new
Intermediate Division
SCIENCE - GENERAL
Expectations
Candidates will have the opportunity to:
Develop an understanding of the principles of science theory and practice in the Grade 9 and 10 curriculum
Understand the ways in which the Grade 7 and 8 curriculum flows into the secondary curriculum
Use the technical vocabulary of science and apply that vocabulary in the classroom context
Apply skills developed in science across the curriculum
Recognize appropriate pedagogical strategies for teaching science
Understand effective evaluation in the science classroom
Recognize that science teaching is different from “doing” science
Scientific Process
Guiding Questions:
1. In your view, (a) what is science? (b) do scientists incorporate the scientific method in their work? Explain.
2. In a regular elementary classroom, how do you see incorporating activity-based learning while addressing the safety issues related to such safety concerns
as working with electrical devices, using heating equipment, handling biological specimens and dealing with chemicals?
The content of the science programs for Grades 1-10 is clearly outlined in the expectations described by the Ministry of Education in their science curriculum
documents. As well, the study of science in the Intermediate Division should include laboratory work that provides the students with opportunities to become
familiar with scientific equipment, to develop their psychomotor skills, to engage in problem-solving situations and to communicate their findings. Laboratory work is
inherently activity based and enquiry oriented.
Note: Technology is included in the elementary program. However, separate courses for each subject exist in the secondary panel.
Science Strands - Curriculum Overviews
The Intermediate Division (Grades 7-10) is transitional to the K-8 program and the 9-12 program. This presents some interesting situations as one needs to be
aware of both the elementary school philosophy (holistic education) as well as the secondary school.
Biology
In Grade 1, students begin identifying the major parts of plants and animals and what they need to survive. In Grades 2 and 3 they look at the different types of
animals and plants and think about how they are different and what they have in common. The actual organ systems in humans are studied in Grade 5. By Grade 8
the organelles within cells are identified and the hierarchy of cells, tissues, organs, and organ systems are investigated. Mitosis and cell division in Grade 9 lead
into greater details of processes within the cell. These processes are further explored in Grade 11 where digestion, transportation, gas exchange, excretion are all
studied as essential functions of all cells. The basic types of molecules that make up cells (carbohydrates, proteins, lipids, and nucleic acids) are studied. Finally, in
Grade 12 the whole area of biochemistry is studied. Here, students look at the reactions within the cells that are ultimately responsible for how the organism lives.
Notice the movement from an overview of all organisms, to individual organisms, to organ systems within the organism, to cells within the organism, to the building
blocks of these cells and the reactions that make them function.
Chemistry
Much of the elementary curriculum focuses on characteristics and properties of matter in all its different forms; solids, liquids, charged matter, magnetic matter, etc.
Physical and chemical changes are introduced in Grade 5 but not further explored until Grade 9. The idea of the atom and the particle theory are introduced in
Grade 7 but again not further touched until Grade 9. Much of the background material for chemistry is not focused in a single strand and this often makes it difficult
to see the subject material progression. The Grade 9 chemistry curriculum looks into models of the atom, how we represent atoms, molecules, and chemical
reactions. Much of the foundation for senior chemistry is laid here. Grade 10 focuses on naming and writing formulas for chemicals, writing chemical equations,
acid and base chemistry, and an investigation into chemical rates of reaction. Many of these topics are further developed in Grades 11 and 12, but the main
emphasis in the senior chemistry curriculum is on calculations. These calculations relate to all kinds of chemical reactions; how much product will form, what is the
percentage yield, changes in pH, equilibrium concentrations, energy produced and/or absorbed, etc.
Notice again the movement from general properties of matter, to what makes up matter, to the atom, to the reactions atoms are involved in, and finally to a
quantitative study of these changes.
Environmental Science
The Grade 1-8 revised document.
For specific details about the integration of the environmental science/environmental studies curriculum into all other science curricula refer to the Ministry
documents.
General Science
Much of the elementary curriculum focuses on the basic ideas of science (the cellular basis of life, the laws of energy, the particle theory of matter etc.) In Grade 5,
students are expect to design devices that can transform one form of energy into another. By Grade 7, students are expected to compare the motion of particles in
a solid, liquid and gas using particle theory.
The general thrust of the curriculum views science not only as a body of knowledge but as a way of knowing. Thus it has been designed to include exploration,
experimentation, observation and measurement, and analysis and dissemination of data. To do this, general science teachers will need to plan in a way that
attends to the development of the necessary skills and habits of mind. Technology also receives broad attention, as does the ways in which both science and
technology exist in social and economical contexts.
The Grade 9 chemistry curriculum looks into models of the atom, how we represent atoms, molecules, and chemical reactions. Much of the foundation for senior
chemistry is laid here. Grade 10 focuses on naming and writing formulas for chemicals, writing chemical equations, acid and base chemistry, and an investigation
into chemical rates of reaction. The Grade 9 curriculum further explores electrical energy and sets the stage for Grade 11 physics. Grade 10 Physics picks up the
concept of motion and brings in the related calculations and graphing techniques. In Biology, mitosis and cell division in Grade 9 lead into greater details of
processes within the cell.
Physics
Much of the topics in the physics curriculum are first introduced within the energy and control and structure and mechanisms strands. The idea of energy is first
introduced in Grade 1 and the various kinds of energy are further explored in later grades; light and sound energy in Grade 4, electricity in Grade 6, and heat in
Grade 7. Forces and movement are first introduced in Grade 3 and the study of motion is further developed in Grade 6. When entering Grade 9, students should
have a fairly wide knowledge base of physics concepts. The Grade 9 curriculum further explores electrical energy and sets the stage for Grade 11 physics. Grade
10 picks up the concept of motion and brings in the related calculations and graphing techniques. The Grade 11 and 12 physics curriculum touches on many topics
already introduced (energy, sound, light, forces, and motion) but does so in a quantitative sense where students have to interpret experimental data. The Grade 12
physics course has a strong emphasis on theory and abstract thinking.
Notice the early introduction of many physical concepts and the further development of them in the secondary curriculum.
Grades 7-8 (Continuance of the grades 1-6 strands) (specific topics in italics)
Life Systems
Grade 7 Interactions in the Environment
Grade 8 Cells
Matter and Materials
Grade 7 Pure Substances and Mixtures
Grade 8 Fluids
Structures and Mechanisms
Grade 7 Form and Function
Grade 8 Systems in Action
Earth and Space Systems
Grade 7 Heat in the Environment
Grade 8 Water Systems
Grades 9-10 science courses are composed of four strands: Biology, Chemistry, Earth and Space Science, and Physics. Each course is delivered in both the
Academic and the Applied Course.
Grade 9
Academic Credit Courses
Applied Credit Courses
Biology
Sustainable Ecosystems
Sustainable Ecosystems and Human Activity
Chemistry
Atoms, Elements, and Compounds
Exploring Matter
Earth and Space Science
The Study of the Universe
Space Exploration
Physics
The Characteristics of Electricity
Electrical Applications
Grade 10
Academic Credit Courses
Applied Credit Courses
Biology
Tissues, Organs, and Systems of Living
Things
Human Tissues, Organs, and Systems
Chemistry
Chemical Reactions
Chemical Reactions and Their Practical Applications
Earth and Space Science
Climate Change
Earth's Dynamic Climate
Physics
Light and Geometric Optics
Light and Applications of Optics
Assessment, Evaluation and Reporting:
The primary purpose of assessment and evaluation is to improve student learning as indicated in The Ontario Curriculum Grades 1-8 Science and Technology
(MOE, 2007) and The Ontario Curriculum Grades 9 and 10 Program Planning and Assessment (MOE, 1999). Strategies should be established which incorporate
diagnostic assessment tools, student feedback, as well as judgments (evaluation) on quality of work done. This assessment and evaluation is to be based on the
Ministry of Education’s expectations and achievement chart for science.
Scientific Method:
Well-constructed activities incorporating laboratory work often utilize the scientific method, a method that accommodates the opportunity for students to validate or
change their preconceptions.
Scientific Method:
1. Phenomenon observed
2. Question posed
3. Hypothesis posed
4. Investigation/experiment performed
5. Data analyzed
Predict-Explain-Observe
Another strategy for providing students with the opportunity to demonstrate their understanding of specific concepts is referred to as PEOE (Predict, Explain,
Observe, Explain), an extension of the more popular POE (Predict, Observe, Explain). This strategy can be teacher directed but if at all possible, it should be
activity based.
Laboratory Safety:
Whenever doing laboratory work, it is important that the teacher be cognizant of safety issues. This includes familiarity with WHMIS (Workplace Hazardous
Materials Information System). Before doing laboratory work, students should be taught acceptable behaviour in a laboratory setting, general safety rules and
appropriate attire. Depending on the activity, teachers need to establish additional safety rules such as operating specific equipment, dealing with biological
specimens, handling of chemicals, working with open flames and other heating sources, and using electrical devices.
Electronic References
Scientific Method:
Biology4Kids
Studying Cell Tutorial
Laboratory Safety:
WHMIS
Preconceptions
Guiding Questions:
1. The constructivists state that student learning is based on preconceptions which students have and exposing them to activities in order for them to construct their
knowledge. Is the PEOE model a strategy to promote this model of learning? Explain.
2. Providing students with opportunities to develop their visual/spatial, logical/mathematical, verbal/linguistic, interpersonal and intrapersonal intelligences is often
done in science teaching. How can a teacher incorporate opportunities for students to develop their musical, bodily/kinaesthetic and naturalistic intelligences in the
study of science?
During the latter part of the 20th Century, it became more and more apparent that students enter science programs with a variety of preconceptions concerning
scientific knowledge - some correct but many not. To address the issue of misconceptions more and more educators are turning to the Theory of Constructivism.
The premise is that students construct their science knowledge based on their own experiences (preconceptions). Teachers consequently need to identify students’
preconceptions and if necessary provide opportunities which allow students to be actively involved in developing a correct knowledge base regarding scientific
phenomena.
When developing their strategies, teachers should be attentive to the recent work done by Howard Gardner with respect to Multiple Intelligence Theory. It is
important to recognize that students exhibit unique strengths of variable magnitude in various intelligences. For the students to be successful, teachers should
present a variety of science-related experiences providing opportunities for students to utilize and develop their unique intellectual strengths.
Gardner's Eight Intelligences
1. Visual/spatial (e.g. bridge building)
2. Logical/mathematical (e.g. equations of motion)
3. Musical (e.g. song naming of the elements)
4. Bodily/kinaesthetic (e.g. dance of the molecules)
5. Verbal/linguistic (e.g. poem on stages of mitosis)
6. Intrapersonal (e.g. impact of genetic engineering on one's lifestyle)
7. Interpersonal (e.g. group work in food web study)
8. Naturalistic (e.g. water cycle and effects of pollution)
Electronic References
Constructivism:
Constructivism
Beyond the Individual
Constructivism and the Five E's
Multiple Intelligences:
Howard Gardner
The Gardner School of Arts and Sciences
Impact of Computer Technology
Guiding Questions:
1. The Internet has exploded onto the scene in every facet of our life. What is the role of this technology in regard to student research for the understanding of
science?
2. In the study of science, how do students apply the computer as a scientific tool, as an analyzing tool, and as a presentation tool?
Technology, especially computer technology, has made rapid advancements in everyday life. It is no surprise then that teaching strategies must incorporate this
technology to validate the Ministry’s directive to have all students being technologically literate.
The goals (of science and technology) are intended to ensure that all students acquire a basic scientific literacy and technological capability before entering
secondary school.
From: The Ontario Curriculum Grades 1-8: Science and Technology
When teaching science, unlike many other subjects, one should be aware that the role of computer technology incorporates the use of computers as a scientific
tool as well as the more traditional modes of computer-assisted learning. Examples of the application of computer technology are described, but not limited, to the
following:
science software (interactive & passive)
simulations (dissections, dangerous chemical reactions, population studies, weather systems, etc.)
computer as a scientific tool
electronic encyclopaedia
Internet resources
electronic conferencing (email)
word processor (reporting)
spreadsheet (analysing data)
presentation tool
Electronic References
Computers in Education:
A Cognitive Apprenticeship for Disadvantaged Students
Science, Technology, Society, Environment (STSE)
Guiding Questions:
1. We have just seen the successful cloning of pigs as well as sheep. What is the impact of biotechnology and how does a teacher address the issues related to
biotechnology?
2. At no time in our history has the accelerated development of science and technology had such an impact on our society and our environment. Discuss how you
would address these issues in your science class?
In both The Ontario Curriculum Grades 1-8 Science and Technology and The Ontario Curriculum Grades 9 and 10 - Science, The Ministry of Education mandates
that the science program address concepts (knowledge), skills and STSE in approximately equal proportions. The STSE component can often be incorporated into
the lesson by addressing the practical applications of science and what the impacts are to our society. As an example, when studying density, the students could be
asked to calculate the density of a baseball (rather than a generic sphere), a pocket book (rather than an aluminum rectangle) or a piece of jewellery (rather than a
rubber stopper). A societal/environmental issue could be the operation of a sewage treatment plant.
Opportunities for higher-level thinking can be provided for students to investigate a technological device and try to understand the underlying scientific principles
(how does it work?).
Disassemble an electric toaster. Identify the components. Deduce the energy conversion from electricity to heat (and light). Please note safety requirements.
Conversely, after a scientific principle is understood, opportunities for higher-level thinking can be provided for students to apply their knowledge to design and build
a practical device operating on that principle.
Build a pin-hole camera. Using photographic paper, students can experiment with taking pictures. Students develop the pictures. By analyzing the pictures,
students develop an appreciation of complexity of modern-day cameras.
Students could be made to participate in a debate or they could be asked to make presentations or produce reports to address the implications on our society (and
ecology) in regard to scientific and technological advances made. Such issues as nuclear energy, biotechnology, chemical manufacturing processes, building of
mega dams come to mind.
Electronic Resources
ACS
Science, Technology & Society
Science.ca
Textbook References
Cairn, A. A., & Sund, R. B. (1985). Teaching science through discovery. Columbus, OH: Merrill.
Ebenezer, J. V., & Haggerty, S. M. (1999). Becoming a secondary school science teacher. Upper Saddle River, NJ: Merrill/Prentice-Hall.
Trowbridge, L. W.,& Bybee, R. W. (1996). Teaching secondary school science. Englewood Cliffs, NJ: Prentice-Hall.
Gibb, T. et al. (2000). Science Technology 7. Scarborough, Canada: Nelson Thomson Learning.
Alexander, N. L. et al. (2000). Science Technology 8. Scarborough, Canada: Nelson Thomson Learning.
Plumb, D. et al. (1999). Science 9. Scarborough, Canada: Nelson Thomson Learning.
Galbraith, D. et al. (1999). Sciencepower 7. Toronto, Canada: McGraw-Hill Ryerson.
Clancy, C. et al. (1999). Sciencepower 8. Toronto, Canada: McGraw-Hill Ryerson.
Wolfe, E. et al. (1999). Sciencepower 9. Toronto, Canada: McGraw-Hill Ryerson.
Related Web sites
Frank Potter's Science Gems
Bill Nye the Science Guy
Lemelson - MIT Program
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