluating, and applying the results. Communication and teamwork In science, as in other areas, communication skills are essential at every stage where ideas are being developed, tested, interpreted, debated, and agreed upon. Teamwork skills are also important as the development and application of science ideas is a collaborative process both in society and in the classroom. Foundation 4: Attitudes This foundation focuses on encouraging students to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, and the environment. This foundation identifies six categories in which science education can contribute to the development of attitudinal growth. Appreciation of science Students will be encouraged to appreciate the role and contributions of science in their lives, and to be aware of its limits and impacts. Interest in science Students will be encouraged to develop enthusiasm and continuing interest in the study of science. Scientific inquiry Students will be encouraged to develop attitudes that support active inquiry, problem solving, and decision making. Collaboration Students will be encouraged to develop attitudes that support collaborative activity. Stewardship Students will be encouraged to develop responsibility in the application of science and technology in relation to society and the natural environment. Safety Students will be encouraged to demonstrate a concern for safety in science and technology contexts.

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Core Curriculum Components and Initiatives Saskatchewan’s Core Curriculum encompasses seven Required Areas of Study, six Common Essential Learnings, the Adaptive Dimension, and Locally-determined Options. Core Curriculum also includes broad initiatives that guide the selection of teaching materials, as well as instruction, in the classroom. These initiatives include Indian and Métis Content and Perspectives, Multiculturalism, Gender Equity, Resource-based Learning, and Career Development. For further information, refer to Core Curriculum: Principles, Time A ocat ons, and Credit Policy (Saskatchewan Education, 2000).

Required Areas of Study The seven required areas of study within the Core Curriculum are language arts, mathematics, science, social studies, health education, arts education, and physical education. Science at the Grade 10 level is a compulsory course for all students.

Common Essential Learnings (CELs) A key component of Core Curriculum is the six Common Essential Learnings (CELs) which serve as the foundation for all content areas. Objectives from each of the CELs have been integrated into the foundational and learning objectives of each unit of study in Science 10. All objectives related to the CELS can be found in Object ves for the Common Essential Learnings (C.E.L.s) (Saskatchewan Education, 2000) at www.sasklearning.gov.sk.ca/docs/policy/cels/index.html. The Common Essential Learnings (CELs) are described briefly below. Independent Learning involves the creation of opportunities and experiences necessary for students to become capable, self-reliant, self-motivated, and lifelong learners who see learning as an empowering activity of great personal and social worth. Personal and Social Development deals with the personal, moral, social, and cultural aspects of each school subject and has as a major objective the development of responsible and compassionate citizens who understand the rational basis for moral claims. Critical and Creative Thinking is intended to help students develop the ability to create and critically evaluate ideas, processes, experiences, and objects related to science. Communication focuses on improving students’ understanding of language use in science. Numeracy involves helping students to develop a level of competence that allows them to use mathematical concepts in science. Technological Literacy helps students appreciate that technology and science are interrelated and dependent on each other. The following symbols are used to refer to the Common Essential Learnings throughout this curriculum guide. COM Communication CCT Critical and Creative Thinking IL Independent Learning NUM Numeracy PSD Personal and Social Development TL Technological Literacy For further information, see Understanding the Common Essen ial Learn ngs: A Handbook for Teachers (Saskatchewan Education, 1988).

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Adaptive Dimension Student diversity exists in every science classroom. Every instructional grouping is characterized by diversity of achievement, ability, interest, motivation, and needs. It is through the Adaptive Dimension that the classroom teacher accommodates the individual differences of the members of the class. It encourages teachers:

“... to make adjustments in approved educational programs to accommodate diversity in student learning needs. It includes those practices the teacher undertakes to make curriculum, instruction, and the learning environment meaningful and appropriate for each student” (The Adaptive Dimension in Core Curriculum, Saskatchewan Education, 1992).

The Adaptive Dimension does not allow the changing or elimination of learning or foundational objectives. It does support the adaptation of instruction, assessment, and the learning environment in order to meet the needs of the students while addressing foundational and related learning objectives. The Adaptive Dimension enables the teacher to: • provide background knowledge or experience for a student when it is lacking • provide program enrichment and/or extension when it is needed • address students’ cultural needs • accommodate community needs • increase curriculum relevance for students • provide variety in learning materials, including community resources.

Indian and Métis Content and Perspectives It is an expectation that Indian and Métis content and perspectives be integrated into all programs related to the education of kindergarten to grade 12 students in Saskatchewan, whether or not there are Indian and Métis students in a particular classroom. All students benefit from knowledge about the Indian and Métis peoples of Saskatchewan. It is through such knowledge that misconceptions and bias can be eliminated. Indian and Métis students in Saskatchewan have varied cultural backgrounds and come from geographic areas encompassing northern, rural, and urban environments. Care must be taken to ensure teachers utilize a variety of teaching methods that build upon the knowledge, cultures, and learning styles students possess. Integrating Indian and Métis perspectives into the science program requires a multi-faceted approach. This approach begins with understanding and respecting Indigenous knowledge and ways of knowing. Indigenous knowledge and ways of knowing often seem at odds with contemporary, scientific views of knowing. Thus, teachers and students may question why these ways of knowing should be incorporated into and addressed in science courses. An inclusive science curriculum respects the variety of worldviews that various cultures use to understand and explain their relationships with the natural world. Indigenous perspectives are holistic, and focus on understanding concepts at a macro level, and then looking for specific examples that incorporate that knowledge. Inherent in these perspectives is an understanding of the relationships between the living and non-living, and a need to respect cultural values when exploring nature. Contemporary scientific approaches are generally characterized as reductionist, focusing first on the micro level of understanding, then progressing to the major macro concepts and connections. This dichotomy in worldviews creates a challenge for teachers of classes that contain a mix of students of various heritages. A second facet of this approach capitalizes on the responsibility and authority of teachers to adapt instruction in order to be responsive to the interests and needs of their students and local communities, while still respecting the foundational and related learning objectives. This might mean that students in Northern Saskatchewan examine the sustainability of ecosystems from a perspective that is quite different from students in a large urban school. All of the units in Science 10 should be addressed from a personal, local, and community perspective.

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A third facet of integrating Indian and Métis content and perspectives into Science 10 recognizes the need for Indian and Métis students to experience greater success in science classes. Teachers might address this need by bringing in Indian and Métis role models (may or may not include Elders), identifying Indian and Métis contributions towards our understanding of the natural world, and equally valuing Indigenous perspectives and understandings of the natural world along with scientific perspectives. A fourth facet can be accomplished through the creation of cross-cultural units of study. This approach requires teachers to work collaboratively with members of the Indian and Métis communities to choose topics and instructional approaches that reflect Indigenous understandings and that also address curricular objectives. The final responsibility for accurate and appropriate integration of Indian and Métis content and perspectives into science instruction rests with teachers. The STSE emphasis of the science curricula provides teachers with many opportunities to begin this process. The following points summarize expectations for integrating Indian and Métis content and perspectives in curricula, materials, and instruction in Science 10: • concentrate on positive and accurate images • reinforce and complement beliefs and values • include historical and contemporary insights • reflect the legal, political, social, economic, and regional diversity of Indian and Métis peoples • affirm life experiences and provide opportunity for expression of feelings. Guidelines in Diverse Voices: Selec ing Equ table Resources for Indian and Métis Education (Saskatchewan Education, 1992) can assist teachers and students in selecting resources, and in understanding forms of bias in resources that inaccurately portray Indian and Métis peoples.

Multiculturalism A multicultural perspective that reflects the experiences and cultures of all students should permeate the Science 10 program. The classroom experience for each student in Science 10 should positively reflect: • the recognition that all students can learn and do science • a multicultural perspective recognizing the various cultural groups both within the classroom and the

country • an awareness of stereotyping and generalization by respecting and responding to differences among

individuals within the same culture • that class, gender, region, and religion all influence individuals and that there is a fine line between

generalizing and stereotyping • not only the contributions to science from various cultures, but also the contexts and connections that it

can have to all cultures. Instructional strategies that enable students to learn the processes and ideas of science through practical experiences are especially beneficial in addressing the needs of students from various cultures. All students should participate meaningfully in a variety of hands-on experiences including experiments and investigations to learn science and about science from various perspectives. Teachers should be aware that many words used in Science 10 may have different meanings in various cultures. A particularly difficult language and vocabulary challenge arises for students for whom English is not a first language. These students often understand far more than they are able to articulate. Thus they benefit from being provided multiple opportunities and formats to represent knowledge. Some researchers believe that learning science requires many students to cross borders from the subcultures of their families and communities into the subculture of science and of school science (Aikenhead, 1996). Teachers can facilitate this border crossing by communicating with parents that school science includes more than the recitation of facts; rather, it requires active involvement by students in developing their own understanding of the natural world that respects personal cultural beliefs and scientific principles. For further information, see Multicu tural Educat on (Saskatchewan Education, 1994).

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Gender Equity Saskatchewan Learning is committed to providing quality education for all students. Expectations based primarily on gender limit students’ ability to develop to their fullest potential. While some stereotypical views and practices have disappeared, others remain. It is the responsibility of schools to create an educational environment free of gender bias. Increased understanding can facilitate this along with the use of gender balanced material and non-sexist teaching strategies. Both female and male students need encouragement to explore non-traditional, as well as traditional, career options in science and technology related fields. The following suggestions adapted from Gender Equity: A Framework for Practice (Saskatchewan Education, 1992) can help teachers in the creation of an equitable learning environment in science classrooms: • Select resources that reflect the current and evolving roles of women and men in science and technology. • Acknowledge the accomplishments of women and men in science and technology. • Discuss any gender-biased material with which students may come in contact. • Have equally high expectations for both female and male students. • Spend an equitable amount of time with all students regardless of gender. • Allow equal opportunity for input and response from female and male students. • Incorporate diverse groupings in the classroom, particularly in laboratory settings. Allow all students

equitable hands-on laboratory experiences. Each student should be given opportunities to participate in all roles through lab activities (i.e., data recorder, group leader, presenter, equipment set-up and clean-up).

• Encourage all students to participate in all roles in co-operative learning activities. • Model gender-fair language in all interactions. • Teach and model respectful listening.

Resource-based Learning Resource-based instruction is an approach to learning in which students use a variety of types of resources to achieve foundational and related learning objectives. Some possible resources are: books, magazines, films, audio and video tapes, computer software and databases, on-line resources, commercial kits, maps, community resources, museums, field trips, pictures, real objects and artifacts, and media production equipment. Resource-based learning reflects a student-centred approach to instruction. It offers students opportunities to choose, to explore, and to discover. Students who are encouraged to make choices in an environment rich in resources where thoughts and feelings are respected are well on the way to becoming autonomous learners. Resource-based learning is an integral part of all units in the Science 10 program. The bibliography developed to support this curriculum will assist teachers in incorporating a variety of resources from different media into each unit. The bibliography contains annotations of current, useful resources including print, video, Internet sites, and other media selections. Teachers are encouraged to assess their current resource collection, identifying those that continue to be useful, and to acquire new resources in order to provide students with a broad range of perspectives and information. In science, it is important to: • consider a wide range of graphic, visual, auditory, and human resources in course planning • create a classroom environment rich in resources • encourage students to read widely, including science news, fiction, and non-fiction • model resource use by acting as a co-learner with students and by using a wide range of materials and

resource people • incorporate resources and research skills in appropriate lessons • encourage students to determine for themselves the skills and resources needed to accomplish a learning

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• incorporate resource-based assignments and unit projects for students • collaborate with resource centre staff and other teachers in planning and teaching units • encourage students to explore a variety of sources, databases, and resource centres for both information

and enjoyment • encourage students to draw upon appropriate human resources in their own communities • choose resources that are representative of various cultural groups, both genders, different historical

periods, different countries, and various age groups and abilities. Resources should not be used solely because they are available. Teachers need to reflect upon the relevance and appropriateness of any resource that might be used in the teaching of Science 10. For further information, see Resource-Based Learning Po cy, Guidelines and Responsibil t es for Saskatchewan Learning Resource Centres (Saskatchewan Education, 1987), and Selecting Fair and Equ tab e Learning Materials (Saskatchewan Education, 1991).

Career Development Saskatchewan Learning is committed to the infusion of career development competencies across curricula and to connecting learning to life/work as part of a broad career development strategy for Saskatchewan. Saskatchewan students will be better equipped to achieve fulfillment in personal, social, and work roles through exposure to a career building process. In 2001, the Department adopted the Bluepr nt for Life/Work Designs as the scope and sequence for the integration of career development competencies into Core Curriculum. The Blueprint outlines the skills, knowledge, and attitudes that are essential tools for effectively managing life/work development. This framework, which describes career development competencies from early childhood through adulthood, was developed through the collaboration of representatives of Canadian provinces and territories and is published by the National Life/Work Centre, a not-for-profit organization that supports career development. The cornerstone of the Blueprint is the matrix of eleven competencies grouped into three sections: personal management, learning and work exploration, and life/work building. The career development framework includes the continuous development of the following competencies: A. Personal Management:

1. Building and maintaining a positive self-image 2. Interacting positively and effectively with others 3. Changing and growing throughout one’s life

B. Learning and Work Exploration:

4. Participating in lifelong learning supportive of life/work goals 5. Locating and effectively using life/work information 6. Understanding the relationship between work and society/economy

C. Life/Work Building:

7. Securing, creating, and maintaining work 8. Making life/work enhancing decisions 9. Maintaining balanced life and work goals 10. Understanding the changing nature of life/work roles 11. Understanding, engaging in, and managing one’s own life/work building processes.

Each of the eleven competencies has been further categorized into four developmental levels roughly corresponding to Elementary (Level I), Middle (Level II), Secondary (Level III), and Adult (Level IV). Within each level of a competency are a number of general learning objectives, referred to in the Bluepr nt as indicators. These objectives are grouped within learning stages of acquisition, application, personalization, and actualization. A comprehensive description of the eleven career development competencies may be

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found at www.blueprint4life.ca. To include competencies and indicators from another level may be appropriate, at times, to meet the developmental needs of individual students. This curriculum guide reflects the career development competencies within learning objectives and suggested teaching strategies and activities.

Assessment and Evaluation Assessment and evaluation are key aspects of the education process in Saskatchewan schools. Assessment refers to the collecting of information on the progress of students’ learning using a variety of processes and tools (e.g., checklists, performance assessments, tests). Evaluation refers to making judgements on the basis of the information collected. Reporting refers to communicating the results. Planning for assessment and evaluation should be an integral component of course, unit, and lesson planning. There needs to be congruence between learning objectives, resources, activities, and assessments. Five general guiding principles provide a framework to assist teachers in planning for student evaluation: 1. Evaluation is an essential part of the teaching-learning process. It should be a planned, continuous

activity that is closely linked to both curriculum and instruction. 2. Evaluation should be guided by the intended learning outcomes of the curriculum, and a variety of

assessment strategies should be used. 3. Evaluation plans should be communicated in advance. Students should have opportunities for input to

the evaluation process. 4. Evaluation should be fair and equitable. It should be sensitive to family, classroom, school, and

community situations; it should be free of bias. Students should be given opportunities to demonstrate the extent of their knowledge, understandings, skills, and attitudes.

5. Evaluation should help students. It should provide positive feedback and encourage students to participate actively in their own learning.

As discussed in Student Eva uation: A Teacher Handbook (Saskatchewan Education, 1991), there are three main types of student evaluation: diagnostic, formative, and summative. • Diagnostic evaluation usually occurs at the beginning of the school year or before a unit of instruction to

identify prior knowledge, interests, or skills of students about the topic. This information can then be used to direct and inform instructional practices and, therefore, student learning. Diagnostic evaluation may be brief, informal, and conducted orally. The Pre-Instructional Questions are designed to serve as a diagnostic evaluation tool for each Foundational Objective in Science 10.

• Formative evaluation is an ongoing classroom process that keeps students and educators informed of

students’ progress. Reflection upon the data and information collected through formative evaluations can be used to improve the instructional and learning processes. The focus of formative evaluation should not be to grade students.

• Summative evaluation occurs most often at the end of a unit, to determine what has been learned over a

period of time. Summative evaluations are most often used to report student progress relative to the curriculum to students, parents, and other educators but these evaluations can be used to influence future instructional practices and student learnings.

Methods of Data Recording If the goal of assessment is to obtain a valid and reliable picture of a student’s understanding and achievement, evidence must come from a variety of sources. These sources may include oral presentations, performance tasks, interviews, written work, test stations, performance assessments, observations, or various combinations of these. Examples of written work include projects, homework assignments or activities, lab reports, field notes, reflective journals, concept maps, essays, quizzes, and exams. Records of a student’s progress may include anecdotal records, portfolios, and scientific journals. Rating scales and observation checklists are also helpful devices to record evidence of a student’s continued growth in understanding. The advantage of using several types of assessments is that a student’s understanding can

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be continuously monitored. In addition, because students differ in their perceptions and thinking styles, it is crucial to provide opportunities for students to demonstrate their individual capabilities in various ways. Continuous use of a single type of assessment can frustrate students, diminish their self-confidence, and make them feel anxious about science. While a single assessment technique can provide a snapshot, it cannot provide a comprehensive view of what a student knows and can do. A variety of assessment techniques are needed to complete the entire picture. Also, to provide authentic information about student progress, there should be congruence between intended learning outcomes, learning activities, and assessment techniques. This linkage provides for curriculum-referenced assessment. Teachers determine the instructional strategy and method that will be used to achieve a grouping of learning objectives and then choose appropriate assessment techniques. Suggested ways of keeping track of student achievement are described below. Anecdotal RecordsAnecdotal records are written descriptions of regular student progress. Anecdotal records can be used to keep track of students’ ability to work in groups, ability to work safely when conducting a lab activity or investigation, conduct themselves appropriately for an invited speaker, or work independently to complete a research project. Observation ChecklistsObservation checklists are a quick way of assessing knowledge, specific skills, or attitudes. A list of specific criteria gives the teacher the opportunity to assess several students over a short time. Students should be aware of the criteria before observation assessment takes place. Students can use these checklists and rating scales to monitor progress. Observation checklists are often used in science to assess student performance in lab activities. Rating ScalesRating scales have the same use as observation checklists with one essential difference. While checklists record the presence or absence of a particular knowledge item, skill, or process, rating scales record the degree to which the item is found or rate the quality of the performance. A rating scale can be adapted into a rubric. RubricsRubrics include criteria that describe each level of a rating scale and are used to determine student progress in comparison to these expectations. Rubrics describe the attributes of student knowledge or achievements on a numbered continuum. Choosing criteria that are easily observed prevents vagueness and increases objectivity. Homework Homework may be considered an instructional method and/or an assessment technique. When homework is assigned as an assessment technique, students need to know what criteria will be used in assessing the work. Phases of the Evaluation Process Although the evaluation process does not always happen sequentially, it can be viewed as cyclical with four phases: preparation, assessment, evaluation, and reflection. The evaluation process involves the teacher as decision maker throughout all four phases. • In the preparation phase, decisions are made which identify what is to be evaluated, the type of

evaluation (formative, summative, or diagnostic) to be used, the criteria against which student learning outcomes will be judged, and the most appropriate assessment strategies with which to gather information on student progress. The teacher’s decisions in this phase form the basis for the remaining phases.

• During the assessment phase, the teacher identifies information-gathering strategies, constructs or selects instruments, administers them to the student, and collects the information on student learning

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progress. The teacher continues to make decisions in this phase. The identification and elimination of bias (such as gender and culture bias) from the assessment strategies and instruments, and the determination of where, when, and how assessments will be conducted are examples of important considerations for the teacher.

• During the evaluation phase, the teacher interprets the assessment information and makes judgements about student progress. Based on the judgements or evaluations, teachers make decisions about student learning programs and report on progress to students, parents, and appropriate school personnel.

• The reflection phase allows the teacher to consider the extent to which the previous phases in the evaluation process have been successful. Specifically, the teacher evaluates the utility and appropriateness of the assessment strategies used, and such reflection assists the teacher in making decisions concerning improvements or modifications to subsequent teaching and evaluation.

Assessment and evaluation in Science 10 should reflect the foundations of scientific literacy: STSE, Skills, Knowledge, and Attitudes, and the Common Essential Learnings Objectives, many of which are embedded into the learning objectives. Learning objectives give direction to, but should not be the main focus of, summative student evaluation or curriculum assessment. For the most part, teachers assess the learning objectives informally and routinely as part of their daily classroom responsibilities. Learning objectives should be assessed for diagnostic purposes, to help teachers’ better plan for enrichment, review, individual assistance or assignments. Foundational objectives form the basis for curriculum assessment and student evaluation. There is no prescribed allocation of grades for any particular component of the course. Although multiple assessment tools are used to collect student learning data throughout the course, it is not necessary that each item contribute to a midterm or final mark. Midterm and end of semester evaluation may be based upon a weighting of categories throughout the course, or teachers may choose to provide a mark for each unit. Unit marks could then be weighted to provide a grade at reporting periods.

Assessment and Evaluation Templates Many examples of assessment and evaluation templates can be found in the Teacher’s Guides accompanying the key resources as well as through on-line searches. Teachers are encouraged to adapt these samples to fit their needs.

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Implementing Science 10 To help all students learn, teachers need several kinds of knowledge about learning. According to Shulman (1986), that knowledge includes: • Subject matter knowledge: Knowledge of foundational ideas and conceptual schemes, data, and

procedures within a specific subject matter area. • Pedagogical knowledge: Knowledge of generic principles and strategies of classroom instruction (e.g.,

instructional models and integration of technology) and management. • Pedagogical content knowledge: The way of representing and formulating subject matter knowledge that

makes it comprehensible to others (i.e., knowledge of how to transform and represent subject matter so that it is comprehensible to students or others).

• Knowledge of schools: Knowledge of educational contexts, (i.e., the place of the classroom in the school,

the school in the community, and other social contexts). • Knowledge of learners: Knowledge of all aspects of intellectual, social, and emotional development of all

students regardless of cultural, social, and ethnic background. • Curricular knowledge: Knowledge of development and implementation of programs and materials. While it is beyond the scope of this curriculum to address all of these areas in depth, the following pages include information with respect to these topics as they relate specifically to Science 10.

Grade 10: A Transition from Middle Level to Specific Disciplines The structure of Science 10 is similar to elementary and middle years science in that each grade is comprised of units from the disciplines of life science, physical science, and earth science. For most students, this will be their last opportunity to participate in a science course that contains units from multiple disciplines. Teachers should recognize that the goal of Science 10 is more than simply to prepare students for the senior sciences, although most students will enrol in at least one of the senior sciences; some will enrol in three. Teachers need to engage students in authentic activities that are relevant for their students’ current lives while addressing the foundational and learning objectives of Science 10. This is also a transition year for many students, as they become more independent and wish to be more involved in decision making. They have developed more interests outside of school and have a need to connect their personal interests to their in-school learning. Students of this age are social beings and may be very concerned about their relationships with friends and classmates. Simultaneously, students may be undergoing growth spurts and bodily changes. As a result, students may be less comfortable in presenting in front of their peers. These students are also capable of increasingly abstract thought, and are striving to be more independent and autonomous. Teachers can capitalize on these changes by encouraging students to take more responsibility for their own learning and to relate their learning to their own lives.

Instructional Strategies Decision making regarding instructional strategies requires teachers to focus on curriculum objectives, the prior experiences and knowledge of students, student interests, student learning styles, and the developmental levels of the learner. Such decision making relies on linking ongoing student assessment to learning objectives and processes.

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Although instructional strategies can be categorized, the distinctions are not always clear-cut. For example, a teacher may provide information through the lecture method (from the direct instruction strategy) while using an interpretive method to ask students to determine the significance of information that was presented (from the indirect instruction strategy). Five categories of instructional strategies are described below. Direct instruction Direct instruction, a highly teacher-directed strategy, includes methods such as lecture, didactic questioning, explicit teaching, practice and drill, and demonstrations. Direct instruction is effective for providing information such as lab safety guidelines or developing step-by-step skills. This strategy also works well for introducing other teaching methods, or actively involving students in knowledge construction. Indirect instruction Inquiry, induction, problem solving, decision making, and discovery are terms that are sometimes used interchangeably to describe indirect instruction. Indirect instruction is primarily learner-centred and includes methods such as reflective discussion, concept formation, concept attainment, cloze procedure, and guided inquiry. Indirect instruction seeks a high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses, all of which are highly valued in science. It takes advantage of students’ interest and curiosity, often encouraging them to generate alternatives or solve problems. It is flexible in that it frees students to explore diverse possibilities and reduces the fear associated with the possibility of giving incorrect answers. Indirect instruction also fosters creativity and the development of interpersonal skills and abilities. Students often achieve a better understanding of the material and ideas under study and develop the ability to draw on these understandings. Inquiry Inquiry is at the heart of science instruction. Inquiry is a multifaceted activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning investigations; reviewing what is already known in light of experimental evidence; using tools to gather, analyze, and interpret data; proposing answers, explanations, and predictions; and communicating the results. Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations. (National Research Council, 1996, p. 23) At this grade, students should develop sophistication in their abilities and understanding of scientific inquiry. Students should be able to: • identify questions and concepts that guide scientific investigations • design and conduct scientific investigations • use technology and mathematics to improve investigations and communication • formulate and revise scientific explanations and models using logic and evidence • recognize and analyze alternative explanations and models • communicate and defend a scientific argument. Teachers need to ensure that topics for science investigations are meaningful to students. Topics may come from current events, relevant local and global STSE issues, and student questions. Some investigations may begin with little meaning for students but develop meaning through active involvement, continued exposure, and growing skill and understanding. Interactive instruction Interactive instruction relies heavily on discussion and sharing among participants. Students can learn from peers and teachers to develop social skills and abilities, to organize their thoughts, and to develop rational arguments. The interactive instruction strategy allows for a range of groupings and interactive methods. These may include total class discussions, small group discussions or projects, or student pairs or triads working on assignments together. It is important for the teacher to outline the topic, the amount of discussion time, the composition and size of the groups, and reporting or sharing techniques. Interactive instruction requires the refinement of observation, listening, interpersonal, and intervention skills and

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abilities by both teacher and students. Examples of interactive instruction instructional methods appropriate for science include deliberative dialogues, debates, role playing, tutorial groups and laboratory groups. This instructional method reflects the basic premise of science – that science is based on evidence that is shared publicly with others in order that they may attempt to establish the validity and reliability of the evidence. Experiential learning Experiential learning is inductive, learner centred, and activity oriented. Personalized reflection about an experience and the formulation of plans to apply learnings to other contexts are critical factors in effective experiential learning. Experiential learning can be viewed as a cycle consisting of five phases, all of which are necessary: • experiencing (an activity occurs) • sharing or publishing (reactions and observations are shared) • analyzing or processing (patterns and dynamics are determined) • inferring or generalizing (principles are derived) • applying (plans are made to use learnings in new situations). The emphasis in experiential learning is on the process of learning and not on the product. A teacher can use experiential learning as an instructional strategy both in and outside the classroom. For example, in the classroom students can build and stock an aquatic or terrestrial ecosystem or engage in a simulation. Outside the classroom they can, for example, observe scientists working to solve a problem, or conduct a public opinion survey. Experiential learning makes use of a variety of resources. Independent study Independent study refers to the range of instructional methods that are purposefully provided to foster the development of individual student initiative, self-reliance, and self-improvement. While student or teacher may initiate independent study, the focus here will be on planned independent study by students under the guidance or supervision of a classroom teacher. In addition, independent study can include learning in partnership with another individual or as part of a small group. Independent study encourages students to take responsibility for planning and pacing their own learning. Independent study can be used in conjunction with other methods, or it can be used as the single instructional strategy for an entire unit. The factors of student maturity and independence are obviously important to the teacher’s planning. Adequate learning resources for independent study are critical. The teacher who wishes to help students become more autonomous learners will need to support the development of their abilities to access and handle information. It is important to assess the abilities students already possess. These abilities often vary widely within any group of students. Specific skills and abilities may then be incorporated into assignments tailored to the capabilities of individual students. The co-operation of the teacher librarian and the availability of materials from the resource centre and the community provide additional support.

Facilities Adequate facilities and materials, by themselves, do not create a safe science class. They do contribute significantly to the ability of a teacher to deliver an activity-based science course. Proper use of the facilities and materials is also critical. Since the use of a wide range of instructional methods in Science 10 is desirable, more flexible teaching areas are useful. This might be a well-designed laboratory that can be reconfigured to accommodate small group discussions, small group and large group laboratory activities, lectures, research work, or other activities. Or, it may be a combination of two or more existing rooms. Some features of a good science laboratory/facility are: • two exits, remote from each other • master shut-off controls for the water, natural gas, and electrical systems which are easily accessible and

easy to operate • a spacious activity area where students can work without being crowded or jostled

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• safety equipment which is visible and accessible to all • a ventilation system which maintains negative pressure in the lab • enough electrical outlets to make the use of extension cords unnecessary with the plugs on a ground

fault interrupter system (or individually protected) • emergency lighting • separate, locked storage rooms and preparation rooms to which students’ access is restricted with

approved storage areas for all classes of chemicals in the school • adequate shelving so that materials do not have to be stacked, unless it is appropriate to store them that

way • an audiovisual storage area for charts, video and audio tapes, slides, and journals • a storage area for student materials.

Safety Safety in the classroom is of paramount importance. Other components of education (resources, teaching strategies, facilities) attain their maximum utility only in a safe classroom. Safety is no longer simply a matter of common sense. To create a safe classroom requires that a teacher be informed, be aware, and be proactive and that the students listen, think, and respond appropriately. Safety cannot be mandated by rule of law, or by teacher command or school regulation. Safety and safe practice are an attitude. Safe practice in the laboratory is the joint responsibility of the teacher and students. The teacher’s responsibility is to provide a safe environment and to ensure the students are aware of safe practice. The students’ responsibility is to act intelligently based on the advice which is given and which is available in various resources. Safety sessions are often offered at science teachers’ conventions. Many articles in science teachers’ journals provide helpful hints on safety. Professional exchange may provide teachers with ideas to strengthen safety practices. Teachers should encourage students to become aware that they must accept a large measure of the responsibility for their own safety. They can only do this if they are properly educated about what is safe. Once this education has begun, encourage the students to think about their actions. Such encouragement may take the form of safety-related questions on exams, preparing an outline of safety precautions in a laboratory activity as part of the pre-lab preparation for the activity, using a safety contract signed by the student, parent(s) and teacher, and the modeling of safe practice in the laboratory. Awareness is not something that can be learned as much as it is developed through a visible safety emphasis: safety equipment such as a fire extinguisher, a fire blanket, and an eye wash station prominently displayed; safety posters on the wall; a “safety class” with students at the start of the year; and regular emphasis on safety precautions while preparing students for activities. Six basic principles guide the creation and maintenance of a safe classroom: 1. Model safe procedures at all times. 2. Instruct students about safe procedures at every opportunity. Stress that students should remember to

use safe procedures when experimenting at home. 3. Close supervision of students at all times during activities, along with good organization, can avert

situations where accidents and incidents can occur. Inappropriate behaviours in a classroom, and more particularly in a laboratory, can result in physical danger to all present and destroy the learning atmosphere for the class.

4. Be aware of any health or allergy problems that students may have. 5. Display commercial, teacher-made, or student-made safety posters. 6. Take a first aid course. If an injury is beyond your level of competence to treat, wait until medical help

arrives.

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Normally, safety is understood to be concerned with the physical safety and welfare of persons, and to a lesser degree with personal property. The definition of safety can also be extended to a consideration of the well-being of the biosphere. The components of the biosphere (plants, animals, earth, air, and water) deserve the care and concern which we can offer. From knowing what wild flowers can be picked to considering the disposal of toxic wastes from chemistry laboratories, the safety of our world and our future depends on our actions and teaching in science classes. It is important that students practise ethical, responsible behaviours when caring for and experimenting with live animals. For further information, refer to the National Science Teachers Association (NSTA) position statement Guidelines for Responsible Use oAnima s in the Classroom (www.nsta.org). Safety in the science classroom includes the storage and disposal of chemicals. The Workplace Hazardous Materials Information System (WHMIS) regulations under the Hazardous Products Act govern storage and handling practices of chemicals in school laboratories. All school divisions should be complying with the provisions of the Act. Under WHMIS regulations, all employees involved in handling hazardous substances must receive training by their employer. If you have not been informed about or trained in this program, contact your Director of Education immediately. For more information, contact Health Canada or Saskatchewan Labour or see their respective websites. Additional information related to chemical storage and safety in Saskatchewan is identified in A Guide to Laboratory Safety and Chemica Management in School Science Activit es (Saskatchewan Environment and Public Safety, 1987). This document was initially distributed to all schools in the late 1980s. Additional copies are available through Saskatchewan Learning Curriculum Distribution Services.

Language and Communication in Science Language and its related communication skills and strategies are important tools for learning and communicating in science. The incorporation of the CEL of Communication into Science 10 supports the use of a wide range of language experiences in order to develop students’ understanding. In order to understand and use new ideas in science, students need to become literate in science. Literacy is “not limited to text…[but] relates to the ability to construe meaning in any of the forms used in the culture to create and convey meaning” (Eisner, 1991, p. 125). It involves a continuum of interrelated skills and strategies including: • listening and speaking • observing, viewing, and representing • reading and writing (Saskatchewan Learning, 2004). Students develop appropriate language skills in science when learning experiences extend beyond reading science textbooks, writing structured laboratory reports, and presenting posters about a science-related topic. While each of these is important, they are not the only components of a well-rounded science program. The STSE nature of Science 10 supports student inquiry into topics from multiple perspectives using all of the strands of language. For example, in all four units, students should conduct and synthesize research regarding relevant issues, state and defend positions, and present their ideas publicly. Ideas about developing language and understanding in science are presented below. Listening and Speaking Oral discourse is the foundation of literacy and of learning. Through listening and speaking, students in their science courses communicate their thoughts, experiences, information, and opinions, and they learn to understand key ideas and details, how to construct concepts, to speculate, to explain, and to clarify their thinking. Oral communication in science involves talking to others, speaking publicly, and presenting and debating ideas. Like scientists, students can learn to vary the formality of their language, especially the use of terminology, when addressing diverse audiences, yet to convey their message without distorting the science or overstating their claims. Students should have opportunities to present and defend their ideas in front of classmates and perhaps to a broader public through oral presentations such as role plays, deliberations,

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debates, or structured controversies. They also should learn to follow directions, to participate in discussions, to understand scientific concepts and principles, and to form opinions. Viewing and Representing Viewing and representing are also integral parts of communication and learning. They allow students to understand the ways in which images and language interact to convey ideas, values, and beliefs. Viewing enables students to acquire information and to appreciate the ideas and experiences of others. In science, students need to make sense of a variety of visual media such as diagrams, symbols, charts, photographs, videos, television, films, drama, drawings, and models. Representing enables students to both explore and communicate their ideas using a variety of media and formats, including tables, charts, sketches, scientific diagrams, illustrations, photographs, images or symbols, posters, three-dimensional objects or models, sounds, music, video presentations, multi-media productions, web site creation, and dramatizations. Students may use graphic organizers such as concept maps, Venn diagrams, flowcharts, taxonomic keys, and fishbone diagrams to illustrate their understanding. Students should be given opportunities to represent their science knowledge and understanding using a variety of these formats throughout each unit. Reading and Writing Reading and writing are powerful means of communicating and learning. Students in Science 10 should read to be informed, to perform tasks, and to understand the experiences and thoughts of others, particularly scientists. In reading to be informed, students are gathering information and/or explanations in order to understand an idea or concept. Information in many science texts is generally presented using a combination of brief textual passages and multiple visual representation systems (e.g., tables, graphs, pictures, equations, and charts). In reading to perform a task, students read in order to do something, such as to follow a set of procedures for a lab activity. In reading to understand the experiences and thoughts of others, students read mainly to gain insight into the personal feelings and ideas presented. Teachers should evaluate the type and level of, as well as the purpose for, the reading materials used with students. Texts and other reading materials should be chosen to match students’ reading levels and should address science concepts from multiple viewpoints, particularly STSE perspectives. Most texts that students will read in science will be expository (non-fiction), but there are also opportunities to use narrative (fiction and non-fiction) text to engage students while teaching science concepts. Students should read textbooks, magazines, journals, science news, fiction, and non-fiction accounts of science in order to understand how scientific concepts are embedded in various types of texts. Scientists write to inform, to persuade, to reflect, and to construct knowledge claims. Similarly, students should be given opportunities throughout Science 10 to engage in a range of writing to express current ideas about science in a form that students can examine and think about again. They should record observations in journals or field notebooks, write to reflect on new learning, and write to express their ideas to others. Student writing can support the three broad areas of emphasis of Science 10: science inquiry, problem solving, and decision making. Examples of such writing can include research reports, position papers, letters to the editor, and technical manuals. Vocabulary and Terminology in Science Every area of study uses words with specific meanings to communicate its key concepts. Knowing key terms and their related concepts helps students understand science and gives them a tool to talk about, write about, and represent those ideas. Students should learn this vocabulary or terminology not by memorizing definitions, but rather by observing and engaging with natural phenomena and using their own language to describe these phenomena. Once students demonstrate a conceptual understanding of particular phenomena, teachers should introduce appropriate scientific vocabulary to describe these phenomena. Students need to recognize that many common words (e.g., force, work, energy, cycle, weight, gravity) have specific meaning when used in the context of science. Students should also know that many science terms have operational definitions – that is, the definition describes how to measure the phenomena.

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Knowledge Development in Science Science is a way of understanding the natural world, using internally consistent methods and principles that are well described and understood by the scientific community. The principles and theories of science have been established through repeated experimentation and observation and have been refereed through peer review before general acceptance by the scientific community. Acceptance of a theory does not imply unchanging belief in a theory, or denote dogma. Instead, as new data become available, previous scientific explanations are revised and improved, or rejected and replaced. There is a progression from a hypothesis to a theory using testable, scientific laws. Many hypotheses are tested to generate a theory. Only a few scientific facts are considered natural laws (e.g., the Law of Conservation of Mass). Students and teachers should understand how scientists define and use the concepts of hypotheses, theories, and laws to aid in their understanding of the natural world. Hypothesis – A hypothesis is a tentative, testable generalization that may be used to explain a relatively large number of events in the natural world. It is subject to immediate or eventual testing by experiments. Hypotheses must be worded in such a way that they can be falsified. Hypotheses are never proven correct. Theory – A theory is an explanation for a set of related observations or events that also predicts the results of future observations. The explanation may consist of statements, equations, models, or a combination of these. A theory becomes a theory once the explanation is verified multiple times by separate groups of researchers. The procedures and processes for testing a theory are well-defined within each scientific discipline, but they vary between disciplines. No amount of evidence proves that a theory is correct. Rather, scientists accept theories until the emergence of new evidence that the theory is unable to adequately explain. At this point, the theory is discarded or modified to explain the new evidence. Law – A law is a generalized description, usually expressed in mathematical terms, that describes empirical behaviour under certain conditions.

Technology in Science 10 Technology-based resources should be considered an essential component for instruction in the Science 10 classroom. Technology is intended to extend our senses and capabilities and, therefore, is one part of the teaching toolkit. Individual, small group, or class reflection and discussions are required to connect the work with the technology to the conceptual development, understandings, and activities of the students. Some examples of using technology to support teaching and learning are listed below: • Data loggers permit students to collect and analyze data as scientists do, and perform observations over

very short or long periods of time enabling experiments that otherwise would be impractical. • Tutorial and multimedia software can engage students in meaningful interactive dialogue and creatively

employ graphics, sound, and simulations to promote acquisition of facts and skills, promote concept learning, and enhance understanding.

• Simulation software provides opportunities to explore concepts and models which are not readily accessible in the laboratory, such as those that require: o expensive or unavailable materials or equipment o hazardous materials or procedures o levels of skills not yet achieved by the students o more time than is possible or appropriate in a classroom.

• Databases and spreadsheets can facilitate the analysis of data via their organizational and visual representation capabilities.

• Networking among students and teachers permits students to emulate the way scientists work and, for teachers, reduce teacher isolation.

• Use of the Internet can be a means of networking with scientists, teachers, and students in other areas, gathering information and data, posting data and findings, and providing students with the most up-to-date information.

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Science Competitions In the previous Science 10 curriculum, Science Challenge was a separate unit which teachers could address through Science Fairs, Science Olympics, research projects, or extension activities for the core units. This curriculum regards those approaches as instructional methods suitable for students in any unit. Teachers may choose to treat science competition activities as an integral component of Science 10, or treat them similar to other extracurricular activities such as school sports and clubs. If science competitions are undertaken as a classroom activity, teachers should consider these guidelines, adapted from the National Science Teachers’ Association Posit on Statement on Science Compe itions: • Student and staff participation should be voluntary and open to all students. • Emphasis should be placed on the learning experience rather than the competition. • Science competitions should supplement and enhance other learning and support student achievement of

curriculum objectives. • Projects and presentations should be the work of the student, with proper credit given to others for their

contributions. • Science competitions should foster partnerships between students, the school, and the science

community. A science fair may be conducted solely at the school level, or with the intent of preparing students for competition in one of the regional science fairs, perhaps as a step towards the Canada Wide Science Fair. Although students may be motivated by prizes, awards, and possibility of scholarships, teachers should emphasize that the importance of doing a science fair project includes attaining new experiences and skills that go beyond science, technology, or engineering. Students learn to present their ideas to an authentic public that may consist of parents, teachers, and the top scientists in a given field. Grade 10 students who participate in a Science Fair should develop projects that are more sophisticated than the research level of projects that are appropriate for earlier grades. Grade 10 students should conduct an experiment, a study, or develop an innovation (see brief descriptions below): • An experiment is an original scientific experiment with a specific, original hypothesis. Students should

control all import variables and demonstrate appropriate data collection and analysis techniques. • A study involves the collection of data to reveal a pattern or correlation. Studies can include cause and

effect relationships and theoretical investigations of the data. Studies are often carried out using surveys given to human subjects.

• An innovation deals with the creation and development of a new device, model, or technique in a technological field. These innovations may have commercial applications or be of benefit to humans.

Youth Science Foundation Canada (www.ysf.ca) provides further information regarding science fairs in Canada.

Modelling in Science A scientific model is an idea or set of ideas that explains the causes of particular natural phenomena. Models are complex constructions that consist of conceptual objects (e.g., temperature, pressure) and processes (e.g., weather dynamics) in which the objects participate or interact. Scientists spend considerable time and effort building and testing models to further understanding of the natural world. Similarly, when engaging in the processes of science, students are constantly building and testing their own models of understanding of the natural world. Students may need help in learning how to identify and articulate their own models of natural phenomena. Activities that involve reflection and metacognition are particularly useful in this regard. (Refer to the objectives for the CEL of Critical and Creative Thinking for specific objectives related to the development of cognition, available on-line at: www.sasklearning.gov.sk.ca/docs/ policy/ce s/index html.) Models are representations of some aspects of physical phenomenon. They are never exact replicas of real phenomena; rather, models are simplified versions of reality, generally constructed in order to facilitate study of complex systems such as the atom, climate change, and biogeochemical cycles. Models may be

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entirely physical, mental, or mathematical or contain a combination of these elements. For example, when studying weather dynamics, students may create a “tornado in a bottle”, which is a physical analogue model that corresponds to the motion of winds in a tornado. Further along the continuum of models, climate change modeling requires the use of powerful computers that use real or modeled data to create visual representations of future changes. Mathematical models are used to represent the amount of heat that can be stored in a particular quantity of a substance such as earth, air, or water. When building and testing models, students should be able to identify the features of the natural phenomena that their model represents or explains and, just as importantly, identify which features are not represented or explained. Students should determine the usefulness of their model by judging whether the model helps in understanding the underlying concepts or processes. Students should realize that different models of the same phenomena may be needed in order to investigate or understand different aspects of the phenomena. For example, the Bohr model of the atom is only useful for describing orbits of atoms with a single electron, yet the concept of a Bohr model serves a useful purpose in explaining shell filling for all atoms.

Laboratory Work Laboratory work is often at the centre of scientific research. As such, it should also be an integral component of school science. The NSTA recommends that a minimum of 40 percent of the science instruction time should be spent on laboratory-related activities in high school science courses. This time includes pre-lab instruction in concepts relevant to the laboratory, hands-on activities by the students, and a post-lab period involving analysis and communication. The inquisitive spirit of science is assimilated by students who participate in meaningful laboratory activities. The laboratory is a vital environment in which science is experienced. It may be a specially equipped room, a self-contained classroom, a field site, or a larger place, such as the community in which science experiments are conducted. Laboratory experience is so integral to the nature of science that it must be included in every science program for every student. Hands-on science activities can and should include a mix of individual, small, and large group experiences. Problem-solving abilities, one of the three strands of emphasis in Science 10, are refined in the context of laboratory inquiry. Laboratory activities develop a wide variety of investigative, organizational, creative, and communicative skills. The laboratory provides an optimal setting for motivating students while they experience the natural world through the lens of science. Laboratory activities enhance student performance in the following domains: • process skills: observing, measuring, manipulating physical objects • analytical skills: reasoning, deduction, critical thinking • communication skills: organizing information, writing • conceptual skills: understanding of scientific phenomena. The results of student investigations and experiments do not always need to be written up in formal laboratory reports. Teachers may consider using narrative lab reports as an alternative for some experiments. In other cases, it may be sufficient for students to write a paragraph describing the significance of their findings. The narrative lab report enables students to tell the story of their process and findings in a less structured format than a typical lab report. In a narrative lab report, students answer four questions: What was I looking for?, How did I look for it?, What did I find?, and What does this mean? The answers are written in an essay format rather than using the structured headings of Purpose, Procedure, Hypothesis, Data, Analysis, and Conclusion that are typically associated with a formal lab report. There are no specific laboratory activities mandated for Science 10. A strong science program includes a variety of laboratory experiences for students. Most importantly, the laboratory experience for students needs to go beyond conducting confirmatory “cook-book” experiments. Similarly, computer simulations and teacher demonstrations are valuable but should not be substitutions for laboratory activities. Assessment and evaluation of student performance must reflect the laboratory experience.

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Community-Based Education Community education is a philosophy based on community involvement and lifelong learning. It supports the view that learning is influenced by fundamental connections between families, community members, organizations, teachers and students. Community education promotes connections between the school and the family as well as between the school and the community. These connections are honoured when schools adopt the community education philosophy. There are many opportunities in Science 10 to engage students within their community. Examples include: • arranging for community resource people (e.g., conservation officer, elder, scientist) to provide

information to students inside or outside of the classroom • using local resource people to provide information about science and technology related jobs in the

community, and what education or training is necessary for those jobs • focusing on science issues in your community (e.g., local ecosystems, local weather patterns) • observing the community through field trips (e.g., terrestrial or aquatic ecosystem study, manufacturing

or industrial processes, speed-enforcement) • collaborating with the community to identify local strengths, needs, issues and solutions (e.g., engaging

the students in an action project to support sustainability of their local ecosystems).

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Unit Planning Planning for instruction can occur through a variety of approaches. Regardless of the approach taken, teachers need to plan to ensure that there is congruence between learning objectives, assessment, activities, and resources. Unit planning is an important component of adapting the curriculum to support student achievement of objectives.

The framework for unit planning is based on the following questions: 1. What is it the students need to know or be able to demonstrate? 2. How do they demonstrate their knowledge, skills, and attitudes? 3. What activities, approaches, and resources help students to learn what they need to know?

A Unit Planning Model for Science 10 Some guidelines for unit planning follow: • Familiarize yourself with the structure and content of the curriculum guide, including the Foundations

for Scientific Literacy, Core Curriculum Components and Initiatives, and considerations for Implementing Science 10.

• Read each unit to become familiar with the major concepts to be addressed and the foundational and

related learning objectives that address those major concepts. Each Science 10 unit is structured around Key Questions. Students who are able to successfully answer those questions are likely to have attained the foundational objectives of that unit. Teachers may choose to reorder foundational objectives and regroup learning objectives within foundational objectives to meet their students’ needs.

• Consider the prior learning that students will likely bring to this unit based on their previous science

courses and courses from other areas of study. The Pre-Instructional Questions indicate what prior knowledge students need to achieve the learning objectives within each foundational objective.

• Consider how you will assess and evaluate students throughout the unit. All students are expected to

achieve the foundational objectives of each unit, but it is not necessary that each student complete the same assessments to demonstrate understanding. Students should be provided with a variety of ways to demonstrate knowledge. There should also be congruence between the instructional methods and the assessment methods and tools.

• Consider how to incorporate student interests and current events in science into the unit. Students may

be involved in developing or selecting activities to meet needs for understanding the concepts. Students may also undertake different activities in order to achieve the same objectives.

• Consider whether the unit will have primarily a science inquiry, problem-solving, or decision-making

focus, or whether there are opportunities to incorporate more than one of these areas of emphasis into the unit.

• Use Science 10: A Bibliography as a starting point to identify resources which correlate to the unit.

Annual Updates will also identify recommended resources. Include human resources and resources from other sources where appropriate.

• Consider how to authentically integrate each Core Curriculum Component or Initiative into the unit. • Develop, or select from the resources or curriculum guide, activities which are appropriate for the

objectives. Adapt or extend the activities to ensure that the needs of all learners are met. Ensure that there is a balance of activities; some should introduce concepts and ideas, some should require exploration of the concepts, and some should encourage students to reflect upon their learning.

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• Determine which instructional methods are appropriate for each activity, ensuring that there is a mix of instructional methods throughout the unit in order to address different student learning styles and expand students’ ways of learning.

• Develop a timeline for the unit that shows the lesson structure within the unit. The timeline should

allow for opportunities for enrichment, extension and applied study that arise as learning progresses in the classroom.

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Using this Curriculum Guide Each of the units in this curriculum guide has a similar structure, beginning with a Unit Overview that provides a context for the unit and identifies the major areas of focus within the unit. The overview also includes Key Questions that students should be able to answer upon completing the unit, Key Concepts that provide a broad overview of the scientific principles of the unit, and Suggested Themes for the context of the unit. The foundational objectives describe the broad learning goals of the unit. There is not necessarily a one-to-one relationship between foundational objectives and student activities. Rather, students undertake a variety of activities throughout a unit, or throughout the entire course, to attain the foundational objectives of Science 10. Foundational objectives are more global in nature than their related specific learning objectives, integrating several concepts, skills or abilities. The learning objectives describe specific learning outcomes that each student should achieve. Throughout a unit, several learning objectives may contribute to the development of a single foundational objective. Some foundational objectives include enrichment learning objectives. These are provided as a recommended focus for teachers who wish to spend more time on a specific foundational objective. Each foundational and learning objective in Science 10 is based on one or more of the four foundations of scientific literacy: STSE, Skills, Knowledge, and Attitudes and one or more of the Common Essential Learnings. Teachers should incorporate other CEL objectives into lessons and units where appropriate. Following the learning objectives are Key Questions for that particular foundational objective. Students who have successfully achieved the foundational objective should be able to answer all of those Key Questions. Teacher may choose to use the Key Questions as an advance organizer for that foundational objective. These are followed by Key Concepts, which serve two purposes. The first is as a guide indicating the suggested depth of coverage of ideas within Science 10. The second is to provide teachers with a common set of definitions for important concepts within that foundational objective. The Pre-Instructional Questions indicate the prior knowledge students need to achieve the learning objectives within the foundational objective. Teachers will need to provide additional instruction if students are unable to answer these questions. The last component of each unit is Suggested Teaching Strategies and Activities. Teachers are not expected to attempt all of the activities listed under any Foundational Objective. Rather, teachers should choose from among the suggested activities and integrate other activities from key resources or other sources in order to ensure that students achieve all of the foundational and learning objectives. The sequence of activities is left to the teacher’s discretion. The grouping of learning objectives within each foundational objective provides a suggested teaching sequence. Other groupings of outcomes are possible and, in some cases, may be preferred in order to take advantage of local situations. Teachers are best able to plan their own teaching sequence to meet the learning needs of the students.

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Core Units There are four core units in Science 10. There are no optional units. Teachers should allocate 20 - 30 hours of instructional time for each of the four core units. The four core units are listed within their respective science disciplines below. Life Science Sustainability of Ecosystems Physical Science Motion in our World Chemical Reactions Earth/Space Science Weather Dynamics Sample Units The following sample units are available via the on-line version of the Science 10 curriculum guide (www.sasklearning.gov.sk.ca). Other sample units will be developed and added in the future. • Weather Dynamics • Sustainability of Ecosystems • Sustainability of Ecosystems: An Interdisciplinary Approach.

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Unit Overviews Life Science: Sustainability of Ecosystems (20-30 hours) SE1 Explore cultural perspectives on sustainability (3-5 hours) SE2 Examine biodiversity within local ecosystems (7-9 hours) SE3 Analyze population dynamics within an ecosystem (4-6 hours) SE4 Identify cycles, change, and stability in ecosystems (3-5 hours) SE5 Investigate human impact on ecosystems (3-5 hours) Physical Science: Motion in Our World (20-30 hours) MW1 Explore motion-related technologies (4-6 hours) MW2 Observe and describe the motion of everyday objects (3-5 hours) MW3 Investigate the relationship among distance, time, and speed for objects that undergo uniform

motion (5-7 hours) MW4 Investigate the relationship among speed, time, and acceleration for objects that undergo uniformly

accelerated motion (4-6 hours) MW5 Analyze graphically and mathematically the relationship among distance, speed, time and

acceleration for objects that undergo simple linear motion or uniformly accelerated motion (4-6 hours)

Physical Science: Chemical Reactions (20-30 hours) CR1 Observe common chemical reactions in your world (4-6 hours) CR2 Represent chemical reactions symbolically using models, word equations, and balanced chemical

equations (6-8 hours) CR3 Identify characteristics of chemical reactions involving organic compounds (3-5 hours) CR4 Identify factors that affect the rates of chemical reactions (4-6 hours) CR5 Investigate chemical reactions involving acids and bases (3-5 hours) Earth and Space Science: Weather Dynamics (20-30 hours) WD1 Explore the causes and impact of severe weather in Canada (3-5 hours) WD2 Analyze meteorological data (5-7 hours) WD3 Explain the principles of weather (6-8 hours) WD4 Forecast local weather conditions (3-5 hours) WD5 Identify consequences of global climate change (3-5 hours)

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Life Science: Sustainability of Ecosystems

Unit Overview The land in Saskatchewan supports agriculture, forestry, mining, and tourism. Choices made in those sectors have significant impacts on the lifestyles of all people in the province and on the health of our environment. Students should develop a greater understanding of how personal, social, economic, and political decisions influence our environment and how these choices are rooted in cultural understandings of our relationship with the natural environment. As students develop these understandings, they are better able to make informed decisions that enhance the sustainability of our world. Students have previously studied habitats, communities, ecosystems, and the interactions within ecosystems as part of their life science studies. Students have examined the diversity of life in ecosystems and the cycling of matter and energy through a food web. In this unit, students will examine sustainability of ecosystems from a systems perspective. Students will document biodiversity as an indicator of the health of ecosystems and investigate the characteristics of population dynamics, within the context of the carrying capacity and limiting factors of ecosystems. This approach provides students with opportunities to explore the interdependence of species and the relationships between organisms and their physical environment. The study of the physical environment will include consideration of the large scale cycling of elements (carbon, nitrogen, and oxygen) in biogeochemical cycles and the bioaccumulation of toxins in food chains and webs and the consequent effect on the sustainability of ecosystems. Students are encouraged to develop an action plan that they or members of their community can undertake in order to maintain or enhance the sustainability of our environment at a local, regional, national, or international level. K-12 Related Topics in Science Saskatchewan Science Units (2005) Grade 5 - Plant Structure and Function Grade 5 - Communities and Ecosystems (Optional) Grade 6 - Ecosystems Grade 7 - The Basics of Life Grade 7 - Saskatchewan – The Land Grade 8 - Adaptation and Succession Grade 8 - Plant Growth (Optional) Grade 9 - Saskatchewan – The Environment Grade 9 - Diversity of Life (Optional) Biology 20 - Ecological Organization Biology 20 - The Diversity of Life Pan-Canadian Framework Units Grade 1 - Needs and Characteristics of Living Things Grade 2 - Animal Growth and Changes Grade 2 - Air and Water in the Environment Grade 3 - Plant Growth and Changes Grade 3 - Exploring Soils Grade 4 - Habitats and Communities Grade 6 - Diversity of Life Grade 7 - Interactions within Ecosystems Grade 10 - Sustainability of ecosystems Grade 11/12 - Matter and Energy for Life Grade 11/12 - Evolution, Change, and Diversity Grade 11/12 - Interactions Among Living Things

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Key Questions 1. What is sustainability? 2. How does biodiversity indicate the health of an ecosystem? 3. What natural factors affect the stability of an ecosystem? 4. How do energy and matter flow through ecosystems? 5. How do human activities affect the sustainability of an ecosystem? 6. How can humans in general improve the sustainability of our ecosystems? Key Concepts A systems approach to studying ecological concepts highlights relationships and interdependencies among biotic and abiotic factors in ecosystems. Different cultures understand these relationships in different ways which can lead to differing perspectives on how best to adopt sustainable practices. Sustainability is a paradigm or worldview that refers to the ability to meet the needs of the present generation without compromising the ability of future generations to meet their needs. The dynamic nature of ecosystems is revealed through the study of interrelationships such as the flow of energy through an ecosystem. Plants and animals obtain their energy from the Sun, either directly or indirectly. Scientists represent the flow of energy using food webs, food chains, and pyramids of energy, numbers, and biomass. Biodiversity, the measure of the number and variety of species in an ecosystem, is an indicator of the health of an ecosystem. The actual biodiversity of different types of ecosystems varies, even when those ecosystems are healthy. The change in population of a species may vary over time, due to both natural and human causes. Population dynamics is the study of these changes and the limiting factors that influence populations. Rapid population changes, such as the introduction of an invasive species or the extinction of a species due to bioaccumulation of toxins, may change the nature of interactions and interrelationships within an ecosystem. The Earth is a closed system in which matter is neither created nor destroyed. Nutrients essential for life cycle through various geochemical cycles such as the carbon cycle, nitrogen cycle, and water cycle. Suggested Themes Teachers are strongly encouraged to use case studies of local ecosystems.

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Foundational and Learning Objectives

SE1 Explore cultural perspectives on sustainability Suggested time: 3-5 hours Sustainability is a way of understanding and interacting with the world that enables society to “meet the needs of the present without compromising the ability of future generations to meet their own needs” (Our Common Fu ure, United Nations, 1987). This representation of the paradigm of sustainability echoes the “seventh generation” philosophy of some First Nations, which suggests leaders consider the effects of their actions on their descendants through the seventh generation in the future. The purpose of introducing students to sustainability by situating it within cultural contexts is to demonstrate that scientific understanding is situated within social, economic, and political perspectives. Students should explore the ways in which various cultures define their relationships with the Earth and all of its inhabitants – living and non-living. From this initial context, students should continue to refine their personal paradigm of sustainability as they progress through the unit. The following learning objectives are intended to support student achievement of the foundational objective. Learning Objectives 1. Examine how various cultures view the relationships between living organisms and their ecosystems.

(PSD, CD 9.3) 2. Explain changes in the scientific worldview (paradigm shift) of sustainability and human’s responsibility

to protect ecosystems. (TL, CCT) 3. Select and integrate information from various human, print and electronic sources (government

publications, community resources, and personally collected data) with respect to sustainability and the environment. (COM, NUM)

4. Communicate questions, ideas, and intentions, and receive, interpret, understand, support, and respond to the ideas of others with respect to sustainability and the environment. (COM)

5. Identify multiple perspectives that influence environment-related decisions or issues. (CCT, TL) 6. Demonstrate how society’s needs and functions, as well as the global economy, affect one’s community.

(CD 6.3) Key Questions 1. What is sustainability? 2. What is your personal worldview of man’s relationship with the environment? 3. What similarities and differences exist among cultural perspectives of sustainability? 4. How have some worldviews regarding man’s relationship with the environment changed over the past

few centuries? 5. How do individual and group wants and needs influence the sustainability of our planet? Key Concepts • Sustainability is the ability to meet the needs of the present generation without compromising the

ability of future generations to meet their needs. • An ecologica footprint is a measure of an individual’s or a population’s impact on the environment. • A paradigm is the set of experiences, beliefs and values that constitute a way of viewing reality. • Scientific thought and knowledge can be used to support different positions. It is normal for scientists

and technologists to disagree even though they may invoke the same scientific theories and data. Pre-Instructional Questions 1. What is the students’ understanding of sustainability? 2. Are students aware of their own cultural understanding of their relationship with the natural world? 3. Are the students aware of past views of humans’ relationship with the natural world?

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4. Are the students aware that other cultures may have different understandings of humans’ relationship with the natural world?

Suggested Teaching Strategies and Activities 1. Students should research and share different cultural views regarding living organisms and their

ecosystems. Students might begin by identifying their own understanding of their ecosystem and how they personally relate to nature. They might accomplish this by reflecting on what they and their family members value about nature. Students could discuss how these different viewpoints provide the basis for peoples’ customs, thoughts, and behaviours and how these viewpoints change over time. Alternatively, students may choose to examine different cultural perspectives on an individual biotic or abiotic factor in the environment (e.g., wolves, rocks). Students should explore how personal values may influence one’s choices and actions. (IL, PSD, CD 8.3)

2. Students could identify specific examples in science, literature, or art that highlight changes in our

understanding of the concepts of sustainability and biodiversity throughout the past century. Students could view photos of various historical events (e.g., clearcutting forests, Canadian seal hunt, Charles Darwin’s voyage to the Galapagos Islands) or various Canadian songs (e.g., Bruce Cockburn “When a Tree Falls in the Forest”, Joni Mitchell “Big Yellow Taxi”, Chief Dan George “My Heart Soars”). Students should identify the personal, scientific, social, economic, and political perspectives that these events and interpretations suggest. Students could be encouraged to create a collection of similar examples throughout the unit.

3. Students could calculate their ecological footprint using one of the many on-line ecological footprint

calculators. These tools demonstrate how lifestyle choices create a demand on our environment’s resources. Note that a typical value for North American residents is an ecological footprint of 7 ha. If everyone on Earth had a similar lifestyle, it would take between 4 and 5 Earths to support the current population. Using such a tool highlights for students how the current lifestyle of most developed countries is not globally sustainable. Students could demonstrate their knowledge of the concept of ecological footprint and the differences in world demand on environmental resources through a poster, multi-media presentation, or other appropriate medium.

4. Students could demonstrate their understanding of paradigm shifts and cultural perspectives by writing

a story about an environmental issue from a cultural perspective or worldview different from their own. This could include analyzing an environmental issue from a different time. With this activity, students are able to explore the concept of diversity as it relates to their openness towards other cultures and lifestyles. (COM, PSD, CD 2.2)

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SE2 Examine biodiversity within local ecosystems Suggested time: 7-9 hours Scientists often use measures of biodiversity as an indicator of an ecosystem’s health. Students should visit an aquatic or terrestrial ecosystem (e.g., schoolyard, field, forest, garden, creek, river, pond) in order to gain experience in documenting biodiversity within an ecosystem using appropriate ecological methods and technologies to understand the range of biodiversity that does exist within an ecosystem. The importance of the field trip cannot be understated as it provides students the opportunity to observe all of the interrelationships between biotic and abiotic factors of an ecosystem in a natural setting. Students should already understand general concepts related to food webs and food chains, including terms used to indicate organisms’ roles (e.g., producer, consumer, herbivore, carnivore, omnivore, and decomposer). At this grade, students should be able to create representations of food webs, food chains, and pyramids of energy or biomass to represent energy flow through a specific local ecosystem. As part of their study of biodiversity, students should research species that are at risk in Saskatchewan, the Prairies, and across Canada. Students should be able to develop case studies of at-risk species and document ongoing efforts to address these concerns. Learning Objectives 1. Observe and document a range of organisms to illustrate the biodiversity within a local ecosystem. 2. Select and use apparatus and materials safely when documenting biodiversity. 3. Identify biotic and abiotic components of an ecosystem. 4. Explain how the biodiversity of an ecosystem contributes to its sustainability. 5. Identify energy flow in ecosystems using the concept of the pyramid of energy, numbers, or biomass.

(NUM) 6. Describe the mechanisms of bioaccumulation and biomagnification. 7. Explain the process of biomagnification on the viability and diversity of consumers at all trophic levels. 8. Describe and apply classification systems and identify key ecological terms used in the environmental

sciences. (COM) 9. Demonstrate a sense of personal and shared responsibility for maintaining a sustainable environment.

(PSD) 10. Examine the impact of invasive species on an ecosystem. 11. Identify the factors that result in species becoming at-risk in Saskatchewan, the Prairies, and Canada. 12. Explore ecology-related work settings and work roles in the community. (CD 5.2) Key Questions 1. What is biodiversity and how is it measured? 2. How does biodiversity serve as an indicator of an ecosystem’s health? 3. How does energy flow through an ecosystem? 4. How does an interruption in energy flow affect components of an ecosystem? 5. How does matter such as a toxin become more concentrated in an ecosystem? 6. How and why are plant and animal species introduced to new areas? 7. How do Canadian scientists classify at-risk species? 8. What are some examples of at-risk species in Saskatchewan? Canada? 9. How does protecting at-risk species help to improve an ecosystem’s health? Key Concepts • A set of interrelated components forms a system. • The living and non-living components of a biological community and their interrelationships form an

ecosystem. • Non-living components (sunlight, temperature, wind, water, and rock) of an ecosystem are abiot c. • Living components (animals and plants) of an ecosystem are biotic. • Biodiversity is a measure of the number and variety of species in an ecosystem. • An organ sm is a living thing or something that was once alive.

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• Organisms may be classified as producers or consumers depending on their relation to energy flow through an ecosystem.

• The trophic level of an organism identifies its position in the energy flow pyramid of an ecosystem. • A ood chain shows the movement of energy through a system by indicating the path of food from a

producer to a final consumer. • A ood web is a pictorial representation of the feeding relationships between organisms in an ecosystem

and consists of interlocking food chains. • Biomass is a measure of the mass of the dry matter contained in a group of living things. • A pyram d of energy is a graphical model that shows the amount of energy available at each trophic level

of an ecosystem. • A pyram d of numbers is a graphical model that shows the numbers of organisms that exist at trophic

levels in an ecosystem. • A pyram d of biomass is a graphical model that shows the dry mass of organisms at each trophic level of

an ecosystem. • Biological accumulat on (also called bioaccumulat on) is the increase in concentration of a pollutant from

the environment to the first organism in a food chain. • Biologica magnification (also called b omagn f cat on or bioampl cat on) is the tendency of pollutants to

become concentrated in successive trophic levels. • An introduced species is an organism that is not native to the place or area where it is considered

introduced and instead has been accidentally or deliberately transported to the new location by human activity.

• An invasive species means an alien species whose introduction does, or is likely to, cause economic or environmental harm or harm to human health.

• A species that is no longer found anywhere on Earth is ext nct. • A species that is close to extinction in all parts of Canada or in a significantly large location is

endangered. • A vulnerable species is at risk due to low or declining numbers in some restricted area of its range. • A threatened species is likely to become endangered if factors that make it vulnerable are not reversed. • An extirpated species no longer exists in one particular area, but still exists in other locations. • Classifying is a systematic procedure developed by humans to impose order on collections of objects or

events. • Classification systems are not fixed. They change over time as new information is discovered and new

techniques are developed. • Interpreting data means to find patterns in data collections that can lead to generalizations about the

data. • Scientists use models to represent objects, events, or processes. • Ecologists use systematic and random (but not arbitrary) sampling techniques to examine representative

portions of an ecosystem. Pre-Instructional Questions 1. Are students able to suggest organisms that they might see when visiting a local aquatic or terrestrial

ecosystem? 2. Do students understand how to collect ecological data safely and respectfully? 3. What is students’ understanding of biodiversity? 4. Do students understand the differences between producers and consumers? 5. Do students understand the differences between food webs and food chains? 6. Are students aware of common food webs or food chains in local ecosystems? 7. Do students understand the processes of bioaccumulation or biomagnification? 8. What is students’ understanding of an introduced species? 9. Are students able to identify examples of species that have been introduced into an ecosystem? 10. Are students aware of Canadian classification systems for at-risk species? 11. Can students provide examples of at-risk species in Saskatchewan? Canada?

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Suggested Teaching Strategies and Activities 1. Students should conduct a field trip to a local aquatic or terrestrial ecosystem to collect data about the

organisms that inhabit that region. Possible locations could include a pond, riparian area, lake, schoolyard, or field. Student groups could collect data from different locations within the ecosystem to document differences in biodiversity within a relatively small region. For example, there could be significant differences between a playing field in the middle of a schoolyard, and a heavily shaded and treed corner of a schoolyard. Students need to determine what equipment is appropriate to use for data collection and how to collect data without harming organisms or habitats. For example, students may use tools such as a quadrat, data loggers, or a GPS receiver. Students should develop a data table to organize the information they collect about biotic and abiotic factors within the ecosystem. Students must receive permission to enter private land. If a field trip is not feasible, students could view videos or pictures of particular ecosystems and identify examples of biotic and abiotic factors in those ecosystems. This activity could be integrated with data collection in the Weather Dynamics unit.

2. Students could create their own closed terrestrial or aquatic ecosystem using a large jar, aquarium, or

terrarium. They could add appropriate organisms and provide food sources for those organisms. The students could keep a daily journal documenting changes in the ecosystem over a given period. They could also create a visual or written representation of a food chain for their ecosystem.

3. Students should create a visual representation (e.g., food chain or food web) to illustrate their

understanding of energy flow through a local ecosystem. For example, a typical prairie food chain might be grass → grasshopper → mouse → snake → hawk. Students should share and compare their representations and identify similarities and differences. Students should be able to explain that any food chain or food web is typically more complicated than is identified on their representations. Students should also explain the value of categorizing organisms by trophic level.

4. Organisms in an ecosystem may be identified by their trophic level (1st, 2nd, 3rd, 4th), their consumer level

(producer; primary, secondary, or tertiary consumer), or by how they obtain food for life processes (producer, herbivore, carnivore, omnivore, scavenger, decomposer). Students should classify organisms in a specific ecosystem using each of these classification systems and then discuss the advantages and disadvantages of each classification system.

5. Students could create a visual representation or model of a pyramid of energy, a pyramid of numbers, or

a pyramid of biomass to represent energy flow in an ecosystem. These representations help show the relationships between numbers of organisms at each tropic level. Students should use these representations to explore cause-effect relationships such as how large quantities of producers are required to sustain a single tertiary consumer and the ways in which human activities can influence the energy flow in an ecosystem. Students could also explore why scientists use biomass to determine changes in ecosystems rather than relying solely on changes in numbers of organisms. From these representations, students should be able to explain why there is a practical limit of four or five steps in a food chain.

6. Students could participate in a role play or simulation to demonstrate the biomagnification of a toxin

within a specific food chain. 7. Students could prepare a case study and visual representation of the bioaccumulation of a toxin within

an ecosystem. The case should name the toxin; describe how it progresses through the food chain and identify the consequences for other consumers in the ecosystem. Examples of toxins to research include: DDT to control insects, 2,4-D to control weeds, heavy metals such as mercury being discharged into rivers, polychlorinated biphenyls (PCBs) as insulators in electrical transformers, and cyanide for the leaching of gold in gold mines. Students should discuss how scientists are able to measure the amount of toxins present in consumers at each trophic level. (COM)

8. Students could interview or invite to class an elder, trapper, hunter, local conservation officer, or other

person who has an ecology-related career or who can offer cultural perspectives on ecology, ecosystems, and sustainability. These guest speakers could become valuable information resources, role models, or mentors for the students. (CD 5.3)

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9. Students should research species that humans introduced into an ecosystem to determine why and how

these species were introduced and to determine the positive and negative effects of this new species on the local ecosystem. Students should consider what factors enable many introduced species to become firmly established in their new homes. Students should determine potential consequences (positive and negative) on the entire ecosystem of removing, or attempting to remove, these invasive species at a later date. Examples of primary invasive species in the Prairies include: purple loosestrife, reed canary grass, leafy spurge (wolf’s milk), smooth brome grass, and Canada thistle. Note that not all introduced species are considered invasive.

10. Students could research methods of removing invasive or introduced species (e.g., herbicide control,

physical control, prescribed burning, biological control, and integrated pest management methods) and describe the effectiveness of various methods. They should also consider what future problems these methods might cause. (IL, CCT)

11. Students should research one or more Canadian at-risk species and identify natural and human factors

(e.g., habitat loss, genetic and reproductive isolation, environmental contamination, climate change, disease, invasive species, and suppression of natural events) that contribute to the at-risk classification of the species. Students could prepare a presentation on their species that includes range maps, distribution and population maps, habitat, threats, legislative protection, and any recovery initiatives. Students could use GIS software to produce and analyze maps demonstrating population and distribution data for that species. Students should also identify specific methods that might help restore the natural balance of that species in the region(s) where it is at-risk. As an extension, students might predict the effect on one or more ecosystems if that species became extinct.

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SE3 Analyze population dynamics within an ecosystem Suggested time: 4-6 hours Nature has its own methods of maintaining limits on populations and keeping an ecosystem in balance. Limiting factors (e.g., weather conditions, predator/prey relationships, and habitat degradation) affect the carrying capacity of the ecosystem. Scientists often construct and analyze population graphs in order to identify population trends within an ecosystem. Students should analyze the fluctuations of one or more populations within an ecosystem in order to understand how ecosystems change and particularly how a change in one part of an ecosystem can affect other components of the ecosystem. It is not generally feasible for students to collect primary data of population dynamics within the time constraints of this unit, so the use of case studies is recommended. The analysis of human population dynamics is addressed in Biology, so teachers may prefer to study animal populations for this unit. Learning Objectives 1. Explain various ways in which natural populations maintain equilibrium and relate this equilibrium to

the resource limits of an ecosystem. 2. Construct and/or interpret graphs of population dynamics. (NUM) 3. Explore the technologies used to study biotic and abiotic components of ecosystems. (TL) 4. Discuss the ethics of studying biotic components of ecosystems. (CCT, COM) Key Questions 1. What natural factors keep populations of organisms from growing forever? 2. What natural biotic and abiotic factors influence populations within an ecosystem? 3. How do scientists document population dynamics? Key Concepts • A population is all the members of a species that are living in the same habitat at a particular time. • A community is all of the organisms in an ecosystem. • Biotic potential is the maximum number of offspring that a species could produce if resources were

unlimited. • Carrying capacity is the maximum number of individuals of a species that an ecosystem can support. • Natality is the birth rate in a population. • Mortality is the death rate in a population. • Immigration is the movement of members into a population. • Emigration is the movement of members from a population. • A closed system is one in which substances do not enter or leave. • Scientists classify limiting factors that regulate populations using multiple criteria: intrinsic or extrinsic,

biotic or abiotic, or density-dependent or density-independent. • The effects of density-dependent factors increase in significance as a population grows (e.g., disease due

to overcrowding). • The effect of density-independent factors does not depend on the population size (e.g., fire). • Science searches for cause-effect relationships that enable predictions to be made. Pre-Instructional Questions 1. Are students aware that some populations fluctuate dramatically in size while others remain relatively

stable? 2. Do students understand the natural factors that cause populations to change? 3. Do students understand how humans’ actions can influence populations within ecosystems?

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Suggested Teaching Strategies and Activities 1. Students should develop a brief case study of specific plant or animal populations to show how the

carrying capacity of an ecosystem depends on the available resources in the environment. 2. Students should identify the major causes of change in the population of species in general (e.g., natality,

mortality, immigration, emigration, predator-prey relationships, disease, competition, and resource limits) and describe those characteristics for a specific plant or animal population. Students should classify these factors as density-dependent or density-independent, and explain the differences in effects between these two categories of factors. Students could share their findings in order to search for patterns of factors that exist among similar types of species or species in similar locations.

3. Students should obtain population data or graphs for a specific population in an ecosystem. These are

typically available in print format or on-line through governmental agencies or environmental groups. Students should analyze the data or graphs and provide explanations for the shapes of the population graphs and the resulting changes in populations. Students should identify characteristics that indicate growing, stable, or declining populations. Students might also analyze population graphs that indicate changes due to predator-prey relationships. (NUM)

4. Students should participate in a population simulation that will enable them to recognize the role of

limiting factors and carrying capacity of a population in an ecosystem. An example of such an activity is “Oh Deer!” from Project Wild.

5. Students could research and describe the techniques and technologies (e.g., quadrat, mark-recapture

method, radio collars, and GIS) that scientists use to determine characteristics of populations. Students should be able to explain why any specific technology or technique is more effective for certain populations. Students should also discuss the ethics of studying animals which may involve tranquilizing or immobilizing animals to attach radio collars, etc. (IL, PSD, CD 6.3)

6. Students could write a story from the perspective of a plant or animal within an ecosystem about how

changes in other biotic or abiotic factors affect that particular plant or animal. Students might consider scenarios such as how might a wolf’s life be different if the deer population were drastically reduced or how cutting a road through a stand of aspen might affect the community. Alternatively, students might create a dance, drama, or music piece to represent this scenario. (COM)

7. Students could discuss why scientists believe in cause and effect relationships, and why many scientists

continue to look for these relationships in nature. For example, the construction of logging roads has led to increased access to wilderness areas, thereby leading to an increase in the number of hunters which in turn has led to a decrease in the elk population. Students could also discuss how other worldviews provide alternative explanations of relationships in nature. (PSD)

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SE4 Identify cycles, change, and stability in ecosystems Suggested time: 3-5 hours Students have previously considered how energy flows through an ecosystem. They should now consider the cycling of nutrients and matter through a specific ecosystem via biogeochemical cycles (carbon, nitrogen, oxygen, phosphorus, and water). These complex cycles help to sustain or stabilize the ecosystem by connecting past, present, and future life. Students should be able to identify the different forms in which these nutrients are found in the various portions of an ecosystem. Students should explore the importance of the concepts of cycles, change, and stability (equilibrium) in ecosystems from scientific and cultural perspectives. Objectives related to the water cycle appear in the Weather Dynamics unit. Learning Objectives 1. Illustrate the cycling of nutrients and matter through biotic and abiotic components of an ecosystem by

tracking carbon, nitrogen, and oxygen. 2. Select and use appropriate vocabulary and modes of representation to communicate scientific ideas.

(COM) 3. Identify and respect various cultural perspectives on the cycling of nutrients and matter through the

environment. (CCT) 4. State a prediction and a hypothesis based on available evidence and background information. Enrichment Learning Objectives 1. Illustrate the cycling of nutrients and matter through biotic and abiotic components of an ecosystem by

tracking phosphorus. Key Questions 1. How does the concept of cycles help humans understand the workings of a complex entity such as an

ecosystem? 2. How do various cultures explain and value environmental interactions using concepts of cycles and

equilibrium? 3. How do carbon, nitrogen, and oxygen cycle through an ecosystem? 4. How do human actions affect nutrient cycles in an ecosystem? Key Concepts • A nutrient is any substance needed by an organism for proper growth, repair, and function such as

nitrogen, oxygen, carbon, water, phosphorus, sulphur, hydrogen. • A biogeochemical cycle or nutrient cycle is the path of a nutrient through an ecosystem. • Cellular respiration is the process by which most living things generate useful energy by combining

oxygen and sugars to produce carbon dioxide and water. • Photosynthesis is the process by which green plants and other producers use energy from the sun, and

carbon dioxide and water to produce sugars and oxygen. • Nitrogen f xation is the conversion of atmospheric nitrogen gas into compounds that are usable by

plants, typically nitrate ions or ammonia. Pre-Instructional Questions 1. Are students able to identify biotic and abiotic factors within an ecosystem? 2. Do students understand what a nutrient is? 3. Do students understand the processes of cellular respiration and photosynthesis? Suggested Teaching Strategies and Activities 1. Students should create visual representations identifying biotic and abiotic pathways through which

carbon, nitrogen, and oxygen cycle through a specific terrestrial or aquatic ecosystem. Representations could identify each cycle separately or show a combination of two or all three of the cycles. Students should discuss how their representations represent simplified versions of reality given that there is

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considerable overlap in the nutrient cycles. Scientists often choose to study complex systems by reducing them to simpler, more understandable entities. Students should discuss the benefits and drawbacks to this approach.

2. Students should explain how the components of each nutrient cycle support the stability of the

ecosystem. Student explanations should identify the key processes of each cycle, where each process occurs in the cycle, and which biotic or abiotic factors are involved in each process. Students should consider the impact of changes to one or more aspects of each nutrient cycle by considering questions such as: What happens to the bodies of dead organisms? What would happen if nutrients (or one nutrient) quit cycling? What would happen if animals produced a substance other than carbon dioxide during respiration?

3. Students could investigate one or more aspects of the carbon cycle. For example, students might

demonstrate that plants absorb carbon dioxide, an activity that could be integrated with the study of acids and bases in the Chemical Reactions unit. Alternatively, students might conduct an experiment to determine the effects of different carbon dioxide levels on plant growth.

4. Students should provide explanations of the processes of photosynthesis and cellular respiration, and

explain how these processes relate to the carbon and oxygen cycles. Student explanations should identify which organisms at each trophic level in a specific ecosystem carry out photosynthesis and cellular respiration. This activity could be integrated with the Chemical Reactions unit by having students write balanced chemical equations for the processes of photosynthesis and cellular respiration, and identifying the sources of the reactants and how organisms use the products. A common misconception is that plants do not use O2 or carry out cellular respiration but the reality is that they do; they just happen to produce more O2 than they use.

5. Students could conduct an experiment to investigate one or more aspects of the nitrogen cycle. For

example, students might determine how varying the role or type of fertilizers affects plant growth. 6. Students could create a closed system (e.g., terrarium, aquarium) containing biotic and abiotic

components and identify the nutrient cycles in that system and relate them to the Earth’s nutrient cycles.

7. Students could compare scientific perspectives of the cyclical nature of matter and the

interconnectedness of the biotic and abiotic factors in an ecosystem with Indigenous or other cultural worldviews. Such a comparison helps to validate multiple perspectives or worldviews, and helps students understand how their personal beliefs may contradict scientific perspectives.

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SE5 Investigate human impact on ecosystems Suggested time: 3-5 hours Humans have had considerable impact on most ecosystems of the world. This impact is primarily a result of human population growth and the accompanying increased demand for food and consumer goods along with our unique ability among animals to develop and use technology to change natural systems on a large scale. Examples of this impact include clear-cutting forests, introducing plant or animal species into ecosystems, and using pesticides and insecticides. Throughout this unit, students have considered why biodiversity is essential for the sustainability of ecosystems, what natural factors influence biodiversity and populations, and how matter and energy flow through an ecosystem. Students should now synthesize and apply their knowledge to investigate the human impact on ecosystems. Students might demonstrate their achievement of this foundational objective by preparing a case study outlining how humans have altered a specific ecosystem. The case study might address scientific, social, economic, and political perspectives. Students are encouraged to create an action plan or propose a course of action that they or others in their community might undertake in order to maintain or increase the sustainability of local ecosystems. Students should present a balanced perspective in their case study, noting examples where human actions help as well as harm one or more aspects of an ecosystem. Alternatively, students may choose to develop an action project in which they work with local community resources to identify multiple perspectives involved in an issue, and then create a plan to address one or more aspects of that community issue. Teachers may choose to integrate these objectives throughout the entire unit. Learning Objectives 1. Explain why ecosystems with similar characteristics can exist in different geographical locations. (CCT) 2. Compare a natural and a disturbed (altered) ecosystem and suggest ways of assuring their

sustainability. 3. Explain why different ecosystems respond differently to short-term stresses and long-term changes. 4. Compare the risks and benefits to society and the environment of applying scientific knowledge or

introducing a technology. (TL) 5. Propose a course of action on social issues related to sustainability, taking into account human and

environmental needs. (IL, PSD, TL) 6. Predict the personal, social, and environmental consequences of a proposed action. (PSD) 7. Defend a decision or judgement and demonstrate that relevant arguments can arise from different

perspectives. (CCT, COM) 8. Describe how Canadian research projects in science and technology are funded. (TL) Key Questions 1. How do human actions impact ecosystems? 2. What are examples of short-term and long-term stresses on an ecosystem? Key Concepts • Scientific and technological developments impact every person’s life. Some effects are desirable; some

are not. • Applications of scientific knowledge and technological products and practices are ultimately determined

by society. Scientists and technologists have a responsibility to inform the public of the possible consequences of such applications.

• The selection of problems investigated by scientific and technological research is influenced by the needs, interests, and financial support of society.

Pre-Instructional Questions 1. Do students know the difference between a disturbed or altered ecosystem and a natural ecosystem? 2. Can the students identify human activities that affect ecosystems?

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3. Do students understand how private companies, and non-governmental and governmental agencies fund scientific research?

Suggested Teaching Strategies and Activities 1. Students could prepare a case study of an ecosystem that addresses the characteristics of the ecosystem

and how it has changed over time. Such a case study should include information that relates to the major concepts studied in this unit – biodiversity, population dynamics, and the cycles of matter. The case study should extend beyond a written description and include data, graphs, and photographs that show evidence of change in the ecosystem. Students could incorporate predictions of future changes to the ecosystem as part of their case study. (COM)

2. Students could identify examples of ecosystems that have similar characteristics but that exist in

different locations across Canada. Students should be able to provide explanations for why these ecosystems can exist in different physical locations. Such explanations should include analysis of biotic and abiotic factors in the ecosystem.

3. Students should research the ways in which humans have disturbed or altered a specific ecosystem.

Students might focus on one particular action within an ecosystem or on multiple actions within the same ecosystem. Examples of human actions to consider include: transportation (e.g., burning fossil fuels or building roads, pipelines, electrical transmission lines), urban development, habitat destruction (e.g., burning forests, draining wetlands, damming waterways, polluting), hunting, poaching, re-locating species, introducing domesticated species into an area, agriculture, forestry, and mining. Students should identify the outcomes of the changes on biotic and abiotic factors in the ecosystem and the overall sustainability of the ecosystem. Students should recognize that society’s needs and functions, as well as the global economy, affect one’s community. (CD 6.3)

4. Students should discuss the limits of science in influencing peoples’ attitudes and behaviour. Students

should consider whether they intend to change their behaviours as they learn more about the effect of humans on their local ecosystems. Students should also consider how they might influence others (e.g., friends, family, community members, politicians) to change their behaviours. (CCT, PSD)

5. Students could engage in an action project to address an issue of sustainability that is relevant to their

local community. Examples of such approaches are identified in materials from Learning for a Sustainable Future (www.lsf-lst.ca/).

6. Students could research the role of federal and provincial governmental agencies, universities,

environmental groups, tourism groups, and other organizations in funding scientific research related to the environment. Students might investigate issues such as: why these groups fund research, what they hope to learn as a result of the research, how they disseminate their research, where they conduct research, and how much money is spent on environment-related research in Canada. (IL, PSD)

7. Students could explore the opportunities and trends in occupations related to environmental studies and

management, and reflect on how societal knowledge and attitudes drive these employment trends. (SaskNetWork.ca provides information specific to careers in Saskatchewan.) (CD 6.3)

8. Students should identify an issue of concern related to sustainability and begin to identify possible

solutions. Students could take part in a public deliberation or debate about the issue, or develop and implement an action plan. Many of the illustrative examples listed below might be considered controversial in some communities. Teachers should not shy away from such topics but should make parents aware of the topics that their children may be studying. Teachers should also encourage students to use local resource people as a source of information when researching these topics. Students should be prepared to address social, economic, environmental, political, and technological perspectives when researching these issues. Example topics include: • Consumers throw away hundreds of billions of plastic shopping bags each year. Plastic bags do

require less energy to produce and generate less air pollution and solid waste than paper bags. However, those that are not recycled or buried in landfills may choke birds and clog gutters and sewers. In addition, plastic bag production requires oil and other non-renewable energy sources.

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• Farmers often clear wetlands and wooded areas to increase the amount of land available for crops or ranch land. One result of this approach is a reduction in the amount of natural habitat for animal species. How can their practices change to enhance the sustainability of their entire ecosystem without dramatically affecting their economic well-being?

• Producing a single 32MB computer chip requires at least 72 grams of chemicals, 700 grams of elemental gases, 32,000 grams of water, and 1,200 grams of fossil fuels. Production facilities generate huge volumes of toxic chemical waste. How should this waste be handled?

• The ubiquity of cell phones has led to millions of cell phones being discarded in landfills throughout the world. These phones contain lead and non-degradable plastics. Hundreds of thousands of kilograms of lead may leach into the water supply and contaminate this portion of the nutrient cycle. What can people do to eliminate or reduce this problem?

• The suppression of forest fires close to urban areas has led to a build-up of material on the forest floor. In the past, this build-up burned away in natural fires. Now, there are fewer fires but the ones that do occur are more devastating, primarily because they have more fuel to burn. How should provincial forestry agencies use controlled burns to manage forest ecosystems?

• Many city lawns are heavily watered and fertilized in order to maintain a lush look and feel. The grasses used on these lawns may have been introduced to the region from other parts of the country or from other countries. In response, some citizens have planted indigenous grasses, plants, and flowers that require little maintenance or watering. How much freedoms should landowners be given in order to maintain their yard in any way that they choose?

• Nitrate poisoning can occur in cattle raised in the Prairies because microbes in the digestive tract favour the conversion of nitrate to nitrite. Poisoning is usually associated with animals ingesting forage or feed with a high nitrate content. If cattle rapidly ingest large quantities of plants that contain high levels of nitrate, nitrite will accumulate in the rumen. This problem did not exist until the development of nitrate-based fertilizers in the early part of the 20th century. Each year, more and more nitrate-based fertilizers are applied to crops in the Prairies. Can farming practices change to reduce this problem without creating other problems in the ecosystem?

• A second problem related to the use of nitrate-based fertilizer use is the build-up of nitrates in water supplies. Plants are only able to absorb a certain amount of the nitrogen from fertilizer. Excess nitrogen often washes away into surface and groundwater systems where it becomes more concentrated. Discuss the impacts of increased nitrogen build-up on biotic and abiotic components of aquatic or terrestrial ecosystems.

• The global transportation of products influences the balance of energy in nutrient cycles by moving the finished products away from their sources. As a result, the environment that contains the finished product may not be able to effectively use the energy available in the product. Consider a typical Prairie house that contains many wood products. Abandoned houses in rural settings may naturally decay over many years, returning the energy stored in the wood back to the ecosystem. In a city, older houses are typically demolished and the wood products transported to a landfill where they may never decay. What actions can individuals or communities take to help restore this balance of energy?

• People who live in larger communities generally rely on others to provide them with clean, safe drinking water. Typically, governmental agencies regulate the procedures for municipal water and sewage treatment that includes physical, chemical, and biological methods of removing pollutants. What can an individual do to reduce the need for more technologically advanced systems of treating our water?

• The primary logging practice throughout North America for most of the 20th century was clear-cutting where all trees and undergrowth are removed from a large area at once. There has been a shift away from clear-cutting, even though it appears to be economical on a large scale, towards selective cutting in which loggers harvest only the best trees. Should there be a ban on clear-cutting in all circumstances and locations?

• Organic approaches to farming attempt to use the natural characteristics of plants, insects, and animals to grow vegetable and cereal crops that are free of disease. Modern North American agricultural practice uses a monoculture approach which requires the use of herbicides and pesticides to support the growth of a single crop on a large scale. Compare and contrast these approaches, their consequent effects on biodiversity, and their vulnerability to environmental changes.

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• Many areas of the Prairies are experiencing an overabundance of deer as a result of decreases in natural predators such as wolves, bears, and lynx and restrictions on hunting. The deer feed on crops, lawns, and gardens that were not planted for that purpose. Is hunting an appropriate method of attempting to control populations that humans perceive as annoyances? Is re-introducing natural predators such as the grey wolf a better alternative?

• Some scientists believe that the human population may have grown beyond the Earth’s carrying capacity, given that our actions have used up most of the original biomass of the Earth. Other scientists believe that advances in technology are able to increase the Earth’s carrying capacity. How does the human ability to disrupt the flow of energy and matter through ecosystems affect the sustainability of the entire planet?

• As of mid 2005, the world’s human population is growing at a rate of 200,000 new people each day. Is this growth sustainable given that there are essentially no new unoccupied lands for people to pioneer, as was true up until the 20th century?

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Physical Science: Motion in Our World

Unit Overview Motion occurs throughout our physical world, from the readily observable motion of people and vehicles moving throughout our society to the less easily observable motion of atoms vibrating and planets orbiting. In this unit, students will focus their study of motion on the description and analysis of simple linear motion using words, diagrams, graphs, and equations. Students will use the context of observing and describing the motion of everyday objects that undergo simple linear motion (one-dimensional kinematics). Students need to have varied hands-on experiences with moving objects in order to develop strong conceptual understandings of position, speed, and acceleration. Students should be able to achieve the goals of this unit without having the same understanding of kinematics terminology (i.e., distance, speed, and acceleration) as might be expected of students in a physics course. Specific topics related to motion that will be explored in physics courses include: distance-displacement and speed-velocity distinctions, the causes of motion (dynamics), and motion in two or more dimensions (i.e., projectile motion, orbiting motion). K-12 Related Topics in Science Saskatchewan Science Units (2005) Grade 1 - Motion Grade 3 - Simple Machines (Optional) Grade 5 - Machines and Work (Optional) Grade 7 - Force and Motion Grade 8 - Energy and Machines (Optional) Grade 11 - Waves Grade 11 - Light Grade 12 - Kinematics and Dynamics Grade 12 - Mechanical Energy Grade 12 - Applications of Kinematics and Dynamics (Optional) Pan-Canadian Framework Units Grade 2 - Relative Position and Motion Grade 5 - Forces and Simple Machines Grade 10 – Motion in our world Grade 11/12 - Force, Motion, and Work Grade 11/12 - Energy and Momentum Grade 11/12 - Waves Key Questions 1. What are the characteristics of the motion of objects that exhibit uniform motion or uniformly

accelerated motion? 2. How can we describe motion and the changes in motion of everyday objects? 3. What are different methods of representing the motion of everyday objects and what are the advantages

and disadvantages of these methods? 4. What are some methods of determining the position, speed, and acceleration of everyday objects? Key Concepts The motion of any object can be described by its position, direction of motion, and speed. That motion can be measured and represented on a graph or by the use of mathematical equations. All motion is relative to whatever reference point the observer chooses. Since everything in the universe is moving, there is no fixed reference point in space from which to measure all movement.

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Suggested Themes The theme of personal transportation devices (e.g., feet, shoes, bicycles, snowshoes, roller blades, wheelchairs, motorcycles, or passenger automobiles) is strongly suggested for this unit. Such a theme enables students to apply the descriptive language and analytic tools of kinematics to concrete examples of familiar motion. Alternatively, students might study the motion of athletes, automobiles, or objects in flight to situate their learning within a personally relevant context.

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Foundational and Learning Objectives

MW1 Explore motion-related technologies Suggested time: 4-6 hours The two-fold purpose of this foundational objective is to provide students with a personal context for the study of simple linear motion and to help them better understand relationships between science and technology. Additional learning objectives are provided to accommodate a variety of student interests. Teachers may use these objectives as an introduction to the study of motion, or they may be integrated into other foundational objectives in the unit. Learning Objectives 1. Acquire, with interest and confidence, additional science knowledge and skills using a variety of

resources and methods, and adopt behaviours and attitudes that project a positive self image. (PSD, CD 1.3)

2. Distinguish between scientific questions and technological problems when exploring motion-related topics. (CCT, TL)

3. Recognize the contribution of science and technology to the progress of civilizations. 4. Relate personal activities and interests related to motion, and various scientific and technological

endeavours to specific science disciplines and interdisciplinary studies such as kinematics, aerodynamics, mathematics, ergonomics, and environmental science.

Each student should achieve at least one of the following objectives: 5. Evaluate the design and function of a motion-related technology using identified criteria such as safety,

cost, availability, and impact on everyday life and the environment. (CCT, PSD) 6. Evaluate the role of continued testing in the development and improvement of technologies related to

motion.(TL) 7. Trace the historical development of a motion-related technology. (TL) 8. Describe examples of Canadian contributions to science and technology in motion-related fields such as

transportation, sport science, or space science. (TL) Key Questions 1. How and why do scientists and engineers conduct cost-benefit analyses of new technologies or

inventions? 2. How do scientists use testing to improve a technology? 3. What are the major contributions of Canadians related to the science and technology of motion? Key Concepts • There is a distinction between science and technology, although they often overlap and depend on each

other. • Science deals with the generating and ordering of conceptual knowledge. • Technology deals with the design, development, and application of scientific or technical knowledge,

often in response to social and human needs. • Some types of questions can lead to further understanding through scientific inquiry. • Scientific knowledge is based on evidence, developed privately by individuals or groups, that is shared

publicly with others. • Scientific knowledge is tentative, and subject to change. It is not an absolute truth for all time. • Scientific knowledge is a product of human creativity, critical thinking, and imagination. Pre-Instructional Questions 1. Do students understand the role of science and technology in learning about motion? 2. Are students aware of Canadian contributions to the science and technology of motion? 3. Do students understand the differences between technologies related to motion (e.g., automobiles) and

the science of motion (e.g., kinematics)?

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Suggested Teaching Strategies and Activities 1. Students could explore a specific motion-related technology such as a personal transportation device

(e.g., bicycle, snowmobile, automobile, motorcycle, skateboard, kayak, snowshoe, or wheelchair), and trace its evolution. They could describe the historical development of the technology and the roles of science and technology in the development of that technology. Students could also develop a cost-benefit analysis of the effects of the technology on society. A cost-benefit analysis can include ethical, legal, ecological, social, technological, scientific, economic, and political perspectives.

2. Students could generate questions regarding the motion of everyday objects. The class could discuss

which questions could be investigated using a scientific approach and which questions are not answerable using scientific methods. Students should be encouraged to consider how they might design an experiment to test those questions that are testable using scientific methods. Example questions might include: • What is the effect of waxing skis on the performance of skis? • Why do speed skaters wear different types of skates than figure skaters? • What is the effect of different wheel sizes on the performance of a vehicle (bicycle, car, wheelchair,

etc.)? • How long can a human keep accelerating? • What is the effect of wearing flippers on swimming? • Why have speed limits been established on public roads? • How does an understanding of the physics of motion help in the design of safer and more powerful

vehicles? 3. Students could research the role of Canadians and Canadian companies and their contributions to

science and technology in motion-related fields. Examples include: Bombardier (snowmobiles, trains, airplanes), kayak (Inuit), Jolly Jumper (Olivia Poole), CANADARM (Spar Aerospace/NRC), roller skates (Wallace Freeborn), self-propelled combine (Thomas Carroll), A.V. Roe (AVRO Arrow), wind tunnel and variable pitch propeller (Wallace Turnbull), electric wheelchair (George Klein), and toboggan (Algonquin). (IL, TL)

4. Students could research the ways in which athletes and high performance trainers use motion analysis

software to improve athletic performance, exploring the impact of technology on work and learning opportunities. (CD 6.3)

5. Students could research the development of automobiles and how their performance (i.e., top speed,

acceleration, braking) has improved over the years. This might include an investigation of land speed records. Students could graph this data in order to support or refute predictions about upper limits on automobile speed. (NUM)

6. Students could conduct a comparative study or a cost-benefit analysis of different modes of student

transportation. Students could determine what factors (e.g., safety, performance, aesthetics, or fuel economy) could be used to evaluate the different modes of transportation. (CCT)

7. Students could prepare posters or brochures that visually demonstrate how various post-secondary

disciplines study motion (e.g., sports science, biomechanics, mechanical engineering, aerodynamics, ballistics, and atomic physics). Students might also explore the educational and training requirements of various work roles. (IL, CD 5.3)

8. The motto of the Canadian Light Source (CLS) Synchrotron is “Innovation at the speed of light”.

Students could view the CLS web site, contact Educational Outreach, or visit the Synchrotron to find out how the Synchrotron is able to accelerate electrons to the speed of light, approximately 300 million metres per second. Students could calculate how that speed might compare to the speed of everyday objects. (TL)

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9. Students might develop a science challenge project such as parachute drop, egg drop, model rocketry, rubber-band or mousetrap powered cars as a concrete example to study the various aspects of motion that are identified in this unit.

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MW2 Observe and describe the motion of everyday objects Suggested time: 3-5 hours Although students have observed and described motion throughout their lives, research shows that students often have developed misconceptions about the concepts of distance, speed, and acceleration. Thus, students need multiple opportunities to observe objects moving in a variety of contexts to help develop strong conceptual understandings of motion-related concepts. These contexts should include observations of real-time motion and recorded motion (e.g., video or television). The contexts should range from the motion of everyday objects to the largest and smallest extremes (e.g., stars and planets, atoms and sub-atomic particles) in order for students to understand that all types of motion share common characteristics. The role of language in developing and sharing understanding is critical for this objective. Students should initially use everyday language to describe motion concepts but by the end of this unit, students should be able to use and understand appropriate kinematics terminology. The use of mathematical analysis of motion or problem solving using the equations of motion as an introduction to understanding motion concepts is strongly discouraged. Those approaches should follow, rather than precede, activities that support the development of conceptual understandings of position, speed, and acceleration. Learning Objectives 1. Observe and describe the motion of everyday objects qualitatively using personal words and phrases.

(COM) 2. Categorize the motion of everyday objects as uniform and non-uniform. (CCT) 3. Operationally define uniform and non-uniform motion. 4. Discuss the role of “frame of reference” in determining whether an object is in motion. (TL) Key Questions 1. How can you tell if an object is in motion? 2. How can you tell if an object is speeding up or slowing down? 3. How can you tell if an object is undergoing uniform motion? 4. How does the choice of frame of reference influence the observation of motion and the motion itself? 5. How can you use your own movements to represent uniform and non-uniform motion? Key Concepts • Motion at a constant speed in a straight line is called uni orm motion. • All motion is measured relative to some frame o reference chosen by the observer. • Scientific knowledge is based on observation. • An operational definition in the physical sciences explains how to measure the quantity being defined. Pre-Instructional Questions 1. What is the students’ understanding of the term motion? 2. Are the students able to identify when an object is in motion? 3. Do students understand the differences between uniform motion and non-uniform motion? 4. Are students able to discuss the value and limitations of using their senses to collect data? 5. Do students know the typical range of speeds for common objects (e.g., human walking, animal running,

bicycle, automobile, commercial airliner, space shuttle, planet)? Suggested Teaching Strategies and Activities 1. Students should observe the motion of everyday objects (e.g., bicycles, rollerblades, wheelchairs, ice

skates, skateboards, skis, automobiles, birds, and animals) and write descriptions of the motion. Students should be encouraged to use their own words, such as “speeding up”, “slowing down”, “faster”, and “slower”, to describe motion. Students should compare these types of motion and their perceptions of motion from live observations with examples from student or teacher-made videos or from television programs. Students can use these descriptions to identify characteristics of different types of motion and then group together examples that demonstrate uniform motion and examples that demonstrate non-uniform motion. (COM)

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2. Students should identify terms that people use to describe motion (e.g., speed up, slow down, fast, slow,

motionless, stationary). Students could create visual representations of their understanding of relationships between these terms by using graphical organizers such as concept maps, webs, or lists. These can be used later in the unit to help students develop appropriate kinematics vocabulary to identify motion-related concepts.

3. Students could use a ticker-tape timer to create tapes of different kinds of motion. Students could

attempt to pull the tape at a constant speed, at a variety of speeds, or at a constant acceleration. Alternatively, students may connect the tape to a motorized toy that moves at a constant speed. Students should be able to recognize that the spacing of the dots is a visual representation of the motion of the object. Further, students should recognize that a pattern of equally spaced dots represents uniform motion and a pattern of unequally spaced dots represents non-uniform motion. At this point, it is not necessary for students to conduct any quantitative analysis of the motion by measuring the distance between dots.

4. Students should discuss the role of observation in developing scientific knowledge and understanding

after they have observed everyday objects in motion and identified examples of objects that sped up, objects that slowed down, and objects that moved at a constant speed in a straight line (uniform motion). It is likely that students will have difficulty categorizing every example of motion when they rely solely on visual observations. This discussion could provide a context or motivating factor for students to explore quantitative methods of describing and analyzing motion. (TL)

5. Students should discuss the role of technology in attaining information about the motion of an object.

For example, although our bodies can “feel” changes in speed (of sufficiently high positive or negative values) in instances such as amusement park rides, elevators, or automobiles, we are generally unable to determine if we are actually moving. Consider a student lying in the back seat of a car on an incredibly smooth road, wearing headphones so that they cannot hear any road noise or wind noise. How is it possible for the student to tell whether they are moving or not moving, or how fast they are moving?

6. Students could explain how you can tell if an object is in motion. Their explanations can provide the

context for introducing the concept of frame of reference. Consider the example of a person walking forward or backward on a moving bus, or handing an object to another person on a bus while the bus is moving. How does that motion appear to the people involved in the motion, to others on the bus, and to someone standing on the street watching the bus pass by? Do they all see the same set of motions? Would they all agree on quantitative measurements of the motions? Micro or macro scale examples of frame of reference might include discussing how we can tell that sub-atomic particles vibrate or that stars move in the universe. (CCT)

7. Students could create a video that demonstrates their understanding of motion-related concepts. Such a

video might include edited clips from TV (sporting events, car chases in movies, everyday objects moving) and/or student-produced video of everyday objects in motion. The video might show examples of uniform and non-uniform motion, along with appropriate narration or titles.

8. Students should attempt to move an object, or themselves, at uniform motion. This will strengthen

students’ connections between conceptual and kinaesthetic understandings of uniform motion. One method of monitoring students’ ability to move at a constant speed is through the use of a motion sensor or range finder. These technologies create real-time distance-time or speed-time graphs of objects that move in front of the sensor, typically within a range of 0.5 – 10 m. Students can move and monitor their motion, or they can move to try to match a pre-determined distance-time or speed-time graph.

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MW3 Investigate the relationship among distance, time, and speed for objects that undergo uniform motion Suggested time: 5-7 hours Development of a strong conceptual understanding of motion is best supported when students have multiple opportunities to observe everyday objects that undergo uniform motion, collect data related to that motion, and then represent that data visually. Students should use a variety of technologies for data collection (e.g., stopwatches, metre sticks, metronomes, ticker tape timers, photogates, and motion detectors) and follow systematic methods of data collection and display. Upon attaining this objective, students should recognize that uniform motion appears as a straight sloping line on a distance-time graph. Teachers are encouraged to delay quantitative analysis of motion (outlined in foundational objective MW5) until students demonstrate competence in sketching distance-time graphs to represent the motion of a variety of objects. Important concepts to introduce or reinforce as part of this foundational objective include “rate of change” and distinctions between “instantaneous” and “average”. The use of vectors at this grade can be limited to “+” and “-” or “forward” and “backward”. It is not necessary to introduce the differences between distance – displacement and speed – velocity; it is sufficient to use the terms distance and speed. Learning Objectives 1. Collect data about everyday objects that undergo simple linear motion. (NUM) 2. Design an experiment and identify specific variables to be tested. (TL) 3. Develop appropriate sampling procedures for data collection in an experiment. (NUM) 4. Use appropriate instruments such as ticker timers, stopwatches, photogates, or motion detectors to

collect data effectively and accurately. 5. Evaluate the relevance, reliability, and adequacy of data and data collection methods. (CCT) 6. Identify and explain sources of error and uncertainty in measurements. 7. Construct distance-time graphs to represent the uniform motion of everyday objects. (NUM) 8. Explain how the concept of rate of change relates to the concept of speed. 9. Operationally define distance and speed. 10. Define instantaneous speed and average speed as they relate to uniform motion. Enrichment Learning Objectives 1. Express measured and calculated results in a form that acknowledges the degree of uncertainty. (NUM) 2. Distinguish among scalar and vector quantities, and the need for this distinction when studying simple

linear motion. 3. Operationally define displacement and velocity. 4. Construct position-time graphs to represent the motion of everyday objects that undergo uniform motion. 5. Explain how the concept of rate of change relates to the concept of velocity. 6. Define instantaneous velocity and average velocity for uniform motion. Key Questions 1. What is the relationship between distance, time, and speed for a moving object? 2. What are the differences between instantaneous and average motion measurements? 3. How can the motion of an object be represented graphically? 4. How does uniform motion appear on a distance-time graph? Key Concepts • Rate of change is a measure of how fast a quantity changes per unit time. • Position is an object’s location relative to a reference point. • Distance is the length of path traveled between two points. • Speed is the rate of change of distance of an object.

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• Instantaneous speed refers to the actual speed of an object at a particular instant in time. • Average speed refers to a calculation of change in distance over a time interval for a moving object. • All measurements are subject to uncertainty based on the limits of the measuring device. • Designing scientific experiments involves planning a series of data-gathering operations that will

provide a basis for testing a hypothesis or answering a question. • Variables are controlled in scientific experiments in order to determine the effect of changing one

variable on another variable. • Interpreting data is a process based on finding patterns in a collection of data that leads to

generalizations. • Scientific results are reproducible if all other conditions are identical. Pre-Instructional Questions 1. Do students understand that “rate of change” denotes a change in some measurable quantity per unit of

time? 2. Are the students able to identify equipment that they could use to make observations and collect data

about the motion of everyday objects? 3. Are the students able to describe how they could collect data about moving objects? 4. Are the students able to use their prior observations of moving objects to generate testable questions

about one or more aspects of motion? 5. Do the students understand the terms nstantaneous and average? Suggested Teaching Strategies and Activities 1. Students should devise and perform experiments to collect data about objects that undergo uniform

motion. Students should make decisions regarding: what object(s) to use for the experiment, what variables are to be tested, what variables are to be controlled, how to collect data, how much data to collect, how to organize the data, and how many trials to conduct. Students should graph their data on a distance-time graph in order to represent visually the relationship between object position and time variables. Students should save their graphs for quantitative analysis later in the unit. Many aspects of this activity can provide the foundation for further discussions of experimental methods. Students might write up their results using a narrative lab report rather than a formal lab report. (CCT, NUM)

2. Students should discuss methods of improving the relevance, reliability, and adequacy of data and data

collection methods, and how different technologies might help resolve these issues. Some of the more common methods for collecting kinematics data in the classroom include: stopwatches and metre sticks, ticker tape timers, photogates, and motion detectors. Ticker tape timers have tended to be of great value in studying motion because students can obtain a large number of data points for an experiment of short duration. However, ticker tape timers are often not suitable outside of the classroom environment (e.g., student running on track, baseball in flight, moving vehicles). Students could also discuss that the motion being observed is not dependent on the technology used to measure that motion (i.e., collecting data using different technologies should result in similar representations of that motion). Students should recognize the positive effect technology can have on work and learning opportunities. (CD 6.3)

3. Students could discuss the challenges of collecting data on objects that are moving at very high (e.g., a

plane flying) or very low speeds (e.g., an ant walking), situations for which ticker tape timers or metre sticks and stopwatches are not suitable. (CCT)

4. Students could use a video camera to collect data about moving objects, which enables students to

analyze the motion frame by frame. The frames may be projected on a large screen for class analysis. Software is available specifically for analyzing video motion data that generates position-time data directly on the screen. (TL)

5. Students should identify examples of “rate of change” that are not motion-related and discuss how these

rates might be similar to rate of change of distance or rate of change of position.

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6. Students should describe examples from their own travel experiences to illustrate and explain the difference between instantaneous and average speed. Examples might include the speedometer readings of a car ride to school, the total time taken to drive to school, and the total distance traveled while driving to school.

7. Students could draw distance-time graphs to represent the motion of objects that students observe

moving, without actually collecting data about those objects. For example, students could work in small groups to draw graphs of one other student moving forward and backward at constant or differing speeds. They can test their predictions by replicating the motion and collecting data using appropriate technologies. (CD 2.3)

8. Students could continue to link written and visual representations of motion by developing written

descriptions of motion based solely on graphical representations of that motion (e.g., a distance-time graph). Conversely, students should be able to create an appropriate distance-time graph to represent a written description of motion.

9. Students could invite a police officer to discuss or demonstrate the use of a radar gun and other speed

enforcement technologies such as aircraft. Some of these technologies report instantaneous values of speed, others report average values.

10. Students could compare various technologies that are used to determine the motion of objects. These

technologies include RADAR, Laser, GPS, Doppler Radar, and infrared motion detectors. Students could explain how these technologies are able to determine the position or speed of objects.

11. Students could discuss the need for precision of motion-related measurements in different real world

situations. Students should provide examples which require high precision (i.e., multiple decimal places) and examples in which answers can be less precise (i.e., rounded off to the nearest whole number).

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MW4 Investigate the relationship among speed, time, and acceleration for objects that undergo uniformly accelerated motion

Suggested time: 4-6 hours The focus of this foundational objective is for students to increase their understanding of acceleration, using the context of everyday objects that undergo uniformly accelerated motion. Many students find the concept of acceleration difficult to understand because it is abstract, generally calculated rather than measured, and not easily observable like a change in position. Students should continue to develop expertise using written and graphical representations of motion. Students should be reminded that few objects in the world undergo uniform acceleration for extended periods, thus the experiments and investigations in this section reflect simplified models of real-world behaviour. Uniform acceleration can be positive or negative, which means that students can investigate objects that are speeding up at a constant rate as well as objects that are slowing down at a constant rate. Learning objectives related to quantitative analysis of uniformly accelerated motion appear in foundational objective MW5. Learning Objectives 1. Collect data about everyday objects that undergo uniformly accelerated motion. (NUM) 2. Work collaboratively to plan and carry out investigations, as well as to generate and evaluate ideas to

practice the skills, knowledge, and attitudes needed to work effectively with and for others. (PSD, CD 2.3)

3. Construct and analyze distance-time and speed-time graphs of objects that undergo uniform acceleration. (NUM)

4. Describe quantitatively the relationship among speed, time, and acceleration. 5. Select and use appropriate vocabulary, units, symbols, and graphs to communicate information about

moving objects. (COM) 6. Value the role and contribution of science and technology in our understanding of phenomena that are

directly observable and those that are not. (CD 6.3) Enrichment Objectives 1. Construct and analyze position-time and velocity-time graphs of objects that undergo uniform

acceleration. 2. Describe quantitatively the relationship among velocity, time, and acceleration. Key Questions 1. What is acceleration? 2. How are speed, time, and acceleration related? 3. How can uniformly accelerated motion be represented graphically? Key Concepts • Accelerat on is the rate of change of an object’s speed, which may be a change in magnitude of the speed

or a change of direction of the speed. (The former is a topic of study in this unit; the latter is not.) • The acceleration of an object may be in a direction that is different from the direction of its motion. • Models (physical, mathematical, or conceptual) are simplified representations of real phenomena that

facilitate a better understanding of some scientific concepts or principles. • Hypothesizing is stating a tentative generalization that may explain a large number of events and that

may be tested experimentally. Pre-Instructional Questions 1. What is the students’ understanding of the term acceleration? 2. Are students able to recognize or give examples of objects that are accelerating? 3. Are students able to suggest how they might gather data to determine whether an object is accelerating?

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Suggested Teaching Strategies and Activities 1. Students should predict the shape of distance-time graphs and speed-time graphs for objects that

undergo uniformly accelerated motion (e.g., ball rolling down a ramp, ball with an initial velocity rolling up a ramp, object falling), and then conduct an experiment to gather data that will support or refute their predictions.

2. Students should devise and carry out experiments to collect data about objects that undergo uniformly

accelerated motion. Students should make decisions regarding what object(s) to use for the experiment, what variables are to be tested, what variables are to be controlled, how to collect data, how much data to collect, how to organize the data, and how many trials to conduct. Although the classic physics experiment for this concept involves a dynamics cart rolling down an inclined plane, students should be encouraged to consider other experimental designs. Students should represent their data using both speed-time and distance-time graphs. Students might complete a formal lab report for these experiments. (COM, NUM)

3. Students could replicate Galileo’s classic experiment of “diluting” the acceleration of an object in order to

be able to measure that acceleration. Galileo realized that most objects in free fall fell too fast for accurate position and time data collection in his time, which was before stopwatches and photogates. His experiment consisted of a round bronze ball placed in a straight, smooth, and polished groove within a piece of wooden moulding 12 cubits long, all of which was set upon an inclined plane. Galileo “diluted” the acceleration by adjusting the angle of the inclined plane so that his measuring device, a water clock, could be used to collect data. Students might choose to build a replica of the water clock or devise their own similar time keeping device.

4. Students could build a balloon, mousetrap, or elastic band powered vehicle and collect data about the

object while it is accelerating and then while it is decelerating. Students could graph these motions to determine the uniformity of the object’s acceleration and deceleration.

5. Students could discuss the role of technology in attaining information about acceleration (CD 6.3).

Although our bodies can “feel” changes in speed (of sufficiently high positive or negative values) in instances such as amusement park rides, elevators, or automobiles, we are generally unable to determine the magnitude of the changes in speed. For example, does an elevator traveling from the main to third floor of a building accelerate at the same rate as an elevator traveling from the main to the tenth floor of a building? Students should discuss different technologies that can detect and measure acceleration.

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MW5 Analyze graphically and mathematically the relationship among distance, speed, time, and acceleration for objects that undergo simple linear motion or uniformly accelerated motion Suggested time: 4-6 hours The focus of this objective is for students to develop skills in the graphical and quantitative analysis of motion. The depth with which a teacher explores graphical and quantitative analysis will depend considerably on the mathematical abilities of the students, but it should be sufficient to limit the use of motion equations to those listed below. Students should engage in limited problem solving using the equations of motion. It is not necessary to develop the equations of linear motion directly from student graphs, but doing so will likely increase student understanding that graphs and equations are two different but related methods of representing the motion of an object. A common misconception among students is that the shape of a graph is a physical representation of the actual motion (e.g., a ball rolling down a ramp would result in a graph that slopes downward). Students should analyze graphs using a range of appropriate technologies including graph paper and ruler, graphing calculators, and graphical analysis software. Teachers may choose to integrate this objective with the previous two foundational objectives. Learning Objectives 1. Describe quantitatively the relationship among distance, time, speed, and acceleration for everyday

objects that undergo simple linear motion (uniform motion or uniformly accelerated motion). 2. Identify the physical quantity that the slope of a distance-time graph represents. 3. Identify the physical quantity that the slope of a speed-time graph and the area under a speed-time

graph represent. 4. Solve problems related to uniform motion and uniformly accelerated motion using the equations of

motion. 5. Use distance-time and speed-time graphs to solve problems related to uniform motion and uniformly

accelerated motion. (NUM) 6. State a prediction and a hypothesis based on available evidence and background information when

solving problems relating to simple linear motion. 7. Compare theoretical and empirical values and account for discrepancies. (CCT) 8. Read and interpret graphs to develop an understanding of the relationships among numbers. (NUM) Enrichment Learning Objectives 1. Describe quantitatively the relationship among displacement, time, velocity, and acceleration for

everyday objects that undergo simple linear motion (uniform motion or uniformly accelerated motion). 2. Use position-time and velocity-time graphs to solve problems related to uniform motion and uniformly

accelerated motion. Key Questions 1. How do distance-time and speed-time graphs represent the motion of objects? 2. How do uniform motion and uniformly accelerated motion appear on distance-time graphs? 3. How do uniform motion and uniformly accelerated motion appear on speed-time graphs? 4. How are graphical and mathematical methods of representing an object’s motion related? Key Concepts • Uniform motion appears as a straight, sloped line on a distance-time graph and as a horizontal line on a

speed-time graph. • The slope of a distance-time graph represents the speed of the object. • A useful equation for uniform motion is v = ∆d/∆t.

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• Uniformly accelerated motion appears as a parabola on a distance-time graph and as a straight, sloped line on a speed-time graph.

• The slope of a speed-t me graph represents the acceleration of the object. • The area under a speed-time graph represents the change in distance of the object. • Some useful equations for uniformly accelerated motion are:

a = ∆v/∆t ∆d = vit + 1/2a∆t2

• Numbers can convey important information in science and may be used to express physical relationships in an abstract format.

Pre-Instructional Questions 1. Do students understand the relationship between graphs and equations for representing uniform motion

or uniformly accelerated motion? 2. Which motion equations have students previously used? Suggested Teaching Strategies and Activities 1. Students should analyze graphs of uniform motion created during previous experiments and identify the

characteristics of distance-time and speed-time graphs (i.e., the distance-time graph is a straight, sloped line; the speed-time graph is a horizontal line).

2. Students should analyze graphs of uniformly accelerated motion created during previous experiments

and identify the characteristics of distance-time and speed-time graphs (i.e., the distance-time graph is a parabola; the speed-time graph is a straight, sloped line).

3. Students should draw generalized distance-time and speed-time graphs to represent objects exhibiting

no motion, uniform positive (forward) motion, uniform negative (backward) motion, uniformly accelerated motion, and uniformly decelerated motion. These could be separate graphs or sections within the same graph.

4. Students should construct a distance-time and velocity-time graph of an object that exhibits uniform

motion. They should then calculate the slope of the distance-time graph and compare that value with the value of the velocity on the speed-time graph for the same time interval to see that these values are numerically equal, within margins of uncertainty.

5. Students should explain the similarities and differences between various representations of motion

(written, visual, graphical, and numerical) and the advantages and disadvantages of each method. 6. Students should be able to analyze motion graphs (distance-time and speed-time) and explain why the

data points do or do not lie entirely along the best-fit curve or line. As part of this discussion, students should identify what a best-fit line is and how that line relates to the equations of motion and the actual motion of the object. Students should be able to explain reasons why actual values of a variable such as distance or speed are not always identical to values predicted from one or more of the equations of motion.

7. Students should use distance-time graphs of objects undergoing uniform motion to:

• Explain how to calculate the average speed of the object graphically. • Calculate the average speed between any two points on the graph. • Explain how to calculate the instantaneous speed of the object graphically. • Calculate the instantaneous speed at any given point on the graph. • Explain the similarities and differences between average and instantaneous speed calculations. • Determine the distance traveled by the object at any given instant. • Graphically determine the distance traveled by the object during any given time interval. • Graphically determine the time elapsed while the object moved through various distances.

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8. Students should use speed-time graphs of objects undergoing uniformly accelerated motion to: • Explain how to calculate the average acceleration of the object graphically. • Calculate the average acceleration between any two points on the graph. • Explain how to calculate the instantaneous acceleration of the object graphically. • Calculate the instantaneous acceleration at any given point on the graph. • Determine the speed of the object at any given instant. • Explain how to calculate the distance traveled by the object during any given time interval. • Graphically determine the distance traveled by the object during any given time interval.

Throughout these activities, students are required to locate, interpret, evaluate, and use life/work information. (CD 5.3)

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Physical Science: Chemical Reactions

Unit Overview Chemistry is the science that answers questions about the composition, structure, and properties of matter and the changes matter undergoes. It has a specialized language based on chemical names, formulas, and equations that are common throughout the world. Students have previously studied physical changes in matter, the structure of the atom, and the periodic table as part of their physical science studies. In this unit, students investigate the ways in which chemicals interact to form new substances with different properties and relate the patterns of those reactions to the periodic table. Students learn to represent chemical reactions using symbols and word equations. Upon completion of this unit, students should be able to apply their understanding of the Law of Conservation of Mass to write balanced chemical equations to represent chemical reactions. There is considerable opportunity for students to explore the relationships between science, technology, society, and the environment by investigating the role of acids and bases in the environment and exploring chemical reactions that are common in Saskatchewan agriculture and industry. Safety in the classroom, workplace, and environment is an important focus of the unit. K-12 Related Topics in Science Saskatchewan Science Units (2005) Grade 1 - Classifying Matter (Optional) Grade 3 - Properties of Matter Grade 3 - Fire and Fuels (Optional) Grade 5 - Matter and Its Changes Grade 6 - Chemicals and Reactions Grade 7 - Temperature and Heat (Optional) Grade 8 - Solutions Grade 9 - Chemistry and You Grade 10 - Chemical Change Grade 11 - Atoms and Elements Grade 11 - Molecules and Compounds Grade 11 - Chemical Reactions Grade 11 - Mole Concept and Stoichiometry Grade 11 - Consumer Chemistry (Optional) Grade 11 - Organic Chemistry (Optional) Grade 12 - Energy Changes in Chemical Reactions Grade 12 - Reaction Kinetics Grade 12 - Acid-Base Equilibria Grade 12 - Equilibrium Grade 12 - Oxidation and Reduction Pan-Canadian Framework Units Grade 5 - Properties and changes of materials Grade 7 - Mixtures and solutions Grade 7 - Heat Grade 9 - Atoms and Elements Grade 10 - Chemical Reactions Grade 11/12 - Organic Chemistry Grade 11/12 - Acids and Bases Grade 11/12 - From Structures to Properties Grade 11/12 - Electrochemistry

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Grade 11/12 - Solutions and Stoichiometry Grade 11/12 - Thermochemistry Key Questions 1. What are chemical reactions, and how do they differ from physical changes? 2. How are chemical reactions important in our lives and community? 3. How can chemical reactions be represented using words, symbols, and equations? 4. What energy changes take place during chemical reactions? 5. What factors influence the rate of chemical reactions? 6. How does the reliance on fossil fuels affect our society? 7. What is the importance of acids and bases in our lives? Key Concepts • A chemical reaction involves the rearrangement of atoms to produce different substances. • Chemical reactions either release or consume energy. Some reactions such as the burning of fossil fuels

release large amounts of energy in the form of heat and light. Light can initiate many chemical reactions such as photosynthesis and the evolution of urban smog.

• A large number of important chemical reactions involve the transfer of hydrogen ions (acid/base reactions) between reacting ions, molecules, or atoms.

• Chemical reactions can take place in intervals ranging from femtoseconds (10-15 seconds) to geologic time scales of billions of years. Reaction rates depend on how often the reacting atoms and molecules encounter one another, on the temperature of the reactants, and on certain physical properties – including shape – of the reacting substances.

• Catalysts are substances that increase the rate of a chemical reaction without being consumed in the reaction. Chemical reactions in living systems are catalyzed by protein molecules called enzymes.

• The Law of Conservation of Mass states that in a chemical reaction the total mass of reactants is equal to the total mass of the products.

Suggested Themes The study of chemical reactions should focus on chemistry in a student’s daily life in Saskatchewan, which may include themes such as household chemistry, food chemistry, agriculture, pharmaceuticals, photography, arts and crafts, personal care products, home maintenance products, pesticides, potash, water resources, sodium sulfate, ethanol, ammonia and urea, mining, forestry, or high technology industries.

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Foundational and Learning Objectives

CR1 Observe common chemical reactions in your world Suggested time: 4-6 hours Students have already studied and classified matter according to its properties (i.e., elements, compounds, solutions, and heterogeneous mixtures). Students should now begin their study of chemical reactions by observing and describing chemical reactions and differentiating between chemical and physical changes. Students should also conduct activities to investigate energy changes in chemical reactions. Learning Objectives 1. Provide examples of how science and technology are an integral part of our lives and community. (TL) 2. Observe and describe chemical reactions that are important in everyday life. 3. Perform activities to investigate exothermic and endothermic chemical reactions. 4. Identify indicators that provide evidence that a chemical reaction has likely taken place. 5. Show concern for safety and accept the need for rules and regulations when conducting scientific

investigations. 6. Demonstrate knowledge of Workplace Hazardous Materials Information System (WHMIS) standards by

selecting and applying proper techniques for handling and disposing of lab materials. 7. Show concern for safety and accept the need for rules and regulations. (PSD) 8. Use scientific principles to describe the functioning of domestic or industrial technologies. 9. Identify examples of technologies or technological processes that were developed based on scientific

understanding of chemical reactions. (TL) 10. Identify and describe science and technology-based occupations related to chemistry and explore the

educational and training requirements of these occupations. (CD 5.3) 11. Compare examples of how society supports and influences science and technology in Saskatchewan and

Canada. Key Questions 1. What is the difference between physical and chemical changes? 2. What indicators might provide evidence that a chemical reaction has occurred? 3. What are some common chemical reactions that take place in your life? 4. What are some common chemical reactions that take place in Saskatchewan agriculture and industry? 5. What is the purpose of the WHMIS? 6. What is the purpose of a Material Safety Data Sheet (MSDS)? Key Concepts • A chemical react on is a process that involves the formation of new substances with new properties. • Reactants are substances that undergo change in a chemical reaction. • Products are substances that form in a chemical reaction. • Indicators that provide evidence that a chemical reaction might have taken place include: a colour

change, an odour change, the formation of a new substance (precipitate), the emission of a gas, and the release or absorption of heat or light.

• Energy is lost (released) or gained (absorbed) in every chemical reaction. • In an exothermic chemical reaction, energy is released to the surroundings. • In an endotherm c chemical reaction, energy is absorbed from the surroundings. • Observing and describing, using our senses, are basic processes of science. • Inferring is explaining an observation in terms of previous experience. • Scientific knowledge is generated by, and used for, asking questions concerning the natural world. Pre-Instructional Questions 1. Are the students able to identify the physical properties of a substance? 2. Do students understand the difference between physical and chemical changes? 3. Are the students able to identify characteristics that indicate a physical change might have taken place? 4. Are the students able to identify characteristics that indicate a chemical change might have taken place?

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5. Are the students able to identify the products and reactants when observing chemical reactions? 6. Are students aware of the Workplace Hazardous Materials Information System (WHMIS) and similar

safety symbols and their meanings? 7. Are the students aware of common chemical reactions in Saskatchewan agriculture and industry? Suggested Teaching Strategies and Activities 1. Students should observe a variety of physical and chemical changes among common substances.

Examples might include: steel wool placed in copper (II) sulfate solution, oxidation of iron (rusting), ice melting, Alka-Seltzer tablet added to water, combustion of wax, vinegar added to milk, cutting of paper, toasting of bread, vinegar added to baking soda, a match burning, leaves changing colour in the fall, phenolphthalein added to sodium hydroxide, composting of organic waste, decomposition of hydrogen peroxide, etc. Students should describe the properties of each substance before and after the change for each reaction. Students should look for indicators that could provide evidence that a chemical reaction has occurred rather than a physical change. Students should be able to identify the products and reactants of each chemical reaction. Students should demonstrate safe practices throughout the investigations.

2. Students should describe the function of the Workplace Hazardous Materials Information System

(WHMIS). This includes describing WHMIS hazard categories and symbols, and the function of Material Safety Data Sheets (MSDS). Students should also describe the Hazardous Household Product Symbols. Students should discuss why it is necessary to have national standards such as WHMIS and Canadian Standards Association (CSA). (Note: as of October 1, 2001, Health Canada only requires two frames (triangle and octagon) to indicate the degree of hazard of household products. Many current resources show a third frame (diamond) which is no longer in use.) (PSD)

3. Students could classify a list of chemical reactions as endothermic or exothermic, based on either written

descriptions of the reactions or direct observations of the reactions. Students could suggest where or how the reaction releases or absorbs energy (e.g., a firecracker exploding releases energy as sound, light, and heat). (CCT)

4. Students should investigate common chemical reactions in order to identify which reactions absorb

energy (endothermic) and which release energy (exothermic). Examples of materials that are simple and safe to use include: hot packs and cold packs, citric acid and sodium bicarbonate (baking soda), or vinegar and steel wool. (Note: Energy changes are a key concept in the Weather Dynamics unit, but those changes are generally due to changes of state, not chemical reactions.)

5. Students could generate a list of products that are used during any given day. Students could choose a

product, or category of products, and research the manufacturing process, identifying the chemical reactions that occur during the process. Student responses could include an analysis of how their lives would be different without these products. Examples of categories and products for research include: auto products (brake fluid, de-icer, grease, tires), household cleaners (bleach, ammonia, fabric softener, furniture polish, glass cleaner), pesticides, pet care products (flea and tick treatment, kitty litter, fish tank cleaner), personal care products (makeup, shampoo, hair colouring, fragrances, mouthwash, toothpaste), home construction and maintenance products (glue, grout, insulation, paint, putty, stain, caulk), and arts and crafts products (fabric dye, paint thinner, epoxy glue, repositionable glue, wood filler).

6. Students could identify common chemical reactions that occur in Saskatchewan agriculture and

industry. Examples can be found in: potash mining, fertilizer production, gold mining, oil exploration, recycling, welding, pulp and paper production, plastics manufacturing, synthetic textiles, water treatment, waste water treatment, diamond mining. It is not necessary at this point that students understand all of the reactions that take place within any of these processes, but students should recognize that chemical reactions take place throughout the agricultural and industrial sector in Saskatchewan and that these reactions are often complex. The top chemicals produced industrially in Canada are: sulphuric acid, nitrogen, oxygen, ethylene, calcium carbonate, ammonia, sodium hydroxide, propylene, and sodium carbonate.

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7. Students could gather information about chemistry-related occupations in Saskatchewan. Research could focus on a specific sector (agriculture, mining, forestry, and manufacturing) or an occupation (technician, laboratory technologist, scientist, sales manager). Appropriate information to collect might include: the education required for these occupations, job prospects, salaries, types of skills required, job titles, numbers of positions, major employers, and locations. Students might choose to interview members of their community whose occupation requires some knowledge of chemistry. (SaskNetWork.ca provides information specific to careers in Saskatchewan.) (CD 7.3)

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CR2 Represent chemical reactions symbolically using models, word equations, and balanced chemical equations Suggested time: 6-8 hours Nomenclature, the systematic naming of chemical compounds, provides chemists with distinct names for every chemical compound. Naming systems also provide information about the chemical composition and structure of compounds. Students should learn to represent chemical reactions using models, word equations, and chemical equations. Students should investigate the concept of conservation of mass in chemical reactions and use the understanding of that concept to write balanced chemical equations for a variety of chemical reactions. Throughout the unit, students should continue to extend their understanding of the structure, patterns, and predictive nature of the periodic table. Many students find the concept and process of balancing chemical equations to be difficult. This difficulty can be minimized by providing the students with multiple opportunities to manipulate physical models of elements and compounds, enabling students to physically rearrange (but not add or subtract) atoms for each chemical reaction studied. The concepts of reaction type (synthesis, decomposition, single replacement, and double replacement) and activity series are addressed in Chemistry and need not be introduced at this grade. Learning Objectives 1. Represent common chemical compounds using models. 2. Name and write formulas for common ionic compounds using the periodic table and a list of ions. (COM) 3. Name and write formulas for common molecular compounds using the periodic table and a list of

numerical prefixes. 4. Describe the usefulness of scientific nomenclature systems such as the International Union of Pure and

Applied Chemistry (IUPAC) naming conventions. 5. Reflect upon how knowledge develops and changes in science. (CCT) 6. Value the contributions made by women and men from many societies and cultural backgrounds in the

development of international standards in chemistry. (PSD) 7. Represent chemical reactions using word equations. 8. Design an experiment to investigate the Law of Conservation of Mass, identifying and controlling major

variables. (CCT) 9. Represent chemical reactions and conservation of mass using models. 10. Represent chemical reactions and conservation of mass using balanced chemical equations. (NUM) Enrichment Learning Objectives 1. Investigate and identify properties of ionic and covalent compounds. 2. Conduct tests to determine the presence of ions in solutions. 3. Indicate substance state symbols (s, l, g, aq) in chemical equations. Key Questions 1. Why have scientists worldwide adopted common naming systems for chemicals? 2. How and why do scientists represent chemical reactions symbolically? 3. What is the Law of Conservation of Mass and why is it a foundation of chemistry? 4. How does the concept of conservation of mass relate to the concept and process of balancing chemical

equations? 5. What does it mean to balance a chemical equation? Key Concepts • An ion is an atom that has become charged by gaining or losing one or more electrons. • An anion is a negatively charged ion, the result of gaining one or more electrons. • A cation is a positively charged ion, the result of losing one or more electrons. • A covalent bond is the bond formed by two or more atoms sharing one or more pairs of electrons.

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• A molecular compound is a neutral compound composed of two or more non-metallic elements held together by covalent bonds.

• A polyatomic ion is composed of two or more non-metallic atoms bonded together covalently. • An ionic bond is the bond formed by the transfer of electrons from one atom (usually a metal) to another

(usually a non-metal). • An ionic compound is a neutral compound that consists of positive and negative ions held together by an

ionic bond. • A word equation identifies the reactants and products in a chemical reaction using only the names of the

elements and compounds. • A chemical equation represents the reactants and products in a chemical reaction using their symbols or

formulas. • The Law of Conservation o Mass states that in a chemical reaction the total mass of reactants is equal

to the total mass of the products. • A balanced chemical equation represents the identities and relative amounts of reactants and products

in a chemical reaction. The total number of each type of atom remains the same. • Designing experiments involves planning a series of data-gathering operations that will provide a basis

for testing a hypothesis or answering a question. • A scientific law is a statement that summarizes an observed pattern in nature. Pre-Instructional Questions 1. Are students familiar with models of atomic structure that include protons, electrons, and neutrons? 2. Are students aware of the basic structural features of the periodic table (i.e., atomic number, atomic

mass, families, and groups)? 3. Are students able to identify which elements are metals and which are non-metals using a periodic

table? 4. Do students know the difference between an atom and an ion? 5. Are students familiar with numerical prefixes up to 10 (deca)? 6. Do students know the difference between a subscript, a superscript, and a coefficient? 7. Do students know the eight elements that occur in nature as diatomic molecules (H2, N2, O2, F2, Cl2, Br2,

I2, and At2)? 8. Are students able to identify the products and reactants in word equations? 9. Are students able to represent elements and compounds using models? 10. Do students understand the concept of conservation of mass? Suggested Teaching Strategies and Activities 1. Students should construct models of ionic and molecular compounds using materials such as Styrofoam

balls, paper clips, marbles, marshmallows, Smarties, or commercial molecular model kits. Students could label the model to show the compound name, element(s), chemical formula, and common uses. Their models should demonstrate that the chemical formula indicates the number and type of each atom present in the compound (e.g., Al2O3 consists of 2 aluminum atoms and 3 oxygen atoms).

2. Students should write word equations for common chemical reactions based on written descriptions of

the reaction (e.g., aluminum metal reacts with hydrochloric acid to form aluminum chloride and hydrogen gas can be written as aluminum + hydrochloric acid → aluminum chloride + hydrogen). Students should be able to identify the reactants and products of the chemical reaction from the word equation. (CCT)

3. Students should name and write formulas for common molecular compounds (e.g., CCl4 - carbon

tetrachloride, N2O3 - dinitrogen trioxide, etc.) using prefixes and a periodic table. Students should be able to memorize and use prefixes from 1 (mono) to 10 (deca). Students should be able to describe why the use of prefixes is essential to the naming of molecular compounds.

4. Students should name and write formulas for common ionic compounds using a periodic table and an ion

chart. The ion chart should contain names of common simple ions (e.g., Al3+, Cl-, etc.), polyatomic ions (e.g., NH4+, CO32-, NO3-, etc.), and ions that have multiple oxidation numbers (e.g., Fe2+, Fe3+, etc.). Students should be able to use the Stock system (e.g., iron (II), iron (III), etc.) for naming ionic compounds that are composed of substances that have multiple oxidation numbers. Students are not

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expected to use the classical system for naming ionic compounds (e.g., ferrous, ferric, etc.) or memorize lists of ions and charges. Students should be able to describe why prefixes are not required for naming ionic compounds although prefixes are required for naming molecular compounds.

5. Students should identify the name and chemical formula of chemical compounds that have common

rather than systematic names (e.g., water, ammonia, sugar, baking soda, chalk, limewater, muriatic acid, potash, salt, bleach, battery acid, vinegar, Vitamin C, and pencil lead). Students should discuss why these substances have the names that they do and the disadvantages of using common names rather than systematic names. The term “common names” generally refers to compounds whose names were adopted before the development of formal nomenclature systems such as those developed by IUPAC. Some resources refer to these as “trivial names”.

6. Students could research the historical development of naming systems in chemistry and identify the key

contributors to the international naming systems. Students should explain how these systems have developed and why they are important as a communication tool. Students should note that there are still discrepancies among countries regarding the naming of new elements.

7. Students should design an experiment to determine whether mass is conserved in chemical reactions in

both closed and open systems. Students should generate hypotheses, choose variables, collect appropriate data, and then conduct the experiment safely. Students should be able to explain how their data supports or refutes the Law of Conservation of Mass. Students could describe implications of the law in practical situations (e.g., wood burning, bread baking, swallowing an Alka-Seltzer, industrial processes). (NUM, TL, CCT)

8. Students should represent chemical reactions using word equations, chemical equations, and balanced

chemical equations. Students should be able to convert a word equation into a chemical equation, convert a chemical equation into a word equation, and balance a chemical equation. The use of physical models (e.g., Styrofoam balls, paper clips, marbles, marshmallows, Smarties, or commercial molecular model kits) to represent individual atoms in chemical reactions enables students to readily see that the numbers of atoms on each side of a balanced chemical equation must be equal. Students should practise balancing equations until students clearly demonstrate understanding that mass is conserved in chemical reactions and that atoms are neither created nor destroyed in chemical reactions.

9. Enrichment: Students could represent chemical reactions in ways that require students to be able to

predict the products from the reactants. This will help increase students’ understanding of a balanced chemical reaction and increase their ability to write balanced chemical equations.

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CR3 Identify characteristics of chemical reactions involving organic compounds Suggested time: 3–5 hours The study of organic compounds is given a distinct section in this unit to reflect that fact that the vast majority of all chemical compounds in the world are organic (i.e., carbon containing). Many of these compounds are hydrocarbons (hydrogen-carbon compounds), and are used as our main source of fuel for our buildings and vehicles. Students should observe the burning of hydrocarbons (combustion) and research the impact of society’s reliance on these fossil fuels. Teachers may choose to integrate this research with objectives in the Sustainability of Ecosystems and/or Weather Dynamics unit. The study of naming systems for organic compounds is addressed in Chemistry and need not be introduced at this grade. Learning Objectives 1. Observe and describe the combustion process. 2. Illustrate, using chemical formulas, a variety of natural and synthetic compounds that contain carbon. 3. Defend a decision or judgement related to the use of fossil fuels and demonstrate that relevant

arguments can arise from different perspectives. (PSD, COM) 4. Propose alternative solutions to society’s reliance on fossil fuels, identify the potential strengths and

weaknesses of each solution, and select one as the basis for a plan. (CCT, PSD) 5. Use factual information and rational explanations when analysing and evaluating perspectives related

to the use of fossil fuels. (CCT) Key Questions 1. What are the key characteristics of organic compounds? 2. What are the products of hydrocarbon combustion? 3. What are the dangers of incomplete combustion of a hydrocarbon? 4. Why is there concern in our society about the combustion of fossil fuels? Key Concepts • Organ c compounds are molecular substances that contain carbon, excluding carbonates and oxides. • Hydrocarbons are organic compounds composed solely of hydrogen and carbon atoms. • Combustion is the reaction of a substance with oxygen to produce oxides, light and heat. Most

combustion reactions involve organic compounds. • Incomplete combustion occurs when there is not enough oxygen available for a combustion reaction

which leads to the production of carbon monoxide instead of or in addition to carbon dioxide, when burning a hydrocarbon.

• Scientific and technological developments have real and direct effects on every person’s life. Some effects are desirable; some are not.

• Scientific thought and knowledge can be used to support different positions. Scientists may disagree even though they may invoke the same scientific theories and data.

• Science is based on evidence, developed privately by individuals or groups, that is shared publicly with others. This enables others to attempt to establish the validity and reliability of the evidence.

• All branches of science are interrelated. • Applications of scientific knowledge and of technological products and practices are ultimately

determined by society. Scientists and technologists have a responsibility to inform the public of the possible consequences of such applications.

Pre-Instructional Questions 1. Do the students know the difference between organic and inorganic compounds? 2. Are the students able to provide examples of organic compounds in their daily lives?

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3. Are the students able to name examples of hydrocarbons? 4. Are the students aware of the location of Canada’s primary hydrocarbon resources? Suggested Teaching Strategies and Activities 1. Students should identify common organic compounds that are present in students’ daily lives in order to

gain an appreciation of the prevalence of organic compounds. Students could categorize these compounds according to criteria such as use (e.g., fuels, lubricants, detergents, synthetic fibres, plastics, and rubbers). Individual students or groups of students could research the uses of these and other common organic compounds.

2. Students could describe examples of the combustion process that students see in their daily lives (e.g.,

propane or natural gas BBQ, automobile gasoline, diesel fuel for a generator, butane curling iron or lighter) as well as examples which may be less readily observable (e.g., oil refinery, industrial manufacturing).

3. Students should observe the combustion process through the burning of hydrocarbons (e.g., a propane or

natural gas BBQ, or Bunsen burner). Students should identify the reactants and products of a typical combustion reaction and the nature of energy changes during these reactions. Students should write the general word equation and a balanced chemical equation for combustion reactions in general (i.e., hydrocarbon + oxygen → carbon dioxide + water + energy) and for specific combustion reactions (e.g., methane, propane, butane). Students should also be able to describe the origin of the energy that is released during the combustion process.

4. Students could construct models of common organic compounds (e.g., methane, propane, butane, octane,

methanol, ethanol, and glucose) using objects such as Styrofoam balls, marbles, marshmallows, or commercial molecular model kits. As an enrichment activity, students might use the models to identify patterns in the ratios of the elements in organic compounds.

5. Students could research Canada’s primary hydrocarbon resources (i.e., gas and oil fields in Western

Canada, the Alberta Tar Sands, and Hibernia) and explain why these resources exist in these particular locations. Additionally, students could identify issues related to the use of fossil fuels and the advantages and disadvantages of this resource. Students could also develop a plan for alternatives to fossil fuels for public and private transportation. (IL, PSD, CCT)

6. Students should research the effects of the use of fossil fuels and then write a position paper, conduct a

deliberative dialogue, or participate in a debate in which they defend a position related to the implications of burning fossil fuels in Saskatchewan. Students should express ideas and reactions in an appropriate manner. (IL, PSD, CD 2.3)

7. Enrichment: Students could research societal and environmental effects of using polymers (e.g.,

polyurethane, rubber, Lycra, polypropylene, polyethylene, aspartame, saccharine, linoleum) for products such as clothing, diapers, contact lenses, grocery bags, floor coverings, or artificial sweeteners.

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CR4 Identify factors that affect the rates of chemical reactions Suggested time: 4-6 hours Some chemical reactions such as the rusting of a car occur slowly; others such as fireworks exploding occur rapidly. Students should experimentally investigate the rate of chemical reactions and determine the factors that can influence the rate of the reaction. Students should be introduced to the collision model as an explanation for changes in reaction rates. Students also study the concept of rate of change in the Motion in Our World unit. Learning Objectives 1. Identify how factors such as temperature, concentration, and surface area can affect the rate of a

chemical reaction. 2. Use the collision model to explain changes in chemical reaction rates. 3. Design and perform an experiment to determine how various factors affect chemical reaction rates,

identifying and controlling major variables. (CCT) 4. Carry out procedures controlling the major variables and adapting or extending procedures where

required. 5. Compile and organize data, using appropriate formats and data treatments to facilitate interpretation of

the data. (COM, NUM) 6. Interpret patterns and trends in data, and infer or calculate linear and nonlinear relationships among

variables. (NUM) 7. Value the processes for drawing conclusions in science. Key Questions 1. What is the rate of a chemical reaction? 2. What factor(s) might influence the rate of a chemical reaction? 3. What is the role of a catalyst in a chemical reaction? 4. How can the collision model explain rates of chemical reactions? 5. Why are rates of chemical reactions often controlled in industry? 6. What are some examples of chemical reactions that people want to speed up or slow down? Key Concepts • The rate of a chemical reaction is a measure of how quickly or slowly the reaction occurs. • Measuring the rate of a chemical reaction involves measuring how much product(s) forms or how much

reactant(s) is used up in a time interval. • Factors that influence the rate of chemical reactions include: nature of the reactant(s), temperature of

the reactant(s), concentration of the reactant(s), surface area of the reactant(s), and the presence or absence of a catalyst or inhibitor.

• Increasing the temperature of the reactants generally increases the rate of a chemical reaction. • Increasing the concentration of one or more reactants generally increases the rate of a chemical reaction. • Increasing the surface area of one or more reactants generally increases the rate of a chemical reaction. • A catalyst is a substance that changes the rate of a chemical reaction but is not changed in the reaction. • The collision model states that the number of effective collisions (above activation energy) of reactant

molecules affects the rate of a chemical reaction. • Scientific knowledge is based on experimentation and observation. • Science is based on evidence that could be obtained by other people working in a different place and at a

different time under similar conditions. • Controlling variables in an experiment is done to isolate factors that may influence a situation or event. • Hypothesizing is stating a tentative generalization which may be used to explain a relatively large

number of events. Hypotheses are subject to testing by experiments. • Interpreting data is based on finding a pattern in a collection of data that then leads to generalizations.

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Pre-Instructional Questions 1. Are students able to describe examples of chemical reactions that occur rapidly or slowly? 2. Do students understand the concept ‘rate of change’? 3. Do students know how to measure a rate of change? 4. Are students able to identify when a chemical reaction is complete? 5. Are students able to suggest factors that might influence the rate of a chemical reaction? 6. Are students able to describe examples of chemical reactions that are purposely controlled? Suggested Teaching Strategies and Activities 1. Students could brainstorm a list of common chemical reactions and categorize them according to the rate

of the reaction. Students should suggest reasons for why these reactions occur at such different rates. (COM)

2. Students could discuss methods of determining the rate of chemical reactions. They could suggest

methods that they could use in the classroom to determine the rate of a reaction as well as methods that industry might use. Students should also be able to explain how to identify when a chemical reaction is complete.

3. Students could describe chemical reactions that are controlled in domestic or industrial processes (e.g.,

cooking, food preservation, refrigeration, explosives, pharmaceuticals, manufacturing, and air bags). Students should suggest reasons why these reactions are controlled and possible design requirements for the rate (e.g., an air bag must inflate within 15 – 20 ms after impact).

4. Students should design an experiment to investigate factors that may influence the rate of a chemical

reaction. Typical factors to investigate include: temperature of the reactant(s), concentration of the reactant(s), surface area of the reactant(s), and the presence or absence of a catalyst. It is not necessary that each student conduct an experiment to determine the relationship of each factor. Instead, groups may investigate different factors and share the results, along with supporting documents and visuals, with classmates. Open sharing of group results helps to demonstrate the public nature of science and the need for obtaining reproducible experimental results. Students could use this set of experiments as a mini-science fair activity.

5. Students could investigate how to change the rate of a chemical reaction. For example, they could vary

the amounts of baking soda and vinegar mixed together to simulate an explosion. Students could collect data in order to determine whether factors such as the amount of each reactant or the ratio of the reactants control the reaction rate. Students should also be able to notice a decrease in reaction rate as the reactants get used up. For an extension to this activity, consider providing students with a much larger quantity of the reactants and asking students to predict the reaction rate based on their previously graphed data. This provides an opportunity to discuss the limits of the best-fit graph specifically and the limits of extrapolation generally. (NUM)

6. Students could identify the role of catalysts in common chemical reactions and in industrial processes

(e.g., catalytic converters in automobiles, decomposition of hydrogen peroxide, biological enzymes, manufacture of ammonia by the Haber process, the Contact process for the manufacture of sulphuric acid, and the destruction of ozone in the atmosphere). The focus of student research at this grade should be to explain how and why these processes are controlled, not to understand every step of these complex processes.

7. Enrichment: Students could conduct an experiment to determine whether a substance is a catalyst or a

reactant in a chemical reaction.

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CR5 Investigate chemical reactions involving acids and bases Suggested time: 3-5 hours Chemists classify matter according to various criteria. One method of classification uses the properties of substances when dissolved in water and results in the categorization of substances as acids or bases. Students should explore the properties of common substances to find out which are acidic and which are basic. Students should be able to name common acids and bases, and describe where those substances exist in Saskatchewan homes, industry, and agriculture. Students should also research the effects of acids and bases on the Saskatchewan environment. Students should continue to gain further understanding of the concept of conservation of mass by writing balanced chemical equations to represent neutralization reactions. Arrhenius definitions of acids are suggested for use in Science 10. Bronsted-Lowry and Lewis definitions are introduced in Chemistry. Learning Objectives 1. Perform activities to investigate the characteristics of acids and bases. (IL) 2. Work co-operatively with team members to develop and carry out a plan, and troubleshoot problems as

they arise. (CD 2.3) 3. Evaluate and select appropriate instruments for collecting evidence and appropriate processes for

problem solving, inquiring, and decision making. (CCT, TL) 4. Classify substances as acids, bases, or salts, based on observable characteristics, name, and chemical

formula. 5. Name and write formulas for common acids and bases, using the periodic table, a list of ions, and rules

for naming acids and bases. 6. Describe the process of neutralization and identify practical examples. Key Questions 1. What are the defining characteristics of acids and bases? 2. How can we determine if a substance is acidic or basic? 3. What are the pH values of common household substances? 4. What are some important acids and bases in Saskatchewan agriculture and industry? 5. What is a neutralization reaction? 6. What are examples of common neutralization reactions? Key Concepts • Acids are substances that produce hydrogen ions (H+) when dissolved in water. Acids are sour-tasting,

good conductors of electricity, turn blue litmus paper red, and react with bases to form salts and water. • Bases are substances that produce hydroxide ions (OH-) when dissolved in water. Bases are bitter

tasting, good conductors of electricity, feel slippery, turn red litmus paper blue and react with acids to form salts and water.

• Indicators are substances that change colour at specific pH levels. • The pH scale indicates the acidity or alkalinity of a solution. It is a logarithmic scale in which a change

in pH of 1 indicates a ten-fold change in the acidity or alkalinity. • A neutral substance has a pH of 7 and is neither acidic nor basic. • Neutralization is the reaction between an acid and a base that produces a salt and water. • A salt is an ionic compound that is composed of a cation from a base and an anion from an acid. • Numbers can be used to convey important scientific information such as the relative strengths of acids

and bases. • Science and technology can be used to monitor the impact of acids and bases on the environment. Pre-Instructional Questions 1. Do students know the difference between an acid and a base?

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2. Are students able to identify examples of acids and bases in their daily lives? 3. Do students know how to use indicators to determine whether a substance is acidic or basic? 4. Do students know the pH of common household substances? Suggested Teaching Strategies and Activities 1. Students should conduct an activity to determine whether common household substances are acidic or

basic. Students could use a home-made indicator (e.g., boiled cabbage), litmus paper, phenolphthalein solution, pH paper, pH meter, or pH probe. A discussion of indicator technologies could highlight reasons why it is sometimes important to have very precise measurements of pH, while in other instances it may be sufficient to know that a substance is acidic or basic.

2. Students should develop a list of important acids and bases (e.g., sulphuric acid, lime, ammonia,

phosphoric acid, sodium hydroxide), the characteristics of those chemicals, and where they might be used in Saskatchewan agriculture and industry.

3. Students could create a pH scale and place common substances at appropriate positions on the scale.

Students should be made aware that the pH scale is logarithmic (i.e., a change of one unit on the pH scale represents a tenfold increase or decrease of hydrogen ion solution concentration). (NUM)

4. Students could bring samples of water (e.g., lakes, rivers, sloughs, wetlands, swimming pools, and

kitchen taps) or soil (e.g., garden, school yard, compost pile, ditch, beach, sand dune) for pH testing. Teachers could integrate this activity with objectives in the Sustainability of Ecosystems unit.

5. Students could design an activity to investigate one or more characteristics of acids or bases, pH, or

neutralization. For example, students might test the effectiveness of antacid tablets, test the acidity of various foods or cosmetics, or test the effectiveness of various bases in neutralizing a simulated acid spill.

6. Students could conduct an activity to neutralize an acid or a base. They should be able to explain what

evidence supports the conclusion that water and a salt are the products of a neutralization reaction. Students should be able to discuss the role of an indicator in determining when the acid or base is neutralized.

7. Students could investigate practical applications of pH and neutralization by conducting research to

answer questions such as: • What are natural and artificial methods of neutralizing acidified lakes? • How does lemon juice neutralize fish odors? • Why are fish only able to live in water within a certain pH range? • How is the balance of acidic or alkaline soils restored? • What is the purpose of baking soda in baking? • How do soda-acid fire extinguishers work? • How can an antacid settle an upset stomach? • Why is it important to know the pH of hair shampoos and conditioners? (IL)

8. Students should research a topic related to the effects of acids and bases in Saskatchewan agriculture or

industry (e.g., soil chemistry, acid rain, industrial emissions, anhydrous ammonia storage and transportation). From their research, students could identify key issues and then develop a response to address all or some components of the issue. This response could take the form of a position paper, a structured controversy, a debate, a deliberative dialogue, or an action plan. Students can demonstrate giving and receiving feedback. (IL, PSD, CD 1.3)

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Earth and Space Science: Weather Dynamics

Unit Overview It is difficult to imagine a day going by where someone does not talk about the weather or climate change, yet few people are able to base their discussions on a thorough understanding of the scientific principles that explain the Earth’s weather and climate systems. To help develop and strengthen that understanding, students will investigate the factors that govern our global climate, focusing on the role of energy and water movement throughout the atmosphere and hydrosphere. Students will develop an understanding of the methods and technologies that meteorologists use to collect, display, and analyze weather data through the collection and analysis of local weather data. They will also explore weather forecasting and its limitations, cultural perspectives on weather, the impact of severe climate and weather on our planet and the changing of the Earth’s climate. K-12 Related Topics in Science Saskatchewan Science Units (2005) Grade 2 - Weather Grade 4 - Predicting Weather Grade 6 - Earth’s climate (Optional) Grade 7 - Temperature and Heat (Optional) Grade 9 - The Atmosphere (Optional) Pan-Canadian Framework Units Grade 1 - Daily and Seasonal Changes Grade 2 - Air and Water in the Environment Grade 4 - Rocks, Minerals, and Erosion Grade 5 - Weather Grade 6 - Space Grade 7 - Heat Grade 8 - Fluids Grade 8 - Water Systems on Earth Grade 10 - Weather Dynamics Key Questions 1. What is the difference between weather and climate? 2. What are the impacts of severe weather on our planet? 3. How do meteorologists collect data? 4. What are the scientific principles that explain global weather dynamics? 5. How do meteorologists forecast the weather locally and globally? 6. What major natural and human factors influence climate change? 7. What are the effects of global climate change on our environment? Key Concepts Weather is defined as the day to day environmental conditions in a location. Climate is defined as the weather conditions of a location averaged over many years. The earth has a variety of climatic patterns, which consist of different conditions of temperature, precipitation, humidity, wind, air pressure, and other atmospheric phenomenon. Global climate systems are driven by the uneven heating of the surface of the earth by solar radiation. The cause of the uneven heating is the 23.5° tilt of the Earth’s axis which affects how directly sunlight falls on a given location on the earth’s surface. This uneven heating creates convection currents within the atmosphere and oceans, producing winds and ocean currents. The rotation of the earth curves the flow of winds and ocean currents through a process called the Coriolis Effect.

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The cycling of water in and out of the atmosphere plays an important part in determining local and global climatic patterns. Water evaporates from the surface, rising and cooling, condensing into clouds and then into snow or rain, and falling to the surface where it collects in rivers, lakes, and porous layers of rocks. Many severe weather events occur because of sudden movement of air masses of unequal temperature and moisture content. The atmosphere has a tendency to reach a stable state with a relatively equal distribution of temperature and moisture. Sometimes air masses move rapidly resulting in a warm, humid air mass becoming trapped below a lighter, cooler air mass. The warmer, moister air begins to rise and expand, and its water vapour condenses. This condensation releases heat, causing the air mass to rise higher and faster. At some altitude, this warmer air cools rapidly, causing the moisture that is being carried upward in the air mass to be released as precipitation. This could take the form of a blizzard, a thunderstorm, or a hurricane. Earth’s climate has changed radically in the past and many scientists expect it to continue changing. Natural causes include the effects of geological shifts such as the advance or retreat of glaciers over centuries or a series of huge volcanic eruptions in a short time. Even relatively minor changes of atmospheric content or of ocean temperatures, if sustained long enough, can have widespread effects on climate. Humans are contributing to these changes, although the ultimate long-term effects are not clearly known. (AAAS, 1989)

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Foundational and Learning Objectives

WD1 Explore the causes and impact of severe weather in Canada Suggested time: 3-5 hours The topic of severe weather can serve as a motivating context for the study of weather dynamics. Students will likely be familiar with examples of severe weather such as droughts, blizzards, ice storms, tornadoes in the Prairies, and hurricanes along the Atlantic coast. Students should research the causes of Canadian severe weather events and analyze the impact of severe weather events on the physical and human environment. The focus should be on understanding how the rapid movement of air masses of unequal temperature and moisture content contribute to most types of severe weather in Canada. Students should also investigate severe weather that involves a lack of precipitation rather than an abundance of precipitation. Learning Objectives 1. Identify and explain those characteristics that distinguish weather from climate. (CCT) 2. Identify and explain the causes of Canadian severe weather events (e.g., tornadoes, hurricanes,

blizzards, hailstorms, thunderstorms, flooding, ice storms, and droughts). 3. Identify tools scientists use to describe and classify severity of weather phenomenon (i.e., Beaufort wind

scale, Saffir-Simpson Hurricane Scale, wind chill chart, humidex, UV index). (TL) 4. Investigate how scientists use computer technologies for modeling and predicting severe weather events.

(TL) 5. Explore careers related to weather forecasting. (CD 5.2) 6. Explore the technical, social, and cultural implications of present technology and potential future

technological developments. (TL) 7. Discuss the ethical considerations meteorologists face when deciding when and how to share severe

weather information with the public. Enrichment Learning Objectives 1. Identify and explain the causes of severe weather that occur outside of Canada. 2. Identify Canadian weather records and compare them with world weather records. Key Questions 1. What are the similarities and differences between weather and climate? 2. Where do severe weather events occur in Saskatchewan? Canada? The world? 3. What characteristics do severe weather events share? 4. How do scientists classify severity of weather phenomenon? 5. What methods do meteorologists use to share information about severe weather events? 6. What responsibility do scientists have to share severe weather information with the public? Key Concepts • Weather is the day-to-day environmental conditions in a location. • Climate is the weather conditions of an area averaged over many years. • A blizzard is a severe storm with strong winds (greater than 40 km/h), low temperatures, and blowing

snow that reduces visibility to 1 km or less and that lasts for at least three hours. • A drought is a period in which the rainfall for an area is much less than average. • A flood is excess water from rain, rivers, or oceans that cannot be absorbed by the surrounding land. • An ice storm is where falling rain freezes instantly when coming in contact with a surface, forming a

coat of ice on the surface. • A tornado is a vortex of rapidly moving air associated with a thunderstorm.

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• A thunderstorm is a severe storm several kilometres in diameter created by the rapid lifting of moist warm air which creates a cumulonimbus cloud and which may include lightning, thunder, heavy rain, or hail.

• A cyclone is a low pressure, air mass that is rotating inward (counter clockwise in the Northern Hemisphere, clockwise in the Southern Hemisphere).

• Monsoons are seasonal winds that blow from land to sea in the winter and from sea to land in the summer. Summer monsoons usually bring heavy precipitation.

• Science is based on cause and effect relationships that enable predictions of future events. • Scientists use numbers to convey important information such as the use of scales to represent severity of

weather events. Pre-Instructional Questions 1. What questions do students have regarding weather and climate? 2. What characteristics do students associate with the terms weather and climate? 3. Do students realize that the term’s weather and climate are not interchangeable? 4. Are the students able to identify examples of severe weather events (tornadoes, hurricanes, blizzards,

hailstorms, thunderstorms, flooding, cyclones, monsoons, ice storms, droughts)? 5. Are students able to describe commonalities and differences among these types of severe weather

events? 6. Are students able to identify locations within Canada generally and their own region specifically where

these different types of severe weather events are likely to occur? 7. Are students able to identify human activities that are, or could be, influenced by severe weather? 8. Are students aware of the tools that scientists have developed for classifying the intensity of severe

weather events and the reasons for these tools? Suggested Teaching Strategies and Activities 1. Students should discuss their understandings of climate and weather. They could create a concept map

of climate and weather terms to help strengthen understanding of the similarities and differences between these concepts. Students may add to their concept maps (or similar graphical representation) throughout the unit as students develop deeper understandings of the relationships that exist between climate and weather-related concepts.

2. Students could research severe weather events to develop a general understanding of the types of severe

weather that occur throughout Canada. Students could use a map of Canada to indicate locations where severe weather events tend to occur and which types of events occur in which locations. An excellent starting point for this research is Environment Canada’s annual Top Ten Weather Stories. This website provides brief overviews of the weather stories that made headlines across Canada each year since 1996. (IL, NUM)

3. Students could create a pamphlet, poster, presentation, video, or television broadcast highlighting one

type of Canadian severe weather event. They could include information such as a description of the event, explanations of the scientific principles of the event, a map of where this event might occur in a specific region, descriptions of the types of human and environmental damage that typically result from this event, and recommendations for public safety before, during, and after this event. Students may incorporate pictures or videoclips of a severe weather event into their publication or presentation. With this activity, students are able to improve on their strategies to locate, interpret, evaluate, and use information. (COM, CD 5.3)

4. Scientists throughout the world have developed common standards for sharing information about severe

weather (e.g., Beaufort wind force scale, Fujita tornado intensity scale, Saffir-Simpson hurricane scale, wind-chill chart, humidex). Students could work in small groups to develop their own categories with descriptors and then share the results in order to arrive at consensus on the use of one common chart. The class could discuss the rationale for using common terminology in the class chart and then extend the discussion to a consideration of why scientists develop such tools using common standards. (TL)

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5. Students could discuss the challenges of collecting data from severe weather events. For example, “storm chasers” follow storm systems, often putting their own lives at risk. Some are thrill-seekers, some are professional photographers, and some are scientists trying to measure and understand storms. Students should speculate on what draws these people to this dangerous pursuit and what they hope to accomplish.

6. Meteorologists in Canada issue weather watches, weather advisories, and weather warnings to indicate

the possibility of severe weather in a region. This information is available on-line and in a real-time map at the Environment Canada website. Students could use the map and accompanying background information or the website to determine the criteria that Environment Canada uses to determine which level of weather warning to issue.

7. Weather professionals must make difficult decisions about when to inform the public of impending

severe weather events, and when to issue weather watches, advisories, or warnings. Students could conduct a public deliberation, debate, or role play regarding the public’s right to be informed of impending severe weather. Roles might include: meteorologist, television weather broadcaster, small business owner, employee, government official, parent, community member, student, and teacher. Students will need to be able to express their feelings, reactions, and ideas in an appropriate manner. (PSD, CD 2.3)

8. The public can access weather information through the newspaper, television, radio, Weatheradio, and

Internet sites. Students could compare and contrast the advantages and disadvantages of each of these media sources for delivering information about severe weather events. Students should demonstrate strategies for locating, interpreting, evaluating, and using life information. (CCT, CD 5.3)

9. Humans have written about the weather, particularly extreme weather, throughout recorded history.

Students could find examples from Canadian literature that include references to severe weather events. Students might create a poster that highlights the literature and then choose or create relevant graphics and fonts to provide an appropriate setting for the literature. Alternatively, students might create a dance, drama, or music piece to represent severe weather events from history or literature. (COM)

10. Enrichment: Students could construct a model to demonstrate one example of a severe weather event

(e.g., Tornado Tube). Models can be physical, mental, or mathematical. Students should be able to identify the strengths and weaknesses of their model by identifying which aspects of the phenomena are included in the model.

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WD2 Analyze meteorological data Suggested time: 5-7 hours The primary focus of this foundational objective is for students to analyze both primary (i.e., their own personal or class data) and secondary weather data (i.e., newspaper, radio, television, on-line sources, or data from other schools). The data used should relate specifically to students’ local community, Saskatchewan, or the Prairie Provinces. Students may collect their own meteorological data, although that is not essential for this unit. Throughout their analysis of data, students should be developing a better understanding of local weather conditions and of how weather data is collected and displayed. Students should be generating questions about their local weather patterns. (Student primary data can also be used to support objectives in WD4.) Learning Objectives 1. Explain how to collect meteorological data using appropriate methodologies and technologies. 2. Recognize situations where measurement is necessary and select the appropriate measuring tool.

(NUM) 3. Express meteorological data qualitatively and quantitatively. (NUM) 4. Value the role and contribution of science and technology in our understanding of phenomena that are

directly observable and those that are not. (TL, CD 6.3) 5. Display meteorological data in a variety of formats including diagrams, tables, charts, and graphs.

(NUM) 6. Analyze meteorological data for a given time span using appropriate methodologies and technologies. 7. Identify commonly used symbols on meteorological and news weather maps. (COM) 8. Relate personal collection of weather data to branches of science such as meteorology. 9. Describe examples of Canadian contributions to science and technology in the field of meteorology (e.g.,

satellite data collection, analysis/forecasting, and modeling). Enrichment Learning Objectives 1. Identify and explain possible sources of error and uncertainty in measurement when collecting and

interpreting weather data. Key Questions 1. What are some benefits of collecting meteorological data? 2. What technologies do meteorologists use for collecting data, and how do these technologies work? 3. How do meteorologists display data for themselves and for the public? 4. What are the essential characteristics of your local weather patterns? Key Concepts • Humidity is the amount of water vapour in a sample of air. • Relat ve hum dity is the percentage of water vapour that is actually in a sample of air compared with the

amount of water vapour the air would contain at that temperature if it were saturated. • Atmospheric (barometric) pressure is the pressure exerted by air on its surroundings due to the weight

of the air. • Temperature is a measure of the average speed of molecules. Typical units are °C. • Dew point temperature is the temperature to which air would have to be cooled to reach saturation with

respect to liquid water. • Wind speed is a measure of the rate that air is moving. Typical units are m/s, km/h, or knots. • Wind direction is the direction from which the wind blows. • A barometer is a device used to measure atmospheric pressure. Typical units are mb, mmHg, or kPa. • A thermometer is a device used to measure temperature. Typical units are °C. • An anemometer is a device used to measure wind speed. Typical units are km/h or knots. • A wind vane is a device used to indicate the direction from which wind is blowing (e.g., a North wind

comes from the North).

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• A rain gauge is a device used to measure the amount of rainfall. Typical units are mm. • A hygrometer or psychrometer is a device used to measure the atmospheric humidity. • A front is the leading edge of an air mass. • A warm front is the leading edge of a warm air mass. • A cold front is the leading edge of a cold air mass. • A stationary front forms when a cold and warm air mass meet, but neither moves. • An occ uded front forms when a cold front overtakes a slower-moving warm front. • Isotherms are lines on weather maps that connect points of equal temperature. • Isobars are lines on weather maps that connect points of equal pressure. • The jet stream is the name for high-speed winds in the upper troposphere. • A grad ent is a description of a pattern that includes the magnitude and direction of the change. • Scientists strive for accuracy in measurements, while recognizing that all measurements are subject to

uncertainty based on the limits of the measuring device. • Interpre ing data is a process based on finding patterns in a collection of data that leads to

generalizations. Pre-Instructional Questions 1. Are students able to identify standard measurements for common weather phenomena: relative

humidity, atmospheric pressure, wind speed, wind direction, amount and type of precipitation, sky conditions, and temperature?

2. Are students able to identify and explain the use of meteorological instruments (e.g., thermometer, barometer, hygrometer, rain gauge, sling psychrometer, anemometer, weather vane, humidity gauge, computer sensors, or probeware)?

3. Do students understand the methods that scientists use to display and analyze weather? 4. Are students able to identify commonly used symbols on various types of weather maps? 5. Are students able to identify appropriate sources of meteorological data? 6. Are students able to identify patterns in weather data and relate these to actual weather conditions? Suggested Teaching Strategies and Activities 1. Students should keep a weather journal for a week or more. The journal should include some or all of

the following entries: time, temperature, humidity (dew point and relative humidity), wind speed and direction, pressure, and sky conditions. Readings should be taken at the same time and location each day. Students could discuss related issues such as: • the value of both qualitative and quantitative observations of weather-related data. • the role of personal observations in developing hypotheses about local weather conditions. • the benefit of paying close attention to weather patterns from the perspective of people whose daily

lives are affected by the weather. 2. Students could explore the ways in which humans obtain information about the weather. Students could

explain how in the past humans relied exclusively on the use of their senses (i.e., taste, smell, sight, hear, touch) to relate to the weather and followup the explanations by writing descriptions of the current weather using all of the senses. Students should be able to find relevant references to the weather in literature and art. Student exploration might then focus on the use of technologies to extend our senses (e.g., satellite imaging, weather balloons, Doppler radar, airborne meteorological observations, barometers, thermometers, and hygrometers). The class could discuss the strengths and limitations of these technologies, especially as compared to human senses.

3. Students could develop and carry out a plan for the collection of meteorological data within their

community. The plan should indicate which physical quantities will be observed and recorded (e.g., temperature, humidity, atmospheric pressure, wind speed, wind direction, precipitation) and which instruments will be used for data collection (e.g., thermometer, barometer, hygrometer, rain gauge, sling psychrometer, anemometer, weather vane, humidity gauge, computer based probes). Students should design an appropriate data table to record both qualitative and quantitative data for the given period. Students could use weather collection and/or analysis software for this purpose. There are many free

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and inexpensive software programs for this purpose, some of which allow the user to download weather data directly from the Internet. (IL, NUM)

4. Students should obtain climate and weather data for a specific location (e.g., their own community) and

period from a resource such as Environment Canada’s National Climate Data and Information Archive. They should then graph this data in a manner that will facilitate further analysis. Students should develop generalizations about weather patterns in the region and suggest weather-related questions for further study based on analysis of these data. (CCT, IL)

5. Students should use a key to interpret the weather station symbols on a meteorological weather map.

Variables in a station model may include: air temperature, visibility, weather condition, dew point temperature, wind speed and direction, type of cloud, amount of cloud cover, and atmospheric pressure. Students should write a summary of the weather at one specific station from their interpretations of the symbols. The class could discuss the reasons for adopting standard symbols on weather maps throughout the world. (COM, TL)

6. Given a series of weather maps for a region, students should correlate observations and weather

conditions. Students could identify types of precipitation, wind direction, wind speed, frontal systems (warm/cold, and pressure systems (high/low). Students should be able to identify the common patterns of weather that occur across Saskatchewan.

7. Students could create a weather map of their region. The map should indicate the types of precipitation,

wind direction, wind speed, frontal systems (warm/cold), and pressure systems (high/low) along with isotherms and isobars. Students could exchange maps and then create weather reports that are based on their maps. (COM)

8. Students could observe satellite and radar images of weather in Canada to compare and contrast these

meteorological maps with each other and with news weather maps that provide temperature, precipitation, jet stream, pressure, and frontal system information. The class could discuss the value of each type of map or image in conveying weather information and the need for different types of data displays for meteorologists and the public.

9. Meteorologists use a wind rose to determine the prevailing wind direction in a region. Students could

construct a wind rose for their region using either personally collected or published data. Have students consider if a wind rose that was created using one or two months of data would be a reliable indicator of wind patterns in the region at other times of the year.

10. Students could locate a resource that provides the current view of the jet stream, observe and record the

flow of the jet stream for three or four days, and describe the relationship between the jet stream and weather across Canada.

11. Students could select one weather variable (e.g., temperature, humidity, atmospheric pressure, or

precipitation) and research the advances in instrumentation used for collecting, analyzing, and displaying weather data, and the contributions Canadians have made to the development of these technologies. Students should be encouraged to explore how technological trends can positively affect work and learning opportunities. (TL, CD 6.3)

12. Plans for building various weather instruments (e.g., barometer, wind vane, anemometer, rain gauge,

compass) using common materials can be readily found on the Internet. Students could build these instruments, test them, and compare their accuracy with store-bought or professional meteorological equipment. Students could also describe the principles that govern the operation of the instruments. (TL)

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WD3 Explain the principles of weather Suggested time: 6-8 hours The goal of this foundational objective is for students to explain the causes of weather using scientific principles. Key ideas to develop include: • Energy from the Sun drives Earth’s weather systems through the uneven heating of the Earth’s surface.

The uneven heating occurs due to a combination of the 23.5° tilt of the Earth’s axis and differences in the heat capacity and albedo of regions of the Earth’s surface.

• The water cycle is the principle mechanism that facilitates energy and water transfer throughout the hydrosphere, lithosphere, and atmosphere.

• The atmosphere releases stored heat energy through the formation of precipitation, and absorbs energy through vaporization and melting.

Students should conduct a variety of activities to investigate the principles of heat transfer, and then apply those principles to understanding air (wind) and water (ocean) currents on both a local and global scale. It is not necessary for students to develop or use the formula for specific heat capacity, although the importance of water’s high specific heat capacity should be an integral part of this objective. Students should also explore the ways in which different cultures provide explanations or interpretations of the weather. Learning Objectives 1. Identify weather-related questions that arise from practical problems and one’s previous life experiences.

(COM) 2. Illustrate how science attempts to explain weather phenomena through observation and

experimentation. (TL) 3. Explore cultural and historical views on the origins and interpretations of weather. (PSD) 4. Identify and describe the characteristics of the atmosphere, hydrosphere, and lithosphere. 5. Describe and explain heat transfer within the water cycle. 6. Describe and explain heat transfer in the hydrosphere and atmosphere, and its effects on air and water

currents. 7. Describe how the hydrosphere and atmosphere act as heat sinks within the water cycle. 8. Conduct activities to investigate heat transfer in the hydrosphere and atmosphere, in particular the

energy transfer involved in phase changes and the corresponding effect on the weather. 9. Identify how and where the major types of precipitation form. 10. Explain the effects of the Coriolis force on planetary air and water currents. 11. Reflect upon how knowledge is developed and changed in science (e.g., how scientists build scientific

theories/models). (CCT) 12. Show understanding of ideas by providing alternate phrasing, drawings and diagrams, modeling,

writing, etc. (COM) Enrichment Learning Objectives 1. Solve problems related to specific heat capacity. 2. Solve problems related to relative humidity. Key Questions 1. What are the three primary methods of energy transfer? 2. How is energy transferred through the atmosphere and hydrosphere? 3. What are the characteristics of the atmosphere, hydrosphere, and lithosphere? 4. What effects does the heating and cooling of the atmosphere/hydrosphere/lithosphere have on wind and

water currents? 5. What are the general weather patterns in North America/Canada/Prairies? 6. How do the Coriolis force and the jet stream affect Earth’s wind and water currents? 7. What is the role of precipitation in weather dynamics?

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Key Concepts • The lithosphere is the solid, inorganic outer shell of the Earth. • The hydrosphere is the waters of the Earth. • The atmosphere is the gaseous envelope that surrounds the Earth. • The atmosphere consists of multiple layers: troposphere, tropopause, stratosphere, mesosphere,

thermosphere, and exosphere. • Conduct on is the transfer of energy through a substance by the collision of particles. • Convection is the transfer of energy by the movement of particles in a fluid (liquid or gas). • Rad ation is the transfer of energy through space by waves. • Heat capacity is a measure of how much energy is required to raise the temperature of a substance. • Specific heat capacity is the amount of energy required to raise the temperature of one gram of a

substance one degree Celsius. • Albedo is a measure of a surface’s ability to reflect light. • Precipitat on is water that falls to the ground in liquid or solid form. • Drizzle is falling water droplets that have a diameter between 40 µm and 0.5 mm. • Rain is falling water droplets that have a diameter between 0.5 mm and 5 mm. • Sleet is ice pellets (frozen raindrops) that bounce upon impact with the ground. • Snow is frozen water crystals that form below 0°C. • Fog is water droplets, ice crystals, or smoke particles that collect near the Earth’s surface and that

reduce visibility to less than 1 km. • Hail is frozen water droplets that are created by cycling through highly active thunderclouds many

times. • Dew is water vapour that condenses on cool surfaces near the Earth’s surface, typically in the morning. • A cloud is a collection of small water or ice particles occurring above the Earth’s surface. Clouds are

classified according to their height of occurrence and shape. • The water cycle or hydrologic cycle is a model that describes the storage and movement of water between

the atmosphere, hydrosphere, and lithosphere. • The Coriolis Effect is the apparent change in direction of a moving object in a rotating system. In

weather systems, this refers to the curvature of the prevailing wind systems (westerlies and trade winds) due to the Earth’s rotation.

• Models (physical, mathematical, or conceptual) are simplified representations of real phenomena that facilitate a better understanding of some scientific concepts or principles.

• Scientific knowledge is generated by asking questions concerning the natural world. • Scientific knowledge is based on experimentation and observation. • Scientific results are reproducible if all other conditions are identical. • Theories in science consist of a set of connected and internally consistent group of statements, equations,

or models or a combination of these which serve to explain a relatively large and diverse set of phenomena.

Pre-Instructional Questions 1. Do students understand the three methods of energy transfer – conduction, convection, and radiation? 2. Are students able to describe why seasons occur on Earth? 3. Are students able to describe the characteristics of the atmosphere, hydrosphere, and lithosphere? 4. Are students able to describe the role of energy transfer in the water cycle? 5. Are students aware of the general weather patterns in Canada and in their region? 6. Do students understand global wind patterns? 7. Do students understand how the Coriolis force influences global wind and water patterns? 8. What types of precipitation are students able to identify? Suggested Teaching Strategies and Activities 1. Some of the suggested activities for supporting student achievement of this foundational objective

include the building of models to represent weather-related phenomena. Teachers may choose to have small groups research and create different models and then present the models to the class at an appropriate time in the unit. The class could discuss the role of models in science as a means of

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understanding features of abstract concepts and the limitations inherent in all models (physical, conceptual, or mathematical).

2. Students could discuss or investigate weather-related questions that require an understanding of the

scientific principles of weather to answer. For example: • Why can you see your breath in the winter? • Why are snowflakes sometimes small and sometimes large? • Why is fog sometimes thick and sometimes thin? • What are the differences between ice crystals and snow crystals? • Why does the temperature often rise on a cold day when it begins to snow? • Do air, soil, and water increase in temperature at the same rate when they are heated? • How do large bodies of water or land influence the weather? • How does the jet stream influence Canadian weather? • Can any two snowflakes be alike? • Can rainbows occur in the winter? • What is the difference between drizzle and rain? • Why do global wind and water currents tend to move in certain directions?

3. Students could examine weather folklore or sayings from a variety of cultures and identify similarities

and differences in the sayings, expressions, rhymes, myths, or legends that relate to explanations of weather. Students should also look for similarities and differences in the ways that various cultures attribute control of the Sun, moon, winds, rain, snow, and other weather features to the actions of spirits and gods. Students should recognize the relationship between culture and lifestyle, exploring the influence culture can have on the views and opinions of people. (COM, PSD, CD 9.3)

4. Students could construct models that represent the composition and organization of the layers of the

atmosphere (troposphere, stratosphere, mesosphere, thermosphere, and exosphere). Models should identify the temperature and density characteristics of each layer.

5. Students should conduct activities to demonstrate the three methods of energy transfer (conduction,

convection, and radiation) in solids, liquids, and gases. These activities should model the similarities and the differences in rates and processes between heat transfer in air, water, and soil. Students should relate heat transfer in solids, liquids, and gases to temperature changes in the lithosphere, hydrosphere, and atmosphere. Students should be able to explain the different heating and cooling rates and processes that occur in each ‘sphere’.

6. Students could conduct an activity to determine the relative specific heat capacities of various objects

(i.e., 100 g of water, 100 g of steel, 100 g of dry soil, or 100 g of wood). The emphasis of this activity is that students understand some materials absorb and release different quantities of heat per unit mass than other materials. It is important for students to realize that water has a relatively high capacity compared to most common substances and to understand the effect this has on the weather, particularly as a moderator. It is not necessary that students develop or use the formula for specific heat capacity. (NUM)

7. Students could conduct experiments to determine which properties determine the amount of solar

energy that materials absorb or reflect. Students might test properties such as color, shape, texture, density, or material and then relate the results to the physical features of the Earth in their community and throughout Canada.

8. Students could create a model of the Earth’s energy budget to illustrate the distribution of incoming

solar energy as it enters the Earth’s atmosphere. The model should indicate the typical percentages of solar energy that are absorbed or reflected in each interaction. Students could use their models to demonstrate their understanding of objectives related to climate change or sustainability.

9. Students could construct a model of the water cycle (models may be physical or conceptual) and explain

the salient features of the cycle. Given that students have likely already seen or constructed models of the water cycle in previous grades, students should extend their understanding by including the water

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budget (the percentage of water in each portion of the cycle) as part of the model. Students should also be able to explain the water cycle at global and regional levels, particularly the moderating effect of large bodies of water on local and regional weather.

10. Students could write the story of a water particle that travels through the water cycle in order to explain

the salient features of the water cycle. Students should show that any given water particle will not likely travel through the entire cycle in one single pass but instead may travel through portions of the cycle multiple times before completing an entire journey. (COM)

11. Students could explain how clouds are an indicator of the type of weather that is occurring, or will likely

occur. Explanations should differentiate between cloud types, their general altitudes, their characteristics, and the type of weather they indicate.

12. Students should describe the following types of precipitation and the conditions under which they occur:

fog, frost, snow, rain, sleet, hail, dew, and drizzle. Student descriptions should relate the formation of each type of precipitation to energy transformations in the water cycle.

13. Students could conduct an activity to determine the relative humidity of the air in a variety of locations.

Students should then be able to identify the factors that influence relative humidity. 14. Students could create a model to illustrate the different types of weather fronts (warm, cold, and

occluded). The model should explain temperature and pressure differences and air movement within each type of front.

15. Saskatchewan students should have sufficient experience with winter to recognize that the temperature

often rises noticeably when it begins to snow. This may appear to be paradoxical to students, who also recognize that temperatures need to be below the freezing point of water for snow to form. Students could investigate this discrepancy and explain how this phenomenon is related to latent heat in the atmosphere. (TL)

16. Students could create a model to illustrate global wind and water circulation patterns, and the role of

the Coriolis force in causing these patterns. Such a model can help explain the occurrence of phenomena such as the jet stream, westerlies, doldrums, trade winds, Gulf Stream, and warm and cool ocean currents. (CCT)

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WD4 Forecast local weather conditions Suggested time: 3-5 hours Forecasting the weather has been an integral component of most cultures, often expressed through weather proverbs, lore, stories, or sayings. Weather forecasting today has become a highly complex and technical process that relies on human observation, satellite photography, radar, and computer simulations combined with an understanding of the principles of global and local weather dynamics. To achieve this foundational objective, students should combine their experiences collecting and analyzing data (WD2) with their understanding of the principles of weather (WD3) to develop weather forecasts for students’ locale. They should also determine the accuracy of local weather reports from external sources such as the local paper, radio, TV, the Old Farmer’s Almanac, and Environment Canada. Learning Objectives 1. Examine the principles of weather prediction and predict local weather conditions, using qualitative and

quantitative methods. (NUM) 2. Determine the accuracy of local weather predictions for a given period. (CCT) 3. Analyze why scientific and technological activities such as meteorology take place in a variety of

individual and group settings. (TL) 4. Identify the ways in which technology has improved weather forecasting. 5. Explore various cultural and historical perspectives related to weather forecasting. 6. Understand the fundamentals of probability and their uses in expressing risks and changes, and making

predictions. (NUM) 7. Understand the benefits and limitations of technological tools used to predict weather. (TL) Enrichment Learning Objectives 1. Discuss the role of weather predictions for the agricultural sector in Saskatchewan. 2. Identify other sectors of the economy, or specific jobs that rely on or are influenced by weather forecasts. Key Questions 1. Why is it important to predict weather? 2. What methods and tools do meteorologists use to generate their predictions? 3. What is the impact of weather forecasts on various segments of society? Key Concepts • A weather balloon is a helium-filled balloon that carries weather instruments aloft. • A weather satellite is an orbiting craft that detects light and infrared radiation from the Earth and then

relays that data to ground stations. • Weather radar is a ground-based system that emits microwaves that in turn are reflected back when

they hit a solid or liquid object such as precipitation. • Doppler radar is a device used to determine how fast an object is moving towards or away from the radar

site as well as the actual speed of the object. • Science uses predictions to determine future outcomes on the basis of previous information. • Science does not make absolute predictions such as a weather forecast. • Probability is the relative degree of certainty that can be assigned to certain events happening in a

specified time interval or within a specific sequence of events. • The nature of scientific knowledge and the methods of generating scientific knowledge is different from

other forms of knowledge. Pre-Instructional Questions 1. Do students show interest in predicting the weather? 2. Do students regularly consult and believe in the value of weather reports? 3. Do students understand which criteria meteorologists use for their predictions?

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4. Are students familiar with various culturally-based weather sayings? 5. Do students understand why some sectors of the economy depend on weather forecasts? Suggested Teaching Strategies and Activities 1. Students should develop weather forecasts for the region, using either students’ own primary data or

secondary data from print or on-line sources. Students should examine this data to locate fronts (cold, warm, stationary, occluded), pressure systems, cloud cover, and the jet stream. Students need to identify whether the fronts and pressure systems are moving, how fast they are moving, and in what direction they are moving. Students should also note changes to the jet stream and cloud cover. Students can then combine this information with their understanding of general weather patterns for the Prairies in order to create one-day, three-day, and five-day forecasts for the region. Students could share forecasts and assess each other’s accuracy, along with the overall quality of weather forecasting. While assessing each other’s work, students should demonstrate appropriate examples of giving and receiving feedback. (IL, NUM, CD 1.3)

2. Students should collect weather forecasts for a specified region (local community, Saskatchewan,

Western Canada, Canada) for a three to five-day period. Students should compare the forecasts with observed conditions and suggest reasons why the forecasts were or were not accurate. Students may also compare the accuracy of forecasts from different resources (e.g., newspaper, television, radio, Environment Canada, Old Farmer’s Almanac, etc.). (IL)

3. Weather forecasters state certain types of weather predictions along with a percentage (e.g., a 20%

chance of precipitation tomorrow). Students could determine why forecasters assign these percentages, how these percentages are determined, and what these percentages signify. This would be an appropriate time to discuss the probabilistic nature of scientific predictions. (CCT, NUM)

4. Students could discuss the reasons that meteorologists rely on multiple sources of data for weather

forecasting. Students should explain how the accuracy of weather forecasting increases with data from multiple sources. Students might also explore ways in which the public is able to contribute to weather observations. The “Skywatchers” program at Environment Canada is an example of such a program designed specifically for students across Canada.

5. Students could research the development of weather forecasting technologies from early times through

the Renaissance and into our modern society. Students’ research might include examining the importance of weather forecasting in these various eras. Students might also consider predicting future technologies for weather forecasting. (CCT, TL)

6. Students could examine weather folklore, expressions, artwork, or rituals from different cultures and

identify similarities and differences in the sayings, expressions, rhymes, stories, or proverbs that relate to weather forecasting. Students might also look for similarities and differences in the ways that various cultures attribute control of the Sun, moon, winds, rain, snow, and other weather features to the actions of spirits and gods. Students should recognize the relationship between culture and lifestyle, exploring how culture can influence the views and opinions of people. Students should recognize that there are different worldviews, some of which are not reflective of modern Eurocentric scientific views. (PSD, CD 9.3)

7. Most cultures have common sayings or proverbs related to predicting weather. For example: “Even ng

red and morning gray, Two sure s gns of one f ne day.”, and “Ring around the moon? Rain real soon.” Students could choose one or two sayings and research the scientific principles behind these sayings, if any exist.

8. Students could select two or three weather expressions and test their accuracy over an extended period.

Students could discuss the value of weather expressions in predicting weather and suggest why most cultures have weather-related folklore. Students might want to consult elders or grandparents as a resource.

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WD5 Identify consequences of global climate change Suggested time: 3-5 hours Issues related to global climate change have been in the public spotlight since the mid-1980s. Although there has been considerable research into many aspects of these issues, scientists offer differing opinions about the impact of today’s technologies and lifestyles on the future. Climate change is more than a warming trend. Increasing global temperatures may lead to changes in many aspects of weather such as wind patterns; the amount, type, and location of precipitation; and the types and frequency of severe weather events that occur. Such climate change could have severe environmental, social, and economic consequences. Students should identify current issues related to global climate change and then choose one issue for further research. Students should synthesize the information that they gather, and develop and defend a position related to a global climate change issue or develop an action plan that identifies how they and others in their community could change personal habits to minimize future climate change. Teachers may choose to integrate some or all of these objectives with objectives from the Sustainability of Ecosystems unit. Learning Objectives 1. Identify current issues related to global climate change. (PSD) 2. Identify the most important natural and human factors that influence global climate. (TL) 3. Examine and evaluate evidence that climate change occurs naturally. (CCT) 4. Explain how scientific knowledge of global climate has evolved and continues to evolve, as new evidence

becomes known. (TL) 5. Select and integrate information related to global climate change from various print and electronic

sources. (COM) 6. Describe how scientists use technologies such as modeling to further our understanding of climate

change. (TL) 7. Discuss potential consequences of climate change and the need to investigate climate change. 8. Identify questions or problems relating to global climate change that arise from personal research. (IL) 9. Develop, present, and defend a position or course of action, based on personal research. (PSD) 10. Consider some personal, social, and environmental consequences of a position or proposed course of

action related to global climate change. (PSD) 11. Understand the role that human values play in critical thinking. (PSD, CCT) Key Questions 1. Which global climate issues are of greatest importance to Canadian scientists? 2. Which natural and human factors contribute to climate change? 3. How do scientists categorize global climate change issues? 4. What are the essential characteristics of global weather patterns? 5. What are the essential characteristics of Canadian weather patterns? 6. What long-term climate changes have taken place in Canada in the last few decades? 7. What are the benefits of investigating climate change, and for whom? Key Concepts • Climate change is a change in the “average weather” that a given region experiences. Average weather

includes all the features we associate with the weather such as temperature, wind patterns, and precipitation.

• The Greenhouse Effect is a natural process by which a planet’s atmosphere traps thermal energy from the Sun, causing the temperature of the atmosphere to increase.

• Greenhouse gases such as water vapour, carbon dioxide, methane, ozone, nitrous oxides, and chlorofluorocarbons absorb and re-emit infrared radiation in the atmosphere.

• Globa warming is the increase in the average Earth’s temperature due to an increased concentration of greenhouse gases in the atmosphere that amplifies the Greenhouse Effect.

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• Ozone, O3, is a gas that consists of three oxygen atoms. • Smog is a generic term used to describe mixtures of pollutants in the atmosphere. • Science and technology can be used to monitor environmental quality. • Scientific thought and knowledge can be used to support different positions such as the potential impact

of climate change. • Past scientific knowledge should be viewed in its historical context and not be degraded on the basis of

present knowledge. • Science is based on evidence, developed privately by groups or individuals, that is shared publicly with

others so that they may attempt to establish the validity and reliability of the evidence. Pre-Instructional Questions 1. Are students aware of current global, national, regional, and local climate issues? 2. Do students understand the characteristics of Canadian weather patterns? 3. Do students understand how to identify an issue, collect research related to that issue, and synthesize

the resulting information? 4. Do students understand how to develop an action plan or defend a position? 5. Do students understand the characteristics of global/Canadian/regional weather patterns? Suggested Teaching Strategies and Activities 1. Students could discuss current issues related to climate change and consider questions such as:

• What is global warming? • What is the greenhouse effect? • What are greenhouse gases? • Is the greenhouse effect caused by the buildup of pollution? • Why is climate change and global warming in the news so much today? • What are some potential national, regional, and local issues? • What are some social and cultural implications of climate change? • What is ‘wrong’ with the current trend in global warming? • Why is climate change an issue for us today when climate has changed in the past, and can be

expected to change now and in the future? (adapted from Natural Resources Canada Climate Change Poster Ser es Teacher’s Guide)

2. Scientists have identified a variety of natural (e.g., solar variability, volcanic dust levels, comet impact,

and geological change) and human factors (e.g., greenhouse gases, aerosol sprays, ozone depletion, and changes in land use) that contribute to climate change. The scientific community has not reached consensus regarding the effects of these factors. Student teams should research these topics and identify the potential effects these factors have on the climate. This will involve collecting information from a variety of human, print, and electronic sources. Students should identify opposing viewpoints related to the possible effects of each factor. Students could share their research by creating posters, models, websites, videos, or presentations. Students should recognize and discuss the tentativeness and dynamic nature of scientific knowledge, and should accept that science is not always definitive or conclusive. (COM, CCT, PSD)

3. Students could choose one global climate issue for in-depth research and action. Students should

identify positions that scientists have expressed regarding this issue, including opposing viewpoints, and how those positions have changed with increasing knowledge of the issue. Students could defend a position related to one issue or develop a detailed action plan that explains how they and others in their community can change personal habits to effect future climate change. Students should identify personal, social, and economic consequences of their plan. Potential issues for research include: • The Kyoto Protocol of 1997 in which developed countries agreed to limit their production of six

greenhouse gases: carbon dioxide, methane, nitrous oxide, hydrofluorocarbons, perfluorocarbons, and sulphur dioxide.

• Canada’s commitment to reduce CO2 (carbon dioxide) and other greenhouse gas emissions by 240Mt during 2008 – 2012.

• The role of carbon credits as a mechanism for developed countries to achieve their commitments by deducting the greenhouse gas emissions absorbed by carbon sinks (like forests) from their gross

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emissions in the commitment period. This provision includes emissions absorbed or emitted by certain land-use changes and forestry activities, such as reforestation.

• The Montreal Protocol of 1987 banned the use of certain CFCs (chlorofluorocarbons) from industrial production but the level of CFCs in the atmosphere is still high.

• The “ozone hole” over Antarctica grows in size in late spring every year. A similar, but smaller, hole appeared over Arctic skies in the late 1990s.

• Increased grazing of cows and other ruminants has led to higher methane concentration in the Earth’s atmosphere. Methane in the atmosphere contributes to the Greenhouse Effect.

• Forests act as a carbon sink by converting the greenhouse gas carbon dioxide into oxygen during photosynthesis. Large scale deforestation, primarily in under-developed countries, is rapidly decreasing the amount of naturally forested land on Earth.

• The effect, if any, of using ethanol blended gasoline on climate change. With this activity, students are able to develop a short-term action plan and investigate the importance of pursuing it. (CCT, COM, IL, CD 11.3)

4. Students could predict what Saskatchewan’s climate might be like 50 years from now. Predictions

should be based on an analysis of historical trends, current data, and the potential impact of changes in our lifestyles. Students should consider the effects of these potential climate changes on vegetation, animals, agriculture, industry, and the people of Saskatchewan. One method of displaying these predictions is to use a Futures Wheel (see Climate Change Canada website for examples). (CCT)

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References Aikenhead, G. S. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27, 1-52. Council of Ministers of Education Canada. (1997). Common framework o science learning outcomes K to 12. Toronto, ON: Author. Eisner, E. W. (1991). Rethinking literacy. Educational Horizons, 69, 120-128. Hurd, P.D. (1998). Scientific literacy: New minds for a changing world. Science Education, 82(3), 407-416. National Research Council. (1996). Nationa science education standards. Washington, DC: National Academy Press. National Science Teachers Association. (1999). Position statement on science competitions. Arlington, VA: Author. National Science Teachers Association. (1991). Guide ines for responsib e use of anima s in the classroom. Arlington, VA: Author. Saskatchewan Education. (2000). Objectives for the common essential learnings (C.E.L.s). Regina, SK: Author. Saskatchewan Education. (1994). Multicu tural education. Regina, SK: Author. Saskatchewan Education. (1992). Diverse voices: Se ecting equ table resources for Indian and Métis education. Regina, SK: Author. Saskatchewan Education. (1992). Gender equ ty: A framework for pract ce. Regina, SK: Author. Saskatchewan Education. (1992). The adapt ve dimension in core curricu um. Regina, SK: Author. Saskatchewan Education. (1991). Selecting fair and equitable earning materials. Regina, SK: Author. Saskatchewan Education. (1991). Student eva uation: A teacher handbook. Regina, SK: Author. Saskatchewan Education. (1988). Understanding the common essential learnings: A handbook for teachers. Regina, SK: Author. Saskatchewan Education. (2000). Core curriculum: Principles, time allocations, and credit policy. Regina, SK: Author. Saskatchewan Education. (1987). Resource-based learn ng policy, guidelines and respons bil t es for Saskatchewan learning resource centres. Regina, SK: Author. Saskatchewan Environment and Public Safety. (1987). A guide to laboratory safety and chemical management in school science activit es. Regina, SK: Author. Saskatchewan Learning. (2004). A provincial literacy for Saskatchewan. Regina, SK: Author. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.

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Suggested Readings American Association for the Advancement of Science. (2001). Atlas o science literacy. Washington, DC: Author. American Association for the Advancement of Science. (2000). Designs for science l eracy. Washington, DC: Author. American Association for the Advancement of Science. (1994). Benchmarks for science literacy. Washington, DC: Author. American Association for the Advancement of Science. (1989). Science for all Americans. Washington, DC: Author. Atwater, M. M. (1993). Multicultural science education. The Science Teacher, (60)3, 33-37. Cajete, G. (2000). Nat ve science: Natural laws o independence. Santa Fe, NM: Clear Light Publishers. Cajete, G. (1994). Look to the mounta n: an ecology of ind genous educat on. Santa Fe, NM: Clear Light Publishers. National Science Teachers Association. (2001). Science learning for all: Ce ebrating cultural d versity. Arlington, VA: NSTA Press. Saskatchewan Education. (2001). Classroom curriculum connections: A teacher’s handbook for personal-professional growth. Regina, SK: Author.