Catholic District School Board Writing Partnership s1

Course Profiles

Catholic District School Board Writing Partnership

Course Profile Science Grade 11 Workplace Preparation

 for teachers by teachers

This sample course of study was prepared for teachers to use in meeting local classroom needs, as appropriate. This is not a mandated approach to the teaching of the course. It may be used in its entirety, in part, or adapted.

Fall 2000 Course Profiles are professional development materials designed to help teachers implement the new Grade 11 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

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

Acknowledgments Catholic District School Board Writing Teams –

Catholic Curriculum Co-operative of Central Ontario (CCCC) Writing Partnership - Science

Lead Board Hamilton-Wentworth Catholic District School Board Remo Presutti, Manager

Course Profile Writing Team Maureen Callan, Halton CDSB Josephine Ciapanna, Hamilton-Wentworth CDSB Gerry Fuchs, Hamilton-Wentworth CDSB (Lead Writer) Ann Harrison, Niagara CDSB Jeffrey Martin, Niagara CDSB Mirella Palmisano, Dufferin-Peel CDSB Donna Stack-Durward, Hamilton-Wentworth CDSB

Course Profile Internal Review Team Dr. Anthony Cuschieri, Hamilton-Wentworth CDSB Milan Sanader, Dufferin-Peel CDSB

Institute for Catholic Education (ICE)

 Science – Workplace Preparation Course Overview Science, Workplace Preparation

Identifying Information Course Title: Science Grade: 11 Course Type: Workplace Preparation Ministry Course Code: SNC3E Prerequisite: Science, Grade 9, Academic or Applied Credit Value: 1 Course Developer(s): Catholic Curriculum Co-operative of Central and Western Ontario (CCCC) Development Date: August 2000

Description/Rationale This course provides students with the science-related knowledge and skills they need to help them make informed decisions in the workplace and in their personal lives. Students explore a range of topics, including materials and safety; electrical circuits; micro-organisms; the human immune system and defenses against disease; and the impact of technology on the environment. Emphasis is placed on relating these topics directly to students’ experiences both in the world of work and in daily life.

How This Course Supports The Ontario Catholic School Graduate Expectations The study of science helps students learn to be reflective, critical, and creative thinkers, as well as discerning believers, who can apply their knowledge to the world around them. They can then make appropriate decisions in light of Gospel values and Church teachings. Through the study of the techniques of science, particularly experimentation, students learn to be collaborative contributors to an interdependent team, respecting the rights, responsibilities, and contributions of others. Studying the application of science to the workplace leads students to find meaning, dignity, fulfillment, and vocation in work that contributes to the common good. Overall, students become aware of the spiritual, as well as the physical dimension of the world and of the need to respect the environment and to use resources wisely in order to fulfill their roles as stewards of God’s creation.

Unit Titles (Time + Sequence) Unit 1 Skills for the Workplace Portfolio 10 hours Unit 2 Materials and Safety 20 hours Unit 3 Electrical Circuits 20 hours Unit 4 Micro-organisms 18.75 hours Unit 5 The Immune System and Human Health 21.25 hours Unit 6 Human Impact on the Environment 20 hours

 Science – Workplace Preparation Unit Organization

Unit 1: Skills for the Workplace Portfolio Time: 10 hours Description In this unit, which is completed throughout the course, students identify and collect information on science and technology-based careers. The unit focuses on developing the skills to compile a Workplace Portfolio (Activity 2). Students follow a particular career or careers related to science and develop the skills necessary to obtain employment in the field(s). Students gather materials that provide evidence of their developed skills and place them in their portfolio. They are encouraged to consider the importance of acting ethically in whatever career they choose in order to develop their God-given potential and make a meaningful contribution to society and the common good. The portfolio, a resume, and a mock interview make up the components of the unit. It is suggested that the assessment pieces gathered in this unit be used as part of the final 30% summative evaluation for the course. Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 2b, c, d; 3e; 4a, b, e, f, g; 5b, c, d, h; 7b. Strand(s): Materials and Safety; Electrical Circuits; Micro-organisms; The Immune System and Human Health; Human Impact on the Environment Overall Expectations: Scientific Investigation Skills 4, 5, 6, 7, 9. Note: The numbering of the Scientific Investigation Skills (SIS) is taken from the order of the expectations given on page 136 of The Ontario Curriculum, Grades 11 and 12, Science.

Unit 2: Materials and Safety Time: 20 hours Description Students gain a working knowledge of important safety legislation, such as the Workplace Hazardous Materials Information System (WHMIS). This is done through laboratory investigations of and research into the safe handling, use, storage, and disposal procedures for a variety of materials including some hazardous materials. Awareness of the effects of hazardous materials on the body is emphasized. Through investigations, students identify the factors affecting rates of chemical reactions. As informed Catholic citizens and responsible stewards, students use this knowledge of chemistry to address home, school, and workplace safety issues. Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE ld; 2a, b, c, d, e; 3c, d; 4c, e, f, g; 5a, b, e, f, g, h; 7i, j. Strand(s): Materials and Safety Overall Expectations: MSV.01E, MSV.02E, MSV.03E. Specific Expectations: MS1.01E to MS1.10E, MS2.01E to MS2.05E, MS3.01E, MS3.02E.

 Science – Workplace Preparation Unit 3: Electrical Circuits Time: 20 hours Description Students demonstrate an understanding of the components and functions of electrical circuits that are commonly found at home and in the workplace. Students construct, analyse, and repair simple electrical circuits by using schematic diagrams. They demonstrate the skills necessary to work with electrical tools and components, and they examine small everyday electrical devices and appliances. Students investigate the role electrical appliances play in the economy of the local community. They also investigate the impact of, and dependence on, electrical devices on our standard of living in view of the Catholic faith tradition. Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 2b, c, e; 3c, d; 4a, f; 5a, e, f; 7i. Strand(s): Electrical Circuits Overall Expectations: ECV.01E, ECV.02E, ECV.03E. Specific Expectations: EC1.01E to EC1.07E; EC2.01E to EC2.07E; EC3.01E to EC3.03E.

Unit 4: Micro-organisms Time: 18.75 hours Description Students describe the characteristics of some micro-organisms, including ways in which they reproduce and grow in the home, school, and workplace. Students investigate the growth and uses of microbes through laboratory activities. Students analyse the role of microbes in technology, and their impact on society and the environment in light of Catholic faith tradition. Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 1d, i; 2b, c, d; 3c, d; 4b, c, f; 5a, h; 7b. Strand(s): Micro-organisms Overall Expectations: MOV.01E, MOV.02E, MOV.03E. Specific Expectations: MO1.01E to MO1.06E; MO2.01E to MO2.05E; MO3.01E, MO3.02E.

Unit 5: The Immune System and Human Health Time: 21.25 hours Description Students become familiar with the immune system and its ability to combat disease. Students identify the causes, effects, and treatments of communicable and non-communicable diseases. The role of antibiotics and vaccines to treat and/or prevent disease is researched. Students gain knowledge on how human health has improved as a result of improved sanitary conditions and proper personal hygiene. An understanding of their social responsibility toward the prevention of disease and a renewed respect for the sacredness of the human body is emphasized. Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 1d; 2a, b, c, d, e; 3c, d; 4a, b, c, e, f; 5a, e, f, g; 7b, j. Strand(s): The Immune System and Human Health; Micro-organisms Overall Expectations: ISV.01E, ISV.02E, ISV.03E, MOV.02E. Specific Expectations: IS1.01E to IS1.03E, IS2.01E to IS2.03E, IS3.01E to IS3.03E, MO2.03.

 Science – Workplace Preparation Unit 6: Human Impact on the Environment Time: 20 hours Description Students develop an understanding of the fragile balance that exists between the human population and the environment. Students create and maintain an ecosystem, and examine the effects that various pollutants have on that system. They analyse population growth and investigate factors that determine the carrying capacity of an ecosystem. Students examine the sustainability of the human population in particular, by analysing the technological and social factors that effect decision-making in regards to specific, local, environmental concerns. Students conduct an environmental study in which they research and role play the opinions that might be developed by different local interest groups and organizations. The conclusions reached reflect Gospel values and Church teachings and stress environmental stewardship. Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 1d; 2a, b, c, d, e; 3b, c, d, f; 4c, f; 5a, e, f; 7a, b, d, h, i, j. Strand(s): Human Impact on the Environment Overall Expectations: HIV.01E, HIV.02E, HIV.03E. Specific Expectations: HI1.01E to HI1.05E, HI2.01E to HI2.05E, HI3.01E to HI3.04E.

Course Notes Science is an activity as much as it is an organized body of knowledge. It cannot be learned in any meaningful way by reading and discussion alone. The experimental nature of science is to be emphasized. The teacher will provide ample opportunities for students to engage in safe, effective laboratory activities in all units of the course. The health and safety of teachers and students must be of paramount importance when conducting laboratory activities. All must comply with the provisions of Workplace Hazardous Materials Information System (WHMIS) legislation and must practise established safe laboratory procedures. Students should recognize the importance of this legislation with regards to their future place of work. Students are expected to use computer technology that has been developed for use in science and career studies. Computer-based simulations, multimedia applications, databases, computer-assisted laboratory apparatus and learning modules should be used wherever appropriate to do so. Care must be taken, however, to ensure that computer-assisted laboratory programs are not used in situations where students’ own technical skills should be developed. Whenever possible, the teacher should provide opportunities for students to experience the world of science first-hand by participating in field trips and excursions. Students are provided with opportunities to recognize science applications in the workplace through trips to a workplace, guest presenters and career exploration. As a culminating activity students develop the Workplace Portfolio in order to become aware of and knowledgeable about the science skills required for possible future career opportunities. It is recommended that students develop a portfolio specific to a particular career or careers of their own choice, perhaps related to their Annual Education Plan (AEP). Students are required to identify and demonstrate skills correctly and safely. These demonstrations may be recorded on audio or video tape or be illustrated by means of diagrams or photographs showing the skill being performed. The concept of the portfolio must be introduced at the start of the course and then developed throughout each unit until it is completed at the end of the course. Students are provided with a Career Template (Unit 1 Appendix 1), an Employability Checklist (Unit 1 Appendix 4) and a Portfolio Table of Contents (Unit 1 Appendix 5) to help them organize the various components of their Workplace Portfolio. Students conference with the teacher several times during the course in the development of the portfolio to identify skills and the procedural knowledge required to develop the skill. The various skill components of this activity should be done independently in order that the final product will reflect the individual interest of the student, however it may be shared with the whole class. In the event that a teacher chooses not to do this activity it

 Science – Workplace Preparation must be recognized that the expectations of the course relating to careers in the Overview Skills must be met through other activities that the teacher must develop within the units. The order of the units that is recommended is to introduce the Workplace Portfolio early and then to introduce students to the Materials and Safety unit in order to provide a safe foundation for later work in the class. Similarly the Electrical Circuits unit is introduced next in order to provide students with the background required to use electrical devices to collect observations and to record data in later parts of the course. The specific examples chosen by the teacher to study the Human Impact on the Environment may be varied depending on the season. However, the order of the units may be changed to allow for this unit to be offered during a time of good weather to permit a field study to be planned in order to allow students to observe specific impact on the environment that the teacher chooses. For example, in the fall semester this could place this unit near the start and in the spring semester, near the end of the course. There are some expectations in the Micro-organisms unit that are very similar to those in the unit on The Immune System and Human Health. The writers have attempted to avoid duplication of activities by treating some of the expectations for both units through one activity in the unit, The Immune System and Human Health. If teachers wish they may find other ways of combining these expectations but if they do, they should adjust the time spent on the units accordingly.

Teaching/Learning Strategies For many of the following strategies teachers will have to explicitly teach students how to use the strategy and then monitor its use and provide encouragement for its effective use. It is recommended that teachers use a variety of short, student-centered activities with immediate feedback and opportunity for success by all students. For effective classroom management it is recommended that the Journal, Lab Book and Notebook be kept in class. A portable file or a box kept in class are useful for this purpose. These items may all be in one three-ring binder, divided into appropriate sections or may be separate smaller notebooks. Students are frequently asked to brainstorm before solving a problem. It is important to teach students that once a group of initial ideas have been generated that they should reflect upon the ideas and analyse them. They may be put into an order from most important to least important, sorted into advantages or disadvantages, or sorted into positive, negative, or neutral ideas. This will be a future aid to more formal problem-solving techniques which should be explicitly taught to the students. Since this is a science course, the scientific method of problem solving should be emphasized. In the scientific method, once the problem is identified a solution may be found by producing a variety of hypotheses (often through brainstorming), then selecting the best hypothesis for further testing through research or experimentation. After this the hypothesis may be accepted and the problem is solved or refuted and another hypothesis is selected for further testing. An important strategy to help develop the Catholic Graduate Expectations is the Journal. In writing Journal reflections, students should consider a Learning/Valuing/Acting Model. “Learning” involves students reflecting on what they have learned from any unit of the course, from reading newspapers, from watching television news shows, or from their own experience about an issue. “Valuing” requires students to reflect on which Catholic values are important in dealing with the issue. “Acting” requires students to decide on a course of action that they could take to either further the positive works that they learned about or to help right the social injustice that was present in what they learned about the issue. This model promotes the importance of the need to act appropriately in light of what we know and what we value. In this way students are constantly challenging themselves about the social teachings of the Church and the importance of every individual’s actions in working towards the common good and creating a just society. This model may not be applicable for all student reflections in this course. However, it should be considered when dealing with issues of environmental stewardship, community, social justice and the wise use of resources. Whenever this model is suggested as the basis for a reflection, it will be referenced as the Learning/Valuing/Acting Model.

 Science – Workplace Preparation Instructional strategies may include the following: Brainstorming - group generation of initial ideas expressed without criticism or analysis Case Study - investigation of real and simulated problems provided by the teacher Collaborative/Cooperative Learning - various small group learning techniques as constructed by the teacher (e.g., think/pair/share; jigsaw) Computer-based Learning - students use simulations and relevant computer programs to explore science problems Conferencing – teacher-to-student discussion Field Study - students perform investigations on locations beyond the school under the supervision of their teacher Guest Speaker - an expert is invited from outside the school to present ideas, alternative perspectives, opinions, and descriptions of real-life experiences, and to answer questions generated by students Independent Study - students explore and research a topic of interest (an important component of the culminating unit) Interview - students engage in a conversation or dialogue with a person in order to gain information or insights from the person being interviewed or to give information to a person conducting the interview Journal - personal student reflective writing concerning issues raised in the course (particularly useful in considering issues such as stewardship, justice regarding the fair distribution of natural resources, and the need to invest fairly in Third World countries from a Catholic perspective; the Learning/Valuing/Acting Model should be used) Lab-based Inquiry - students perform investigations in the laboratory under the supervision of the teacher Lab Book - a notebook or a binder that students use to record their observations of all in class experiments Model Building - students construct physical representations of specific chemical compounds, electrical devices, micro-organisms, or sample environments Notebook - a student collection of daily work, teacher handouts, and homework attempted and completed Portfolio - a student collection of materials of interest, or related to a course component, or task defined by the teacher; materials may include audio, video, photographic, or interview information as well as written records Report/Presentation - an oral and/or written presentation of a researched topic to the class, perhaps as a poster or a videotaped format Role Play - a student simulation of a particular situation in order to explore the thoughts, feelings and interactions of people by responding and behaving as people would in a certain situation Scrapbook - a collection of articles, pictures, and information concerning a topic of interest Teacher-directed Lessons and Demonstrations - introductions to key concepts of the course used in all units Vocabulary List - a list of words used in a particular unit, along with their definition or other explanation of their meaning

Assessment and Evaluation Assessment is the process of gathering information from a variety of sources that accurately reflects how well a student is achieving the curriculum expectations. In science these expectations include the Understanding of Basic Concepts which may be assessed for Knowledge and Understanding; the Developing Skills of Inquiry and Communication which may be assessed for Inquiry and Communication; and Relating Science to Technology, Society, and the Environment which may be assessed for Making Connections.

 Science – Workplace Preparation Assessment strategies include: Personal Communication  short written reports  journals  lab reports  resumes  self assessment  student-teacher conferences Paper and Pencil Tests  quizzes  tests Observation  formal/informal by teacher Performance Assessment  student demonstration of science skills  student interviews  student performed experiments  portfolio  role playing scenarios Assessment tools include:  checklists  marking schemes  rubrics  anecdotal comments with suggestions for improvement.

Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and then assigning a value to represent that quality. The value assigned will be in the form of a percentage grade. According to the Program Planning and Assessment Policy, 70% of the student’s course grade will be based on the assessments and evaluations conducted throughout the course and 30% will be based upon an examination, performance, essay and/or other method of evaluation suitable to the course content and administered towards the end of the course. The assessment and evaluation in this Workplace Science course reflects course emphasis on applications and practical connections with the world of work. Each component should be evaluated for all four categories identified in the Achievement Chart, the relative value depending upon the emphasis in the unit as it was taught. Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based of a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation.

Accommodations Teachers must consider the needs of exceptional students in planning the delivery of the Science curriculum. Accommodations to the program activities and/or to the environment may be necessary. Where the student has an Individual Education Plan (IEP), the course will be modified to meet the needs as outlined in the plan. For English as a Second Language (ESL) students or English Literacy Development (ELD) students, teachers should provide opportunities for students to demonstrate their learning by alternative means (such as spoken English, direct demonstration and pictorial representation) while written English is developing. For students with physical or learning impairments, classroom and laboratory activities should be altered to permit as much participation as possible. Where possible peers should be encouraged to assist students in order to permit participation in some group or individual

 Science – Workplace Preparation activities. For assessment, it may be necessary to use oral testing, a scribe to record answers given orally, or other demonstrations of learning in order to determine the level of achievement of certain students. For additional specific suggestions for students with learning disabilities, visual impairment, or hearing impairment teachers should consult Appendix A4 of the Catholic Profile for the Grade 10 Locally Developed Course.

Resources Specific resources are suggested in each unit overview.

Print Various approved textbooks that exist for the previous Grade 9 and 10 Science courses as well as those that exist for the Biology, Chemistry, and Physics courses should be consulted in order to determine proper procedures for science skill development as well as background knowledge for students. There may be new textbooks written by various publishers for this new course. Teachers should consult those; however, they should be aware that they may contain information beyond the range of the actual course expectations. Teachers should consult The Ontario Curriculum, Grades 11 and 12: Science 2000 to be sure appropriate activities are pursued. Science classrooms should also have a Bible available for reference. Teachers should consult the Religion department in the school or the school Chaplain for the version used by the school. Many schools use the New American Catholic Bible, published by Catholic Bible Publishers, Wichita, Kansas 1992. Various other print resources that teachers may wish to have available are identified in the introduction to each unit.

Videotapes Various science series are available such as Bill Nye the Science Guy, World of Chemistry, National Geographic, Educational Videos Inc. of the Environment, and TVO Series. Many other specific ones are listed in the introduction to each specific unit.

Computer Software Various computer software and Internet websites are listed in the introduction to each unit.

Models and Equipment Chemical models of the atom, microscopes, microviewers, power supplies, voltmeters, ammeters, oscilloscopes, soldering irons, wire strippers, computers, and assorted laboratory equipment

OSS Policy Applications Students can benefit from experience in science related activities in the workplace through Cooperative Education or work experience placements within the community. They may consider a Cooperative Education or a work experience placement related to this science course. Students should explore various science related careers throughout the course and consider them when they are developing their Annual Education Plan (AEP). Students are required to complete 40 hours of community involvement activities prior to graduation. They should consult their Board’s list of eligible Christian Service activities to complete this requirement. Volunteer work in hospitals, retirement homes, and nursing homes may also help students to gain additional knowledge about micro-organisms and the immune system and human health. They may have an opportunity to become aware of various career options and develop skills for their Workplace Portfolio for this course. Students graduating from Ontario schools are expected to be technologically literate. Through the study of this science course students should be able to understand and apply technological concepts, to use

 Science – Workplace Preparation computers in various applications, and to analyse the implications of technology on individuals and society.

Course Evaluation Course evaluation serves to guide teachers in adapting curriculum and instruction to students’ needs and in assessing the overall effectiveness of programs and classroom practices. Teachers should consider conducting evaluations at the end of each unit. Evaluations may be as simple as asking students to identify those activities they enjoyed, those that they didn’t enjoy and then asking for their suggestions for improvement or by providing students with a more detailed rating scale (1 to 5) for each of the activities of the unit. Teachers may refer to resources such as Program Planning and Assessment, Making the Grade and Assessing for Success for additional suggestions for course evaluations.

 Science – Workplace Preparation General Appendices

Appendix A1 Lab Report Rubric

Criteria Level 1 Level 2 Level 3 Level 4 (50-59%) (60-69%) (70-79%) (80-100%) The Ontario - applies few of - applies some of - applies most of - applies all (or Curriculum, the skills and the skills and the skills and almost all) of the Grades 11 and 12, strategies of strategies of strategies of skills and Science scientific inquiry; scientific inquiry; scientific inquiry; strategies of scientific inquiry; Knowledge/ - limited summary - partial summary - complete - thorough yet Understanding of background of background summary of concise, summary Introducing information information background of background concepts/theory information information Understanding the - limited - some - good - thorough question or understanding of understanding of understanding of understanding of problem the theory/concept the theory/concept the theory/concept the theory/concept of the experiment of the experiment of the experiment of the experiment - states question, - restates question - restates question - restates question but not in a in a testable form in a testable form in a testable form testable form and that identifies that identifies that identifies all identifies few of some components most components components the components needed for a fair needed for a fair needed for a fair needed for a fair test test test test Formulating the - prediction is - prediction - prediction relates - prediction relates hypothesis unrelated to partially relates to to problem and is to problem and is problem problem partially fully supported by supported by data initial research Inquiry - limited set of - develops a set of - develops a set of - develops a set of Designing a plan procedures is procedures that procedures that procedures that attempted, the are of some use in are appropriate in are thorough, test procedures may their their efficiency, the hypothesis, be unworkable appropriateness, clarity, or and are efficiency, clarity, completeness appropriate, and/or efficient, clear, completeness and complete - limited - identifies some - identifies and - identifies and identification of controls and controls most controls all major controls and understanding of major variables variables variables some variables

 Science – Workplace Preparation Inquiry - limited use of - follows some - follows most - follows Carrying out the procedures to identified identified identified plan conduct a fair test procedures to procedures to procedures to conduct a fair test conduct a fair test conduct a fair test and makes some and justifies modifications modifications - data is of limited - some data is - most data is - data is highly relevance, is relevant and relevant and may relevant and is limited in scope, sufficient in scope be extensive in extensive in scope and/or contains and detail, but not scope and detail and detail major extensive inaccuracies Communications - limited - display of - display of - display of organization of information is information is information is information; somewhat organized and organized, precise, records are organized, mostly precise, and complete inaccurate or somewhat precise, accurate, and incomplete accurate, and complete complete - uses scientific - uses scientific - uses scientific - uses scientific terminology with terminology with terminology with terminology with a limited degree some degree of considerable high degree of of clarity and accuracy, clarity degree of accuracy, clarity, accuracy and effectiveness accuracy, clarity, and effectiveness and effectiveness - little data is - some data is - most data is - all data is recorded using recorded using recorded using recorded using appropriate SI appropriate SI appropriate SI appropriate SI units and format units and forma units and format units and format Inquiry - relevant data - relevant data are - relevant data are - relevant data are Analysing, shows limited identified and identified and identified, Interpreting analysis or explained with explained with analysed, and explanation partial analysis analysis explained thoroughly Inquiry - conclusion/ - conclusion/ - conclusion/ - conclusion/ Concluding inference is stated inference is stated inference is valid, inference is valid, but is weakly and is moderately understandable, clearly and supported by the supported by the and is concisely stated, data data considerably and fully supported by the supported by the data data Knowledge/ - conclusion partly - conclusion - conclusion - conclusion fully Understanding addresses the somewhat addresses the addresses the original task addresses the original task original task original task Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity. Adapted from York University Assessment of Science and Technology Achievement Project

 Science – Workplace Preparation Appendix A2

Laboratory Performance Checklist

Lab Performance is assessed according to the following ten criteria: 1. Pre-Lab Write-Up  Comes to lab with pre-lab write-up completed. Pre-lab consists of the following: title, introduction, materials, apparatus, procedure, and observation chart(s). These must be written in notebook.

2. Knowledge  Demonstrates a clear understanding of the problem to be investigated, the background theory, and the procedure.

3. Set-up  Assembles equipment quickly and correctly with little or no reference to notes or laboratory manual.  Makes efficient use of time.  Displays confidence in own abilities.

4. Technique  Lights a Bunsen burner correctly.  Adjusts the Bunsen burner flame properly.  Checks odours of liquids properly.  Handles equipment correctly.  Takes readings accurately and precisely.  Cleans glassware before and after use.  Reads chemical labels carefully before obtaining samples.  Handles chemicals safely.  Does not contaminate reagent stock bottles.  Follows directions given in class.

5. Equipment  Uses equipment for the purpose for which it was designed.  Handles all equipment with care.

6. Data  Records all observations in a neat and organized manner.  Records all data in ink.  Attempts to correlate observations to the problem.  Has data initialled by the teacher prior to leaving the laboratory.

7. Cooperation/Contribution  Helpful in group situations.  Performs his/her share of the tasks.

 Science – Workplace Preparation Appendix A2 (Continued)

8. Waste Disposal  Disposes unused reagents or products of chemical reactions as instructed by the teacher.  Environmentally toxic substances are dealt with special care.

9. Clean-Up  Washes all glassware before returning it to storage area.  Asks for correct cleaning procedure for glassware that is difficult to clean.  Wipes down work bench.  Disposes of any paper and other solids in trash can (not in sinks!).  Cleans and rinses sinks.

10. Safety  Work bench is not cluttered.  Goggles are worn at all times.  Stands while performing experiment.  Does not perform unauthorized experiments.  Concentrates on his/her work.  Disposes of broken glassware appropriately.  Cleans up spills.  Ties long hair back.  Does not eat in lab area.  Does not engage in horseplay.  Handles chemicals with utmost respect and care.  Does not wear loose clothing.  Recognizes and reports unsafe condition.  Washes hands after every experiment.  Does not leave a lighted Bunsen burner unattended.  Knows the location of safety equipment.  Reports equipment that is broken or isn’t working.

The following may be used as a student rating scale for the above checklist of lab performance: Laboratory Performance Rating Scale Criteria Rating Scale 1. Pre-lab write up is complete. 0 1 2 3 4 2. Demonstrates a clear knowledge of the problem being studied. 0 1 2 3 4 3. Follows set-up procedures for the investigation efficiently and correctly. 0 1 2 3 4 4. Follows specific lab techniques properly. 0 1 2 3 4 5. Handles equipment correctly. 0 1 2 3 4 6. Records data precisely and completely. 0 1 2 3 4 7. Works co-operatively with the group. 0 1 2 3 4 8. Disposes of waste correctly. 0 1 2 3 4 9. Follows proper clean-up procedures. 0 1 2 3 4 10. Observes all safety precautions. 0 1 2 3 4

Presentation Assessment Rubric (Generic model – modify to meet local criteria.)

Category Level 1 Level 2 Level 3 Level 4 (50-59%) (60-69%) (70-79%) (80-100%) Communication - limited use of - some appropriate - most of the - all the Vocabulary appropriate use of scientific appropriate appropriate scientific terminology scientific scientific terminology terminology is terminology is used used - terminology was - terminology was - terminology was - a high degree of used with limited used with some used with a good accuracy in use of degree of accuracy degree of accuracy degree of accuracy terminology Visual - limited use of - pictures/film - pictures/film - all pictures/film (photographs) pictures/film adds provide some provide good support the little support to the support to the support to the presentation presentation presentation presentation - pictures/film of - some - most - all pictures/film limited clarity pictures/film are pictures/film are are clear and clear and clear and understandable understandable understandable Model - constructed with - constructed with - constructed with - constructed with limited moderate considerable a high degree of competence competence competence competence - illustrates the - illustrates the - illustrates the - illustrates the concept with a concept with some concept with a concept with a limited degree of degree of accuracy good degree of high degree of accuracy accuracy accuracy - adds a minimal - adds some clarity - adds clarity to - adds a high degree of clarity to to the presentation the presentation degree of clarity to the presentation the presentation Graphic - information is - some graphs - most graphs - all graphs graphed with accurately depict accurately depict accurately depict limited accuracy the data in an the data in the an the data in the acceptable format appropriate format most appropriate format - few graphs are - some graphs - most graphs are - all graphs are properly labelled properly labelled properly labelled properly labelled - the axes are - one axis is - both axes are - both axes are numbered but not numbered using an numbered using an numbered using appropriately appropriate scale appropriate scale the most appropriate scale

 Science – Workplace Preparation Graphic - graphs add a - graphs add a - most graphs add - all graphs add a minimal degree of some degree of clarity to the high degree of clarity to the clarity to the presentation clarity to the presentation presentation presentation Charts - few charts are - some charts are - most charts are - all charts are properly labelled properly labelled properly labelled properly labelled - charts add a - charts add some - charts add clarity - all charts add a limited degree of clarity to the to the presentation high degree of clarity to the presentation clarity to the presentation presentation Linguistic (oral) - speaks audibly - speaks audibly - speaks audibly - speaks audibly some of the time most of the time and expressively - limited - some - clear engagement - excellent engagement of the engagement of the of the class in the engagement of the class in the class in the presentation class in the presentation presentation presentation - limited eye - some eye contact - good eye contact - very good eye contact contact Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Project/Display Rubric

Category Level 1 Level 2 Level 3 Level 4 (50-59%) (60-69%) (70-79%) (80-89%) Knowledge/ Understanding (a) knowledge of - demonstrates - demonstrates - demonstrates - demonstrates facts and terms limited some knowledge considerable thorough knowledge of of facts and terms knowledge of knowledge of facts and terms facts and terms facts and terms (b) understanding - demonstrates - demonstrates - demonstrates - demonstrates of relationships limited some considerable thorough between concepts understanding of understanding of understanding of understanding of about the topic relationships relationships relationships relationships between concepts between concepts between concepts between concepts Communication (a) communication - communicates - communicates - communicates - communicates of information and information and information and information and information and ideas ideas with limited ideas with ideas with ideas with a high clarity and moderate clarity considerable degree of clarity precision; copies and precision; clarity and and precision; information from puts information precision; puts puts information sources in own words information in in own words and own words and explains ideas explains ideas clearly (b) use of scientific - uses scientific - uses scientific - uses scientific - uses scientific terminology terminology, terminology, terminology, terminology, symbols, symbols, symbols, symbols, conventions, and conventions, and conventions, and conventions, and SI units with SI units with SI units with SI units with a limited accuracy some accuracy considerable high degree of and effectiveness and effectiveness accuracy and accuracy and effectiveness effectiveness (c) use of display - demonstrates - demonstrates - demonstrates - demonstrates technique as a form limited command moderate considerable extensive of communication of the technique; command of the command of the command of the somewhat technique; fairly technique; technique; very attractive attractive attractive attractive Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Collaboration Rating Scale Group/Self/Teacher Rating Scale for Group Skills

Circle the number that best demonstrates the behaviour as outlined below. 1 = rarely 2 = seldom 3 = usually 4 = always

Your Peer Name Peer Name Peer Name Name Stayed On Task  not easily distracted 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4  contributed actively  seen researching, note-taking Actively Listened  eye-to-eye contact 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4  attentive facial expression  asked for clarification  did not interrupt others speaking Followed Assigned Roles  facilitator 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4  motivator  recorder  task master Worked Co-operatively  offered opinions politely 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4  kept a positive attitude  accepting of others’ ideas  respected principles of brainstorming Completed a Fair Share of the Work 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Group Roles and Descriptions Facilitator: Ensures that everyone understands the work in progress. Keeps the group moving towards the accomplished goal. Recorder: Writes and pulls together the conclusions of the group so that they can be presented coherently. Motivator: Provides support to the members of the group so that they are more enthused about their participation. Makes helpful suggestions. Task Master: Keeps the group focused on the task and monitors the time.

Preparation for Jigsaw Lab Assignment

Situation: The class is to study a topic. Performing experiments and/or doing research can cover the concepts involved in the topic. These experiments and/or research may take up several days to complete. To make the workload easier, each person is responsible for completing one experiment fully or research one aspect of the topic in an expert group. Each expert group develops a handout that is used to make a presentation of the findings to the other members in the home group. Step 1: Home Group Members Receive Assignment The teacher organizes the class into “home” groups. Each member of the home group becomes the expert on one of the experiments in order to share the information with the other home group members later. Each home group member is assigned an experiment. They are labelled with an alpha label.

Example: Home group 1 Home group 2 Home group 3 Home group 4 A B A B A B A B C D C D C D C D E F E F E F E F Step 2: Expert Groups Meet - Students Work on Experiment Expert groups meet and perform experiments or to conduct research in order to prepare notes. Group members discuss the information and prepare a handout for the rest of the class which summarizes their experiment or research. The summary should include the criteria outlined by the teachers.

Example: Expert group A Expert group B Expert group C Expert group D A A B B C C D D A A B B C C D D Step 3: Home Groups Meet - Members Take Turns Presenting Each member in the home group presents the information from his/her experiment or research using the prepared handout.

Possible Timeline: 3 day format Day 1 - meet, plan strategies, carry out experiment Day 2 - discussion of results, completion of summary sheet Day 3 - home group meeting and discussion

 Science – Workplace Preparation Coded Expectations, Science, Grade 11, Workplace Preparation, SNC3E

Scientific Investigation Skills SIS.01 · demonstrate an understanding of safe laboratory practices by wearing appropriate protective equipment when working in the laboratory, and by selecting and applying appropriate techniques for handling, storing, and disposing of laboratory materials (e.g., handle acids, bases, and other aqueous solutions safely); SIS.02 · select appropriate apparatus and instruments and use them effectively and accurately in collecting observations and data (e.g., balances, microscopes, multimeters, data loggers); SIS.03 · demonstrate the skills required to plan and carry out investigations using laboratory equipment safely, effectively, and accurately (e.g., investigate the effects of pollutants on a local ecosystem); SIS.04 · select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate scientific ideas, plans, and experimental results (e.g., write chemical formulae for some chemical substances); SIS.05 · locate, select, analyse, and integrate information on topics under study, working independently and as part of a team, and using appropriate library and electronic research tools, including Internet sites; SIS.06 · compile, organize, and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs, and diagrams (e.g., in a table, present data on the beneficial effects of algae ponds, or of consumer reports on appliances); SIS.07 · communicate the procedures and results of laboratory investigations and research for specific purposes, using data tables and laboratory reports (e.g., describe in a laboratory report the procedures used to investigate the behaviour of bacteria); SIS.08 · select and use appropriate SI units; SIS.09 · identify and collect information on science- and technology-based careers related to the subject area under study (e.g., information, including the educational requirements, on a career as a firefighter or electronic service technician).

Materials and Safety

Overall Expectations MSV.01 · demonstrate an understanding of WHMIS legislation and general safety procedures as they apply to materials in the workplace and the home; MSV.02 · demonstrate safe handling, storage, and disposal procedures for a variety of materials, including some hazardous materials, in the school laboratory (e.g., safely handle solvents, oxidizing agents, acids, bases); MSV.03 · describe practices that promote fire safety, as well as safety in the handling and disposal of materials, in everyday living in the home and workplace.

 Science – Workplace Preparation Specific Expectations Understanding Basic Concepts MS1.01 – categorize hazardous chemicals as flammable, as reactive, or as harmful to health; MS1.02 – demonstrate an understanding of important safety legislation (e.g., WHMIS legislation, the Fire Code, the Building Code, the Occupational Health and Safety Act); MS1.03 – describe factors that affect the rate of chemical reaction, paying special attention to what makes reactions dangerous (e.g., increasing the temperature at which a reaction takes place can cause an explosion; volatile liquids and dispersed powders have a greater rate of reaction); MS1.04 – identify some oxidizing agents by name and/or chemical formula, and describe their chemical reactivity with fuels and other oxidizable substances (e.g., write the chemical formula for oxygen gas and explain the reaction of oxygen gas with a fuel in terms of the products formed); MS1.05 – predict the reactivity of metal elements with other chemical substances, using the activity series of metals (e.g., predict the reactivity of metals with acids and oxygen); MS1.06 – describe the factors that increase the danger of flammable substances (e.g., flash point, auto- ignition); MS1.07 – identify and explain common types of incompatibility between classes of chemicals (e.g., acids must not be stored on the same shelf as bases); MS1.08 – demonstrate an understanding of the toxicity and hazards of some chemical substances (e.g., mercury); MS1.09 – describe routes of entry of hazardous materials into the body (e.g., ingestion, inhalation, absorption through the skin); MS1.10 – explain the meaning of the terms acute and chronic as they apply to the effect of hazardous materials on the body. Developing Skills of Inquiry and Communication MS2.01 – formulate scientific questions, in qualitative terms, about rates of chemical reaction (e.g., How do the rates of combustion of some fuels in air differ? What happens to the rates of combustion of fuels in pure oxygen or when mixed with a solid oxidant?); MS2.02 – demonstrate an understanding of WHMIS legislation by selecting and applying appropriate techniques for handling, storing, and disposing of laboratory materials (e.g., use appropriate personal protection, and demonstrate proper housekeeping and knowledge of emergency procedures, when handling chemicals in the laboratory); MS2.03 – plan and carry out investigations using laboratory equipment effectively, safely, and accurately (e.g., compare the corrosive action of acids on various metals, and collect and test the hydrogen produced by this action; prepare and use a foam fire extinguisher); MS2.04 – determine, through experimentation, the ease of combustion of various flammable liquids (e.g., compare the ease of combustion of small quantities of alcohol, varsol, mineral oil, or vegetable oil);

 Science – Workplace Preparation MS2.05 – demonstrate, in oral and in written reports, a thorough knowledge of the terminology and symbols used in WHMIS (e.g., correctly interpret material safety data [MSD] sheets, labeling symbols, and acronyms such as LD50, LC50, TWAEV, STEV, CEV). Relating Science to Technology, Society, and the Environment MS3.01 – identify and analyse the different aspects of fire safety, including fire prevention and inspection in the home, school, and workplace (e.g., the use of appropriate sources of heat in the kitchen or laboratory; the appropriate use of various types of fire extinguishers and other methods for extinguishing fires; the need for a planned evacuation route at home and at school); MS3.02 – investigate and report on a topic related to the safe handling, storage, and disposal of hazardous materials, focusing on some specific examples (e.g., the hazards of disposing of chemicals and drugs in rural and urban water systems; local means of disposing of hazardous materials; hazardous materials in the home; application of WHMIS in the use of materials in a local workplace).

Electrical Circuits

Overall Expectations ECV.01 · demonstrate an understanding of the components and functions of electrical circuits that are commonly found at home and in the workplace; ECV.02 · construct, analyse, and repair simple electrical circuits, using schematic diagrams, working with electrical tools and components, and examining small everyday electrical devices and appliances; ECV.03 · investigate how electrical devices play a role in the economy of the local community and in the improvement of our standard of living.

Specific Expectations Understanding Basic Concepts EC1.01 – describe the basic components and layout of a simple electrical circuit; EC1.02 – describe common electrical components that regulate the flow of electricity or that are used as safety mechanisms in circuits (e.g., switches, bimetallic strips, resistors, fuses, ground fault interrupters [GFIs], surge protectors); EC1.03 – explain the difference between direct current and alternating current, and identify situations in which each is used (e.g., compare the use of direct current in a portable appliance such as a flashlight to the use of alternating current in household appliances); EC1.04 – analyse, in qualitative terms, the relationship among potential difference, electric current, and resistance in a complete electrical circuit (e.g., determine that the amount of current in an electrical circuit increases as the applied potential difference increases); EC1.05 – identify the SI units for measuring energy, power, potential difference, current, and resistance;

 Science – Workplace Preparation EC1.06 – describe proper safety procedures necessary for working with electrical systems at home and in the workplace, and identify situations in which electrical circuits can be fire hazards and dangerous to human life (e.g., describe the potential hazards related to the use of power tools and electric lawnmowers in the rain); EC1.07 – identify some household appliances that require 110V AC (e.g., microwave oven, blender) and some that require 220V AC to operate (e.g., conventional oven, clothes dryer). Developing Skills of Inquiry and Communication EC2.01 – build a simple electrical device, accurately following a clear set of instructions and circuit diagrams (e.g., construct and test a simple electrical device such as a loudspeaker, electric motor); EC2.02 – design and draw schematic diagrams for electrical circuits with the aid of a computer or by hand; EC2.03 – safely construct simple electrical circuits from conventional schematic diagrams that include common electrical symbols (e.g., symbols for DC and AC power sources, switches, potentiometers, resistors, bulbs, measurement devices such as ammeters and voltmeters, grounds); EC2.04 – safely use appropriate tools for constructing electrical circuits (e.g., soldering irons, wire strippers, crimping tools, screwdrivers, and a variety of common connectors); EC2.05 – identify and appropriately use equipment for measuring potential difference, electrical current, and resistance (e.g., use multimeters and a galvanometer to make various measurements in an electrical circuit; use an oscilloscope to show the characteristics of the electrical current); EC2.06 – analyse electrical circuits or computer simulations of electrical circuits, identify any faults, and make corrections (e.g., repair a defective small household appliance); EC2.07 – draw a schematic diagram of the normal electrical circuits in a house, and identify the maximum fused current for each, as prescribed by recent Building Codes. Relating Science to Technology, Society, and the Environment EC3.01 – conduct research to collect information on a piece of audio-visual equipment or a major appliance, using consumer reports, and make recommendations for a wise purchase based on cost effectiveness, energy efficiency, quality, and safety of the product; EC3.02 – devise a household plan for survival in the event of a prolonged public power disruption (e.g., identify alternative sources of energy that are readily available in the community); EC3.03 – identify and propose solutions to problems related to the environmental impact of the consumption of electrical energy and the disposal of used electrical appliances in Canada (e.g., alternatives to the wholesale discarding of old electrical devices; advantages and disadvantages of the recycling of outdated computer equipment or batteries).

 Science – Workplace Preparation Micro-organisms

Overall Expectations MOV.01 · describe the characteristics of some micro-organisms, including ways in which they reproduce and grow in the home, school, and workplace; MOV.02 · investigate the growth and uses of microbes through laboratory activities; MOV.03 · analyse the role of microbes in technology, and their impact on society and the environment.

Specific Expectations Understanding Basic Concepts MO1.01 – describe the basic characteristics of representative bacteria, protists, viruses, and fungi; MO1.02 – compare the life cycles of representative bacteria, protists, viruses, and fungi; MO1.03 – explain the methods of reproduction of representative bacteria, protists, viruses, and fungi; MO1.04 – describe the anatomy and physiology of representative bacteria, protists, viruses, and fungi; MO1.05 – describe the nature and function of vaccines; MO1.06 – describe how bacteria, protists, viruses, and fungi cause diseases in humans and how they are useful to humans. Developing Skills of Inquiry and Communication MO2.01 – identify specimens of bacteria, protists, and fungi, using prepared slides and wet mounts; MO2.02 – formulate scientific questions about practical problems and issues related to micro-organisms (e.g., How do the differences among bacteria, protists, viruses, and fungi affect the ways in which they can be used or controlled?); MO2.03 – investigate the behaviour of micro-organisms, identifying and controlling major variables and using safe laboratory procedures (e.g., using plating techniques, show how various antibiotics kill bacteria but not other microbes; compare the effectiveness of different mouthwashes in killing bacteria; demonstrate where microbes live in a classroom by taking swabs); MO2.04 – prepare a product using micro-organisms (e.g., bake leavened bread; make yogurt);* MO2.05 – describe various micro-organisms, using the appropriate classification system and nomenclature (e.g., bacteria, protists, viruses, fungi).

 Science – Workplace Preparation Relating Science to Technology, Society, and the Environment MO3.01 – working cooperatively with team members, compile, display in an appropriate format, and report on information/evidence gathered concerning the benefits and/or costs to society of micro-organisms (e.g., industrial use of microbes, such as in the making of yogurt and in the clean-up of oil spills; microbes and sexually transmitted diseases [STDs]; the potential for biological warfare; drug- resistant bacteria; microbes and the history of hygiene; mouldy-building syndrome; food poisoning; microbes and forensic science; microbes and allergies; the role of microbes in soil and in home composting); MO3.02 – describe some of the challenges of developing or modifying technologies to control or inhibit the reproduction and growth of micro-organisms (e.g., vaccines to fight viruses that are constantly mutating).

The Immune System and Human Health

Overall Expectations ISV.01 · demonstrate an understanding of the human immune system and its capacity to combat disease; ISV.02 · carry out laboratory studies of micro-organisms that cause disease; ISV.03 · describe and explain how vaccines and antibiotics are used to assist the immune system in preventing and overcoming disease, and analyse the impact of social and environmental factors on human health.

Specific Expectations Understanding Basic Concepts IS1.01 – explain, in general terms, the cellular and chemical components of the human immune system (e.g., describe how the cell membrane of white blood cells deals with infection; explain how chemicals in the immune system attack foreign or abnormal proteins to protect the body); IS1.02 – distinguish between communicable and non-communicable diseases; IS1.03 – describe the role of blood components in controlling pathogens (e.g., clotting factors, white blood cells, antibodies); IS1.04 – identify the causes, effects, and treatments of common diseases associated with the immune system (e.g., AIDS). Developing Skills of Inquiry and Communication IS2.01 – carry out standard laboratory tests safely to identify substances related to the immune system (e.g., collect and culture different bacteria to measure the effectiveness of antibacterial agents); IS2.02 – collect data on the immune system, using instruments appropriately and safely (e.g., observe with a microscope prepared slides of various disease-causing microbial organisms, or slides of cellular components of human blood);

 Science – Workplace Preparation IS2.03 – gather, integrate, and interpret information from print and electronic sources on a related health topic, and report the findings (e.g., use current, reliable information sources to find out about the spread of diseases such as AIDS, typhoid, and cholera). Relating Science to Technology, Society, and the Environment IS3.01 – explain how specific antibiotics and vaccines can be used to treat or prevent a disease (e.g., measles, rabies, tetanus, smallpox, tuberculosis); IS3.02 – describe how the overuse and improper use of antibiotics may lead to an increase in bacteria that are resistant to antibiotics; IS3.03 – analyse ways in which human health has been improved over time as a result of a better understanding of pathogens and genetics and improved sanitary conditions and personal hygiene (e.g., development of a smallpox vaccine by Edward Jenner, or polio vaccine by Jonas Salk; development of public health guidelines for food handling and preparation in restaurants to prevent microbial contamination of the final product).

Human Impact on the Environment

Overall Expectations HIV.01 · demonstrate an understanding of the impact of humans on the environment, and assess alternative courses of action to protect the environment; HIV.02 · evaluate, using data obtained from experiments and from print and electronic sources, the costs and benefits to society and the environment of introducing a particular technology or of protecting or not protecting a specific environment; HIV.03 · analyse some of the environmental, technological, and social factors that affect the sustainability of the human population on Earth.

Specific Expectations Understanding Basic Concepts HI1.01 – analyse interactions between the environment and human activities (e.g., analyse the interdependence of biotic and abiotic factors in a municipal waste disposal site); HI1.02 – define population growth and explain the factors that influence it; HI1.03 – evaluate the correlation between Earth’s carrying capacity and the demands on natural resources made by human population growth; HI1.04 – describe and explain the production, distribution, and use of food resources, using the concept of the energy pyramid; HI1.05 – explain the importance of biodiversity with respect to the sustainability of life within the biosphere (e.g., the danger of extinction for species that have little genetic variability, or the concern about the diminishing number of species of wheat grown worldwide).

 Science – Workplace Preparation Developing Skills of Inquiry and Communication HI2.01 – formulate scientific questions about the effects of various conditions and pollutants on aquatic life (e.g., What are the effects of acidity, temperature, phosphate, oil, etc., on the growth rate of algae?), and plan procedures to investigate the effects; HI2.02 – conduct and report on an investigation into the effects of pollutants on aquatic life; HI2.03 – conduct an environmental study (e.g., a study on the effects on the environment of building a power line through a wetland) by gathering, integrating, and analysing information from various sources, and present the results using appropriate formats (e.g., diagrams, charts, tables, graphs); HI2.04 – propose alternative solutions to a given practical problem (e.g., disposal of community garbage), identify the potential strengths and weaknesses of each solution, and select one as the basis for a plan; HI2.05 – identify various factors (e.g., scientific data, differing points of view) that influence a decision on a science-related issue (e.g., the decision to take steps to protect wild species of plants, or to preserve a wilderness area; the decision to allow the construction of a golf course, with consideration of such issues as water usage and fertilizer run-off). Relating Science to Technology, Society, and the Environment HI3.01 – describe the historical development of a technology (e.g., crop fertilization), and analyse why and how it was developed and improved over time; HI3.02 – compare various points of view on an environmental issue (e.g., a proposal to dump garbage in a quarry that is adjacent to a residential area; the sustainability of current agricultural practices); HI3.03 – explain the benefits of individual and societal participation in planning, problem solving, decision making, and task completion with respect to environmental issues (e.g., summarize the results of a group project on sustainable agriculture; establish an ecosystem, modify it, and review the results); HI3.04 – analyse the risks and benefits to society, the economy, and the environment of introducing a particular technology (e.g., nuclear power; genetically engineered micro-organisms for pollution clean-up; algae ponds to process sewage).

 Science – Workplace Preparation Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

 Science – Workplace Preparation CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

 Science – Workplace Preparation CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good

 Science – Workplace Preparation Unit 1: Skills for the Workplace Portfolio Time: 10 hours Unit Developers: Mirella Palmisano, Dufferin-Peel CDSB, Maureen Callan, Halton CDSB Development Date: August 2000

Unit Description In this unit, which is completed throughout the course, students identify and collect information on science and technology-based careers. The unit focuses on developing the skills to compile a Workplace Portfolio (Activity 2). Students follow a particular career or careers related to science and develop the skills necessary to obtain employment in the field(s). Students gather materials that provide evidence of their developed skills and place them in their portfolio. They are encouraged to consider the importance of acting ethically in whatever career they choose in order to develop their God-given potential and to make a meaningful contribution to society and the common good. The portfolio, a resume, and a mock interview make up the components of the unit. It is suggested that the assessment pieces gathered in this unit be used as part of the final 30% summative evaluation for the course.

Strand(s) and Expectations Strand(s): Materials and Safety; Electrical Circuits; Micro-organisms; The Immune System and Human Health; Human Impact on the Environment Ontario Catholic School Graduation Expectations: CGE 2b, c, d; 3e, 4a, b, e f, g; 5b, c, d, h; 7b. Overall Expectations: Scientific Investigation Skills 4, 5, 6, 7, 9. Note: The numbering of the Scientific Investigation Skills (SIS) is taken from the order of the expectations given on page 136 of The Ontario Curriculum, Grades 11 and 12, Science.

Activity Titles (Time + Sequence) Activity 1 Career Search 125 minutes Activity 2 Workplace Portfolio Development 75 minutes (plus time integrated in other units up to 375 minutes) Activity 3 Resume Creation 100 minutes Activity 4 Mock Interview 300 minutes

Prior Knowledge Required Students build on their science skills developed in Grades 7 to 10 as well as the skills and knowledge obtained in the Grade 10 Career Studies (GLC20) course. It should be noted that students may choose to take this course after Grade 9 Science. The Annual Education Plan that students began in Grade 7 will be useful in completing the activities in this unit. The competencies from the Choices Into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999, (CIA), document were used to develop a summary of the characteristic of a good employee that is called the Employability Profile (see Appendices 3 and 4). In order to complete the Workplace Portfolio (see Activity 2), students should be familiar with the appropriate ethical use of the library, computers, and the Internet.

Unit 1 - Page 1  Science – Workplace Preparation Unit Planning Notes The purpose of this unit is to make real world connections between school and work. Choices Into Action (CIA) makes those real world connections through the Choices Into Action competencies. Within CIA it is recommended that “every elementary and secondary school student be encouraged to develop and maintain an academic and career portfolio. The purpose of the portfolio is to demonstrate the student’s personal accomplishments inside and outside of school. As students progress to secondary school, they may also choose to assemble portfolios with particular audiences in mind, such as a potential employer. Their portfolios can also be used to develop resumes.” (CIA, page 17 and 18) Although the link between the skills acquired in Science and those needed for the workplace are the main focus of this unit, students also make the connection between “faith and life”. They learn how to be of service to others and to recognize that God’s gifts of knowledge and skills are to be shared and to serve the common good. The Catholic perspective on the role of work in a person’s life as well as the role of humans as stewards of God’s creation are important themes throughout this course and should be emphasized where appropriate. Similarly, the theme of safety and the workplace should be stressed. When appropriate, teachers should direct students to write reflections in their Journals using the Learning/Valuing/Acting Model (refer to Course Overview). It is recommended that at least one class period be set aside in each of the units to collect information for the portfolio. The time needed for this gathering is incorporated into each of the units throughout the course.

Teaching/Learning Strategies This unit is intended to accommodate a variety of learning styles, interests, and abilities. Teacher-directed lessons, research activities, and independent work are all used to enhance the variety and interest of the course material. The focus of the unit should be for students to learn about careers in science and develop the skills that would lead students to find meaningful and fulfilling work opportunities. There is a wealth of career information in the media and on the Internet, which may stimulate students’ interest in this area. Students are given guidance to use the library, the Internet, and other career research instruments effectively and then allowed to research a career of interest to them.

Assessment and Evaluation The activities of the unit may be assessed using a variety of strategies and tools, such as teacher/student conferencing, roving conferences, observation checklists, culminating portfolio, resume, and an interview. A chart containing a suggested summary of the unit’s assessment and evaluation strategies is included. Sample assessment tools are included in the course appendices.

Unit 1 - Page 2  Science – Workplace Preparation Suggested Summary - Unit Assessment Activity Scientific Category Task Tool Type of Investigation Skills Assessment (SIS) * D F S 1 9 K, U, I career search checklist X activity 2 4, 6, 9 K, U, MC portfolio table rubric or X of contents rating scale checklist X 3 4, 5, 6 K, U, I, C, MC resume checklist X conference checklist X 4 6, 7 K, C, MC Interview checklist X conference checklist X

K = Knowledge C = Communication D = Diagnostic U = Understanding MC = Making Connections F = Formative I = Inquiry S = Summative * The numbering of the Scientific Investigation Skills (SIS) is taken from the order of the expectations given on page 136 of The Ontario Curriculum, Grades 11 and 12, Science.

Resources

Print Automotive Parts Manufacturers’ Association. Jobs with a Future. Toronto, Ontario: Automotive Parts Manufacturers’ Association. 2000. Berton-Hunter, Beth, C. DiDonato, and B. Loree eds. Options: Science & Technology Career Book. A Joint Initiative of The Halton District School Board, The Halton Catholic District School Board, and The Halton Industry Education Council. Burlington, Ontario. Canada Career Consortium. 1999-2000 Canada Prospects: Canada’s Guide to Career Planning for people of all ages. (To order fax (613) 230-7681) Careers The Next Generation. The Next. 1410 Oxford Tower, 10235-101 Street, Edmonton, AB, Canada T5J 3G1 Eastern Ontario Catholic Curriculum Cooperative. Resources for Career and Work Education. Draft 1998. Ministry of Education. Work and Employability Skills Program. Ontario. 1997. Ontario Training and Adjustment Board. Apprenticeship Information. Toronto: Queen’s Printer for Ontario, 1995. ISBN 0-7778-4193-2 Secondary School Project of the Ministry of Education. Ontario Prospects. Ministry of Education,1999. Toronto Star Saturday Edition - Career Section selected articles on interview skills Wallace, Lee. Career Studies 10. Canada: Nelson Thomson Learning, 2000. ISBN 0-17-620136-X

Websites Human Resources Development Canada (HRDC) - http://www.hrdc-drhc.gc.ca HRDC National Job Bank - http://jb-ge.hrdc-drhc.gc.ca Electronic Labour Exchange - http://www.ele-spe.org University of Toronto Job Board - http://www.utoronto.ca/jobopps Career Edge - A National Youth Internship Program - http://www.careeredge.org/

Unit 1 - Page 3  Science – Workplace Preparation Youth Resources Network of Canada - http://youth.gc.ca Career Planning for Students - http://www.realgame.com (source of “The Real Game”) or - http://www.careermax.net/student/default.htm (source of “Career Max”) Career Web - http://cweb.com/ Career Bridge - http://www.careerbridge.com Job Find - http://www.jobfind2000.com SchoolNet - http://ngr.schoolnet.ca SchoolNet – Worklinkhttp://ngr.schoolnet.ca/worklink Ministry of Education - Career Gateway - http://www.edu.gov.on.ca/eng/career Sweat shop watch - http://www.igc.org/swatch/do/ Catholic Information Network - http://www.cin.org

Activity 1: Career Search Time: 125 minutes

Description This activity introduces students to the Workplace Portfolio (see Activity 2), which is developed throughout each of the subsequent units of the course. Students first search for careers in science that they will focuss on and then gather information on the education, training, and opportunities of their chosen career. They compile and organize their information in their “Career Template” (Appendix 1).

Strand(s) and Expectations Ontario Catholic School Graduate Expectations An Effective Communicator: CGE 2b - reads, understands, and uses written materials effectively; CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others; CGE 2d - writes and speaks fluently one or both of Canada’s official languages. A Reflective and Creative Thinker: CGE 3e - adopts a holistic approach to life by integrating learning from various subject areas and experience. A Self-Directed, Responsible, Life Long Learner: CGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; CGE 4b - demonstrates flexibility and adaptability; CGE 4e - sets appropriate goals and priorities in school, work, and personal life; CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills; CGE 4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities. A Collaborative Contributor: CGE 5b - thinks critically about the meaning and purpose of work; CGE 5c - develops one’s God-given potential and makes a meaningful contribution to society; CGE 5d - finds meaning, dignity, fulfillment and vocation in work, which contributes to the common good; CGE 5h - applies skills for employability, self-employment and entrepreneurship relative to Christian vocation. A Responsible Citizen: CGE 7b - accepts accountability for one’s own actions.

Unit 1 - Page 4  Science – Workplace Preparation Strand(s): Materials and Safety; Electrical Circuits; Micro-organisms; The Immune System and Human Health; Human Impact on the Environment Overall Expectations The following are Scientific Investigation Skills that should be developed throughout the course but more specifically in this unit: SIS.04 - select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate scientific ideas, plans, and experimental results (e.g., write chemical formulae for some chemical substances); SIS.05 - locate, select, analyse, and integrate information on topics under study, working independently and as part of a team, and using appropriate library and electronic research tools, including Internet sites; SIS.06 - compile, organize, and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs, and diagrams (e.g., in a table, present data on the beneficial effects of algae ponds, or of consumer reports on appliances); SIS.07 - communicate the procedures and results of laboratory investigations and research for specific purposes, using data tables and laboratory results (e.g., describe in a laboratory report the procedures used to investigate the behaviour of bacteria); SIS.09 - identify and collect information on science- and technology-based careers related to the subject areas under study (e.g., information, including the educational requirements, on a career as a firefighter or an electronic service technician).

Choices Into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999. “Students must learn and develop skills at school that will help them become more independent and responsible individuals. They must be able to apply what they learned in school to other areas of their lives.” To provide students with these opportunities in science the competencies from Choices Into Action were used as part of the framework for the development of the activities of the unit. These have been used to develop an Employability Profile (Appendix 3 and 4), which summarizes the characteristics of a good employee. Choices Into Action Competencies: Career Development  self-assessment  exploring and obtaining information about education, training, and careers  awareness of opportunities  education and career decisions  employability

Planning Notes  Make arrangements for students to visit the school Library/Resource Centre, or guidance office.  Book guest speakers if appropriate.  Prepare materials and equipment ahead of time, as required.

Unit 1 - Page 5  Science – Workplace Preparation Prior Knowledge Required  Grade 10 Career Studies: Exploration of Opportunities (recommended)  Career search activities: Grades 9 and/or 10 science  Annual Education Plan

Teaching/Learning Strategies The teacher:  introduces a self assessment task for students using available resources, e.g., “The Real Game”, “Career Max” or other locally developed packages to help students identify possible careers;  reviews the proper protocol for use of the library and the Internet;  leads and organizes the career search using a template design (Appendix 1: Career Template)  uses a specific career to model a format for students to follow;  develops a career checklist of required elements (Appendix 2: Career Checklist );  conferences with students on their chosen careers and guides them into appropriate career paths;  monitors the collection of the Workplace Portfolio documentation. Students:  complete a self assessment using “The Real Game”, “Career Max” or any other available career inventory resource;  find a career based on the self-assessment;  list the skills, education, job description needed for that career using the Career Template given in Appendix 1;  compile career information for the Workplace Portfolio using a career checklist (Appendix 2) to make sure all items are present.

Assessment/Evaluation Techniques  Formative conferencing of the career search using a checklist or anecdotal information (SIS.09)  Formative roving observation

Accommodations  If a student has an individual education plan (IEP), this activity can be modified to meet the needs as outlined in the plan.  Students designated as ESL/ELD should have opportunities to demonstrate their learning by alternate means, e.g., spoken English, direct demonstration, and/or pictorial representation.  For students with physical or learning impairments, classroom and laboratory activities can be modified, where possible, to permit participation in activities. Peer assistance should be encouraged.  For enrichment activities: a) students may use the Library/Resource Centre or the Internet to investigate topics in greater detail (Close collaboration between teacher and student is necessary to ensure appropriate choice of topics and enrichment opportunities, depending on the abilities of the student.); b) students may be encouraged to explore examples of business, manufacturing and employment practices and analyse the ethical ramifications in the light of gospel values and church teaching (Films such as The Insider which deals with the tobacco industry or Deadly Deceptions which deals with General Electric may be used in part, if proper permission is obtained.).

Unit 1 - Page 6  Science – Workplace Preparation Resources Print Careers The Next Generation. The Next. 1410 Oxford Tower, 10235-101 Street, Edmonton, AB, Canada T5J 3G1 Ministry of Education. Work and Employability Skills Program. Ministry of Education, Ontario. 1997. Ontario Training and Adjustment Board. Apprenticeship Information. Toronto: Queen’s Printer for Ontario, 1995. ISBN 0-7778-4193-2 Secondary School Project of the Ministry of Education. Ontario Prospects. Ministry of Education. 1999. Wallace, Lee. Career Studies 10. Canada: Nelson Thomson Learning, 2000. ISBN 0-17-620136-X Websites Human Resources Development Canada (HRDC) - http://www.hrdc-drhc.gc.ca Electronic Labour Exchange - http://www.ele-spe.org University of Toronto Job Board - http://www.utoronto.ca/jobopps Career Edge - A National Youth Internship Program - http://www.careeredge.org/ Youth Resources Network of Canada - http://youth.gc.ca Career Planning for Students - http://www.realgame.com or - http.www.careermax.net/ Career Web - http://cweb.com/ Career Bridge - http://www.careerbridge.com Job Find - http://www.jobfind2000.com SchoolNet - http://ngr.schoolnet.ca SchoolNet - Worklinkhttp://ngr.schoolnet.ca/worklink Ministry of Education - Career Gateway - http://www.edu.gov.on.ca/eng/career

Activity 2: Workplace Portfolio Development Time: 75 minutes (plus time set aside and integrated in other units: up to 375 minutes)

Description This activity introduces the importance of and use of portfolios in the workplace. It compiles students’ works (that could be reflective of their chosen career from Activity 1) by incorporating pieces from each of the units in the course, in preparation for the mock interview.

Strands(s) and Expectations Ontario Catholic School Graduate Expectations An Effective Communicator: CGE 2b - reads, understands, and uses written materials effectively; CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others; CGE 2d - writes and speaks fluently one or both of Canada’s official languages. A Reflective and Creative Thinker: CGE 3e - adopts a holistic approach to life by integrating learning from various subject areas and experience. A Self-Directed, Responsible, Life Long Learner: CGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; CGE 4b - demonstrates flexibility and adaptability; CGE 4e - sets appropriate goals and priorities in school, work, and personal life;

Unit 1 - Page 7  Science – Workplace Preparation CGE 4f - applies effective communication, decision-making, problem solving, time and resource management skills; CGE 4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities. A Collaborative Contributor: CGE 5b - thinks critically about the meaning and purpose of work; CGE 5c - develops one’s God-given potential and makes a meaningful contribution to society; CGE 5d - finds meaning, dignity, fulfillment and vocation in work, which contributes to the common good; CGE 5h - applies skills for employability, self-employment and entrepreneurship relative to Christian vocation. A Responsible Citizen: CGE 7b - accepts accountability for one’s own actions. Strand(s): Materials and Safety; Electrical Circuits; Micro-organisms; The Immune System and Human Health; Human Impact on the Environment Overall Expectations The following are Scientific Investigation Skills that should be developed throughout the course but more specifically in this unit: SIS.04 - locate, select, analyse, and integrate information on topics under study, working independently an as part of a team, and using appropriate library and electronic tools, including Internet sites; SIS.06 - compile, organize and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs, and diagrams (e.g., in table, present data on the beneficial effects of algae ponds, or of consumer reports on appliances); SIS.09 - identify and collect information on science- and technology-based careers related to the subject areas under study (e.g., information, including the educational requirements, on a career as a firefighter or an electronic service technician)

Planning Notes  Provide a folder, box, or other device for storing the collected work for the Workplace Portfolio.  Prepare material and equipment ahead of time as required.  A suggestion for this activity is to devote part of one day a week, e.g., Friday, for the collection of materials and organization of the Workplace Portfolio in all other units of the course.  Contact school resource person to book time in computer room or resource centre.

Prior Knowledge Required  Grade 10 Career Studies

Teaching/Learning Strategies The teacher:  explains the organization of the portfolio;  presents and explains the portfolio checklists including Table of Contents (Appendix 5) and Employability Profile (Appendix 3);  explains the importance of the Workplace Portfolio when looking for employment regardless of the subject area;  discusses the importance of ethical work behaviour and the responsibility of each student to reflect on their personal values, abilities, and aspirations influencing life’s choices and opportunities;  helps students formulate a concise portfolio.

Unit 1 - Page 8  Science – Workplace Preparation Students:  collect and organize materials and relevant information required for their portfolio in a folder, box, or other container;  include all checklists;  complete their portfolio by collecting samples of their work taken from each of the units in the course that relate to their chosen career and reflect each of the categories of the Employability Profile;  may collect samples of their work in a variety of forms, For example:  visual: a collection of either artwork, videotapes or newspaper articles  testimonial: a letter or videotape showing the student performing one or more skills needed for career  reflection: a written piece reflecting ethical behavior in the workplace;  write a reflection in their Journals using the Learning/Valuing/Acting model on what it might mean for a job to be ethical in light of their Christian values.

Assessment/Evaluation Techniques  A process rubric or rating scale may be used to assess for completion/accuracy of each section of portfolio and overall portfolio (SIS.04, SIS.06, SIS.09).  Roving conference can be used to ensure that student’s portfolios meet the criteria established above by the teacher (SIS.04, SIS.06, SIS.09).  Students’ ability to work independently, collect information and organize portfolio can be assessed for work habits using a process rubric or rating scale.

Accommodations  If the student has an individual education plan (IEP), this activity can be modified to meet the needs as outlined in the plan.  Students designated as ESL/ELD should have opportunities to demonstrate their learning by alternate means, e.g., spoken English, direct demonstration, and /or pictorial representation.  For students with physical or learning impairments, classroom activities can be modified, where possible, to permit participation in activities. Peer assistance should be encouraged.  For enrichment activities, students may use the Library/Resource Centre or the Internet to investigate their career in greater detail. Close collaboration between teacher and student is necessary to ensure appropriate choice of topics and enrichment opportunities, depending on the abilities of the student.

Resources Print Brandon, P., et. al. Preplacement & Integration Curriculum Resource. Greater Toronto Area: Co-operative Education Association.1998. Misener, Judi and Susan Butler. Expanding your Horizons. Toronto: McGraw-Hill Ryerson Limited, 1999. ISBN 0-07-552866-5 Websites Youth Network Resource of Canada - http://www.youth.gc.ca/ Job Market and Career Planning Information - http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/pi-ip/career- carriere/english/index_e.shtml

Unit 1 - Page 9  Science – Workplace Preparation Activity 3: Resume Creation Time: 100 minutes

Description Students use information collected throughout the year in their Workplace Portfolio (Activity 2), to create a resume. This should be completed towards the end of the course after the relevant information and material has been collected.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations An Effective Communicator: CGE 2b - reads, understands, and uses written materials effectively; CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others; CGE 2d - writes and speaks fluently one or both of Canada’s official languages. A Reflective and Creative Thinker: CGE 3e - adopts a holistic approach to life by integrating learning from various subject areas and experience. A Self-Directed, Responsible, Life Long Learner: CGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; CGE 4b - demonstrates flexibility and adaptability; CGE 4e - sets appropriate goals and priorities in school, work and personal life; CGE 4f - applies effective communication, decision-making, problem solving, time and resource management skills; CGE 4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities. A Collaborative Contributor: CGE 5b - thinks critically about the meaning and purpose of work; CGE 5c - develops one’s God-given potential and makes a meaningful contribution to society; CGE 5d - finds meaning, dignity, fulfillment and vocation in work, which contributes to the common good; CGE 5h - applies skills for employability, self-employment, and entrepreneurship relative to Christian vocation. A Responsible Citizen: CGE 7b - accepts accountability for one’s own actions. Strand(s): Materials and Safety; Electrical Circuits; Micro-organisms; The Immune System and Human Health; Human Impact on the Environment Overall Expectations The following are Scientific Investigation Skills that should be developed throughout the course but more specifically in this unit: SIS.04 - select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate scientific ideas, plans, and experimental results (e.g., write chemical formulae for some chemical substances); SIS.05 - locate, select, analyse, and integrate information on topics under study, working independently and as part of a team, and using appropriate library and electronic research tools, including Internet sites; SIS.06 - compile, organize, and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs, and diagrams (e.g., in a table, present data on the beneficial effects of algae ponds, or of consumer reports on appliances);

Unit 1 - Page 10  Science – Workplace Preparation SIS.09 - identify and collect information on science- and technology-based careers related to the subject areas under study (e.g., information, including the educational requirements, on a career as a firefighter or an electronic service technician).

Choices Into Action Competencies: (see note in Activity 1) Career Development  self-assessment  exploring and obtaining information about education, training, and careers  awareness of opportunities  education and career decisions  employability

Planning Notes  Have appropriate resources on resume writing available.  Book time in the computer lab for the preparations of the resume.  Make arrangements for students to visit the school Library/Resource Centre, and guidance office.  Book guest speakers if appropriate.  Prepare materials and equipment ahead of time, as required e.g., samples of resumes.

Prior Knowledge Required  Grade 10 Career Studies

Teaching/Learning Strategies The teacher:  copies and distributes templates for students to follow when gathering their information (Appendix 6 : Resume Template and Appendix 7: Cover Letter Format);  reviews the proper protocol for use of the Library/Resource Centre and the computers;  leads and organizes the Cover letter and resume writing by using a template design;  provides sample resumes (Appendix 8);  conferences with students as they write their cover letter and resumes. Students:  gather all of the information required from their portfolio that is on the checklist prepared by the teacher (Appendix 6: Resume Template and Appendix 7: Cover Letter Format);  write a cover letter and resume based on the template provided by the teacher.

Assessment/Evaluation Techniques  Formative assessment may be done by conferencing using a checklist.  Formative assessment may also be done by means roving observation.  The completed resume with the Workplace Portfolio package may be used for summative assessment (SIS.04, SIS.05, SIS.06).

Accommodations  If a student has an individual education plan (IEP), this activity can be modified to meet the needs as outlined in the plan.  Students designated as ESL/ELD should have opportunities to demonstrate their learning by alternate means, e.g., spoken English, direct demonstration, and/or pictorial representation.  For students with physical or learning impairments, classroom and laboratory activities can be modified, where possible, to permit participation in activities. Peer assistance should be encouraged.

Unit 1 - Page 11  Science – Workplace Preparation  For enrichment activities, students may use the Library/Resource Centre or the Internet to investigate topics in greater detail. Close collaboration between teacher and student is necessary to ensure appropriate choice of topics and enrichment opportunities, depending on the abilities of the student.

Resources Print Berton-Hunter, Beth, C. DiDonato, and B. Loree, eds. Options: Science & Technology Career Book. A Joint Initiative of The Halton District School Board, The Halton Catholic District School Board, and The Halton Industry Education Council. Burlington, Ontario. Canada Career Consortium. 1999-2000 Canada Prospects: Canada’s Guide to Career Planning for people of all ages. (To order fax (613) 230-7681) Careers The Next Generation. The Next. 1410 Oxford Tower, 10235-101 Street, Edmonton, AB, Canada T5J 3G1 Eastern Ontario Catholic Curriculum Cooperative. Resources for Career and Work Education. Draft 1998. Ministry of Education. Work and Employability Skills Program. Ministry of Education, Ontario. 1997. Secondary School Project of the Ministry of Education. Ontario Prospects. Ministry of Education. 1999. Wallace, Lee. Career Studies 10. Canada: Nelson Thomson Learning, 2000. ISBN 0-17-620136-X Websites Human Resources Development Canada (HRDC) - http://www.hrdc-drhc.gc.ca HRDC National Job Bank - http://jb-ge.hrdc-drhc.gc.ca Electronic Labour Exchange - http://www.ele-spe.org University of Toronto Job Board - http://www.utoronto.ca/jobopps Career Edge - A National Youth Internship Program - http://www.careeredge.org/ Youth Resources Network of Canada - http://youth.gc.ca Career Planning for Students - http://www.realgame.com Career Web - http://cweb.com/ Career Bridge - http://www.careerbridge.com Job Find - http://www.jobfind2000.com SchoolNet - http://ngr.schoolnet.ca SchoolNet – Worklink - http://ngr.schoolnet.ca/worklink Ministry of Education - Career Gateway - http://www.edu.gov.on.ca/eng/career

Unit 1 - Page 12  Science – Workplace Preparation Activity 4: Mock Interview Time: 300 minutes

Description Students use the knowledge and skills gained over the course of the semester or year from compiling their Workplace Portfolio to prepare for a mock interview.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations An Effective Communicator: CGE 2b - reads, understands, and uses written materials effectively; CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others; CGE 2d - writes and speaks fluently one or both of Canada’s official languages. A Reflective and Creative Thinker: CGE 3e - adopts a holistic approach to life by integrating learning from various subject areas and experience. A Self-Directed, Responsible, Life Long Learner: CGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; CGE 4b - demonstrates flexibility and adaptability; CGE 4e - sets appropriate goals and priorities in school, work, and personal life; CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills; CGE 4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities. A Collaborative Contributor: CGE 5b - thinks critically about the meaning and purpose of work; CGE 5c - develops one’s God-given potential and makes a meaningful contribution to society; CGE 5d - finds meaning, dignity, fulfillment and vocation in work, which contributes to the common good; CGE 5h - applies skills for employability, self-employment and entrepreneurship relative to Christian vocation. A Responsible Citizen: CGE 7b - accepts accountability for one’s own actions. Strand(s): Materials and Safety; Electrical Circuits; Micro-organisms; The Immune System and Human Health; Human Impact on the Environment Overall Expectations The following are Scientific Investigation Skills that should be developed throughout the course but more specifically in this unit: SIS.04 - select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate scientific ideas, plans, and experimental results (e.g., write chemical formulae for some chemical substances); SIS.06 - compile, organize, and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs, and diagrams (e.g., in a table, present data on the beneficial effects of algae ponds, or of consumer reports on appliances); SIS.07 - communicate the procedures and results of laboratory investigations and research for specific purposes, using data tables and laboratory reports (e.g., describe in a laboratory report the procedures used to investigate the behaviour of bacteria);

Unit 1 - Page 13  Science – Workplace Preparation SIS.09 - identify and collect information on science- and technology-based careers related to the subject areas under study (e.g., information, including the educational requirements, on a career as a firefighter or an electronic service technician).

Choices Into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999. “Students must learn and develop skills at school that will help them become more independent and responsible individuals. They must be able to apply what they learned in school to other areas of their lives.” To provide students with these opportunities in science, the competencies from Choices Into Action were used as part of the framework for the development of the following activities: Choices Into Action Competencies: Student development  lifelong learning Interpersonal development  self-management Career Development  self-assessment  exploring and obtaining information about education, training, and careers  awareness of opportunities  education and career decisions  employability

Planning Notes  Have appropriate resources on interview skills and behaviors available.  Book guest speakers, if appropriate.  Prepare materials and equipment ahead of time as required.  Prepare a timetable or schedule of times for student interviews near the end of the course.

Prior Knowledge Required  Grade 10 Career Studies (recommended)

Teaching/Learning Strategies The teacher:  copies, distributes, and explains information on “How to conduct yourself in an interview” for students to follow when preparing for their interview (Appendix 9);  copies, distributes and explains the evaluation checklist that will be used during the interview (Appendix 10);  demonstrates proper interviewing techniques or shows an appropriate video to illustrate them if available;  discusses and explains the video emphasizing the proper behaviours for an interview;  leads and organizes the interview schedule;  formulates questions that apply to each student being interviewed. Examples of general questions are:  Why do you wish to join our company? What are your future career plans? How do you spend your spare time? Show me at least one item from your Workplace Portfolio that relates to this job How do you think this item relates to your job? Tell me about yourself. (You can refer to your resume);

Unit 1 - Page 14  Science – Workplace Preparation  copies and distributes the questions that will be asked at the interview;  conducts an interview with each student as per a pre-defined schedule and provides feedback on how the student conducted themselves;  instructs students to write a follow-up “Thank-you letter “ which could include:  Express their thanks for the time and consideration shown by the interviewer  Stress their interest in the job and their ability to do it well  Add anything of importance that they may have overlooked in the interview (This can be done while another student is being interviewed);  distributes a self-assessment to students after the interview (Appendix 11)  gives feedback on their interview using a checklist. Students:  gather all of the information required from their Workplace Portfolio for the interview, including the resume;  view the video of an interview, if available, and identify appropriate behaviours to model;  prepare answers for the interview to possible questions;  review proper preparation for an interview (Appendix 9) and checklist of evaluation that takes place at interview (Appendix 10);  participate in a mock interview for their summative assessment;  write a follow-up letter for the interview;  complete a self-evaluation after the interview.

Assessment/Evaluation Techniques  Conferencing as a formative assessment of the students’ Knowledge/Understanding of mock interviews (SIS.06).  Mock interview can be a summative assessment of students’ Knowledge, Communication and Making Connections using either a checklist or rubric (SIS.07).

Accommodations  If a student has an individual education plan (IEP), this activity can be modified to meet the students’ needs as outlined in the plan.  Students designated as ESL/ELD should have opportunities to demonstrate their learning by alternate means, e.g., spoken English, direct demonstration, and/or pictorial representation.  For students with physical or learning impairments, classroom and laboratory activities can be modified, where possible, to permit participation in activities. Peer assistance should be encouraged.  For students who find it difficult to participate in an interview with the teacher, a peer could interview the student and the interview could be video taped for assessment purposes.  For enrichment activities, students could go to an employer for an actual interview with their portfolio.

Resources Print Wallace, Lee. Career Studies 10. Canada: Nelson Thomson Learning, 2000. ISBN 0-17-620136-X Toronto Star; Saturday Edition: Career Section Websites Additional references may be found in the Unit Overview.

Unit 1 - Page 15  Science – Workplace Preparation Appendices Appendix 1 – Career Template - Student Worksheet Appendix 2 – Career Checklist -Teacher Marking Sheet Appendix 3 – Employability Profile Appendix 4 – Employability Checklist Appendix 5 – Portfolio Table of Contents Appendix 6 – Resume Template Appendix 7 –Format of a Covering Letter Appendix 8 – Sample Resumes Appendix 9 – How to Conduct Yourself in an Interview? Appendix 10 – Teacher’s Checklist Evaluation Form for the Mock Interview Appendix 11 – Student Self-Assessment After Interview

Unit 1 - Page 16  Science – Workplace Preparation Unit 1: Appendix 1

Career Template Student Worksheet

Criteria Student Information 1. Career Title 2. Career Description

3. Education Requirements -  Secondary School   4. Education Requirements - Post  Secondary (if any)   5. Science Skills Required    6. Other Interesting Information such as outreach possibilities; social and environmental commitment

Unit 1: Appendix 2

Career Checklist Teacher Marking Sheet

Criteria Completion yes no 1. Career Title 2. Career Description 3. Education Requirements - Secondary School 4. Education Requirements - Post Secondary (if any) 5. Science Skills Required 6. Other Interesting Information such as outreach possibilities; social and environmental commitment

Employability Profile

An employer would like an employee to possess certain skills. These skills are summarized in this profile of a good employee. Throughout the course, students collect samples of their work (at least one per unit) that reflects their growth in skills listed below. By the end of the course, students will have collected work for each of the categories that will be used in the mock interview in Activity 4.

Employability Profile Student Development Interpersonal Development Employers need a person who has skills in: Employable skills involve: Communication Positive Attitude and Behaviours  read, comprehend, use written materials  self -esteem and confidence  write effectively  positive attitude toward learning and growth e.g., the consumer reports prepared in the e.g., video tape of the student demonstrating a Electricity unit (Unit 3) specific skill for their chosen career Reasoning Personal Responsibility  understand and solve problems  accountability for actions taken  use technology, instruments, tools and  ability to set goals and priorities in work information systems effectively e.g., planning an investigation to test the e.g., safety; the use of WHMIS and personal reactivity of metals in an acid (Unit 2) safety practices in the workplace (Unit 2) Specific Science Workplace Skills Social Responsibility  research relationships between science and  recognition of and respect for peoples career chosen diversity and individual differences creativity e.g., the making of yogurt or baking of e.g., connection into the environment leavened bread (Unit 4) considering Catholic values; reflection focusing on the wise and ethical uses of resources in the environment (Unit 6)

Employability Checklist

For each submission into the Workplace Portfolio check the skill category it most clearly addresses. At the end of the course, all skill categories should have been equally covered.

Name: Career Chosen:

Employability Profile Checklist Units C R SW PAB PR SR Teacher Comments Materials and Safety Electrical Circuits Micro-organisms The Immune System and Human Health Human Impact on the Environment

C - Communication R - Reasoning SW - Specific Workplace Skill PAB - Positive Attitudes and Behaviours PR - Personal Responsibility SR - Social Responsibility

Note: See Unit 1 Appendix 3 for possible examples of these skill categories.

Portfolio Table of Contents

This is a checklist to be included at the front of the Workplace Portfolio, all items will be completed by the end of the course.

Table of Contents Items Teacher Comments The Folder or Box

Table of Contents

Career Search

Resume

Mock Interview Questions

Unit 2 - Materials and Safety

Unit 3 - Electrical Circuits

Unit 4 - Micro-organisms

Unit 5 - The Immune System and Human Health

Unit 6 - Human Impact on the Environment

Extra Work

Resume Template Resume

Information Needed a) Personal Information: Name, Address, Phone number b) Career objectives: What do you want to do? c) Education: List places you have attended and diplomas, and certificates you have received. d) Work experience: List anything that you have done that would help you get a job. e) Activities and Interests: What other things do you do that make you a well rounded person? f) References: If asked for these might be helpful. Your permission is required for an employer to contact any referees. These are people that you can trust to be honest about you and your skills. Make sure that you have asked them for their permission to use them as a reference.

Physical Appearance of the Resume a) length: Should be 1 - 2 pages long. b) kind and size of paper used: Use good quality paper - 8 ½ by 11. c) the arrangement and layout of pages: There are many different styles, pick the one you like d) typing of the resume: Very important for clarity and neatness; remember that there must be no spelling mistakes.

Format of a Covering Letter

Your street number and street City, Province Postal Code Month, day, year

Name of Employer or contact person Title or position Name of Company Street number and street City, Province Postal Code

Dear Mr./Mrs./Ms (Be sure to use his or her name)

Opening Paragraph  State why you are writing  State position you are applying for  State how you heard of this opening

Paragraph 2  Indicate what you have to offer  Show how your skills and interests fit the job requirements  State your education and other relevant training  Highlight any other experiences, e.g., volunteer work  Refer to your attached resume

Closing Paragraph  Explain why you are interested in this company  “Sell” yourself - be positive!  Indicate that you are interested in an interview and let employer know where and when you can be reached. Include your phone number.

Yours truly, (Your Signature) Type your name

Sample Resumes Chronological Resume

David Major 2020 Mathewman Cres., Burlington, ON, L7R 1S3 Phone: (905) 632-XXXX

CAREER OBJECTIVE To exceed each client’s expectation through strong communication and inspiring designs.

EDUCATION Graphic Design Production, Northwest College of Art Deans List Candidate, 1999 Bachelor of Arts (French Major, Fine Arts Minor) Trent University, 1995

WORK EXPERIENCE 1998-99 Graphic Design Production, Northwest College of Art Updated the program’s student placement contact list; produced showcase “Here We Go Again” 1998-99 Designed, illustrated, wrote copy for colouring page “10 Fire Safety Rules for Children.” First place of 35 designers. Design to be used in activity book. 1998 Business Sector, Northwest College of Art Designed new logo 1995-97 Film, Television, and Theatre Created, developed, improvised, and preformed a variety of roles in numerous productions 1996-1997 Canpar Canada Organized and delivered time-sensitive materials

COMPUTER SKILLS  Quark XPress 3.31, 3.32 and 4  Adobe Illustrator 6.0 and 7.0  Adobe Photoshop 4.0.1 and 5.0  Microsoft PowerPoint

Unit 1 - Page 23  Science – Workplace Preparation Unit 1: Appendix 8 (Continued)

Sample Resumes Skill-Based Resume Sarah Noakes 7 Edgar Road Brantford, ON N3R 6X7 (519) 752-XXXX

CAREER OBJECTIVE: A full time position in social work or in the child care field where I can use my people skills helping clients

PERSONAL PROFILE:  Enthusiastic and reliable  A good communicator and team member  Willing to work overtime and to “sub” for last-minute staff cancellations

EMPLOYMENT BACKGROUND  Assistant manager at Suzy Clothes, Brantford  Part time helper at Big Brothers, Brantford

JOB SKILLS  Worked shifts alone, demonstrated responsibility and earned the confidence of my supervisors and fellow employees by showing cooperation and teamwork  Served customers with courtesy, patience, and a smile  Balanced cash which often exceeded $2,000 in a single shift  Processed orders for customers accurately and within “service” times

EDUCATION  Secondary School Diploma, North Park Collegiate Institute  Enrolled full time in Social Work Program, Mohawk College, Hamilton, ON  First Aid and injury Prevention course, Brantford Family Y  Introduction to Microcomputers course, Mohawk College

VOLUNTEER WORK  Big Brothers Brantford - volunteer receptionist and activities assistant, regular 30 volunteer hours per week, continuing to volunteer, as time permits.  John Nobel Home, Brantford - volunteer recreational assistant

Sample Resumes Combination Resume RANDY JAMIESON 231 Edinburgh Drive Burlington, Ontario L7R 2C8 (905) 632 XXXX

OBJECTIVE  To work as a mechanic trainee leading to an apprenticeship position.

RELATED SKILLS  Know how to use most automotive hand and shop tools.  Ability to troubleshoot most engine problems.  Keep cars in working order for family and friends.  Assisted friend in preparing car for painting.

WORK EXPERIENCE Gas Station Attendant - Petro Ontario Station, Burlington, Ontario 1996 - present  Handled cash and completed credit card transactions accurately.  Assisted in performing tune-ups and tire changes - checked and changed plugs, belts, oil, water and tires.  Worked well as team member.

Service Attendant - Marie’s Gas Station, Burlington, Ontario 1996 Summer  Maintained a clean, neat, and well-stocked gas station.  Praised by boss for effective handling of cash and customer service.  Worked long, late hours regularly.  Balanced and closed cash at end of shift.  Worked well independently.

Delivery Person - Joe’s Pizza, Burlington, Ontario 1994-96 Part time Clerk - Foods Unlimited, Burlington, Ontario 1993-94 Part time

EDUCATION 3-year concentration in Auto Mechanics; courses in Metalwork, Woodworking, Drafting Assumption Secondary School, Burlington, Ontario1993-96

HOBBIES  Working on cars, riding dirt bike, baseball, skiing.

Sample Resumes Skills Specific Resume

Michelyne Hibbert P.O. Box 2757 Laval, Quebec G8P 3G6

Phone: (418) 293-XXXX

Skills  Fluent in Cree, English, and French  Bookkeeping and finance experience  Excellent administrative skills and knowledge of current office technology  Accurate keyboarding skills – 70 wpm  Knowledgeable computer user (PC and Macintosh)  Strong organizational skills  Ability to multi-task  Proficient user of Microsoft Word and WordPerfect 6.1/8.0  A co-operative colleague and productive team member

Work Experience 1998-1999 Cree Indian Centre of Chibougamau Inc., Chibougamau, Quebec. Duties: clerical tasks, including reception, typing and filing; assisted with bookkeeping and data entry. 1995-1998 Cree-Naskapi Commission, Ottawa, Ontario. Duties: clerical tasks; assisted with bookkeeping. Part time while attending school. 1994-1995 Native Friendship Centre of Montreal, Montreal, Quebec. Duties: reception, clerical.

Education 1995-1998 Carlton University, Ottawa, Ontario. Course of Study: Business Administration 1990-1994 Maclean Memorial School, Laval, Quebec. Secondary Five Graduation Diploma

Volunteer Work Native Friendship Centre of Montreal, Montreal, Quebec. Organized social activities, including a drop-in centre; led traditional teaching workshops.

How to Conduct Yourself In An Interview

Part A: What is a Job Interview? Teacher Notes Stress that the interview is an opportunity to create a lasting good impression; preparation is extremely important. The following questions may be useful in leading a discussion to prepare your students for the interview:  What is a job interview?  How many of you have taken part in a job interview?  What preparations did you make in advance?  If you were to do it again, what might you do differently?

Part B: Purpose of Interview Teacher Notes 1. Introduce the interview as an opportunity for the interviewer to learn something about the applicant’s:  personality  education and training  work experience

2. Identify the four basic questions that the interviewer will have in mind. Ask your students to prepare appropriate answers to these questions:  What position is the candidate interested in?  What kind of person is the candidate?  What can the candidate offer me?  How much will the candidate cost me?

Part C: Your Strengths and Weaknesses In preparation for the interview, ask your students to evaluate their strengths and weaknesses using the following checklist:

Traits Below Average Good Outstanding Unknown Average Enthusiasm for work School achievement Punctuality Health Ability to take on responsibility Leadership Initiative Willingness to follow directions Self-confidence Ability to get along with people Job-related skills Ability to handle conflict

Part D: Before the Interview Teacher Notes

These are some suggestions to assist your students to prepare for an interview: Ask each student to:  Research the company/organization before the interview.  Bring their resume.  Dress in an appropriate manner.  Be well groomed.  Be punctual.  Anticipate the interviewer’s questions.  Prepare their own questions.  Identify and be prepared to highlight their strengths.

Part E: At the Interview. Here are some hints to help your students perform well at an interview

Dos Don’ts Read the company literature beforehand Don’t be late for your interview Dress neatly and act naturally Don’t come unprepared Present all relevant credentials Don’t chew gum or smoke Be prepared to discuss weaknesses Don’t lounge in your chair Be honest, serious, and sincere Don’t misrepresent yourself Be courteous Don’t blame others for your weaknesses Be specific Don’t criticize yourself Try to relax Don’t become impatient or emotional Look directly at the interviewer Don’t talk too much or too little Speak clearly Don’t unduly emphasize starting salary Appear interested in each employer Don’t over sell your case Emphasize potential strengths Don’t overextend the interview Focus on the job Don’t make hasty decisions

Teacher’s Checklist Evaluation Form for the Mock Interview

Teacher Notes

Complete this form during the interview. You may wish to provide copies for students before hand.

Name of Student: ______Time of Interview: ______Date of Interview: ______

Teacher’s Checklist Evaluation Form for the Mock Interview Trait Item Checklist Comments Excellent Good Unacceptable Preparation Resume Employability Portfolio Arrival Punctuality First impression Handshake Manner Appearance Eye contact Posture Friendliness Maturity Communication skills Personal Alertness, enthusiasm Characteristics Directness Attitude Manners Ability to “sell” oneself Sense of responsibility

Unit 1 - Page 30  Science – Workplace Preparation Main Part of Ability to maintain the Interview eye contact Enunciation Level and correctness of language Manner of answering questions (directly) Knowledge of portfolio Knowledge of relationship of portfolio with career Asks appropriate questions Concluding Ability to conclude the Interview interview in appropriate manner (friendly, polite) Last impression (Are you still interested in this career?) Overall Comments:

Student Self-Assessment After Interview

Students should review their performance after the interview as it will help them to avoid some common mistakes in the next job interview.

Student Self-Evaluation After Interview During interview Checklist Excellent Good Fair Needs Work Punctuality Posture Handshake Appearance Attitude Composure Personality for the job Conversational Ability Understanding of Questions Relating Portfolio Relating resume Experience Job Interest Job Potential

Unit 1 - Page 32  Science – Workplace Preparation Unit 2: Materials and Safety Time: 20 hours Unit Developers Josephine Ciapanna, Hamilton-Wentworth CDSB Donna Stack-Durward, Hamilton-Wentworth CDSB Development Date: August 2000

Unit Description Students gain a working knowledge of important safety legislation, such as the Workplace Hazardous Materials Information System (WHMIS). This is done through laboratory investigations of and research into the safe handling, use, storage, and disposal procedures for a variety of materials including some hazardous materials. Awareness of the effects of hazardous materials on the body is emphasized. Through investigations, students identify the factors affecting rates of chemical reactions. As informed Catholic citizens and responsible stewards, students use this knowledge of chemistry to address home, school, and workplace safety issues.

Strand(s) and Expectations Ontario Catholic Graduate Expectations: CGE1d; 2a, b, c, d, e; 3c, d; 4c, e, f, g; 5a, b, e, f, g, h; 7i, j. Strand(s): Materials and Safety Overall Expectations: MSV.01E, MSV.02E, MSV.03E. Specific Expectations: MS1.01E to MSI.10E, MS2.01E to MS2.05E, MS3.01E, MS3.02E.

Activity Titles (Time + Sequence) Activity 1 Safety First 300 minutes Activity 2 Look What Happens 300 minutes Activity 3 Accidents Can Happen! 375 minutes Activity 4 What Do I Do With This? 75 minutes Activity 5 Chemistry At Work 150 minutes

Prior Knowledge Required In this unit, students build on their previous knowledge of Materials and Matter, studied in Grade 7 and Chemistry: Atoms and Elements, studied in the Grade 9 Science Academic course, or Chemistry: Exploring Matter studied in the Grade 9 Science Applied course. Students should be familiar with the appropriate and ethical use of the Library/Resource Centre, computers and the Internet.

Unit Planning Notes This unit is organized into five activities. The timing of the activities may be changed to meet students’ and teacher’s needs. It is suggested that students maintain a Lab book in which experimental results are recorded. It is also suggested that vocabulary lists are maintained in the students’ Notebook. A Notebook is used by students to record answers to questions (in-class or homework), to make notes in, to keep their vocabulary lists, and to put any handouts given by the teacher or by their peers. Students also maintain a Journal for reflections and a Workplace Portfolio in which to accumulate the materials required for Unit One (see Unit One for specific format). Direction from the teacher may be required with regard to the format and contents of the Lab book, Notebook and of the Workplace Portfolio. Allow up to two hours in this unit for the collection of Portfolio items in preparation for Unit One. It is recommended that Personal Safety Cards from Activity 1 be added, in addition to any other pertinent information related to a student’s specific career.

Unit 2 - Page 1  Science – Workplace Preparation It is recommended that the Materials and Safety Unit be the second unit taught in SNC3E, following the introduction of the Workplace Portfolio. Set classroom routines, particularly those involving safety. Use this unit to assess the academic strengths and learning styles of the students. It may be necessary to review or teach material found in Prior Knowledge Required before proceeding with a given activity. Review site specific safety procedures, laboratory routines, and waste disposal procedures prior to, and throughout, this unit. For activities in which students design their own procedures, ensure that all safety concerns are addressed and procedures approved before students proceed. It is strongly recommended that all laboratory activities be tested by the teacher prior to classroom use. The Catholic perspective on the role of work in a person’s life, as well as the role of humans as stewards of God’s creation, are important themes throughout this course and should be emphasized where appropriate. Similarly, the theme of safety and the workplace should be stressed. When appropriate, teachers should direct students to write reflection in their Journals using the Learning/Valuing/Acting Model (refer to Course Overview).

Teaching/Learning Strategies This unit is intended to accommodate a variety of learning styles, interests, and abilities. Teachers are encouraged to make the lessons short with lots of hands-on activities and repetition of core concepts. Teachers present their lessons from a “need to know” perspective, which will help students make the necessary connections to the workplace and remain focused. The use of a variety of appropriate teaching strategies is strongly recommended, e.g., teacher-directed lessons, teacher demonstrations, field trips, student laboratory inquiries, research activities, guest speakers, lesson specific worksheets, videos, independent study work, collaborative learning, and group presentations.

Assessment and Evaluation Achievement of expectations may be assessed using a variety of strategies and tools, such as teacher- student conferences, roving conferences, observation checklists, laboratory activity checklists and specific marking schemes, paper and pencil quizzes, rating scales, and rubrics, as well as oral and written presentations. A chart containing a suggested summary of each unit’s assessment and evaluation strategy is included. Sample rubrics are included in the appendices.

Suggested Summary-Unit Assessment

Activity Expectations Category Task Tool Type of Assessment D F S 1 MS1.02 K/U hazardous symbols checklist X cards MS2.05 K/U matching quiz or marking scheme X paper pencil quiz

MS2.05 K/U WHMIS labels checklist X MS2.05 K/U, C quiz style game checklist, roving X conferences MS1.02 K/U personal safety cards checklist or rating X X scale MS1.02 K/U, I, C interview checklist X questions/class visits

2 MS1.05, K/U, I, C formulation of checklist X MS2.03 questions and

Unit 2 - Page 2  Science – Workplace Preparation planning of lab MS1.05 K/U, I, C investigation of acid checklist X on metals MS2.01 K/U completion of marking scheme X questions MS1.05 K/U, I, questions on uses of marking scheme X MS2.04 MC, C metals K/U, I, C investigation on ease checklist X of combustion MS1.04 K/U, I, C worksheets on marking scheme X oxidants MS1.06 K/U, I, fact sheet on factors process and product MC, C affecting reaction rubrics rates MS2.03 K/U laboratory roving conference X techniques and and checklist safety practice

Activity Expectations Category Task Tool Type of Assessment D F S 3 MSI.01, K/U, I, News Release collaborative rating X X MS1.02, MC, C Bulletin and scale, individual MS1.07, presentation research and project MS1.08, rubric, and MS1.09, researching project MS1.10, & and report/ display MS3.01 rubric

MSI.01, K/U, I, News Release marking scheme or X MS1.02, MC, C Bulletin checklist MS1.07, (individual MS1.08, contribution) MS1.09, MS1.10, & MS3.01

MS1.01 K/U vocabulary list checklist X MS1.10

MS1.08, K/U quiz/paper and marking scheme X MS1.09, pencil test MS1.10, MS1.02, MS3.01

MS1.07 K/U News Release roving conference X Bulletin and checklist 4 MS1.01, K/U, I, C, group activity rating scale X

Unit 2 - Page 3  Science – Workplace Preparation MS2.02, MC MS3.02

MS1.01, K/U, I, C, Round Table activity rubric and marking X MS2.02, MC scheme MS3.02

Activity Expectations Category Task Tool Type of Assessment D F S 5 MS3.01 K/U, MC worksheets on fire marking scheme X and fire extinguishers MS3.01 K/U uses of foam fire marking scheme or X extinguishers - lab lab checklist activity MS3.01 K/U quiz/paper and marking scheme X pencil test checklist X MS2.03 I building and testing fire extinguisher MS3.01 K/U, C, evacuation plan product rubric X MC MS3.01 K/U fire safety roving conference, X checklist

K = Knowledge C = Communication D = Diagnostic U = Understanding MC = Making Connections F = Formative I = Inquiry L = learning skill S = Summative

Resources

Print Building Codes and Fire Codes from local Municipal offices Candido, J.L. et al. Heath Science Connections 10.Toronto: D. C. Heath Canada Ltd.1988. ISBN 0- 669-95285-0 local and national newspapers magazines (e.g., Macleans) Ontario Fire Marshall’s Office: Fire Safety Manual Ontario Association of Fire Chiefs. Together In Fire and Life Safety (Pamphlet/booklet) Ord, Dennis. Exploring Chemistry. Toronto: McGraw-Hill Ryerson Ltd., 1986. ISBN 0-07-548-621-0

Websites Fire Extinguishers - http://www.armanet.com/T1212/firepage/firepage.html Home Portable Fire Extinguishers - http://www.cyberstreet.com/firedept/extingui.htm Office of Biosafety - Health Canada. - http://www.hc-sc.gc.ca/hpb/lcdc/biosafty/index.html Ontario Fire Chiefs - http://www.oafc.on.ca Safety in Chemistry Laboratory - http://www.chemlabs.uoregon.edu/Safety/Fire1.html Safety Tips: Portable Fire extinguishers - www.vbg.org/FIRE/fire-ext.htm

Unit 2 - Page 4  Science – Workplace Preparation Software Chemistry Reactions – CD-ROM (www.carolina.com) GB-41-3582 Material Safety Data Sheets Data base – CD-ROM (Boreal Laboratories)

Video Chemical Reactions (Bill Nye, the Science Guy) 1995. (Magic Lantern www.magiclantern.ca) #401- 31-707 Chemistry Essentials Series (The Periodic Table; Reactions and Relationships) (www.carolina.com) GB-49-7245 Fire Extinguishers - Fight or Flight? NFPA. Ontario Association of Fire Chiefs, National Fire Protection Association or Fire Prevention Canada Lab Safety: The Accident at Jefferson High. Toronto: Visual Education Centre (432) (MP, colour; sound), 1986. RSN 001628 Ontario Association of Fire Chiefs. Together In Fire and Life Safety (Pamphlet/booklet) Safe Science: Lab Safety Awareness. Cambridge Education Products (www.carolina.com) GB-49-1012 Science Lab Safety Series. (www.carolina.com) GB-49-0855 Starting with Safety: An Introduction for the Academic Chemistry Lab. (www.carolina.com) GB-49- 7240

Activity 1: Safety First Time: 300 minutes

Description Students further their knowledge of WHMIS legislation as it applies to the school and workplace through a variety of activities. Students produce a Personal Safety Card. Good safety practices are emphasized.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations An Effective Communicator: CGE2c - presents information and ideas clearly and honestly and with sensitivity to others; CGE2d - writes and speaks fluently one or both of Canada's official languages; CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. A Reflective and Creative Thinker: CGE3c - thinks reflectively and creatively to evaluate situations and solve problems. A Self-Directed, Responsible, Life Long Learner: CGE4e - sets appropriate goals and priorities in school, work and personal life; CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills; CGE4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities. A Collaborative Contributor: CGE5a - works effectively as an interdependent team member; CGE5e - respects the rights, responsibilities and contributions of self and others; CGE5f - exercises Christian leadership in the achievement of individual and group goals; A Responsible Citizen: CGE7i - respects the environment and uses resources wisely.

Unit 2 - Page 5  Science – Workplace Preparation Strand(s): Materials and Safety Overall Expectations MSV.01 - demonstrate an understanding of WHMIS legislation and general safety procedures as they apply to materials in the workplace and the home. Specific Expectations MS1.02 - demonstrate an understanding of important safety legislation (e.g., WHMIS legislation, the Fire Code, the Building Code, the Occupational Health and Safety Act); MS2.05 - demonstrate, in oral and in written reports, a thorough knowledge of the terminology and symbols used in WHMIS (e.g., correctly interpret material safety data (MSDS) sheets, labelling symbols, and acronyms such as LD50, LC50, TWAEV, STEV, CEV).

Planning Notes  Review lab safety, consistent with board policy.  Prepare a safety equipment checklist and a blank room diagram (for students to list/locate safety equipment).  Preview safety videos and prepare question sheets to accompany them (see Resources for suggestions).  Prepare a diagnostic test that includes good safety practices and common WHMIS Symbols.  Gather pictures of unsafe school/workplaces situations, e.g., see page xvii, Heath Science Connections 10, and/or write a script that can be read orally, describing unsafe situations.  Gather workplace WHMIS labels and household product labels, e.g., bleach, paints, cleaning supplies, gardening products, pesticides... , and empty lab chemical bottles/containers with complete WHMIS labels.  Prepare worksheets and matching quiz/paper and pencil test on hazardous symbols, personal protective equipment, and safety pictograms common to the lab, home, and workplace.  Put MSDS binder (Material Safety Data Sheets) in a prominent location in the classroom. Make multiple copies of pages that match those chemicals that students will be using.  Get blank WHMIS labels (available from school board safety personnel).  Set up a Safety Bulletin board.  Arrange for a class visit to the cafeteria, auto area, or custodian’s area, if possible.  Prepare questions and answers for a quiz-style game on WHMIS legislation. This can be done on index cards that can then be taped to the blackboard or used with magnets on a magnetic board.  Once completed, the Student’s Personal Safety Card, from Activity 1.3, can be laminated and used as a permanent safety reference. These Cards can be made from index cards or file folders cut to a reasonable size and provide students with safety information in an easy to read and handle format. The Safety Cards can be placed in the student’s Workplace Portfolio (see Unit 1)  Arrange for students to interview school custodial staff, cafeteria staff, or teachers in the auto area. This interview could take 20 to 40 minutes and is best done in small groups.  Have available Poison Control Cards and other safety cards and prepare questions based on them (available from the local Public Health Departments or local hospital).  Plan how students are to organize their Materials and Safety Unit vocabulary list.  It is suggested that the lessons be kept short and that teachers use a variety of methods and teaching strategies appropriate for the class. Teachers may need to work on students' note-taking abilities and work habits. Teachers are advised to use a “need to know” approach in every activity/lesson (what do students need to know?), stressing the relevance of the activity/lesson to the workplace and the student’s life. With this in mind it is suggested that a survey be taken early in the course to determine the interests and job goals of the students so that examples used will be relevant and interesting to them.

Unit 2 - Page 6  Science – Workplace Preparation Prior Knowledge Required  Grade 7 - Matter and Materials - Pure Substances and Mixtures  Grade 9 - Academic or Applied Science - Chemistry strands

Teaching/Learning Strategies Activity 1.1: Examining Safety Symbols The teacher:  reviews safety practices. A diagnostic test may be given to ascertain the students’ level of understanding of accepted safety practices. An interest survey could also be taken. (See planning notes);  provides remedial worksheets as necessary;  identifies and describes the safety apparatus and personal protective equipment found in the lab;  provides a checklist and blank room plan for students to record the location of all safety equipment in the lab area. Students:  complete a diagnostic test, and a safety equipment checklist and record the location of safety equipment and personal protective equipment found in the lab on the blank room diagram provided. Activity 1.2: What’s Wrong Here? The teacher:  shows a safety video and assigns an accompanying question sheet;  provides pictures or a written/oral description of a science lab, workplace, e.g., gas station, and a home, e.g., laundry area, containing glaring safety concerns/hazards and helps the class identify the safety problems;  instructs students to write a Journal reflection using the Learning/Valuing/Acting Model on the importance of safety in the lab, home, and workplace (see Course Overview Planning Notes). Students:  watch a safety video and answers questions on it;  in groups of three or four, identify the safety concerns/hazards presented by the teacher and suggest ways to rectify them (Students can discuss their suggestions with the entire class.);  write a Journal reflection using the Learning/Valuing/Acting Model on the importance of safety in the lab, home and workplace. Activity 1.3: Making a Personal Safety Card The teacher:  explains what WHMIS stands for, why such legislation is necessary, and under which circumstances it applies;  using a standard WHMIS label, introduces the hazardous symbols found on the sample label;  has students complete a worksheet and then a quiz/paper and pencil test where they identify hazardous symbols, safety pictograms, and personal protective safety equipment described so far;  introduces the Student Personal Safety Card as an ongoing activity where students record hazardous symbols and safety pictograms for their own personal reference to be used throughout the course (and, hopefully, at home and in their workplace);  provides and describes the information on, and use of, MSDS sheets;  makes available workplace and manufacturer’s labels;  provides sample MSDS sheets, describes their use and discusses the information on them. The teacher also provides containers of workplace chemicals to show that product labels have been standardized;

Unit 2 - Page 7  Science – Workplace Preparation  has students complete a chart or checklist about workplace labels and other manufacturer's labels using the headings: Name of Product, Hazardous Symbols, Physical Data, Fire and Explosion Information, Reactivity Data, Toxicological Properties, Preventative Measures and Special Procedures, First Aid Measures;  has blank WHMIS labels available for students to fill in with information from a product label. Students:  complete worksheets on hazardous symbols and then do a matching quiz/paper and pencil test on hazardous symbols, personal protective equipment and safety pictograms;  prepare a Student Personal Safety Card that identifies and defines common hazardous symbols, personal protective equipment, and safety pictograms that could be found in the home, lab and workplace (this is an ongoing activity);  working cooperatively in pairs, examine MSDS sheets and complete a chart or checklist using the MSDS binder to identify hazardous symbols and relevant safety information found on manufacturer labels;  compare various formats used in labelling common products for WHMIS information and transfer information from a product label onto a blank WHMIS label. Activity 1.4: A Trip to the Shop The teacher:  helps students compile a list of questions to be used during the interview of school staff (the school Health and Safety representative may be able to provide suggestions for appropriate questions);  accompanies students to the cafeteria, auto area, or custodial room to interview the staff on their safety practices and look for MSDS sheets and Workplace labels;  prepares a checklist for students to use and collects it when completed. Students:  brainstorm and compile a list of questions to use during the interview of cafeteria, custodial, or other staff on safety practices and procedures in their workplace;  participate in a class visit to the auto area, etc, interview the staff, look for MSDS and workplace labels and complete a checklist. The completed checklist is submitted. Activity 1.5: It’s Game Time! The teacher:  presents safety cards such as those from the Poison Control as an application of WHMIS legislation and may assign a question sheet;  Moderates a quiz-style game on WHMIS legislation in which students can be arranged into teams according to class size. Students:  review Poison control cards and other standard safety cards for common information and procedures. Students can answer questions on these or compare various types of standard safety cards;  participate, in teams, in a quiz-style game.

Assessment/Evaluation Techniques  Completion of a hazardous symbols chart to assess students’ Knowledge/Understanding using a checklist (MS1.02).  Matching quiz/paper and pencil test on hazardous symbols to assess students’ Knowledge/ Understanding (MS2.05).  Completion of WHMIS labels can be assessed for Knowledge/Understanding with a checklist (MS2.05).  Quiz style game assesses Knowledge/Understanding and Communication of WHMIS legislation (MS2.05).

Unit 2 - Page 8  Science – Workplace Preparation  Roving conferences as a formative assessment of the students’ Knowledge of good safety practices (MS1.02).  Student Personal Safety Chart can be assessed for Knowledge/Understanding with a checklist or rating scale (MS2.05).  The interview questions and class visit to formatively assess students’ Knowledge/Understanding, Inquiry, and Communication on WHMIS legislation can be done with a checklist (MS1.02).

Accommodations  If the student has an individual education plan (IEP), this activity can be modified to meet needs as outlined in the plan.  Students designated as ESL/ELD should have opportunities to demonstrate their learning by alternate means, e.g., spoken English, direct demonstration, and/or pictorial representation.  For students with physical or learning impairments, classroom, and laboratory activities can be modified, where possible to permit participation in activities. Peer assistance should be encouraged  For enrichment activities students may:  visit a workplace outside of the school and report on the WHMIS safety practices observed and give suggestions for the improvement of safety practices in that workplace;  identify and research individuals who “Blew the whistle” on dangerous and irresponsible safety practices;  take part in a WHMIS training session at a local workplace;  choose a chemical product and using its label, prepare a proper workplace label following WHMIS legislation.

Resources Candido, J.L. et al. Heath Science Connections 10.Toronto: D.C. Heath Canada Ltd., 1988. ISBN 0-669-95285-0 Material Safety Data Sheets (MSDS) “Database” CD-ROMs, available from Boreal Laboratory Information can also be obtained from the following: Industrial Accident Prevention Association (local or regional offices) In-School Health and Safety representatives In-School Co-op Education teacher for manuals used when students are at placements Videos Lab Safety: A Practice for Life, available from STAO (Science Teachers Association of Ontario) 57 Glen Cameron Rd. Thornhill, ON, L3T 1P3 (30 minutes) Safe Science: Lab Safety Awareness, available from Carolina Biological Supply Company, Burlington NC, www.carolina.com. Catalogue number: BWJ8439 (40 minutes) Websites WHMIS Instructor’s package - http://www.danatec.com/whmisins.htm WHMIS online - http://www.prohnet.com/whmis_online.htm

Activity 2: Look What Happens! Time: 300 minutes

Description Students investigate the reactivity of metals with acids, the factors affecting the corrosion of metals, the combustion of fuels, and the factors affecting reaction rates.

Unit 2 - Page 9  Science – Workplace Preparation Strand(s) and Expectations Ontario Catholic School Graduate Expectations A Discerning Believer Formed in the Catholic Faith Community: CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good. An Effective Communicator: CGE2a - listens actively and critically to understand and learn in light of gospel values; CGE2b - reads, understands, and uses written materials effectively; CGE2c - presents information and ideas clearly and honestly and with sensitivity to others; CGE2d - writes and speaks fluently one or both of Canada’s official languages. A Reflective and Creative Thinker: CGE3c - thinks reflectively and creatively to evaluate situations and solve problems; CGE3d - makes decisions in light of gospel values with an informed moral conscience. A Self-Directed, Responsible, Life Long Learner: CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills. A Collaborative Contributor: CGE5a - works effectively as an interdependent team member; CGE5b - thinks critically about the meaning and purpose of work; CGE5e -respects the rights, responsibilities, and contributions of self and others; CGE5f - exercises Christian leadership in the achievement of individual and group goals; CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others. A Responsible Citizen: CGE7i - respects the environment and uses resources wisely; CGE7j - contributes to the common good. Strand(s): Materials and Safety Overall Expectations MSV.01 - demonstrate an understanding of WHMIS legislation and general safety procedures as they apply to materials in the workplace and the home; MSV.02 - demonstrate safe handling, storage, and disposal procedures for a variety of materials, including some hazardous materials, in the school laboratory (e.g., safely handling solvents, oxidizing agents, acids, bases). Specific Expectations MS1.03 - describe the factors that affect the rate of chemical reactions, paying special attention to what makes reactions dangerous (e.g., increasing the temperature at which a reaction takes place can cause an explosion; volatile liquids and dispersed powders have a greater rate of reaction); MS1.04 - identify some oxidizing agents by name and/or chemical formula, and describe their chemical reactivity with fuels and other oxidizable substances (e.g., write the chemical formula for oxygen gas and explain the reaction of oxygen gas with a fuel in terms of the products formed); MS1.05 - predict the reactivity of metal elements with other chemical substances, using the activity series of metals (e.g., predict the reactivity of metals with acids and oxygen); MS1.06 - describe the factors that increase the danger of flammable substances (e.g., flash point, auto- ignition); MS2.01 - formulate scientific questions, in qualitative terms, about rates of chemical reaction (e.g., How do the rates of combustion of some fuels in air differ? What happens to the rates of combustion of fuels in pure oxygen or when mixed with a solid oxidant?); MS2.02 - demonstrate an understanding of WHMIS legislation by selecting and applying appropriate techniques for handling, storage, and disposing of laboratory materials (e.g., use appropriate personal

Unit 2 - Page 10  Science – Workplace Preparation protection, and demonstrate proper housekeeping and knowledge of emergency procedures, when handling chemicals in the laboratory); MS2.03 - plan and carry out investigations using laboratory equipment, effectively, safely, and accurately (e.g., compare the corrosive action of acids on various metals, and collect and test the hydrogen produced by this action; prepare and use a foam fire extinguisher); MS2.04 - determine through experimentation, the ease of combustion of various flammable liquids (e.g., compare the ease of combustion of small quantities of alcohol, varsol, mineral oil, or vegetable oil).

Planning Notes  The investigations in this activity can be found in most published laboratory manuals. It is strongly recommended that the teacher test all activities before the class uses them. It is important that the teacher checks to ensure that the laboratory activities give desired observations and are safe, given the abilities of the class.  Caution: The lab activities in this section should be teacher demonstrations if you have reservations about student abilities to conduct them safely  Choose metals such as zinc, magnesium, iron, and copper or other metals that can be safely handled by students. CAUTION: DO NOT USE CALCIUM METAL. Calcium reacts with the moisture on the hands to produce a concentrated basic solution of calcium hydroxide. Also, students should not handle alkali metals, i.e., Li, Na, K, etc. The reactions of these metals should only be demonstrated by an experienced teacher, using a safety shield.  Place dilute (0.1 mol/L) solutions of hydrochloric acid into dropping bottles for safer handling and distribution.  Testing the combustibility of fuels can be safely done if approximately 1 mL of fuel is added to 5 - 10 mL of water in a large test tube. Support the test tube using a test tube rack. A cloth wick, dampened on both ends with the test fuel is then added to the test tube and lit. Alternately, floating wicks, available at a candle shop can be used.  Fuels to be tested include alcohol, varsol, mineral oil, and vegetable oil.  The burning of carbon should be done only by the teacher using a fume hood. Only very small amounts of carbon should be used.  Contact the school’s resource person to book time in Library/Resource Centre.  Ensure that students are aware of the correct and ethical use of the Internet.  Gather information on solid oxidants and on a scenario such as a gas explosion in a grain elevator (newspaper clippings can be used).  Preview video and prepare worksheets on chemical reactions and the periodic table; the activity series of metal.

Prior Knowledge Required  Grade 7 - Matter and Materials - Pure Substances and Mixtures  Grade 9 Academic or Applied - Chemistry Strands

Teaching/Learning Strategies Activity 2.1: Diagnostic Test The teacher:  prepares a diagnostic test or a video to be used along with prepared worksheets to review the characteristics of matter, the organization of the periodic table, periodic trends of the elements, and the properties of metal and non-metal;  prepares required reinforcement/remedial worksheets as necessary. Students:  write the diagnostic test or view video and complete worksheets;

Unit 2 - Page 11  Science – Workplace Preparation  do remedial worksheets, if necessary. Activity 2.2: Reactivity of Metals - Effects of Acids on Metals The teacher:  leads a class discussion on the effects of acid precipitation on metals (a video, articles, pictures, corroded samples of metals such as rusted iron nails, or tarnished copper could be used to introduce the discussion);  introduces the terms corrosion and acid and directs students to add these to their Materials and Safety vocabulary list;  reviews the safe handling of acids and the proper disposal methods for the products of this activity;  makes available various metals such as magnesium ribbon, iron filings, copper wire, aluminum, tin, nickel, zinc, and copper and a dilute solution of acid (0.1 mol/L hydrochloric acid);  directs students to plan an investigation that compares the reactivity of the metals available with hydrochloric acid (Students are directed to include in their plan: safety precautions, safety equipment required to do the investigation, apparatus required, procedure, correct method of waste disposal, and an observation sheet.);  reviews the student investigation plans and assists them with any changes required; CAUTION: CHECK TO ENSURE THAT ALL SAFETY PRECAUTIONS ARE INCLUDED AND THAT THE PROCEDURE SUGGESTED BY STUDENTS IS FEASIBLE;  prepares stations around the room where students conduct their investigations (Each station will contain a spot plate or small test tubes supported with a test tube rack, small samples of the metals to be tested along with a dropper bottle of 0.1 mol/L hydrochloric acid solution);  with student assistance, repeats the reaction between acid and zinc, collects the gas produced (hydrogen), and tests the gas with a burning splint;  helps students to group the metals based on reactivity with acid;  makes available a complete metal activity series;  prepares questions on metal reactivity based on the activity series. Students:  in groups of four, plan an investigation to test the reactivity of metals in acid, listing safety precautions, safety equipment required, apparatus required, procedure, waste disposal procedures and a proposed observations chart;  submit their plan to teacher for approval;  test their predictions by reacting available metals with acid and complete an observation chart in their Lab book;  observe the collection and identification of hydrogen gas;  with teacher direction, compare the reactivity of metals with acids based on their observations;  answers questions in their Lab book on the reactivity of other metals with acid using a complete metal activity series. Activity 2.3: Reactivity of Metals - Oxidation The teacher:  poses the question: Why are cars painted? (Why are metals painted and/or oiled?)  produces a mind map on the blackboard using student responses;  introduces the term oxidation and directs students to add this term to the vocabulary list in their Notebook;

Unit 2 - Page 12  Science – Workplace Preparation  directs students, in groups of four, to review the metal activity series and asks students to predict if the metals that reacted quickly in acid would also react quickly with oxygen in the air; (Metals to be used are zinc, iron, copper, silver, tin, nickel, magnesium, and aluminum. CAUTION: MAGNESIUM METAL SHOULD ONLY BE TESTED BY THE TEACHER. THIS SHOULD BE DONE USING A SAFETY SHIELD. AN EXTREMELY HOT, WHITE FLAME IS PRODUCED WHEN MAGNESIUM IS LIT. STUDENTS SHOULD ALSO BE WARNED NOT TO LOOK DIRECTLY AT THE WHITE GLOW SEEN WHEN MAGNESIUM METAL BURNS. );  makes available various metals (preferably, the same as those used in the previous investigation), tongs, deflagrating spoons, and a Bunsen burner;  prepares stations around the room for students to proceed with their investigation (Each station contains vinyl aprons, safety goggles, metals to be tested, tongs, deflagrating spoons (if necessary), and a Bunsen burner.);  helps students predict the reactivity of metals with oxygen;  collects and assesses students’ observations;  gathers articles and/or videos and prepares relevant questions on the uses of metals in industry. Students:  define the term oxidation in their vocabulary list in their Notebook;  in groups of four, review the metal activity series and predict the reactivity of metals with oxygen;  investigate the oxidation of various metals, following teacher direction, and complete an observation chart in their Lab book and submit it;  with teacher direction, summarize the reactivity of metals with oxygen;  compare the reactivity of metals with acids and oxygen;  read articles or view videos and answer questions on the use of metals in industry in their Notebook. Activity 2.4: Combustion of Fuels The teacher:  draws the fire triangle on the board showing the requirements for combustion: oxygen, fuel, and adequate temperature;  asks students to brainstorm “burning” or “combustion” using the fire triangle;  directs students to place the term combustion in the vocabulary list in their Journals;  makes available various types of fuels and cloth wicks. Fuels to be tested are alcohol, varsol, mineral oil and vegetable oil;  prepares stations around the room for students to proceed with their investigation (Each station contains vinyl aprons, safety goggles, small test tubes, one test tube rack, four cloth wicks or floating wicks, small samples of the fuels to be tested in closed containers, four wooden splints, a water source and a Bunsen burner. CAUTION: MAKE SURE THAT THE FUELS ARE IN CLOSED CONTAINERS SO THAT VAPOURS IN THE AIR DO NOT IGNITE. IT IS ALSO IMPORTANT THAT STUDENTS ARE SURE OF THE CORRECT LABORATORY PROCEDURE TO BE USED. THIS ACTIVITY SHOULD ONLY BE DONE IN A WELL- VENTILATED SCIENCE LAB;  directs students to test the ease of combustion using small amounts (1 mL) of the available fuels and record their observations in their Lab books;  repeats one of the combustion reactions and helps students identify products of complete combustion, i.e., condensation on the side of a cold beaker, collecting gas produced and testing it with limewater;  directs students to write a word equation and a chemical equation for the complete combustion of a hydrocarbon fuel in their Lab book, e.g., hydrocarbon fuel and oxygen gas produces carbon dioxide gas and water vapour;  demonstrates the oxidation of other substances, such as carbon, and foods, such as cut up apples and directs students to record observations into their Lab book;

Unit 2 - Page 13  Science – Workplace Preparation  collects and assesses student Lab books;  prompts a class discussion on the role of oxygen in the decaying process of matter;

 introduces the term oxidants and discusses common solid laboratory oxidants, such as KClO3, potassium chlorate;  prepares questions and makes available information on solid oxidants;  places students in pairs and directs students to read information given and discuss information on solid oxidants;  directs each student to answer questions in their Notebook on the uses of a solid oxidant, such as potassium chlorate, e.g., Why is potassium chlorate present in match heads? Students:  define the term combustion in their vocabulary list in their Notebook;  brainstorm the factors needed for combustion using the fire triangle;  investigate the ease of combustion of various fuels as directed by the teacher;  complete an observation chart in their Lab books;  write the formula for oxygen gas and a general word and chemical equation for the combustion of hydrocarbon fuels;  observe the teacher demonstration and complete an observation chart in their Lab book and submit the Lab book;  discuss the role of oxygen in the decaying process of matter;  write the chemical formulas for various solid oxidants and define the term oxidant in their vocabulary list in their Notebook;  in pairs, read the information given and discuss information on solid oxidants;  answer questions in their Notebook on the uses of a solid oxidant, such as potassium chlorate, e.g., Why is potassium chlorate use in match heads? Activity 2.5: Factors Affecting Rates of Reaction The teacher:  gathers newspaper clippings of a disaster which occurred as a result of increased surface area, e.g., dust explosions in grain elevator and coal mines; the rapid combustion of a crashing aircraft or race car as its fuel tanks rupture;  introduces the terms flash point, auto ignition, and explosion and instructs students to add these to their vocabulary list;  prompts a class discussion of what is happening in the newspaper clipping or video clip and instructs students to formulate questions on the cause of the disaster;  demonstrates that a clump of flour does not ignite and asks students to suggest what conditions would lead to an explosion (CAUTION: A FINE DUSTING OF FLOUR WILL BURN RAPIDLY, PRODUCING A LARGE, STARTLING FLAME!);  instructs students to formulate questions and research an explosive situation;  conferences with students to validate questions;  instructs students to choose a factor affecting rates of reaction to be researched;  instructs each student to prepare a fact sheet on the factor affecting rates of reaction chosen by the student using their text book or other available information, such as from articles or from the Internet;  collects and evaluates fact sheet. Students:  define the terms flash point, auto ignition, and explosion in their vocabulary list;  formulate questions to identify the cause of the explosion shown in the video;  with teacher direction, formulate questions on what could be done to significantly increase the rate of combustion of a clump of flour;

Unit 2 - Page 14  Science – Workplace Preparation  in pairs, formulate questions and research an explosive situation such as: fireworks, the deployment of air bags, the use of gunpowder; fuel injection in cars, or the fire hazards of volatile liquids;  conference with teacher to review their questions;  choose the most significant factor affecting the rate of reaction he/she wishes to research;  produce a fact sheet on the factor affecting the rate of reaction chosen using the text book, available articles or Internet;  submit fact sheet for evaluation.

Assessment/Evaluation Techniques  Completion of an investigation plan for testing the effects of acid on metals to assess students’ Knowledge/Understanding, Inquiry, and Communication using a process rubric (MS1.05).  Formulation of questions on and planning of lab experimentations and completion of observation charts on the testing of the affects of acid and oxygen on metals to assess students’ Knowledge/Understanding, Inquiry, and Communication using a process rubric and product rubrics (MSI.05, MS2.03).  Completion of question using the metal activity series in the student Notebook to assess students’ Knowledge/Understanding using a marking scheme (MS2.01).  “Uses of metals in industry” questions to assess students’ Knowledge/Understanding, Inquiry, Making Connections and Communication using a marking scheme (MS1.05).  Performs experimentation and completes observation table on the ease of combustion of various fuels to assess students’ Knowledge/Understanding, Inquiry, and Communication using checklists (MS2.04).  Questions on the uses of solid oxidants to assess students’ Knowledge/Understanding, Inquiry, and Communication using a rating scale or marking scheme (MS1.04).  Fact sheet on factors affecting rates of reaction to assess students’ Knowledge/Understanding, Inquiry, Making Connections and Communication using process and product rubrics (MS1.03, MS1.06).  Roving conferences to ensure students Knowledge/Understanding of proper laboratory techniques and good safety practice using a checklist (MS2.03).

Accommodations  If the student has an individual education plan (IEP), activities can be modified to meet the needs as outlined in the plan.  Students designated as ESL/ELD should have opportunities to demonstrate their learning by alternate means, e.g., spoken English, direct demonstration, and/or pictorial representation.  For students with physical or learning impairments, classroom and laboratory activities can be modified, where possible to permit participation in activities. Peer assistance should be encouraged. (Videos and/or CD-ROM programs can be used as an alternative to laboratory experimentation, if necessary.)  For enrichment activities students may choose to do one of the following investigations:  Solid iron reacts with oxygen to produce rust. This is a relatively slow reaction. However, iron is used to make sparklers. The burning of sparklers is a very fast reaction. Explain what factor affecting reaction rates is altered to make the iron in sparklers burn quickly;  Build a rocket using effervescent tablets and water. What factors affecting reaction rates are changed to increase the reaction rate between the effervescent tablets and the water to produce an efficient rocket;  Explain the role of oxygen in the oxidizing of foods, such as fresh cut apples turning brown and in the decaying of foods. Explain why foods such as pears and pineapples can be used to stop the “browning” of fruits;

Unit 2 - Page 15  Science – Workplace Preparation  What can be done to slow down the decay of food? Explain how each factor slows down the reaction rate between food and oxygen;  Research the use of metals in industry and prepare a poster:  possible topics: use of metals in jewellery (gold, silver, nickel, platinum), auto industry, outdoor furniture, railway tracks, building products, medical applications of metals, e.g., braces, eye glass frames, implants;  suggested questions for research: What is the metal used? Why is the metal used? What desirable properties does the metal have? What alternate materials can be used? What impact does the use of this metal have on the environment? Where is the metal mined in Canada? the World?

Resources Candido, J.L. et al. Heath Science Connections 10. Toronto: D.C. Heath Canada Ltd., 1988. ISBN 0-669- 925285-0 MSDS Sheets - MSDS - CD-ROM (Boreal Laboratories) Chemical Reactions - CD-ROM (www.carolina.com) Chemistry Essentials Series Videos (www.carolina.com) “Chemical Reactions”: (Bill Nye the Science Guy), 1995. Magic Lantern.(www.magiclantern.ca)

Activity 3: Accidents Can Happen! Time: 375 minutes

Description Students research a local/provincial disaster caused by the incompatibility of chemicals that had a profound impact on humans and the environment. They produce, as a class, a News Release Bulletin describing aspects of the disaster. Students research the causes of the disaster, ways to prevent it from recurring, and its effects on human health and the environment.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations A Discerning Believer Formed in the Catholic Faith Community: CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good. An Effective Communicator: CGE2a - listens actively and critically to understand and learn in light of gospel values; CGE2b - reads, understands, and uses written materials effectively; CGE2c - presents information and ideas clearly and honestly and with sensitivity to others; CGE2d - writes and speaks fluently one or both of Canada's official languages; CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. A Reflective and Creative Thinker: CGE3c - thinks reflectively and creatively to evaluate situations and solve problems. A Self-Directed, Responsible, Life Long Learner: CGE4c - takes initiative and demonstrates Christian leadership; CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills. A Collaborative Contributor: CGE5a - works effectively as an interdependent team member;

Unit 2 - Page 16  Science – Workplace Preparation CGE5b - thinks critically about the meaning and purpose of work; CGE5e - respects the rights, responsibilities, and contributions of self and others; CGE5f - exercises Christian leadership in the achievement of individual and group goals; CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others; CGE5h - applies skills for employability, self-employment, and entrepreneurship relative to Christian vocation. A Responsible Citizen: CGE7i - respects the environment and uses resources wisely; CGE7j - contributes to the common good. Strand(s): Materials and Safety Overall Expectations MSV.01 - demonstrate an understanding of WHMIS legislation and general safety procedures as they apply to materials in the workplace and the home. Specific Expectations MS1.01 - categorize hazardous chemicals as flammable, as reactive, or as harmful to health; MS1.02 - demonstrate an understanding of important safety legislation (e.g., WHMIS legislation, the Fire Code, the building Code, the Occupational Health and Safety Act); MS1.07 - identify and explain common types of incompatibility between classes of chemicals (e.g. acids must not be stored on the same shelf as bases); MS1.08 - demonstrate an understanding of the toxicity and hazards of some chemical substances (e.g., mercury); MS1.09 - describe the routes of entry of hazardous materials into the body (e.g., ingestion, inhalation, absorption through the skin); MS1.10 - explain the meaning of the terms acute and chronic as they apply to the effect of hazardous materials on the body; MS3.01 - identify and analyse the different aspects of fire safety, including fire prevention and inspection in the home, school, and workplace (e.g., the use of appropriate sources of heat in the kitchen or laboratory; the appropriate use of various types of fire extinguishers and other methods for extinguishing fires; the need for planned evacuation route at home and at school).

Planning Notes  Research a local or provincial disaster (fire/explosion) caused by incompatibility of chemicals that released toxins into the environment, e.g., the Plastimet fire in Hamilton. It should be possible to get news footage from a local or national TV station, and newspaper clippings of the disaster (seek the appropriate permissions before showing these materials in class). Alternatively, the teacher may wish to create a fictitious disaster scenario.  Once the disaster is chosen, determine the key issues involved and make up questions to guide the student research (see Activity 3.2 for a complete list).  Contact local Fire Department Personnel, Newspaper Reporters, local environmentalists and other citizen groups that are stakeholders involved with the disaster and arrange for a class visit(s).  Acquire copies of the local Building Code, Fire Code, Occupational Health and Safety code for reference (available on the Internet or through a local municipal office).  Book time in the school/community Library/Resource Centre for student research.  Organize students into teams of two researchers. The teacher may do this or students may be allowed to choose their partners.  Have MSDS sheets available.  Make students aware of the correct and ethical use of the Internet.

Unit 2 - Page 17  Science – Workplace Preparation  Prepare a checklist for students to keep them on task and to keep track of their progress during this activity.  Have chart paper available.  Make a template to be used as a class vocabulary list to which students add terms and definitions. It is suggested that chart paper be used and hung in a convenient location on which students write terms and definitions. Throughout the activity students are responsible for keeping their own individual Vocabulary List up to date and complete.  Make up a quiz on the causes, affects/outcomes, and ways of preventing this and any similar disaster.  Review researching skills, if required.

Prior Knowledge Required  Grade 7 - Matter and Materials - Pure Substances and Mixtures  Grade 9 Academic or Applied Science - Chemistry strands

Teaching/Learning Strategies Activity 3.1: “What Really Happened at ______?” The teacher:  presents the chemical-related disaster to be discussed using available resources, e.g., newspaper heading/article, picture, or orally reads a text describing it;  groups students in pairs and asks them to identify the three most important pieces of information they heard/saw about the disaster (this can be done on chart paper and then hung around the room for reference);  leads students to share their ideas about the disaster;  formally summarizes with students the “how and why” about the disaster using a concept map or web diagram;  explains to students the purpose of, as well as how to fill in, the class vocabulary list (one entry is suggested to show students what is expected). Each student is expected to add terms to the list and make a copy of all the terms on the list in his or her Notebook. Students:  watch the video and/or listen to the scenario;  working with a partner, record (on chart paper) what they consider to be the three most important pieces of information presented and why;  present their ideas about the disaster and hang their chart paper on the board/wall;  make notes on the “how and why” of the disaster - a concept map can be made;  begin an individual vocabulary list. Students will add to their own individual list and that of the class as they research the issues. Activity 3.2: Making a Class News Bulletin - Step 1 The teacher:  introduces students to the News Release Bulletin assignment in which they research, report, write, and present a News Release Bulletin: students describe the “why and how” of a chemical-related disaster, explain the measures taken by the community (firefighters and others), any preventative measures that should or could have been taken; and the disaster’s impact on human health and the environment. Due dates should be set for: (i) rough draft; (ii) final copy; (iii) individual vocabulary list. An explanation of how this activity will be assessed (using a rubric and collaborative rating scale and/checklists - see Unit 2: Appendices 1 and 2) should also be given.  offers the class a variety of formats for the News Release Bulletin, e.g., written bulletin, video documentary, or video interview/newscast;

Unit 2 - Page 18  Science – Workplace Preparation  describes the individual tasks involved in producing a News Release Bulletin - researchers, reporters, layout team, copy editor(s), graphics team, proof reader(s), etc. (Appendix 1);  assigns or has students sign up for specific tasks. It is suggested that all students participate as researchers in addition to one other responsibility, e.g., working on the layout;  helps students to break up the points/issues identified in Activity 3.1. To facilitate the research, these points/issues should be made into relevant and appropriate questions about the disasters. Once the questions are formulated, they can be broken into logical and workable sub-topics that can be researched. It is suggested that the teacher help students cluster the questions. Examples of possible questions are: What chemicals were involved? How were they stored? What caused the explosion (disaster)? What safety/fire prevention measures were taken? What additional measures could have been taken -inspections made, evacuation procedures followed...? What are the applicable safety codes for the area - Building Code, Fire Code, Occupational Health and Safety Act? Were they followed? What toxins were released into the environment? What effects were seen on humans and other organisms? What acute and chronic effects of the hazardous materials were evident? How do the chemicals released enter the body? What do the terms LD50 (lethal dose, 50% kill), LC50 (lethal concentration, 50% kill) mean?  with the class, brainstorms where to find the answers to the questions suggested (this includes using the MSDS sheets and WHMIS documents);  reviews research strategies (might include the proper use of the Internet, use of source cards and note cards);  takes students to the resource centre if possible to begin their research. Otherwise, research materials should be brought to the classroom. Students:  choose or are given their role in this assignment;  with their research partner, and then as a class, identify which questions they will research and where to find the information;  begin to research their questions with a partner/team (one page/card per question is suggested). Activity 3.3: Making a Class News Bulletin - Step 2 The teacher:  if possible, invites a guest to the class to talk about the disaster (see planning notes for some suggestions of possible speakers);  takes students to the Library/Resource Centre and allows them time to research;  helps students locate information and monitors Internet use;  checks the information compiled by students for accuracy, completion, and proper direction and provides students with feedback; Students:  listen to and ask questions of the guest speaker about the disaster;  research their questions and compile information (include the source), get teacher feedback, and make changes as necessary;  continue to add terms to their unit vocabulary list. Activity 3.4: Making a Class News Bulletin - Step 3 The teacher:  helps students organize their information into summaries of appropriate length;  checks the student’s vocabulary lists and gives the class a list of terms to define if they are not already there (acute, chronic, flammability, chemical incompatibility, LD50, LC50);  allows students to present their information to the class, adds additional pertinent information not presented by students.

Unit 2 - Page 19  Science – Workplace Preparation Students:  complete their summaries and continue with their other responsibilities, e.g., proofreading, layout, graphics design, ... ;  add terms to their vocabulary list and define them;  present their information to the class and listen to the presentations of their peers. Activity 3.5: Making a Class News Bulletin - The Final Product The teacher:  collects a rough draft of the Bulletin and assesses it, notes individual’s contributions and provides feedback;  collects and marks the final products: (i) News Release Bulletin; (ii) Individual Vocabulary Lists for completion using a rubric (refer to Unit 2: Appendix 2);  gives a quiz/paper and pencil test on the causes, outcomes, and ways of preventing this and any similar disaster;  has students reflect on the Catholicity issues of teamwork and leadership involved in the production of the News Bulletin in their Journals (see Appendix 1);  has students complete and submit a Collaborative Rating Scale (see Appendix 1). Students:  submit a rough draft for teacher approval;  work on the final product and when completed, submit it/present it for evaluation;  make a Journal reflection on how accidents resulting from human errors could be avoided, e.g., proper training and escape routes preplanned, and on the process of the activity itself - how well did you work with others in the class (strength and weakness)? What would you change next time you are give a group project?;  complete and submit the Collaborative Rating Scale sheet;  writes the quiz/paper and pencil test based on the information presented and researched.

Assessment/Evaluation Techniques  Completion of the News Release Bulletin and the team/student’s presentations as formative assessment of students’ Knowledge/Understanding, Communication and Inquiry and Making Connections using rating scale and various rubrics e.g., (i) rating scale for collaborative work - see Unit 2: Appendix 1 and (ii) individual research and project rubric - see Unit 2: Appendix 2 Researching Project and Report/Display Rubric (MS1.01, MS1.02, MS1.07, MS1.08, MS1.09, MS1.10 MS3.01).  Student’s individual contribution to the News Release Bulletin can be formatively assessed using a marking scheme or a checklist (MS1.01, MS1.02, MS1.07, MS1.08, MS1.09, MS1.10 MS3.01).  The Individual Student’s Vocabulary Lists assess students’ Knowledge/Understanding using a checklist (MS1.01, MS1.10).  A quiz/paper and pencil test on vocabulary terms and answers to researched/presented questions assess Knowledge/Understanding of the key issues of a chemical disaster using a marking scheme (MS1.08, MS1.09, MS1.01, MS1.02, MS3.01).  Roving conferences as a formative assessment of the students’ Knowledge/Understanding of the major issues of a chemical disaster using a checklist (MS1.07).

Accommodations  If the student has an individual education plan (IEP), this activity can be modified to meet the needs as outlined in the plan.  Students designated as ESL/ELD should have opportunities to demonstrate their leaning by alternate means, e.g., spoken English, direct demonstration, and/or pictorial representation.

Unit 2 - Page 20  Science – Workplace Preparation  For students with physical or learning impairments, classroom and laboratory activities can be modified, where possible, to permit participation in activities. Peer assistance should be encouraged for enrichment activities students may:  locate using the public library or local newspaper, another chemical disaster and write a brief report on it;  research a global disaster like Chernobyl or Three Mile Island and write a brief report on it using the same headings/questions used in this activity;  find specific examples of where accidents have occurred as a result of companies attempting to cut costs.

Resources local and national newspapers, magazines, e.g., MacLeans local and national news broadcasts Building Codes and Fire Codes from local Municipal offices

Activity 4: What Do I Do With This? Time: 75 minutes

Description Students use case studies to determine the best way to dispose of hazardous materials found in the home, workplace, and laboratories.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations A Discerning Believer Formed in the Catholic Faith Community: CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good. An Effective Communicator: CGE2a - listens actively and critically to understand and learn in light of gospel values; CGE2b - reads, understands, and uses written materials effectively; CGE2c - presents information and ideas clearly and honestly and with sensitivity to others; CGE2d - writes and speaks fluently one or both of Canada’s official languages. A Reflective and Creative Thinker: CGE3c - thinks reflectively and creatively to evaluate situations and solve problems; CGE3d - makes decisions in light of gospel values with an informed moral conscience. A Self-Directed, Responsible, Life Long Learner: CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills. A Collaborative Contributor: CGE5a - works effectively as an interdependent team member; CGE5b -thinks critically about the meaning and purpose of work; CGE5e - respects the rights, responsibilities, and contributions of self and others; CGE5f - exercises Christian leadership in the achievement of individual and group goals; CGE5g - achieves excellence, originality, and integrity in one's own work and supports these qualities in the work of others. A Responsible Citizen: CGE7i - respects the environment and uses resources wisely; CGE7j - contributes to the common good.

Unit 2 - Page 21  Science – Workplace Preparation Strand(s): Materials and Safety Overall Expectations MSV.01 - demonstrate an understanding of WHMIS legislation and general safety procedures as they apply to materials in the workplace and the home; MSV.02 - demonstrate safe handling, storage, and disposal procedures for a variety of materials, including some hazardous materials, in the school laboratory (e.g., safely handling solvents, oxidizing agents, acids, bases). Specific Expectations MS1.01 - categorize hazardous chemicals as flammable, as reactive, or as harmful to health; MS2.02 - demonstrate an understanding of WHMIS legislation by selecting and applying appropriate techniques for handling, storage, and disposing of laboratory materials (e.g., use appropriate personal protection, and demonstrate proper housekeeping and knowledge of emergency procedures, when handling chemicals in the laboratory); MS3.02 - investigate and report on a topic related to safe handling, storage, and disposal of hazardous materials, focusing on some specific examples (e.g., the hazards of disposing of chemicals and drugs in rural and urban water systems; local means of disposing of hazardous materials; hazardous materials in the home; application of WHMIS in the use of materials in a local workplace).

Planning Notes  Contact local and provincial hazardous waste disposal centres and request disposal information for domestic and industrial hazardous wastes.  Contact the school resource person and request that waste disposal information be made available for student use either in the classroom or on reserve in the Library/Resource Centre and/or contact board personnel in charge of waste disposal to gain information on school disposal procedures.  Prepare approximately six or eight case studies involving the disposal of chemicals, drugs, or hazardous chemicals found in the home, school laboratory, and workplace in an urban or rural setting.  Review Round Table activity rules with students (Appendix 3).  Makes available four different coloured pens or pencils for each group of students.  Prepare a case study and a work sheet to be used for the Round Table activity.  Ensure that students are aware of the correct and ethical use of the Internet.

Prior Knowledge Required  Grade 7 - Matter and Materials - Pure Substances and Mixtures  Grade 9 Academic or Applied - Chemistry Strands

Teaching/Learning Strategies Activity 4.1: Classification of Chemicals The teacher:  gathers or prepares approximately 10 - 12 case studies involving the need to dispose of chemicals, drugs or hazardous chemicals found in the home, school laboratory, and workplace in an urban or rural setting: A Sample Case Study – Mr. Brown lives in a large urban centre. He has a gas lawn mower containing one litre of gasoline. To prepare the lawn mower for winter storage, he drains the gasoline from the lawn mower. He must now dispose of it. Help him determine the correct method to dispose of the gasoline by suggesting what local/provincial centres Mr. Brown could contact for correct information on disposing chemicals/drugs?  makes available MSDS sheets and other information required by students;  reserves and/or provides students with opportunity to use information in the school resource centre  places students in groups of four and gives each group a different case study;

Unit 2 - Page 22  Science – Workplace Preparation  instructs students to identify the class of hazardous material, e.g., flammable, reactive, poisonous, provide an action plan on a proper disposal method and present problem and solution to the class;  places students into a different group of four and gives each group of students a new case study (ensure that no student has previously done the case study given to the group);  asks students to brainstorm and critique some common ways in which people dispose of chemicals and hazardous wastes;  instructs students to write a Journal reflection using the Learning/Valuing/Acting Model on the importance of following proper disposal procedures of chemicals and hazardous wastes considering what he/she can do to ensure that this is happening in their homes, schools, and/or communities. In addition, students reflect on the effect that the disposal of hazardous wastes has on the environment (see Course Overview);  instructs students to read over the case study silently, and then proceed to answer the questions given with the case study using the Round Table method. (Appendix 4);  collects and assesses the completed answer sheet produced by the members of the group. Students:  in groups of four, analyse the first case study provided by summarizing the disposal needs, categorizing the hazardous material, and providing a specific action plan using available information in the classroom and/or in the resource centre;  present their case study and solution to the class as a group;  brainstorm and critique some common ways in which people dispose of chemicals and hazardous wastes;  write a Journal reflection using the Learning/Valuing/Acting Model in their Journal on the importance of following proper procedures on the disposal of chemicals and hazardous wastes and what he/she can do to ensure that this is happening in their homes, schools and/or communities. In addition, reflect on the effect of hazardous wastes on the environment;  in a new group of four, answer the questions on a new case study using the Round Table format;  submit the completed answer sheet to the teacher.

Assessment/Evaluation Techniques  Summary, categorization of chemical, action plan and oral representation to assess students’ Knowledge/Understanding, Inquiry, Communication and Making Connections using teacher prepared rating scale (MS1.01, MS2.02, MS3.02).  Round Table activity is used to assess students’ Knowledge/Understanding, Inquiry, Communication, and Making Connections using marking scheme (MS1.01, MS2.02, MS3.02).

Accommodations  If the student has an individual education plan (IEP), activities can be modified to meet the needs as outlined in the plan.  Students designated as ESL/ELD should have opportunities to demonstrate their learning by alternate means, e.g., spoken English, direct demonstration, and/or pictorial representation.  For students with physical or learning impairments, classroom and laboratory activities can be modified, where possible to permit participation in activities. Peer assistance should be encouraged.  For enrichment students may choose to provide an alternate disposal or recycling procedure to that proposed in their case study.

Resources Candido, J.L. et al. Heath Science Connections 10. Toronto: D.C. Heath Canada Ltd., 1988. ISBN 0-669-925285-0 MSDS Sheets and MSDS - CD-ROM (Boreal Laboratories)

Unit 2 - Page 23  Science – Workplace Preparation Activity 5: Chemistry at Work Time: 150 minutes

Description Students identify and analyse various aspects of fire safety. They also prepare evacuation routes for their homes and school.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations A Discerning Believer Formed in the Catholic Faith Community: CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good. An Effective Communicator: CGE2a - listens actively and critically to understand and learn in light of gospel values; CGE2b - reads, understands, and uses written materials effectively; CGE2c - presents information and ideas clearly and honestly and with sensitivity to others; CGE2d -writes and speaks fluently one or both of Canada’s official languages; CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. A Reflective and Creative Thinker: CGE3c - thinks reflectively and creatively to evaluate situations and solve problems. A Self-Directed, Responsible, Life Long Learner: CGE4c - takes initiative and demonstrates Christian leadership; CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills. A Collaborative Contributor: CGE5a - works effectively as an interdependent team member; CGE5b - thinks critically about the meaning and purpose of work; CGE5e - respects the rights, responsibilities, and contributions of self and others; CGE5f - exercises Christian leadership in the achievement of individual and group goals; CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others; CGE5h - applies skills for employability, self-employment and entrepreneurship relative to Christian vocation. A Responsible Citizen: CGE7i - respects the environment and uses resources wisely; CGE7j - contributes to the common good. Strand(s): Materials and Safety Overall Expectations MSV.01 - demonstrate an understanding of WHMIS legislation and general safety procedures as they apply to materials in the workplace and the home; MSV.03 - describe practices that promote fire safety, as well as safety in the handling and disposal of materials, in everyday living in the home and workplace. Specific Expectations MS2.03 - plan and carry out investigations using laboratory equipment effectively, safely, and accurately (e.g., compare the corrosive action of acids on various metals, and collect and test the hydrogen produced by this action; prepare and use a foam fire extinguisher);

Unit 2 - Page 24  Science – Workplace Preparation MS3.01 - identify and analyse the different aspects of fire safety, including fire prevention and inspection in the home, school, and workplace (e.g., the use of appropriate sources of heat in the kitchen or laboratory; the appropriate use of various types of fire extinguishers and other methods for extinguishing fires; the need for a planned evacuation route at home and at school).

Planning Notes  Gather statistics about fire casualties in your area.  Contact the local Fire Marshall’s office for a fire safety manual and video (see resources) and inquire about the possibility of a class visit.  Prepare a table of the types of fire extinguishers and the class of fires for which they are best suited.  Prepare a worksheet on the classification of fires and on the use of appropriate sources of heat in the home and laboratory, e.g., what heat source would you use to heat up ______?  Obtain a video on the use of fire extinguishers and prepare a worksheet to go with it.  Prepare a quiz/paper and pencil test on the types and proper use of fire extinguishers as well as other ways to extinguish fires.  Write out scenarios or find pictures of examples of the different classes of fires. It is suggested that these be put on file cards so they can be shared with different groups. Examples should include grease fires, textile/wood fires, electrical fires, and fires from flammable liquids.  If students will be making a fire extinguisher: organize the equipment needed for students to make a foam fire extinguisher. (There are many sources for this lab activity. See Resources.) It is suggested that students work in groups of two or three. Make available proper disposal containers. It is suggested that small candles, e.g., tea candles, be used when testing the extinguishers. CAUTION: safety goggles must be worn at all times during this activity.  Prepare questions on the use of foam fire extinguishers as a follow up to the lab investigation, if it was done.  Prepare a sample evacuation route from a home and the school.  You may wish to demonstrate the construction and use of a foam fire extinguisher as a follow-up to the video in Activity 5.2. CAUTION: Some published procedures for constructing a foam fire extinguisher involve concentrated sulphuric acid. This reagent is extremely corrosive and should only be handled by a trained professional in a well-ventilated area.

Prior Knowledge Required  Grade 9 Academic or Applied - Chemistry strands

Teaching/Learning Strategies Activity 5.1: What Do You Use to Put Out a Fire? The teacher:  reviews the three conditions needed for combustion;  facilitates a discussion on "the most common way to put out a fire;”  introduces the way fires are classified and has students complete a table or worksheet to demonstrate and practice their understanding;  introduces appropriate sources of heat for use in the kitchen, lab, and workplace to avoid fires, e.g., open flame vs. hot plate, and provides questions to be completed;  identifies and describes the different types of fire extinguishers used today (foam, and liquid carbon dioxide....). Students complete a worksheet or table classifying the types of fire extinguishers;

Unit 2 - Page 25  Science – Workplace Preparation  provides written descriptions or pictures of examples of various classes of fires and helps students identify the proper type of fire extinguisher to be used for each (Note: fire extinguishers commonly found in the home only last for 8 s!) Using examples from the home, school and workplace, e.g., grease fire, wood or textile fire, electrical fire, oil/gas fires, ..., In addition the teacher describes possible alternate methods of extinguishing fires, e.g., automatic sprinkler systems;  gives a quiz/paper and pencil test on the types and proper uses of fire extinguishers. Students:  orally state the conditions needed for combustion;  brainstorm as a class, the most common ways to put out fires;  describe in writing, appropriate sources of heat that should be used in the kitchen, lab, and workplace, given specific information, e.g., you are just beginning a job at a local fast food restaurant and you have been assigned as a cook... ;  complete worksheets/tables prepared by the teacher on the classification of fires and on the types of fire extinguishers available today, and their care and use;  with a partner, discuss and identify alternatives to using fire extinguishers for given types of fires, e.g., smothering the flame, the operation of automatic sprinkler systems, etc.;  write a quiz/paper and pencil test on the types and uses of fire extinguishers. Activity 5.2: Using a Fire Extinguisher The teacher:  presents the video on the care and use of fire extinguishers, provides a worksheet based on the video, and instructs student to complete and submit the worksheet;  organizes students into pairs and advises them of the cautions for this lab activity;  helps students use/build and test their extinguisher (Make proper disposal containers available.) Caution: All flammable materials must be stored away from open flames.  has students complete a question sheet on the use of foam extinguishers. Answer the questions: Did it work? Why or Why not?  instructs students to make a Journal reflection on the use of technology in fire safety. Students:  watch the video; complete and submit the worksheet;  hypothesize the type of fires for which this extinguisher would be suitable; complete and submit a question sheet on its uses;  make a Journal reflection on the need for fire extinguishers and the role of technology in saving lives. Activity 5.3: Don’t Panic! The teacher:  invites personnel from the local Fire Dept. to discuss fire safety, the use of fire equipment, evacuation routes, Fire Codes, etc.;  asks students to make a Fire Index by examining their classroom and rating its fire danger level or index. It is suggested that a level 1 index poses little danger and a level 5 indicates a great danger  introduces factors that affect fires, e.g., wind, humidity, ...;  emphasize the importance of an evacuation plan through the introduction of local fire casualty statistics;  have students, working in pairs, make an evacuation plan from the classroom. Ask students to share their plans with the class and come up with as many alternate routes as possible. Have students make and submit a home evacuation plan from their bedrooms to an outside area.

Unit 2 - Page 26  Science – Workplace Preparation Students:  listen to and participate in a discussion with guest speaker;  make a Fire Index;  propose as many evacuation routes as possible from the classroom to the outside. Share these plans with the rest of the class;  make and submit an evacuation plan for themselves and their family.

Assessment/Evaluation Techniques  Worksheets on classification of fires, and the types and proper use of fire extinguishers to assess Knowledge/Understanding and Making Connections using a marking scheme (MS3.01).  Quiz/paper and pencil tests to assess students’ Knowledge/Understanding using a marking scheme (MS3.01).  Individual evacuation plans to assess Understanding, Communication and Making Connections using a product rubric (MS3.01).  Roving conferences as a formative assessment of students’ Knowledge of fire safety using a checklist (MS3.01).

Accommodations  If the student has an individual education plan (IEP), this activity can be modified to meet the needs as outlined in the plan.  Students designated as ESL/ELD should have opportunities to demonstrate their learning by alternate means, e.g., spoken English, direct demonstration, and/or pictorial representation.  For students with physical or learning impairments, classroom and laboratory activities can be modified, where possible, to permit participation in activities. Peer assistance should be encouraged.  For enrichment students may:  plan and build a soda-acid fire extinguisher;  research the history of the first fire extinguisher.

Resources Print Ord, Dennis. Exploring Chemistry. Toronto: McGraw-Hill Ryerson Ltd., 1986. ISBN 0-07-548-621-0 Ontario Association of Fire Chiefs. Together In Fire and Life Safety (Pamphlet/booklet) Videos Fire Extinguishers - Fight or Flight? available from the Ontario Association of Fire Chiefs, National Fire Protection Association, Fire Prevention Canada Websites Home Portable Fire Extinguishers- http://www.cyberstreet.com/firedept/extingui.htm Fire Extinguishers - http://www.armanet.com/T1212/firepage/firepage.html Safety Tips: Portable Fire extinguishers - http://www.vbg.org/FIRE/fire-ext.htm Ontario Fire Chiefs - http://www.oafc.on.ca

News Release Bulletin Rating Scale for Collaborative Work Group/Self/Teacher Rating Scale for Group Skills

Circle the number that best demonstrates the behaviour as outlined below. 1 = rarely 2 = seldom 3 = usually 4 = always

Your Peer Name Peer Name Peer Name Name Stayed On Task 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4  not easily distracted  contributed actively  seen researching, note-taking Actively Listened 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4  eye to eye contact  attentive facial expression  asked for clarifications  hear one voice at a time Followed Assigned Roles 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4  editor  proof reader  graphic  layout  videographer Worked Co-operatively 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4  offered opinions politely  kept a positive attitude  accepting of others’ ideas  respected principles of brainstorming Completed a Fair Share of the Work 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Group Roles and Descriptions Editor(s): Ensures that everyone understands the work in progress. Keeps the group moving towards the goal. Works with the proof readers to edit the work (in addition, if being video taped, this person aids the camera crew to edit the video) Proof readers: Correct spelling and grammatical errors. Graphics: Designs appropriate graphics/pictures that add to the written/oral reports Layout: Organizes the written/oral work and the graphics in a coherent and pleasing/attractive manner. Videographers: Videotape the project (if applicable).

Research Project and Report/Display Rubric

Category Level 1 Level 2 Level 3 Level 4 (50-59%) (60-69%) (70-79%) (80-89%) Initiation and requires assistance research question research question research question Planning to formulate/state has limited focus; is focused, is original and - forms/states the research has some appropriate for the creative, focused research question and to relevance and is student, and is and appropriate question(s) identify resources likely to yield likely to yield for the student; appropriate to some information, interesting and likely to yield student’s abilities suggests some relevant interesting, and relevant to the resources information, relevant and topic identifies a variety useful of resources information; - identifies a identifies variety of numerous and resources varied resources Performing and - a few relevant - an adequate - a variety of - a wide variety of Recording resources are used number of recent, relevant recent, relevant (Communication) to find basic relevant resources resources used to resources used to - uses resources to information are used to find find reliable, find reliable, find information reliable, accurate accurate valid, and information information complex information

- records - communicates - communicates - communicates - communicates information and its information and information and information and information and source ideas with limited ideas with ideas with ideas with a high clarity and moderate clarity considerable degree of clarity precision; copies and precision; clarity and and precision; information from gives information precision; gives gives information sources in own words information in in own words and own words and explains ideas explains ideas clearly

- uses appropriate - uses scientific - uses scientific - uses scientific - uses scientific vocabulary terminology, terminology, terminology, terminology, symbols, symbols, symbols, symbols, conventions, and conventions, and conventions, and conventions, and SI units with SI units with some SI units with SI units with a limited accuracy accuracy and considerable high degree of and effectiveness effectiveness accuracy and accuracy and effectiveness effectiveness

Unit 2 - Page 29  Science – Workplace Preparation Analyzing and - requires much - finds and - finds, integrates, - finds, integrates, Interpreting assistance to find integrates some and evaluates key and evaluates key (Communication) and evaluate key key information information that information that - organizes and information that that relates to the relates to question relates to the integrates relates to the question and and develops question and information question(s); develops a concepts into a develops concepts develops a product that with well connected into an insightful - answers the product that has some order or product original product question and limited logical sequence makes conclusions organization and based on the flow information

- presents the information in the proper format Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Round Table Activity

Requirements

1. Four different coloured pens/pencils per group

2. Four copies of the article/case study to be used

3. One question sheet per group. Ensure that a variety of questions are given so that students can be tested at different levels of difficulty and that the questions can be assessed for Knowledge/ Understanding, Inquiry, Communication and Making Connections. After each question enough space should be provided so that students can place their answer directly onto the question sheet.

Procedure

1. Students are organized in to groups of three or four. Each student in the group is given a different coloured pen/pencil and a copy of the case study/article.

2. Students are instructed to write their name on the top of the question sheet using the coloured pen/pencil given. (This will allow teacher to identify which student has answered a given question.)

3. Students are instructed to independently read the case study/article.

4. Students are told to, WITHOUT SPEAKING, pass the question sheet around the group. Students are instructed to read and answer any question on the sheet they can when the question sheet comes to them using the coloured pencil assigned. The sheet is passed to each person in the group in an orderly manner, e.g., to the right each time. This procedure continues until all the questions are answered (The teacher may set a time limit on each student per question answered.). If a student cannot answer any of the questions left on the sheet, they pass it on to the next person. Teachers may have to assist some students during this part of the activity. Students may correct any answer they think is incorrect on the question sheet.

5. The completed question sheet is submitted to the teacher.

6. The teacher may assess the answers in the following manner: a. Students will be given an individual mark according to the number of questions he/she attempted and/or answered (remember the coloured pen/pencil identifies the student that answered the question)

b. The correctness of the answer given by the student.

Unit 2 - Page 31  Science – Workplace Preparation Unit 3: Electrical Circuits Time: 20 hours Unit Developers Ann Harrison, Niagara CDSB Jeffrey Martin, Niagara CDSB Development Date: August 2000

Unit Description Students demonstrate an understanding of the components and functions of electrical circuits that are commonly found at home and in the workplace. Students construct, analyse, and repair simple electrical circuits using schematic diagrams. They demonstrate the skills necessary to work with electrical tools and components and examine small everyday electrical devices and appliances. Students investigate the role electrical appliances play in the economy of the local community. They also investigate the impact of, and dependence on, electrical devices on our standard of living in view of the Catholic faith tradition.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 2b,c, e; 3c, d; 4a, f; 5a, e, f; 7i Strand(s): Electrical Circuits Overall Expectations: ECV.01E, ECV.02E, ECV.03E. Specific Expectations: EC1.01E to EC1.07E, EC2.01E to EC2.07E, EC3.01E to EC3.03E.

Activity Titles (Time + Sequence) Activity 1 Electrically Speaking 300 minutes Activity 2 Drawing Circuits 300 minutes Activity 3 Building an Electrical Device 225 minutes Activity 4 Introduction to House Circuits 225 minutes Activity 5 Appliance Disposal Tips 150 minutes

Prior Knowledge Required Students review and build upon their understanding of electricity developed in Grade Six: Energy and Control - Electricity where they distinguished between current and static electricity and drew, designed, and built electrical circuits. As well, students entering this course from either the Grade Nine Academic or Applied courses have taken a full unit on electricity, which continued developing the concepts introduced in Grade Six.

Unit Planning Notes Through the five activities, students create and maintain three reference sheets that they refer to and use when writing quizzes or tests. These reference sheets are the Electrical Vocabulary List, the Electrical Circuits Checklist, and the Schematic Symbols Reference Sheet. Students update their Workplace Portfolio throughout the unit by selecting examples of their work that demonstrate that they have acquired useful workplace skills. The Catholic perspective on science and technology should be an important focus in the planning of this unit. One way to develop this theme is through the use of reflective Journal entries following the Learning/Valuing/Acting Model as outlined in the Course Overview.

Unit 3 - Page 1  Science – Workplace Preparation It is suggested that the lessons be kept short and teachers use a variety of methods and teaching strategies appropriate for students in the class. Teachers may need to work on students note-taking abilities and work habits. Teachers are advised to use a “need to know” approach in every activity/lesson (what do students need to know?), stressing the relevance of the activity/lesson to the workplace and students life. With this in mind, it is suggested that a survey be taken early in the course to determine the interests and job goals of students so that examples used will be relevant and interesting to them. Prior to the unit, the teacher should ensure that the following items are collected and prepared:  Activity 1 requires the preparation and mounting of a number of circuits on Bristol board or peg board. These circuits will be used for the introduction to electric circuits and for the first lab.  Activity 1.3 requires the gathering of manufacturers brochures and consumer reports on various major appliances, e.g., refrigerators, stoves, washers, etc. and audio-visual equipment, e.g., televisions, stereos, etc.  Activity 2 requires the collection of circuit control devices and a sampling of small home appliances.  Activity 3 requires commercially available kits for the construction of an electric motor, a loudspeaker, an A.M. radio, or a telephone. If the purchase of kits is not an option, then resources, e.g., wire, nails, etc., required to build electric motors “from scratch” should be gathered and made available.  Activity 4 requires a reference containing the electrical code of Ontario.  Activity 5 requires knowledge of the municipal procedures for the disposal, and/or recycling of household appliances. Teachers should be aware that students might have some misconceptions about electricity and electric circuits. Some of these may include, but are not be limited to:  ideas that “the battery is the source of electrons” (rather, the battery provides the energy to push electrons that are already in the circuit);  “electrons travel at the speed of light” (rather, the energy in the circuit travels at the speed of light, electrons travel relatively slowly);  “each electron carries energy” (rather, the circuit carries the energy. The motion of the electrons allows energy to flow through the circuit). These misconceptions (and others that students may have) will need to be addressed and clarified. Throughout this unit, students should be reminded of the safe use of electricity. In particular teachers should ensure that:  all equipment is used safely;  only Canadian Safety Association (CSA) approved equipment is used;  all circuits are checked by the teacher before a circuit is closed;  if faulty appliances are brought in for examination, students should not be plugging these appliances in to test them (teachers may choose to remove the plugs entirely to ensure the appliances are not plugged in);  safety resources available through the Science Teacher’s Association of Ontario (STAO) be consulted as required. These resources are available at - http://www.stao.org/safety.htm.

Unit 3 - Page 2  Science – Workplace Preparation Teaching/Learning Strategies This unit is intended to accommodate a number of different learning styles, interests, and abilities. While teacher-directed discussion and teacher demonstration are a component of the learning process; the emphasis should be on student-centred activities, such as manipulation of electrical components, brainstorming, report writing, class discussion and presentation, and group work. Students analyse problems related to electricity by a number of different means, including inquiry-based learning, and then present the information gained in a number of different ways. Once students have used brainstorming to identify a variety of options or solutions to a problem, they should analyse their suggested solution for the best one. The scientific method of solving problems, as described in the Course Overview, should be emphasized. At all times students should be encouraged to develop routines involving notebook completion and maintenance of all reference sheets. The emphasis throughout should be on short, student- centred activities with immediate oral or written feedback. Students continue to develop their skill at using computer-based simulations and their research skills.

Assessment and Evaluation Achievement of expectations may be assessed using a variety of strategies and tools, such as teacher- student conferences, roving conferences, observation checklists, laboratory activity checklists and specific marking schemes, paper and pencil quizzes, rating scales, rubrics as well as oral and written presentations. A chart containing a suggested summary of the unit’s assessment and evaluation strategy is included. Sample rubrics are included in the course appendices.

Suggested Summary - Unit Assessment Activity Electrical Category Task Tool Type of Circuits Assessment Expectations D F S 1.1 EC 1.01 K Quiz Marking scheme X EC1.05, EC2.05 I Circuit Lab 1 Checklist X 1.2 EC1.04, EC1.05, C, MC, I Circuit Lab 2 Marking Scheme X EC2.05 1.3 EC3.03 C, I Energy Marking Scheme X Consumption Illustration EC1.05, EC3.01 K, C, I Purchase Project Rubric X Report 2.1 EC1.01, EC1.02 K, I, C, MC Quiz Marking Scheme X X EC2.02, EC2.06 2.2 EC1.02 K, I, C, MC Circuit Rubric X Control Device Presentation 2.3 EC1.01, EC1.02 K, C, MC Notebook Checklist X EC2.03, EC2.06 Check 3 EC2.01, EC2.03, K Build a Checklist X EC2.04 Device

Unit 3 - Page 3  Science – Workplace Preparation Activity Electrical Category Task Tool Type of Circuits Assessment Expectations 4.1 EC1.03, EC1.07 K Notebook Checklist X EC2.05, EC2.07 Check 4.2 EC 1.06 EC2.07 I, C Lab Activity Rubric X 4.3 EC 1.06 K, I, C, MC Safety Poster Rubric X 4.4 EC1.02, EC1.03, K, C, MC Quiz Marking Scheme X EC1.06, EC1.07, EC2.07 EC3.02 K, C Survival Plan Product Rubric X 5 EC3.03 K, C, I Appliance Project Rubric X Disposal Sheet

K = Knowledge/Understanding C = Communication D = Diagnostic I = Inquiry MC = Making Connections F =Formative S = Summative

Resources

Print Andrews, W.A., T.J.E. Wolfe, R.S. Hedges, A. Kamel, and J.R. Percy. Science 10: An Introductory Study. Scarborough: Prentice Hall Inc., 1988. ISBN 0-13-794629-5 Black and Decker Home Improvement Library. Basic Wiring and Electrical Repairs. Minnesota: Creative Publishing International, 1990. ISBN 0-86573-715-0 Candido, J. L., E.S. James, R.S. Philips, B.D. Kaufman, and G.W. Wiley. Heath Science Connections 10. Canada: D.C. Heath Ltd., 1988. ISBN C87-095224-2 Catechism of the Catholic Church. Canadian Conference of Catholic Bishops, 1994. Creative Homeowner’s Press. Basic Wiring for Canada. New Jersey: Creative Homeowners Press. 1998. ISBN 1-58011-018-5 Dyer, Frank and William Tallman. Physics in Action. Toronto: Harcourt Brace Jovanovich, 1991. ISBN 0-7747-1349-6 Goodwin, P. Physics Projects for Young Scientists. Toronto: Franklin Watts, 1991. ISBN 0-531-11070-2 Hirsch, A.J. Physics: A Practical Approach. Toronto: John Wiley and Sons, 1991. ISBN 0-471-79524-0 Hutton, G. Science, Technology, and You. Scarborough: Globe/Modern Curriculum Press, 1989. ISBN 0- 88996-196-4 Knight, P.S. Electrical Code Simplified: Residential Wiring. Altona, Manitoba: Friesen Printers, 1999. ISBN 0-920312-30-6. Leon, G.D. Electronic Projects for Young Scientists. New York: Franklin Watts. 1991. ISBN 0-531- 11071-0 Link, M. Path Through Scriptures. Tabor Publishing, 1987. (Should be available through Religion Department.) Martindale, D., R. Heath, W. Konrad, and R. MacNaughton. Fundamentals of Physics: An Introductory Course. Canada: D. C. Heath Canada Ltd., 1987. ISBN 0-669-95113-7 New Fix-It-Yourself Manual: How to Repair, Clean and Maintain Anything and Everything in and Around Your Home. Canada: Reader’s Digest Editors, 1996. ISBN 0-895778718

Unit 3 - Page 4  Science – Workplace Preparation Plumb, D., B. Ritter, E. James, and A. J. Hirsch. Science 9. Toronto: Nelson, 1999. ISBN 0-17-612032-7 Time Life Books. Complete Fix -It-Yourself Manual. New York: Prentice Hall Press, 1989. ISBN 0-13- 921651-0 Wolfe, T.J.E., E. Brown, D. Parker, and F. Mustoe. Physics Today 1. Scarborough: Prentice -Hall Canada Inc., 1989. ISBN 0-13-669391-1 Wolfe, E., C. Clancy, G. Jasper, D. Lindenberg, D. Lynn, F. Mustoe, and R. Smythe. SCIENCEPOWER™ 9. Toronto: McGraw-Hill Ryerson, 1999. ISBN 0-07-560361-6

Websites Appliance411.com Information Center - http://www.Appliance411.com Better Business Bureau Consumer Services - http://www.bbbmbc.com Canadian Centre for Ethics and Corporate Policy - http://www.ethicscentre.com Electricity misconceptions - http://www.eskimo.com/~billb/miscon/elect.html Electrical Safety Authority - www.esainspection.net/main.html Energuide to Appliances - http://energuide.nrcan.ga.ca Energy Alternatives - http://solstice,crest.org/index.shtml Ethical Consumer - http://www.ethicalconsumer.org How Appliances Work - http://howstuffworks.com Ice Storm of 1998 - http://www.canoe.ca/CNEWSIceStorm/home.html Physics Simulation Software - http://www.crocodile-clips.com/education The Internet Consumer Recycling Guide - http://www.obviously.com/recycle

Video “Befriending The Earth”: Dream of Earth Sciences Series. Thomas Berry in dialogue with Thomas Clarke. “Twenty-Third Publications”. 1990 - 13 part series of videos. Mystic Conn. “Deadly Deceptions”. National INFACT. 56 Hanover St., Boston MA 02113, 1991 Electricity: The Invisible River of Energy. Colorado Springs: Great Pacific Media, 1996. “Electric Current and Circuits and Electricity and Magnetism,” Physical Science Series - available from Magic Lantern Communications Ltd. “Static and Current Electricity,” Physical Science II Series - available from Magic Lantern Communications Ltd. “Static Electricity and Electrical Current.” Bill Nye The Science Guy Series - available from Magic Lantern Communications Ltd.

Software Crocodile Clips - Physics Simulation Software. CD-ROM. DC Circuits Physics Academic Software, available through Physics Curriculum and Instruction, 22585 Electronics Laboratory Simulator Software, available through Sargent-Welch Exploration of Physics - Physics Simulation Library. CD-ROM, available through Physics Curriculum and Instruction, 22585 Woodhill Dr., Lakeville, MN 55044 Protolab Electronic Circuit Simulator, available through Sargent-Welch Science Collection: Electricity. Omaha: Discovery Channel, 1999. CD-ROM, Win or Mac. available through Discoveryschool.com Software Store. “The Motor Principle.” Fort Erie: Films for the Humanities and Sciences, 1999. 10 min. (#CLU3559) CD-ROM Virtual Physics: Escape from Braindeath. Omaha: Discovery Channel, 1999. CD-ROM, PC or Mac. available through Discoveryschool.com Software Store.

Unit 3 - Page 5  Science – Workplace Preparation Kits A.M. Radio Kit (Fisher Scientific) Electric Motor Kit (Science Supply Companies like Boreal, etc.) Loudspeaker Kit (Science Supply Companies like Boreal, etc.) Telephone Kit (Fisher Scientific)

Activity 1: Electrically Speaking Time: 300 minutes

Description Students investigate some simple circuits in order to reacquaint themselves with the concepts of voltage, current, and resistance. Students also use product information, e.g., cost, energy efficiency, safety etc., as well as company information, e.g., location, importance to the local economy, to make a wise decision involving the purchase of electrical appliances.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations An Effective Communicator: CGE2b - reads, understands, and uses written materials effectively; CGE2c - presents information and ideas clearly and honestly and with sensitivity to others; CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. A Collaborative Contributor: CGE5a - works effectively as an interdependent team member; CGE5e - respects the rights, responsibilities and contributions of self and others. Strand(s): Electrical Circuits Overall Expectations ECV.01E - demonstrate an understanding of the components and functions of electrical circuits that are commonly found at home and in the workplace; ECV.03E - investigate how electrical devices play a role in the economy of the local community and in the improvement of our standard of living. Specific Expectations EC1.01E - describe the basic components and layout of a simple electrical circuit; EC1.04E - analyse, in qualitative terms, the relationship among potential difference, electric current, and resistance in a complete electrical circuit (e.g., determine that the amount of current in an electrical circuit increases as the applied potential difference increases); EC1.05E - identify the SI units for measuring energy, power, potential difference, current, and resistance; EC2.05E - identify and appropriately use equipment for measuring potential difference, electrical current, and resistance (e.g., use multimeters and a galvanometer to make various measurements in an electrical circuit; use an oscilloscope to show the characteristics of the electrical current); EC3.01E - conduct research to collect information on a piece of audio-visual equipment or a major appliance, using consumer reports, and make recommendations for a wise purchase based on cost effectiveness, energy efficiency, quality, and safety of product; EC3.03E - identify and propose solutions to problems related to the environmental impact of the consumption of electrical energy and the disposal of used electrical appliance in Canada (e.g., alternatives to the wholesale discarding of old electrical devices; advantages and disadvantages of the recycling of outdated computer equipment or batteries).

Unit 3 - Page 6  Science – Workplace Preparation Planning Notes  Prepare a diagnostic quiz to assess students’ background knowledge of electrical terms/units.  Prepare at least five simple circuits prior to this activity. They should include different numbers of cells (arranged in series and parallel), a switch, light bulbs (arranged in series and parallel) and meters (ammeters, voltmeters, ohmmeters and/or multimeters). These circuits should be attached to Bristol board or perhaps a stiffer material such as pegboard for easy display throughout the unit. At least one of the circuits must have a sufficiently low amount of current in order to demonstrate the use of the galvanometer.  Ensure these devices are available: digital and analog voltmeters and ammeters, a galvanometer.  Prepare a handout (Electrical Vocabulary List) that students use to define terms and units of measurement throughout this unit. This vocabulary list is to be placed in the student’s Notebook for reference throughout the unit.  Prepare a checklist for students to follow when they are assembling a circuit. The checklist must include a check for the proper connection of any meters and the approval of the teacher before the switch is closed. (See sample, Appendix 1.)  Obtain manufacturers brochures for major electrical appliances (fridges, stoves, microwaves, televisions, stereos, etc.) for Activity 1.3. At least three brochures for each type of appliance should be used so that students can make a wise purchase.  Make copies of consumer reports and energuide information available for students to use in Activity 1.3.  Book the Library/Resource Centre or arrange for Internet access for students to research some background information on the companies, e.g., location, number of employees, net earnings, etc., whose products they are purchasing (Activity 1.3).  Prepare a handout (see sample, Appendix 2) for Activity 1.3.

Prior Knowledge Required  Grade 6: Energy and Control - Electricity  Grade 9: Physics: The Characteristics of Electricity (Academic) or Electrical Applications (Applied)

Teaching/Learning Strategies Activity 1.1: Electric Circuits Revisited The teacher:  gives a diagnostic quiz to assess students’ background knowledge of electrical terms/units;  sets up displays of simple circuits:  cells in series with a voltmeter, ammeter, bulb, and switch,  cells in parallel with a voltmeter, ammeter, bulb, and switch,  battery, light bulbs in series with an ammeter, voltmeters and a switch,  battery, light bulbs in parallel with a voltmeter, ammeters and a switch,  battery with a resistor, voltmeter, ammeter and a switch;  uses the displays to review terms and units of measure on the prepared handouts with students;  discusses misconceptions regarding electricity and current;  instructs students to fill in definitions on their Electrical Vocabulary List as they are introduced;  reviews and demonstrates how to read meters and how to connect them in electrical circuits;  instructs students to prepare an observation chart with the headings: Circuit Description, Voltage, Current, Resistance;  divides students into groups and assigns each group one of the prepared circuits;  indicates specific locations on each circuit where students are to practise measuring voltage, current, and resistance values (with appropriate units of measure);

Unit 3 - Page 7  Science – Workplace Preparation  assesses students’ skills at using meters and units of measure through roving conferences with the groups;  instructs students to include the assessment sheets into their Workplace Portfolio. Students:  complete a diagnostic quiz to assess their background knowledge of electrical terms/units;  write definitions to the terms on their Electrical Vocabulary List;  in groups, measure and record voltage, current, and resistance values (with the appropriate units) at the various locations for one of the prepared circuits using both analog and digital meters;  include the measurement activity assessment sheets into their Workplace Portfolio. Activity 1.2: Current vs. Voltage The teacher:  prepares a number of identical circuits as per Diagram 1 below;

 assigns students into groups;  introduces the variable total voltage component of the lab (the addition of more batteries in series);  instructs students to make an observation chart in their Lab book with the headings:  Total Voltage, Voltage Across R1, Voltage Across R2, Voltage Across R3, Current Through R1, Current Through R2, Current Through R3, Resistance R1, Resistance R2, Resistance R3;  assigns the following questions for student analysis: How does the voltage across each resistor change as the total voltage increases? How does the current through each resistor change as the total voltage increases? How does the resistance across each resistor compare?  assists students in the analysis of their data;  assesses student analysis.

Unit 3 - Page 8  Science – Workplace Preparation Students:  measure the voltage, current, and resistance at the designated locations within the circuit for the indicated voltages;  record the values in the prepared table in their Lab book;  answer the assigned questions and peer share their results;  write a discussion of their results focusing on: how the electrical current changes as the voltage in the circuit was increased, and how the resistance values remained constant as the voltage was increased,  submit an individual report on the analysis of their circuit (this report must contain their table of values, answers to assigned questions as well as the discussion of their results). Activity 1.3: Making a Wise Purchase The teacher:  reviews the definitions of electrical energy, electrical power, and energy efficiency;  instructs students to update their vocabulary list;  pairs students and assigns each grouping a major appliance, e.g., refrigerator, stove, washer etc., and a piece of audio-visual equipment, e.g., stereo, television etc.;  uses the appliance brochures to show how the definitions are used by the manufacturers;  leads a class discussion on the impact of the over consumption of electrical energy on the environment in Canada;  assigns students to small groups to brainstorm some potential solutions to the impact of energy consumption on our environment;  assesses individual student’s potential solutions;  leads a class discussion on the ethical practices of some companies in the context of the social teachings of the Church, e.g., human rights, environmental stewardship etc.;  instructs students that to make a wise purchase they need to consider the following points: cost, energy consumption, energy efficiency, quality of product, safety of the product, knowledge of manufacturer’s ethical practices;  reviews the ethical use of the Internet;  distributes the handout to each group listing the points to be considered (see Appendix 2);  conferences with each group to give feedback on their considerations of the points listed on the handout;  assesses the individual student’s report on their purchase. Students:  update their vocabulary list;  brainstorm potential solutions to the environmental impact of the consumption of energy in Canada;  create and submit an individual illustration of some potential solutions to the environmental impact of the consumption of energy in Canada;  as a group, review the brochures, consumer resources, and energuide information regarding their electrical appliances;  as a group, determine which brand of major appliance to purchase and which brand of audio- visual equipment to purchase, based on cost, electrical consumption, energy efficiency, quality of product, safety of product and background knowledge of the manufacturer;  write and submit a one-page summary of their individual choice being sure to outline the factors that influenced their decision.

Assessment/Evaluation Techniques  Diagnostic quiz assesses students’ background knowledge of electrical terms/units. (EC1.01E)  Lab skills can be assessed for Knowledge/Understanding using a lab skills checklist. (EC1.05E, EC2.05E)

Unit 3 - Page 9  Science – Workplace Preparation  Individual student analysis of the complex circuit (Activity 1.2) can be assessed for Inquiry, Communication and Making Connections using a marking scheme. (EC1.04E, EC1.05E, EC2.05E)  Individual student illustration on potential solutions to the environmental impact of the consumption of electrical energy in Canada can be assessed for Inquiry and Communication using a marking scheme. (EC3.03E)  Individual student purchase report can be assessed for Knowledge/Understanding, Inquiry, and Communication using a project rubric (Appendix A4). (EC1.05E, EC3.01E)

Accommodations  The teacher, should ensure that groups are heterogeneous.  Where a student has an IEP, this activity should accommodate the modifications as outlined in the Plan.  ESL/ELD students should have opportunities to demonstrate their learning by alternative means, e.g., spoken English, direct demonstration, pictorial representation. At the same time, instruction in written, science-specific language continues.  For students with physical or learning impairments, roles and duties should be modified to permit participation regardless of the impairment. Where possible, peers encourage to assist students to permit participation in group and individual activities.  Assist students by “chunking” assignment components and require each chunk to be submitted at assigned times.  For enrichment students could design and build a circuit to perform a specific task, e.g., a circuit with two light bulbs that are always lit but with a switch that controls another light bulb.

Resources Websites Appliance411.com Information Center - http://www.Appliance411.com Better Business Bureau Consumer Services - http://www.bbbmbc.com Canadian Centre for Ethics and Corporate Policy - http://www.ethicscentre.com Energuide to Appliances - http://energuide.nrcan.ga.ca Ethical Consumer - http://www.ethicalconsumer.org

Activity 2: Drawing Circuits Time: 300 minutes

Description The components of a circuit are reviewed and an understanding of circuit control is developed through drawing circuit diagrams for series and parallel situations. Students learn how to go from circuit descriptions to diagrams to actual circuits and back. Teachers and students work through analysing circuits for faults and apply this knowledge to the repair of small home appliances.

Strand (s) and Expectations Ontario Catholic School Graduate Expectations An Effective Communicator: CGE 2b - reads, understands, and uses written materials effectively; CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. A Reflective and Creative Thinker: CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems; CGE 3d - makes decisions in light of gospel values with an informed moral conscience.

Unit 3 - Page 10  Science – Workplace Preparation A Self-Directed, Responsible, Life Long Learner: CGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. A Collaborative Contributor: CGE 5a - works effectively as an interdependent team member; CGE 5f - exercises Christian leadership in the achievement of individual and group goals. Strand(s): Electrical Circuits Overall Expectations ECV.01 - demonstrate an understanding of the components and functions of electrical circuits that are commonly found in the home; ECV.02 - construct, analyse, and repair simple electrical circuits, using schematic diagrams, working with electrical tools and components and examining small everyday electrical devices and appliances. Specific Expectations EC1.01 - describe the basic components and layout of a simple electrical circuit; EC1.02 - describe common electrical components that regulate the flow of electricity or that are used as safety mechanisms in circuits (e.g., switches, bimetallic strips, resistors, fuses, ground fault interrupters (GFIs), surge protectors); EC2.02 - design and draw schematic diagrams for electrical circuits with the aid of a computer or by hand; EC2.03 - safely construct simple electrical circuits from conventional schematic diagrams that include common electrical symbols (e.g., symbols for DC and AC power sources, switches, potentiometers, resistors, bulbs, measurement devices such as ammeters and voltmeters, grounds); EC2.06 - analyse electrical circuits or computer simulations of electrical circuits, identify any faults and make corrections (e.g., repair a defective small household appliance).

Planning Notes  Prior to the activity, assemble and test all electrical equipment to make sure that it is functioning.  Plan to check Notebooks and vocabulary lists periodically according to a pre-designed checklist.  Ensure that students use their Electrical Vocabulary List and their Schematic Symbols Reference Sheet.  Ensure that all rules for drawing schematic diagrams are followed.  Construct the circuits that students will use for drawing schematic diagrams.  Have available computer software that students can use to draw circuits.  Ensure that the steps of the Electrical Circuits Checklist (Appendix 1) are followed each time a circuit is constructed.  Ensure that all proper safety procedures are followed.  Photocopy several different types of circuit diagrams for use, including some circuits, which are improperly connected.  Have available for examination several different types of household control devices, e.g., light switches, fuses, thermostats, ground fault interrupters (GFIs), circuit breakers, etc.  Contact the Library/Resource Centre and gather resources for the circuit control device assignment.  Have available chart paper, markers, poster board, etc. for the circuit control activity.  Have available a selection of small home appliances or electrical devices.

Prior Knowledge Required  Grade Six: Energy and Control - Electricity, students learned about circuits, switches and circuit diagrams

Unit 3 - Page 11  Science – Workplace Preparation  Grade Nine (Academic or Applied):  students learned about the properties of current electricity  students designed, drew, and constructed series and parallel circuit to perform specific functions

Teaching/Learning Strategies Activity 2.1: Schematic Diagrams The teacher:  reviews the terms power source, e.g., battery or cell, load, switch, connecting wires, ammeter, open circuit, closed circuit, resistor and potentiometer and their schematic symbols through the use of teacher-produced worksheets and overheads;  helps students to create a Schematic Symbols Reference Sheet which summarizes the components of an electrical circuit and their schematic symbols;  reviews with students, the proper technique for drawing circuit diagrams;  reviews the relationship between written descriptions of circuits and their schematic diagram, using specific of examples;  has several circuits built and displayed around the lab room for students to use, and test and from which they will draw the schematic diagram in their Lab book;  has computer simulation software with circuit diagrams available for use in drawing and interpreting circuit diagrams;  assigns several different circuits and circuit combinations to be built;  reminds students to adhere to circuit checklist (Appendix 1);  approves all circuits before the power is turned on;  provides feedback to students during the lab activity. Students:  create a Schematic Symbols Reference Sheet;  work through an activity sheet of simple circuit diagrams and describe the circuit in words;  draw several circuits or circuit combinations from their descriptions into their Lab book;  examine pre-built circuits, describe their functions, and draw their schematic diagram in the Lab book;  use computer simulation software, if available, to draw circuit diagrams;  draw, construct, and test specific circuits based on descriptions provided by the teacher;  adhere to the steps of the Circuit Checklist each time a circuit is built. Activity 2.2: Circuit Control The teacher:  has available samples of different circuit control devices;  reviews the importance of open and closed circuits and has students add these definitions to their Electrical Vocabulary List;  reviews the need for circuit control devices by reinforcing concerns for safe use of electricity;  assigns students worksheet on circuit control devices in the home (see Appendix 3);  groups students in pairs for the control device co-operative activity in which each pair researches one control device and answers questions: What is the device? How does it function to open and close a circuit? - What dangers could develop if this device is not present? Students also list at least three practical applications of this device in the home or the workplace  with the aid of library resource personnel, has resources available for researching circuit control devices;  reviews policies regarding ethical use of the Internet;  conferences with students during their research to provide feedback as to their progress;  collects worksheet on circuit control devices in the home;

Unit 3 - Page 12  Science – Workplace Preparation  assists students in preparing to present their research results. Students:  examine some samples of control devices seen around the home;  add definitions of open circuit, closed circuit and circuit control devices to their Electrical Vocabulary List;  completes and submits worksheet (Appendix 3) on circuit control devices;  work in assigned groups to research and examine a circuit control device, e.g., GFIs, bimetallic strip, switch, push button etc.;  using the Internet and/or other resources provided by the teacher, work in their group to come up with answers to the following questions: What is the device? How does it function to open and close a circuit? What dangers could develop if this device is not present? Students list at least three practical applications of this device in the home or the workplace;  develop a presentation of the information for sharing with the class in the form of an oral presentation, an advertisement, a demonstration, or a model;  present the information to the class;  create a summary in their Notebooks of the information gained from the other presentations through a graphical organizer such as a concept map;  write a reflection in their Journal using the Learning/Valuing/Acting Model on the importance of circuit control devices in the home. Activity 2.3: Circuit Faults - What’s Wrong with This? The teacher:  leads a class discussion on common circuit faults;  prepares worksheet with schematics of faulty circuits;  has set up some circuits containing simple faults using actual circuits or computer simulations;  relates faulty circuits to problems that can occur in appliances or electrical devices, e.g., burnt out light, frayed cords, blown fuse, used battery, battery inserted the wrong way etc.;  creates a number of scenarios of a simple appliance or electrical device that is not working for students to analyse;  has available some samples of faulty appliances for students to examine for the cause of the malfunction;  ensures that students do not attempt to plug in faulty appliances;  prepares a pen and paper matching quiz on the topics covered in this activity. Students:  participate in class discussion on potential electrical faults;  analyse, diagnose, and suggest repairs for a given set of faulty circuits (in the form of teach-prepared worksheets, computer simulations, or actual circuits);  examine scenarios for faults and work in groups to suggest ways to fix these faults;  record in their Notebooks common electrical faults and their repairs in a chart format;  examine some faulty home appliances and suggest ways these may be fixed (CAUTION: THESE DEVICES SHOULD NOT BE PLUGGED IN!);  writes a pencil and paper matching quiz.

Assessment/Evaluation Techniques  Notebooks, Lab books, and Vocabulary lists should be checked to assess students’ completion and Communication using a checklist (EC 1.01, EC1.02, EC2.03, EC 2.06);  during the lab activity students’ skill at drawing schematic diagrams and constructing circuits is assessed for Inquiry and Communication using a checklist (EC1.01, EC2.03, EC2.02);

Unit 3 - Page 13  Science – Workplace Preparation  a pencil and paper matching quiz is given to assess students’ Knowledge/Understanding, Inquiry, Communication, Making Connections (EC 1.01, EC1.02, EC2.02, EC 2.06);  worksheet is assessed for completion, Knowledge/Understanding, and Communication using a product rubric (EC 1.02);  presentation of individual component of electrical circuit control device is assessed for Knowledge/ Understanding, Inquiry, Communication, and Making Connections using a prepared rubric (EC1.02).

Accommodations  See Activity 1 for general accommodations.  Possible enrichment activities may include having students design a game board such as a buzzer response signal or build a simple wiring loop game such as the Steady Hand Game (see How Science Works in the print references).

Resources Print Hahn, J. How Science Works. London: Dorling Kindersley Ltd., 1991. ISBN 0-7621-0249-7 Websites Electrical Safety Authority - http://www.esainspection.net/main.html Energuide to Appliances - http://energuide.nrcan.gc.ca/ How appliances work - http://howstuffworks.com Physics Simulation Software - http://www.crocodile-clips.com/education

Activity 3: Building an Electrical Device Time: 225 minutes

Description Students build an electrical device such as a motor, loudspeaker, A.M. radio, or a telephone using commercially prepared kits. After assembling one of these devices, students test the effectiveness of the device.

Strand(s) and Expectations Ontario Catholic Graduate Expectations An Effective Communicator: CGE2b - reads, understands, and uses written materials effectively; CGE2c - presents information and ideas clearly and honestly and with sensitivity to others. A Reflective and Creative Thinker: CGE3c - thinks reflectively and creatively to evaluate situations and solve problems. A Self-Directed, Responsible, Life Long Learner: CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills. A Collaborative Contributor: CGE5a - works effectively as an interdependent team member; CGE5f - exercises Christian leadership in the achievement of individual and group goals.

Unit 3 - Page 14  Science – Workplace Preparation Strand(s): Electrical Circuits Overall Expectations ECV.02 - construct, analyse, and repair simple electrical circuits, using schematic diagrams, working with electrical tools and components, and examine small everyday electrical devices and appliances. Specific Expectations EC2.01E - build a simple electrical device, accurately following a clear set of instructions and circuit diagrams (e.g., construct and test a simple electrical device such as a loudspeaker, electric motor); EC2.03E - safely construct simple electrical circuits from conventional schematic diagrams that include common electrical symbols (e.g., symbols for DC and AC power sources, switches, potentiometers, resistors, bulbs, measurement devices such as ammeters and voltmeters, grounds); EC2.04E - safely use appropriate tools for constructing electrical circuits (e.g., soldering irons, wire strippers, crimping tools, screwdrivers, and a variety of common connectors).

Planning Notes  Ensure that all materials and tools are available.  Prepare a handout showing how the orientation of the magnetic field around an electromagnet (north and south poles) varies with the direction of the windings of the wire around the iron nail (clockwise versus counter-clockwise).  There are prepared kits commercially available for building an electric motor, a loudspeaker, an A.M. radio, a telephone, a wireless microphone and a stereo cassette player (from Fisher Scientific, Boreal, Cenco, etc.). If the purchase of kits is not an option, then there are three possible procedures for building an electric motor. Details of these procedures can be found in physics textbooks:  Method 1 involves taping loops of wire to a pencil, which will rotate (in the presence of an electromagnetic field) when the switch is closed,  Method 2 involves a more complex system of windings,  Method 3 is similar to Method 2 but involves the cutting and sealing of glass tubing, thereby introducing a safety concern.  Ensure all devices and circuits are inspected before students test the functionality of their systems.

Prior Knowledge Required  Grade 6: Energy and Control - Electricity  Grade 9: Physics - The Characteristics of Electricity (Academic) or Electrical Applications (Applied)

Teaching/Learning Strategies The teacher:  reviews the concept of electromagnetism by demonstrating the attraction and repulsion between two electromagnets (iron nails wrapped with wire);  stresses the importance of consistency when wrapping wire around the iron nail (clockwise versus counter-clockwise);  instructs students to label the poles of the electromagnets on their handouts;  assigns each student an electrical device (kit) to build;  conferences with each student during the activity to ensure procedures are being followed;  inspects each circuit before connecting the power supply;  assesses students through observations during the activity.

Unit 3 - Page 15  Science – Workplace Preparation Students:  label the poles of the electromagnets on their handout;  build the electric motor or loudspeaker;  follow their Electric Circuit Checklist to connect their electrical device to a power supply;  ask the teacher to inspect their circuit before testing the functionality of their device;  assist each other to repair devices that do not function properly.

Assessment/Evaluation Techniques  Lab techniques can be assessed for Knowledge/Understanding and Inquiry through teacher observation using a suitable checklist. (EC2.01E, EC2.03E, EC2.04E)

Accommodations  See Activity 1 for general accommodations.  Possible enrichment activities include: building and displaying another electrical device from the list given in the planning notes; researching the role of electromagnets in buzzers, door bells, telephones, etc.

Resources Kits A.M. Radio Kit (Fisher Scientific) Electric Motor Kit (Science Supply Companies such as Boreal, etc.) Loudspeaker Kit (Science Supply Companies such as Boreal, etc.) Telephone Kit (Fisher Scientific) Print Goodwin, P. Physics Projects for Young Scientists. Toronto: Franklin Watts, 1991.ISBN 0-531-11070-2 Videos “The Motor Principle.” Fort Erie: Films for the Humanities and Sciences, 1999. 10 min. (#CLU3559)

Activity 4: Introduction to House Circuits Time: 225 minutes

Description Students examine household circuits. They also look at how recent household wiring practices accommodate the ever-increasing electrical demands of the typical Canadian household. A group project to find alternate energy sources in the community acts as a framework for developing a survival plan in the case of a prolonged power outage.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations An Effective Communicator: CGE 2b - reads, understands, and uses written materials effectively; CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others; CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. A Reflective and Creative Thinker: CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems; CGE 3d - makes decisions in light of gospel values with an informed moral conscience. A Self-Directed, Responsible, Life Long Learner:

Unit 3 - Page 16  Science – Workplace Preparation CGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. A Collaborative Contributor: CGE 5a - works effectively as an interdependent team member; CGE 5e - respects the rights, responsibilities, and contributions of self and others; CGE 5f - exercises Christian leadership in the achievement of individual and group goals. A Responsible Citizen: CGE 7i - respects the environment and uses resources wisely. Strand(s): Electrical Circuits Overall Expectations ECV.01 - demonstrate an understanding of the components and functions of electrical circuits that are commonly found in the home; ECV.03 - investigate how electrical devices play a role in the economy of the local community and in the improvement of our standard of living. Specific Expectations EC1.02 - describe common electrical components that regulate the flow of electricity or that are used as safety mechanisms in circuits (e.g., switches, bimetallic strips, resistors, fuses, ground fault interrupters (GFIs), surge protectors); EC 1.03 - explain the difference between direct current and alternating current and identify situations in which each is used (e.g., compare the use of direct current in portable appliances such as a flashlight to the use of alternating current in household appliances); EC1.06 - describe the proper safety procedures necessary for working with electrical systems at home and in the workplace, and identify situations in which electrical circuits can be fire hazards and dangerous to human life (e.g., describe the potential hazards related to the use of power tools and electric lawnmowers in the rain); EC1.07 - identify some household appliances that require 110V AC (e.g., microwave oven, blender) and some that require 220V AC to operate (e.g., conventional oven, clothes dryer); EC2.05 - identify and appropriately use equipment for measuring potential difference, electrical current, and resistance (e.g., use multimeters and a galvanometer to make various measurements in an electrical circuit; use an oscilloscope to show the characteristics of the electrical current); EC2.07 - draw a schematic diagram of the normal electrical circuits in a house and identify the maximum fused current for each, as prescribed by recent Building Codes; EC3.02 - devise a household plan for survival in the event of a prolonged power disruption (e.g., identify alternative sources of energy that are readily available in the community).

Planning Notes  Have available several home appliances or their pictures/advertisements, from which students can obtain the power and voltage requirements.  Plan to check Notebooks, Vocabulary lists, and Journals periodically for marking according to a pre- designed checklist.  Prepare handouts in advance.  Have available art materials for creating and designing a safety poster.  Have available resources, which describe the Ice Storm of 1998. Contact the library resource personnel for assistance with this assignment.

Unit 3 - Page 17  Science – Workplace Preparation  Invite a guest speaker familiar with electrical codes and house wiring.  Prepare a quiz on the electrical requirements of appliances, home wiring, regulations and safety precautions.

Prior Knowledge Required  in Grade Six: Energy and Control - Electricity, students learned about circuits, switches and circuit diagrams  in Grade 9 (Academic and Applied) students:  learned about the properties of current electricity  designed and constructed circuits to perform specific functions

Teaching/Learning Strategies Activity 4.1: AC/DC The teacher:  identifies the differences between AC and DC current and provides practical examples of each;  has students record the definitions of AC and DC on their Electrical Vocabulary List;  demonstrates, using an oscilloscope, the differences between AC and DC current;  leads a discussion on why houses are wired for AC;  identifies the differences between appliances that use 220V and those which use 110V;  instructs students to examine a series of household appliances or their pictures/advertisements and record the power and voltage requirements for each appliance. Students:  add the definitions of AC and DC power to their Electrical Vocabulary List;  record in their Notebook the observed differences between AC and DC current from the oscilloscope demonstration;  create in their Notebook a list of electrical devices that they use on a daily basis and identify whether the power source is AC or DC;  suggest reasons why houses are wired for AC and not for DC;  summarize in their Notebook, the major differences between the types of appliances that are AC and those which are DC;  examine a series of household appliances or their pictures/advertisements and record the power and voltage requirements for each appliance;  summarize in their Notebook the appliances which are 110V and those which are 220V. Activity 4.2: Wiring Your Home The teacher:  reviews the differences between loads placed in series and parallel;  provides some home wiring schemes and discusses their practicality, e.g., the problem with having two lamps in a room in series with each other, or two outlets in the kitchen on the same circuit;  identifies the distribution of electricity within a home;  reviews some normal electrical circuits in homes as prescribed by current electrical codes;  groups students into groups of three or four;  assigns each group a particular room in the home for the electrical code assignment (Appendix 4);  allows for class time for completion of electrical code assignment and conferences with groups to provide feedback;  collects individual portions of the electrical code assignment for assessment;  creates scenarios of hazardous wiring or electrical usage situations for students to analyse using a think/pair/share strategy, e.g., using electrical appliances while in the tub, having all outlets in the kitchen on the same circuit, improper use of extension cords;

Unit 3 - Page 18  Science – Workplace Preparation  discusses safety mechanisms present in household wiring or in workplace situations, e.g., circuit breakers, fuses, lock out procedures;  discusses ethical uses of electricity in regards to environmental stewardship, e.g. wise use of electricity to conserve resources;  encourages students to write a Journal reflection using the Learning/Valuing/Acting model on their role in conserving energy. Students:  analyse circuit diagrams of household wiring and discuss potential problems that can occur from the wiring (e.g., if one light in series is off, all the lights would be off);  complete electrical code assignment (Appendix 4) and submit individual responses;  examine hazardous scenarios in a think/pair/share situation and record responses in their Notebook;  create their own scenario of a use of electricity that could prove to be a fire hazard or a threat to human life;  examine household safety mechanisms such as circuit breakers and fuses, and record how they are used in their Notebook;  take a survey of their home or workplace and list safety mechanisms that are present;  share with class the list of safety mechanisms found in their home or workplace;  write a reflection in their Journal on the importance of energy conservation to our role as stewards of the earth. Activity 4.3: Electrical Safety The teacher:  leads a discussion of safe ways to use electricity in the home or workplace, e.g., not using electrical power tools in the rain, not using appliances with frayed cords, not using multiple appliances on the same extension cord, etc.;  introduces the home or workplace electrical safety poster assignment;  asks students to add the safety poster to their Workplace Portfolio. Students:  create an electrical safety poster by hand or through the use of computer graphics that could be used to teach about electrical safety in the home or workplace, e.g., Do and Don’t pictures;  keep their Safety Poster in their Workplace Portfolio. Activity 4.4: Life Without Electricity The teacher:  provides, with the help of library resource personnel, resources which describe the Ice Storm of 1998;  leads a class discussion on Ice Storm reading by focusing on the need for all members of a community to work together to help each other through;  stresses the role we have as Catholics in providing service to others in need;  asks students to complete a Journal reflection using the Learning/Valuing/Acting Model on the Ice Storm;  divides the class into groups of four required for the alternative energy task;  has chart paper or alternative available for presentation of ideas;  encourages development of ideas in regards to a survival plan for a prolonged power outage;  leads a discussion on our reliance on electrical power and makes comparison to third world countries within the context of the social teachings of the Church. Students:  read about the effect of the Ice Storm of 1998 on Montreal and Eastern Ontario;  participate in class discussion on the importance of serving others in times of need;

Unit 3 - Page 19  Science – Workplace Preparation  write reflections in their Journal using the Learning/Valuing/Acting Model on what it would be like to go five days without power and how they would respond in such a situation;  work within a group to brainstorm ideas on alternative energy sources available for daily survival, e.g., generators, propane and wood stoves;  present the group’s ideas to the class using chart paper or alternative;  brainstorm ideas for what to do as an individual and as a community in the case of a prolonged power outage;  analyse these ideas by sorting them from the most important to the least important;  create a personal survival plan for a prolonged power outage and record it in their Notebooks;  participate in class discussion/reflection which compares our use of power with that of developing nations, students reflect on their own personal values and need to create a more just society;  write a quiz on electrical requirements of appliances, home wiring, regulations and safety precautions.

Assessment/Evaluation Techniques  Notebooks and vocabulary lists should be checked to assess students’ completion and Communication using a checklist. (EC1.02, EC 1.03, EC 1.07, EC 2.05, EC 2.07 )  Individual portion of Electrical Code Assignment can be assessed for Knowledge/Understanding, Inquiry, Communication and Making Connections using a product rubric. (EC 2.07)  Analysis of home wiring diagrams and hazards is assessed for Inquiry and Communication using a roving conference. (EC1.06, EC 2.07)  Safety posters can be assessed for Knowledge/Understanding, Inquiry, Communication and Making Connections using a pre-established rubric or rating scale. (EC 1.06)  Survival plan should be assessed to determine students’ Knowledge/Understanding, Communication, Making Connections according to a rubric. (EC 3.02)  A quiz, given at the end of the activity, can assess a students’ knowledge, Understanding and problem solving skills in regards to electrical requirements of appliances, home wiring, regulations and safety precautions, use of matching, true-false and safety pictures (circle the error) type questions should be included. (EC 1.02, EC 1.03, EC 1.06, EC 1.07, EC 2.07)

Accommodations  See Activity 1 for general accommodations.  Possible enrichment activities include:  examine the ways that cell phones or portable music players can be adapted to go from AC to DC power,  conduct a comparison of their lives, and the lives of youth in third world countries, many of whom have no access to sources of electrical power.  Where facilities exist, have students visit the technology department construction class to view a wall that is being built and wired.

Resources Print Leon, G.D. Electronic Projects for Young Scientists. New York: Franklin Watts. 1991. ISBN 0-531- 11071-0 New Fix-It-Yourself Manual: How to Repair, Clean and Maintain Anything and Everything in and Around Your Home. Canada: Reader’s Digest Editors, 1996. ISBN 0-895778718 Time Life Books. Complete Fix -It-Yourself Manual. New York: Prentice Hall Press, 1989. ISBN 0-13- 921651-0 Websites Electrical Safety Authority - http://www.esainspection.net/main.html

Unit 3 - Page 20  Science – Workplace Preparation Energuide to Appliances - http://energuide.nrcan.gc.ca/ Energy Alternatives - http://solstice,crest.org/index.shtml How appliances work - http://howstuffworks.com Ice Storm of 1998 - http://www.canoe.ca/CNEWSIceStorm/home.html Video Electricity: The Invisible River of Energy. Colorado Springs: Great Pacific Media, 1996.

Activity 5: Appliance Disposal Tips Time: 150 minutes

Description Students identify and propose solutions to problems related to the disposal of used electrical appliances in Canada. As informed citizens, students investigate the disposal of old electrical devices within their own communities and its impact on the environment.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations An Effective Communicator: CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. A Reflective and Creative Thinker: CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems; CGE 3d - makes decisions in light of gospel values with an informed moral conscience. A Responsible Citizen: CGE 7i - respects the environment and uses resources wisely. Strand(s): Electrical Circuits Overall Expectations ECV.03E - investigate how electrical devices play a role in the economy of the local community and in the improvement of our standard of living. Specific Expectations EC3.03E - identify and propose solutions to problems related to the environmental impact of the consumption of electrical energy and the disposal of used electrical appliance in Canada (e.g., alternatives to the wholesale discarding of old electrical devices; advantages and disadvantages of the recycling of outdated computer equipment or batteries).

Planning Notes  Students should work with the same partner they had in Activity 1.3, Making a Wise Purchase, but should trade their electrical appliance so that students have some variety.  Ensure chart paper is available for listing the advantages and disadvantages of recycling.  Collect the materials required for students to create a Appliance Disposal Tips bulletin board.  During class discussions, encourage students to consider their roles as stewards of the earth and the importance of proper disposal of appliances.  Invite a guest speaker to discuss how the local community disposes of appliances or obtain brochures, Internet information, etc. dealing with appliance disposal that students could use in the classroom.  During this activity students update their Workplace Portfolio by highlighting the skills they have demonstrated within this unit that would be useful in the workplace.

Unit 3 - Page 21  Science – Workplace Preparation Prior Knowledge Required  Grade 6: Energy and Control - Electricity  Grade 9: Physics - The Characteristics of Electricity (Academic) or Electrical Applications (Applied)

Teaching/Learning Strategies The teacher:  leads a class discussion to create a concept map of electrical devices and appliances used in the home and the workplace;  directs students to make a list of possible problems communities face as consumers decide to buy new appliances and need to dispose of the used items;  leads a class discussion on the advantages and/or disadvantages of repairing used appliances instead of buying new ones;  reviews the concept of recycling by considering familiar recyclable items, e.g., newsprint;  leads a class discussion of the advantages and disadvantages of recycling electrical-related equipment, e.g., computers, batteries, etc.;  introduces the terms ‘recovery’ and ‘reclaiming’;  introduces the appliance disposal fact sheet, on a plain sheet of paper, students draw or provide a picture of their assigned appliance and describe the disposal procedure used in their community; questions to consider could include: Who is responsible for collection? What is the cost to the consumer? Where is the item brought and what process is followed? Are there any other alternatives available to the homeowner?  invites a guest speaker or provides print material on the disposal of appliances in their community;  assigns students to groups, in which, students pair/share the information on the disposal of their appliance;  conferences with each group to ensure they remain on task;  collects and assesses the appliance disposal fact sheet;  provides the materials for students to create a Appliance Disposal Tips bulletin board;  instructs students to write a Journal reflection on the environmental impact of the disposal of used electrical appliances in Canada;  instructs students to write a reflection in their Journal regarding the benefits of repairing a used appliance instead of disposing of it (following the Learning/Valuing/Acting Model);  conferences with students to ensure that they have updated their Workplace Portfolio. Students:  brainstorm to determine the many electrical devices and appliances found in their everyday lives;  in groups identify possible problems associated with the disposal of used electrical appliances;  describe recycling and list the advantages and disadvantages of recycling electrical-related equipment in their notebooks;  individually prepare and submit an appliance disposal fact sheet;  in their assigned groups, pair/share their information on the disposal of their appliance;  as a class, create an Appliance Disposal Tips bulletin board;  write a Journal reflection commenting on the environmental impact of the disposal of used electrical appliances in Canada;  write a Journal reflection using the Learning/Valuing/Acting model regarding the benefits of repairing used appliances instead of disposing of them;  update their Workplace Portfolio by highlighting specific skills that they have demonstrated within this unit that would be useful in the workplace.

Unit 3 - Page 22  Science – Workplace Preparation Assessment/Evaluation Techniques  The appliance disposal fact sheet can be assessed for Knowledge/Understanding, Inquiry and Communication using a project rubric (Appendix A4). (EC3.03E)

Accommodations  See Activity 1 for general accommodations.  Possible enrichment activities:  comparing two similar products from competing manufacturers to identify which best suits the needs of their family;  writing an article for the school newspaper that discusses whether recycling should be mandated by law.

Resources Print Plumb, D., B. Ritter, E. James, and A. J. Hirsch. Science 9. Toronto: Nelson, 1999. ISBN 0-17-612032-7 Websites The Internet Consumer Recycling Guide - http://www.obviously.com/recycle

Circuit Checklist

STEPS INVOLVED DONE? 1 Identify all necessary components, connecting wires, tools and measuring devices needed to build the circuit shown in the schematic diagram. 2 Gather all necessary components, connecting wires, tools, and measuring devices needed to build the circuit shown in the schematic diagram. 3 Lay out the components and connecting wires according to the schematic diagram 4 Assemble the circuit (not connected to the power supply) making sure that the switch is in the open position. 5 Connect the circuit to the power supply making sure that the switch is still in the open position. 6 Determine where measurements of current, voltage, and/or resistance need to be taken within the circuit. 7 Check the polarity of the circuit and the measuring device before placing the measuring device into the circuit. (Trace the circuit from the negative terminal of the power supply to determine where to connect the negative terminal of the measuring device.) 8 Install measuring devices in the circuit, at the appropriate locations, abiding by the polarity of the circuit 9 Have teacher check circuit before closing switch 10 Close switch to check the functioning of the circuit (and measuring devices) then open the switch 11 If the circuit (or measuring devices) did not function as expected, check the schematic diagram, the connections, and the devices to locate the problem 12 Close the switch to perform the measurements and then open the switch 13 If necessary, remove specific measuring devices and place them in different locations in order to measure other quantities. Have teacher check circuit again before closing switch. 14 Close the switch to perform the measurements and then open the switch 15 Repeat Steps 12 and 13 as necessary in order to complete all required measurements

(Appliance Purchase)

Appliance:

Points to Consider Manufacturer A Manufacturer B Manufacturer C ______cost energy consumption(in KWH) energy efficiency quality of product safety of product knowledge of manufacturer, i.e., reliability, level of consumer support

Discussion of results: Which product would you buy? Why?

The teacher should assign this activity at the beginning of Activity 2.2 (Circuit Control). Students complete it and return it the next day. Worksheet: Circuit Control Devices A circuit control device is defined as:

Examples of these devices are:

Complete the following table by doing a survey of circuit control devices found within the home. Try to find at least six devices from inside (kitchen, family or living room, bathroom), three from the garden area and three from the car.

Circuit Control Device Location Description of how and when (room, appliance, etc.) it is used.

Questions: Complete each of the following questions in the spaces provided. 1. a.) Which circuit control device was used the most? b.) Which circuit control device was used the least? 2. Were there any circuit control devices mentioned in class that you couldn’t find in your home? If so, what were they? 3. List three ways that the flow of electric current into a light bulb in a simple circuit can be stopped. 4. If you have a job, consider some of the control devices used at work and then answer these questions (if you don’t have a job ask your parent/guardian for help). a.) Are there any circuit control devices used at work? What are they? b.) How are these devices similar to the devices found around the home. c.) How are these devices different from the devices found around the home?

Teachers should assign a particular room to each group of students, but have each student answer specific questions. Possible rooms to consider would include the kitchen, bathroom, basement, etc.

Electrical Code Assignment Imagine that you are about to renovate your home and hope to do as much work as possible yourself. You know that this renovation will involve doing some electrical work.

A: What electrical needs might the room have?: As a group begin by brainstorming the electrical needs of the room, e.g., number and type of switches, number and type of outlets, safety requirements, etc. When you are doing this, remember to consider any special requirements in terms of outlets, voltage requirements, safety concerns, etc. Record all your ideas. In your group, come up with a list of the electrical needs for your room. Check these with your teacher. Divide these up evenly among the group members, e.g., one person gets outlets, one person gets overhead lights, etc.

B: Electrical Code for Safety Obtain a copy of the electrical code appropriate for the room you are working on. Consult the electrical code to identify installation practices, which ensure household safety, e.g., how to install a bathroom receptacle. Look up any essential requirements for safely wiring your room, e.g., distance between outlets, need for GFIs, height above floor, the type of wire to be used, etc. Create a summary of the electrical need and its safe wiring requirements. Share your findings with others in your group. Be prepared to present this information to the remainder of the class.

Unit 3 - Page 27  Science – Workplace Preparation Unit 4: Micro-organisms Time: 18.75 hours Unit Developers Mirella Palmisano, Dufferin-Peel CDSB Maureen Callan, Halton CDSB Development Date: July 2000

Unit Description Students describe the characteristics of some micro-organisms, including ways in which they reproduce and grow in the home, school, and workplace. Students investigate the growth and uses of microbes through laboratory activities. Students analyse the role of microbes in technology, and their impact on society and the environment in light of Catholic faith tradition.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 1d, i; 2b, c, d; 3c, d; 4b, c, f; 5a, h, 7b. Strand(s): Micro-organisms Overall Expectations: MOV.10E, MOV.02E, MOV.03E. Specific Expectations: MO1.01E to MO1.06E, MO2.01E to MO2.05E, MO3.01E to MO3.02E.

Activity Titles (Time + Sequence) Activity 1 Characteristics and Growth of Micro-organisms 600 minutes Activity 2 Beneficial and Harmful Micro-organisms 150 minutes Activity 3 Micro-organisms in Society 375 minutes

Unit Planning Notes The timing of the three activities may be changed to meet students’ and teacher’s needs. It is suggested that students maintain:  a Lab book in which experimental results are recorded;  a vocabulary list of new terms specific to this unit to be recorded in the student’s Notebook;  a Journal for reflections which may also be kept in the Notebook. The majority of the Journal entries will follow the Learning/Valuing/Acting Model as described in the Teaching/Learning Strategies in the Course Overview;  a Workplace Portfolio to accumulate the materials required for Unit One (see Unit One for specific format.)

Other specific planning notes:  Expectation M02.03E - investigate the behaviour of micro-organisms, identifying and controlling major variables, and use safe laboratory procedures, e.g., using plating techniques, show how various antibiotics kill bacteria but not other microbes; compare the effectiveness of different; mouthwashes in killing bacteria; demonstrate where microbes live in a classroom by taking swabs, will be addressed in Unit 5 Activity 3.  Expectation MO2.04E is to be used to help support the Workplace Portfolio (Unit 1 Activity 2).  Activity 1 requires activity cards be made and reproduced.  Activity 2 involves a jigsaw cooperative activity (see Appendix A6) for which students need time to gather and prepare information.  Activities 2 and 3 require research materials or Internet access.  Remind students of ethical use of the Internet and other information technology.

Unit 4 - Page 1  Science – Workplace Preparation  Collect newspaper/magazine articles on Bacteria, Viruses, Fungi, and Protists that deal with both the harmful and beneficial nature of micro-organisms for use in this unit.  It is suggested that the lessons be kept short and teachers use a variety of methods and teaching strategies appropriate for students in the class. Teachers may need to work on students’ note-taking abilities and work habits. Teachers are advised to use a "need to know" approach in every activity/lesson (what do students’ need to know?), stressing the relevance of the activity/lesson to the workplace and the student’s life. With this in mind, it is suggested that a survey be taken early in the course to determine the interests and job goals of students so that examples used will be relevant and interesting to them.

Prior Knowledge Required  Grade 6 Life Systems: Diversity of Living Things - Classification  Grade 7 Life Systems: Interactions Within Ecosystems - Binomial Nomenclature  Grade 8 Life Systems: Cells, Tissues, Organs and Systems - Structure and Functions of Plants and Animals  Grade 9 Academic Biology: Reproduction or Applied Biology: Reproduction-Process and Application or Essential Biology: Cells and Reproduction

Teaching/Learning Strategies This unit is intended to accommodate a variety of learning styles, interests, and abilities. Teachers are encouraged to make their lessons short with a lot of hands-on activities and repetition of core concepts. Teachers should present their lessons from a “need to know” perspective, this will help students make the necessary connections to the workplace and remain focused. The use of a variety of teaching strategies appropriate for students is strongly recommended, e.g., teacher-directed lessons, teacher demonstrations, field trips, student laboratory inquiries, research activities, guest speakers, lesson specific worksheets, videos, independent study work, collaborative learning, and group presentations.

Assessment and Evaluation Achievement of expectations may be assessed using a variety of strategies and tools, such as teacher- student conferences, roving conferences, observation checklists, laboratory activity checklists and specific marking schemes, paper and pencil quizzes, rating scales, and rubrics, as well as oral and written presentations. A chart containing a suggested summary of the unit’s assessment and evaluation strategy is included. Sample rubrics are included in the course appendices.

Unit 4 - Page 2  Science – Workplace Preparation Suggested Summary - Unit Assessment Activity Expectations Category Task Tool Type of Assessment D F S 1 1.01, 1.02, K, C, I, diagnostic quiz marking scheme X 1.03, 1.04, MC classification chart marking scheme X 2.01, 2.05 part and function marking scheme X worksheet and labeled diagram “Who Am I?” lab marking sheet X exercise paper/pencil marking sheet X quiz marking sheet X 2 1.06, 2.02, K, C, I, concept map marking scheme X concept map analysis marking scheme XX 2.03, 2.04 MC Lab exercise Rubric Lab exercise Rubric X 3 1.05, 3.01, K, C, I, worksheet research marking scheme X 3.02 MC project product rubric XX paper/pencil quiz marking scheme worksheet marking scheme X

K = Knowledge/Understanding C = Communication D = Diagnostic I = Inquiry MC = Making Connections F = Formative S = Summative

Resources

Print Agriculture and Agri-Food Canada. Rabies: It’s Not Worth the Risk. Ottawa: Communications Branch, Agriculture and Agri-Food Canada. Caulderwood, C. and N. Campbell. Understanding Biology: Laboratory Manual. Toronto: John Wilet & Sons Canada Limited, 1989. ISBN 0-471-79635-2 Efron, Sonni. “Bacteria Can Even Dissolve Grease, Tar and Other Hazardous Waste”. The Ottawa Citizen, (Sunday May 23, 1993) E3 Frame, K. The Microbeworld Activities. USA: Community Outreach Initiative of the Microbial Literacy Collaborative (MLC). National Association of Biology Teachers. 1999. ISBN 0-941212-25-1 Jacobs, Sandra. “Antibiotics Offer New Hope in Ulcer Treatment” The Hamilton Spectator (March 30, 1996.) Leftwich, R. Monera and Protista. St. Louis, Missouri: Milliken Publishing Company, 1970. Nichols, M. “Mutant Menace” Maclean’s. (March 11, 1996.) Articles on Walkerton E Coli Tragedy Toronto Star (May, June 2000.) Yack, D.J., P. DeSantis, G. Dobsky, R. Phillips, and J. Bollard. Heath Biology Connections. Canada: D.C. Heath Canada Ltd., 1990. ISBN 0-669-95300-8

Websites Links to general topics in biology - http://www.sci-eng.mmu.ac.uk/biology/links/13.htm Lesson plans/activities involving micro-organisms - http://www.uen.org/utahlink/lp_res/TRB051.html Description and diagrams of lichens - http://www.lichen.com/people.html

Unit 4 - Page 3  Science – Workplace Preparation Life Cycle of HIV infection - http://www.hopkins-aids.edu/hiv_lifecycle/hivcycle_txt.html Slide presentation on the Kingdom of Fungi - http://www.wisc.edu/botany/images/fungi/fungi/sld001.htm Introduction to red “algae” - http://www.ucmp.berkeley.edu/protista/rhodophyta.html General information on bacteria - http://www.britannica.com/bcom/eb/article/3/0,5716,118983%2B9,00.html Life Cycle of a mushroom-type fungus - http://www.swifty.com/apase/charlotte/lcycle.html General information on bacteria - http://encarta.msn.com/find/Concise.asp?ti=059B0000#s11 Introduction to bacteria structure - http://www.bact.wisc.edu/microtextbook/bacterialstructure/Introduction.html Life cycle of bacteria - http://www.cellsalive.com/ecoli.htm Experiment to distinguish between a plant-like protist (alga) from a fungus - http://lifesci.rutgers.edu/~biolabs/lab6_protists/l6i1.html Description and terminology of fungi - http://www.mhhe.com/biosci/genbio/life/outline/outline24.mhtml Reproduction in Fungi - http://www-micro.msb.le.ac.uk/224/mycology/2.html The Life Cycle of the Virus - http://www.botany.utexas.edu/facstaff/facpages/ksata/ecpf96/12a/life.htm Hepatitis B Virus replication - http://www.globalserve.net/~harlequin/HBV/hbvcycle.htm The Poliovirus Life Cycle - http://cumicro2.cpmc.columbia.edu/PICO/Chapters/Cellular.html

Videos Disease and Health - (Boreal) The Body Against Disease - (Boreal) How to Use a Microscope - (Boreal) Bacteria: Invisible Friends and Foes - (Boreal)

Software Microbes in Motion - Windows CD-ROM (Boreal)

Equipment Micro viewers and slide sets on bacteria/viruses/fungi/ harmful and helpful bacteria are available from most scientific supply companies.

Activity 1: Characteristics and Growth of Micro-organisms Time: 600 minutes

Description Students are introduced to the basic characteristics of micro-organisms through hands-on activities. From these basic characteristics, students explore the anatomy, physiology, reproduction, and life cycles of representative micro-organisms.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations A Discerning Believer Formed in the Catholic Faith Community: CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good; CGE1i - integrates faith with life. An Effective Communicator:

Unit 4 - Page 4  Science – Workplace Preparation CGE2b - reads, understands, and uses written materials effectively; CGE2c - presents information and ideas clearly and honestly and with sensitivity to others; CGE2d - writes and speaks fluently one or both of Canada’s official languages. A Reflective and Creative Thinker: CGE3c - thinks reflectively and creatively to evaluate situations and solve problems; CGE3d - makes decisions in light of gospel values with an informed moral conscience. A Self-Directed, Responsible, Life Long Learner: CGE4b - demonstrates flexibility and adaptability; CGE4c - takes initiative and demonstrates Christian leadership; CGE4e - sets appropriate goals and priorities in school, work, and personal life; CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills. A Collaborative Contributor: CGE5a - works effectively as an interdependent team member; CGE5h - applies skills for employability, self-employment and entrepreneurship relative to Christian vocation. A Responsible Citizen: CGE7b - accepts accountability for one’s own actions. Strand(s): Micro-organisms Overall Expectations MOV.01 - describe the characteristics of some micro-organisms, including ways in which they reproduce and grow in the home, school, and workplace. Specific Expectations MO1.01E - describe the basic characteristics of representative bacteria, protists, viruses, and fungi; MO1.02E - compare the life cycles of representative bacteria, protists, viruses, and fungi; MO1.03E - explain the methods of reproduction of representative bacteria, protists, viruses, and fungi; MO1.04E - describe the anatomy and physiology of representative bacteria, protists, viruses, and fungi; MO2.01E - identify specimens of bacteria, protests, and fungi using prepared slides and wet mounts; MO2.05E - describe various micro-organisms using the appropriate classification system and nomenclature (e.g., distinguish among bacteria, protists, viruses, and fungi).

Planning Notes  Gather books that contain appropriate diagrams of micro-organisms and their characteristics.  Collect a selection of prepared slides of bacteria, protests, and fungi.  Collect scissors and glue for Activity 1.2.  Prepare the equipment for the rotation lab in Activity 1.4 (prepared slides and live micro-organism specimens can be purchased from science equipment suppliers).  Prepare a diagnostic test that includes use of the microscope and terms, e.g., autotroph, heterotroph, multicellular, unicellular, nucleus, eukaryote, prokaryote, organelles.  Prepare appropriate remedial work.  Prepare a review of the parts and functions of plant and animal cell from Grade 8 Life Systems.  Prepare a similarity and difference chart of the life cycle of representative micro-organisms (an example may be found in Appendix 1.4).  Prepare a paper and pencil quiz on the similarities and differences of the life cycles of representative micro-organisms.  Collect resources on the reproduction of micro-organisms and/or book time in the library/resource centre for student research.  Ensure that students are aware of the correct and ethical use of the Internet.

Unit 4 - Page 5  Science – Workplace Preparation Prior Knowledge Required  Grade 6 Life Systems: Diversity of Living Things  Grade 7 Life Systems: Interactions Within Ecosystems  Grade 8 Life Systems: Cells, Tissues, Organs, and Systems  Grade 9 Applied Biology: Reproduction - Process and Application or Essential Biology: Cells and Reproduction or Academic Biology: Reproduction  Use of the compound microscope

Teaching/Learning Strategies Activity 1.1: Diagnostic Assessment The teacher:  prepares a diagnostic quiz to assess students’ prior knowledge of terms, e.g., autotroph, heterotroph, multicellular, unicellular, nucleus, organelles;  provides remedial work if needed, e.g., worksheets on terms and definitions;  instructs students to add terms to their micro-organism vocabulary list;  collects and records quiz scores (not to be included in summative mark). Students:  write the diagnostic quiz;  review and learn required terms;  adds new terms to their micro-organisms vocabulary list. Activity 1.2: Classification of Micro-organisms The teacher:  reviews classification methods from Grade 6 Life Systems. Classification can be reviewed, if necessary, using a simple exercise in which students group different items such as shoes or pens into categories, i.e., colour, size, etc.;  distributes the Classification key and diagrams for classification (Appendix 1.1);  has students use the key to classify the organisms given in each diagram (this can be done individually or in groups depending on the availability of resources);  conferences with students, providing encouragement and clues for completing their classification diagrams;  instructs students to cut and paste the diagrams onto the classification key, once they have correctly completed the classification exercise;  leads a class discussion of the classification key and diagrams by compiling a summary chart which includes descriptors for each organism group;  instructs students to record the descriptors for each organism group on their classification chart. Students:  practise and review the method of classification from Grade 6 Life Systems;  complete the classification exercise using information in Appendix 1.1;  verify answers with peers and teacher before attaching the diagrams to the classification key;  cut and paste the diagrams to the classification key;  orally report the results and reasoning of their group classification key to the class;  record the summary descriptors on their own classification chart. Activity 1.3: Anatomy and Physiology The teacher:  gathers resources that contain diagrams and description of various micro-organisms;  prepares a review of the parts and functions of plant and animal cells from Grade 8 Life Systems;

Unit 4 - Page 6  Science – Workplace Preparation  introduces some of the structures that are unique to micro-organisms, e.g., slime capsule, tails (virus) flagellum, core, protein coat, nuclear body, isthmus, gullet, cilia, spores, mycelia;  explains the parts and functions of micro-organisms by creating a Part and Function chart;  instructs students to complete the function part of the chart using available resources;  provides assistance in identifying the functions of various micro-organisms parts;  chooses several diagrams from Activity 1.2 and directs students to label the parts of the micro- organisms using the Part and Function chart as a guide;  collects and assesses the Part and Function chart and the labelled diagrams; Students:  review the parts and function of a plant and an animal cell;  complete a Part and Function chart given the parts of micro-organisms;  observe the diagrams from Activity 1.2;  using selected diagrams from Activity 1.2 identify and label the micro-organism parts using the Parts and Function chart as a guide;  submit the Part and Function chart and the labelled diagrams for assessment. Activity 1.4: Lab exercise The teacher:  reviews the care and use of microscopes, if required;  prepares a rotation lab using prepared slides of the micro-organisms present in the Part and Function chart;  instructs students to move through the various stations (students may use a microscope or micro viewer to view the prepared slides);  instructs students to record, in their Lab book, the observations for each slide by drawing a diagram, answering given question(s), and classifying the micro-organism according to the classification key in Activity 1.2, e.g., Station 1 is a prepared slide of Euglena, the question could be What micro- organism is this? How can it be classified?;  collects and assesses the rotation lab from Lab book. Students:  view a micro-organism slide at each station and using their notes, classification key and diagrams from the previous activities, record the observations in their Lab book, i.e., draw diagram, answer question(s) and classify the micro-organism;  submit the Lab book for assessment. Activity 1.5: Reproduction The teacher:  reviews the reproduction of cells, using the terms sexual, asexual, mitosis, meiosis;  introduces and explains the Who Am I? assignment (Appendix 1.2);  collects worksheet. Students:  complete the task assigned by the teacher using the Who Am I? activity;  record the correct information about the micro-organism on the worksheet and submit the worksheet for assessment. Activity 1.6: Life Cycles The teacher:  reviews cell life cycles from Grade 7 and Grade 9 Life Systems;  gives students four life cycle diagrams or descriptors (Appendix 1.3);

Unit 4 - Page 7  Science – Workplace Preparation  using the prepared similarities and differences chart (Appendix 1.4), directs students to work in groups to compare the life cycles of two different micro-organisms, but assigns work appropriately, so that all four life cycles in Appendix 1.3 are covered;  conducts a class discussion of the charts developed using Appendix 1.4;  compiles a summary chart of the four life cycles on chart paper/board;  gives a paper and pencil quiz on the similarities and differences of the life cycles of representative micro-organisms. Students:  use the life cycle diagrams from Appendix 1.3 to list the similarities and differences between two micro-organisms assigned by the teacher;  contribute to the class discussion on their life cycles;  copy the summary chart of the four life cycles shown in Appendix 1.3;  write a paper and pencil quiz on the similarities and differences of life cycles.

Assessment/Evaluation Techniques  A paper and pencil quiz with a marking scheme is used as a diagnostic assessment of students’ Knowledge/Understanding of the background information on micro-organisms and use of the microscope.  Completion of the classification chart (Activity 1.2) with a marking scheme is used to assess students’ Knowledge/Understanding, Inquiry and Making Connections (MO1.01E, MO2.05E).  Assess the Part and Function chart and the labelled diagrams for Knowledge/Understanding and Making Connections using a marking sheet (MO1.04E).  The Who Am I? activity is assessed for Knowledge, Understanding, Inquiry, and Making Connections by using a marking sheet (MO1.03E).  A marking sheet is used to assess the Knowledge/Understanding and Making Connections during the rotation lab (MO2.01E, MO2.05E).  Paper and pencil quiz is uses as a summative assessment to assess the Knowledge/Understanding and Making Connections of the life cycles of representative micro-organisms (MO1.02E).

Accommodations  If the student has an individual education plan (IEP), this activity can be modified to meet the needs as outlined in the plan.  Students designated as ESL/ELD should have opportunities to demonstrate their learning by alternate means, e.g., spoken English, direct demonstration, and/or pictorial representation.  For students with physical or learning impairments, classroom activities can be modified, where possible, to permit participation in activities. Peer assistance should be encouraged, e.g., video eye cameras attached to microscope, the use of micro viewers, videos or CD-ROMS.  Possible enrichment activities include:  drawing diagrams of reproduction of representative micro-organisms (Activity 1.5);  creating a Who Am I? game;  making a cartoon strip of a new micro-organism that has many characteristics of the micro- organisms previously studied;  reading the Canadian Bishops document The Environmental Crisis and writing a report on the major concerns raised in the document (Concacan Inc. 1995).

Resources Print Frame, K. (ed). The Microbeworld Activities. USA: Community Outreach Initiative of the Microbial Literacy Collaborative (MLC). National Association of Biology Teachers, 1999. ISBN 0-941212-25-1

Unit 4 - Page 8  Science – Workplace Preparation Yack, D.J., P. DeSantis, G. Dobsky, R. Phillips, and J. Bollard. Heath Biology Connections. Canada: D.C. Heath Canada Ltd., 1990. ISBN 0-669-95300-8 Websites Links to general topics in biology - http://www.sci-eng.mmu.ac.uk/biology/links/13.htm Lesson plans/activities involving micro-organisms - http://www.uen.org/utahlink/lp_res/TRB051.html For additional website references please see unit overview resource list. Videos Disease and Health - (Boreal) The Body Against Disease - (Boreal) How to Use a Microscope - (Boreal) Bacteria: Invisible Friends and Foes - (Boreal) Software Microbes in Motion - PC CD-ROM (Boreal)

Activity 2: Beneficial and Harmful Micro-organisms Time: 150 minutes

Description Students use a jigsaw format to study the beneficial and harmful affects of micro-organisms. Students investigate the preparation of products using micro-organisms.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations A Discerning Believer Formed in the Catholic Faith Community: CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good; CGE1i - integrates faith with life. An Effective Communicator: CGE2b - reads, understands, and uses written materials effectively; CGE2c - presents information and ideas clearly and honestly and with sensitivity to others; CGE2d - writes and speaks fluently one or both of Canada’s official languages. A Reflective and Creative Thinker: CGE3c - thinks reflectively and creatively to evaluate situations and solve problems; CGE3d - makes decisions in light of gospel values with an informed moral conscience. A Self-Directed, Responsible, Life Long Learner: CGE4b - demonstrates flexibility and adaptability; CGE4c - takes initiative and demonstrates Christian leadership; CGE4e - sets appropriate goals and priorities in school, work, and personal life; CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills. A Collaborative Contributor: CGE5a - works effectively as an interdependent team member; CGE5h - applies skills for employability, self-employment, and entrepreneurship relative to Christian vocation. A Responsible Citizen: CGE7b - accepts accountability for one’s own actions.

Unit 4 - Page 9  Science – Workplace Preparation Strand(s): Micro-organisms Overall Expectations MOV.01 - describe the characteristics of some micro-organisms, including ways in which they reproduce and grow in the home, school, and workplace; MOV.02 - investigate the growth and uses of microbes through laboratory activities. Specific Expectations MO1.06E - describe how bacteria, protists, viruses, and fungi cause diseases in humans and how they are useful to humans; MO2.02E - formulate scientific questions about practical problems and issues related to micro- organisms (e.g., How do the differences among bacteria, protists, viruses, and fungi affect how they can be used or controlled?) MO2.04E - prepare a product using micro-organisms (e.g., bake leavened bread; or make yogurt); Note: These are laboratory products and should not be eaten.

Planning Notes  Collect and prepare the articles for the jigsaw cooperative activity.  Students may need to be instructed on the proper procedure for a jigsaw cooperative activity (Appendix A6).  Consideration should be given to the grouping of students for this lab.  Gather the appropriate lab materials for making yogurt/leavened bread.  If possible, arrange for a baker or the family studies teacher to visit the class.  If possible, arrange for the experiments involving food products (see Appendix 2.2) to be done in the Family Studies room.

Prior Knowledge Required  Creation of concept maps (examples of these are found in the textbooks for Grades 9 and 10 published by Nelson and McGraw-Hill)

Teaching/Learning Strategies Activity 2.1: Micro-organisms: Uses and Diseases The teacher:  introduces or reviews the organization of the jigsaw cooperative activity (see Appendix A6);  reviews how to create a graphic organizer such as a concept map;  provides an activity that helps students formulate scientific questions about the use of micro- organisms, and diseases (Appendix 2.1);  creates an analysis assignment using the concept maps developed in Appendix 2.1, the analysis question should deal with the uses and misuses of micro-organisms and diseases that micro- organisms cause. This assignment will vary depending on the ability of students and the types of articles chosen;  collects and assesses the concept maps and analysis assignment. Students:  complete the activity as outlined in Appendix 2.1;  with teacher assistance, formulate scientific questions about the assigned articles;  create and submit a concept map of the key ideas relating to their article (Appendix 2.1);  complete and hand in the analysis assignment. Activity 2.2: Micro-organism products The teacher:  organizes students into groups of four;

Unit 4 - Page 10  Science – Workplace Preparation  assigns one or both of the labs found in Appendix 2.2;  reviews the procedures to be followed;  collects and assesses student Lab book (Note: Samples of student work from this activity may be included in the Workplace Portfolio);  reads Matthew 13:33, Mark 8:15, Luke 12:1 with students and instructs them to write a Journal reflection (the Learning/Valuing/Acting model could be used) that briefly discusses the use of “leaven” (yeast) in Jesus’ teachings. Students:  gather the materials required for the labs in Appendix 2.2;  perform the activity with the assigned group and record all observations in Lab book;  complete questions and put them into the Lab book;  may include this activity as part of their Workplace Portfolio;  submit Lab book;  read Matthew 13:33, Mark 8:15, Luke 12:1 and write a Journal reflection (the Learning/Valuing/Acting model could be used) to briefly discuss the use of “leaven” (yeast) in Jesus’ teachings.

Assessment/Evaluation Techniques  Completion of a concept map on the beneficial and harmful micro-organisms assesses students’ Knowledge/Understanding, Communication, Inquiry and Making Connections using a marking scheme (MO1.06E).  Completion of the concept map analysis assignment assesses students’ Knowledge and Understanding, Communication, Inquiry and Making Connections using a marking scheme (MO2.02E).  Students’ experimental techniques can be assessed for Inquiry using a marking scheme or checklist (MO2.04E).  Lab book entries can be assessed for students’ Knowledge/Understanding, Communication, Inquiry and Making Connections using a marking scheme (MO2.04E).

Accommodations  See Activity 1 for general accommodations  Possible enrichment activities include:  interview a baker and compare ‘recipes’;  a field trip to a bakery, hospital, food processing plant, or water treatment plant to further investigate beneficial and harmful micro-organisms.

Resources Print Efron, Sonni. “Bacteria Can Even Dissolve Grease, Tar and Other Hazardous Waste”. The Ottawa Citizen, (Sunday May 23, 1993) E3 Nichols, M. “Mutant Menace” Maclean’s. (March 11, 1996.) Jacobs, Sandra. “Antibiotics Offer New Hope in Ulcer Treatment” The Hamilton Spectator (March 30, 1996.) Agriculture and Agri-Food Canada. Rabies: It’s Not Worth the Risk. Ottawa: Communications Branch, Agriculture and Agri-Food Canada. Websites General links to biology - http://www.sci-eng.mmu.ac.uk/biology/links/13.htm

Unit 4 - Page 11  Science – Workplace Preparation Activity 3: Micro-organisms in Society Time: 375 minutes

Description Students describe the nature and function of vaccines; analyse the role of microbes in technology and their impact on society and the environment.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations A Discerning Believer Formed in the Catholic Faith Community: CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good; CGE1i - integrates faith with life. An Effective Communicator: CGE2b - reads, understands, and uses written materials effectively; CGE2c - presents information and ideas clearly and honestly and with sensitivity to others; CGE2d - writes and speaks fluently one or both of Canada’s official languages. A Reflective and Creative Thinker: CGE3c - thinks reflectively and creatively to evaluate situations and solve problems; CGE3d - makes decisions in light of gospel values with an informed moral conscience. A Self-Directed, Responsible, Life Long Learner: CGE4b - demonstrates flexibility and adaptability; CGE4c - takes initiative and demonstrates Christian leadership; CGE4e - sets appropriate goals and priorities in school, work, and personal life; CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills. A Collaborative Contributor: CGE5a - works effectively as an interdependent team member; CGE5h - applies skills for employability, self-employment, and entrepreneurship relative to Christian vocation. A Responsible Citizen: CGE7b - accepts accountability for one’s own actions. Strand(s): Micro-organisms Overall Expectations MOV.03E - analyse the role of microbes in technology, and their impact on society and the environment. Specific Expectations MO1.05E - describe the nature and function of vaccines; MO3.01E - working cooperatively with team members, compile, display in an appropriate format and report on information/evidence gathered concerning the benefits/costs to society of micro-organisms (e.g., industrial use of microbes, such as in the making of yogurt and in the clean-up of oil spills; microbes and STDs; the potential for biological warfare; drug-resistant bacteria; microbes and the history of hygiene; the mouldy-building syndrome; food poisoning; microbes and forensic science; allergies; the role of microbes in soil and home composting); MO3.02 - describe some of the challenges of developing or modifying technologies to control or inhibit the reproduction and growth of micro-organisms (e.g., the production of vaccines to fight viruses that are constantly mutating.)

Planning Notes  Make arrangements for students to visit the school Library/Resource Centre to research the benefits/costs to society of micro-organisms.

Unit 4 - Page 12  Science – Workplace Preparation  Ensure that students are aware of the correct and ethical use of the Internet.  Obtain video/movie clips/newspaper clippings that deals with micro-organisms and their challenges they pose to society, e.g., the production of vaccines to fight viruses that are constantly mutating. Verify that proper permission has been granted for the use of these items.  Prepare information worksheets on vaccines, which describe their nature and function.  Organize students in groups of two or three.  Make up a paper and pencil quiz on nature and functions of vaccines.  Activity 3 is an introduction to vaccines. The human immune system and vaccines are dealt with in greater detail in Unit 5 (The Immune System and Human Health).

Prior Knowledge Required  researching techniques  co-operative group learning

Teaching/Learning Strategies Activity 3.1: Nature of Vaccines The teacher:  helps students formulate answers to vaccine questions, e.g., What are vaccines? What are the functions of vaccines? How are vaccines used in society?;  explains the nature and function of vaccines;  prepares a worksheet to reinforce the topic of the nature and function of vaccines;  leads a discussion comparing the formulated answers with that of the worksheet;  leads a discussion in which a concept map or web diagram of the nature and function of vaccines is developed. Students:  brainstorm and formulate answers to the following questions: What are vaccines? What are the functions of vaccines? How are vaccines used in society?;  complete a worksheet on vaccines;  have a classroom discussion comparing student answers with the information on the worksheet;  develop a concept map, with the assistance of their teacher on the nature and function of vaccines;  write a paper and pencil quiz on the nature and function of vaccines. Activity 3.2: What Benefits? What Costs? The teacher:  creates heterogenous groups for research project;  presents the research project (Appendix 3.1);  assigns each student one question from template (Appendix 3.1), to be submitted with group project;  has resources (see Resources) available for researching the benefits/costs to society on micro- organisms;  reviews the presentation format of the group project, i.e., Bristol board poster;  reviews strategies that can be followed when researching (these might include proper format of work cited/bibliography, proper and ethical use of the Internet);  assesses student projects for individual question, group Bristol board and collaboration using checklists in Appendices A4 and A5. Students:  in groups of two or three, work to compile and report on information/ evidence gathered concerning the benefits and/or costs to society of micro-organisms (Appendix 3.1);  review researching skills;  complete worksheets for research project;

Unit 4 - Page 13  Science – Workplace Preparation  display work on a Bristol board;  submit individual answer to assigned question and group Bristol board. Activity 3.3: The Challenges We Face The teacher:  brainstorms with students and compiles a list of the challenges to control the reproduction and growth of micro-organisms. Possible introductory questions include: What happens if the vaccines that fight viruses are no longer effective because the viruses are constantly mutating?;  distributes Worksheet 1 for movie/video clips (Appendix 3.2) and instructs students to complete worksheet after movie/video clip is shown;  leads a discussion comparing the movie/video clip with students compiled lists and instructs students to complete worksheet 2 (Appendix 3.2);  enhances the discussion by incorporating ethical views pertaining to how micro-organisms effect our society, e.g., the role of microbes in home composting, in the clean-up of oil spills, in biological warfare, etc.;  instructs students to add related terms to micro-organism vocabulary list;  directs students to write a Journal reflection (the Learning/Valuing/Acting model may be used) on the challenges we face to control the reproduction and growth of micro-organisms;  collects and assesses Worksheet 2. Students:  through discussion compile a list describing some of the challenges in developing or modifying technology to control or inhibit the reproduction and growth of micro-organisms;  watch video/movie clip, complete Worksheet 1 (Appendix 3.2);  after class discussion complete and submit Worksheet 2 (Appendix 3.2);  add related terms to micro-organism vocabulary lists;  write a Journal reflection on the social implications of modifying technology to control or inhibit the reproduction and growth of micro-organisms.

Assessment/Evaluation Techniques  A paper and pencil quiz can be given to assess the students’ Knowledge/Understanding of the nature and function of vaccines (MO 1.05).  Completion of comparison between video/movie and compiled list is assessed for Knowledge/ Understanding, Inquiry and Making Connections using a checklist (MO 3.02).  Roving conferences as a formative assessment of students’ co-operative group efforts researching a topic using a rating scale (MO 3.01).  The Bristol board presentation as a formative assessment of the Knowledge, Inquiry, Understanding and Communication of relating science to technology, society and the environment using a product rubric (MO 3.01).  Students individual research question can be assessed for Knowledge/Understanding, Communication, Inquiry and Making Connections using an appropriate marking scheme or checklist (MO 3.01).

Accommodations  See Activity 1 for general accommodations  Possible enrichment activities include:  interviewing/writing a short report on people that have been infected by various viruses or bacteria, e.g., Jim Henson (Streptococcus bacteria), Lucien Bouchard (flesh-eating bacteria)  writing a Journal reflection discussing whether a virus is living or non-living;  making an advertisement poster for a new vaccine.

Unit 4 - Page 14  Science – Workplace Preparation Resources Print Raven, P and G., Johnson. Understanding Biology 2nd Edition. Toronto: Mosby Year Book, 1991. ISBN 0-8016-2524-6 Yack, D.J., P. DeSantis, G. Dobsky, R. Phillips, and J. Bollard. Heath Biology Connections. Canada: D.C. Heath Canada Ltd., 1990. ISBN 0-669-95300-8 Websites Links to general biology - http://www.sci-eng.mmu.ac.uk/biology/links/13.htm Videos Disease and Health - (Boreal) The Body Against Disease - (Boreal) Bacteria: Invisible Friends and Foes - (Boreal)

Unit 4 - Page 15  Science – Workplace Preparation Unit 4: Appendix 1.1

Classification Exercise

Teacher Notes: Students are to be given the diagram and the descriptor of the micro-organism. Note that the name of the micro-organism is given with each diagram; this is only for teacher reference. Students will use the diagram to answer the questions indicated in each box of the classification key following the flowchart until they match the micro-organism with the diagram.

Classification Key: * Numbers in brackets correspond to questions found on the bottom of the page.

Micro-organisms  (1)  Yes No Eukaryotic Prokaryotic (4) (2)     Yes No Yes No Fungi Protista Bacteria Virus or Blue/Green (5) Algae   (3) Yes No Algae Protozoa - euglena - amoeba

Questions to be answered using descriptors below each diagram:

1) Does it have a membrane-bound nucleus?

2) Is it surrounded by a slime capsule?

3) Does it have a single strand of nucleic acid?

4) It lacks the ability to move and reproduces by spores?

5) It makes its own food from sunlight?

Unit 4 - Page 16  Science – Workplace Preparation Unit 4: Appendix 1.1 (Continued)

Diagrams and Descriptors to be Matched to Classification key

Virus Bacteria

 no membrane bound organelles (Prokaryotic)  no membrane bound nucleus (Prokaryotic)  no slime capsule  surrounded by slime capsule  single strand of Nucleic Acid Algae Amoeba

 has membrane bound organelles (Eukaryotic)  has membrane bound organelles (Eukaryotic)  does not move  moves  makes their own food from sunlight  makes their own food

Blue-Green Algae Euglena

 no membrane bound organelle (Prokaryotic)  has membrane bound organelles (Eukaryotic)  no slime capsule  moves  has a nuclear body  makes their own food Fungi (Mushroom)

 membrane bound nucleus (Eukaryotic)  does not move  does not make its own food  reproduces by spores

Who Am I?

Teacher Notes: The information given below describes how four different micro-organisms reproduce. Students are to use the classification key, diagrams and descriptors from Appendix 1.1 to identify the micro-organism. Once the micro-organism is identified, students will have determined its method of reproduction. Instructions: Answer each question using the classification key, diagrams, and descriptors from the previous activity to match the micro-organism with its method of reproduction.

Micro-organism 1 1. I reproduce asexually. 2. My nuclear material starts to divide as I prepare to reproduce. 3. My membrane starts to separate into two halves. 4. A new cell wall is formed between the two halves. 5. I now have two completely separate cells. 6. This method of reproduction is called Binary Fission.

Micro-organism 2 1. I can reproduce asexually or sexually. 2. Today I will explain how I reproduce sexually. 3. I join with another by the oral grove. 4. Our nuclei undergo meiosis and disintegrate. 5. We then share the nuclear information by passing it through the oral grove. 6. Joining of the new nuclear material occurs. 7. New organisms are formed. 8. This method is called conjugation.

Micro-organism 3 1. I have a unique reproductive system. 2. I reproduce sexually and asexually. 3. I make spores, which are tiny, durable, and find moist places to germinate. 4. My germinating spores sprout mycelia, which are vegetative cells. 5. When the mycelia find the right conditions they change and begin growing special reproductive cells. 6. These reproductive cells grow into the bud of the structure that you see above the ground, which pokes through the soil surface.

Micro-organism 4 1. I reproduce by using other cells’ materials. 2. I am taken into a cell by phagocytosis. 3. I release my nuclear material into the nuclear material of the other cell. 4. The cell then starts to reproduce my information as its own. 5. The cell now builds copies of my information and releases it into other cells.

Life Cycles

Teacher Notes: Verify that permission is granted and then, using the websites below, download diagrams or descriptions of each of the Life Cycles and distribute them to your students so they may complete a similarities and differences chart for each of the life cycles. Alternatively students may be directed to the appropriate website address and examine the organisms and their life cycle on a computer. An example of a similarities and differences chart may be found in Appendix 1.4 below. Bacteria Reproduction - http://encarta.msn.com/find/Concise.asp?ti=059B0000#s11 Reproduction - http://www.bact.wisc.edu/microtextbook/bacterialstructure/Introduction.html General information of bacteria - http://www.cellsalive.com/ecoli.htm Fungi Life cycle of a fungus - http://www.swifty.com/apase/charlotte/lcycle.html Fungi reproduction - http://www-micro.msb.le.ac.uk/224/mycology/2.html Virus The life cycle of a virus - http://www.botany.utexas.edu/facstaff/facpages/ksata/ecpf96/12a/life.htm Schematic diagram of the hepatitis B virus - http://www.globalserve.net/~harlequin/HBV/hbvcycle.htm The polio virus life cycle - http://cumicro2.cpmc.columbia.edu/PICO/Chapters/Cellular.html Protists Reproduction information - http://lifesci.rutgers.edu/~biolabs/lab6_protists/l6i1.html Lesson plan for unit on biodiversity: monerans and viruses - http://www.plantbio.ohiou.edu/epb/instruct/teachbio/labs/monera.html

Unit 4: Appendix 1.4

Template of a similarity and difference chart that may be used for Activity 1.6.

Similarities Difference (Bacteria) Life Cycle (Fungi) Life Cycle

* All four types of life cycles would need to be compared using this type of format

Micro-organism Uses and Diseases

This activity can be completed most efficiently using the Jigsaw format (see Appendix A6)

1. Divide the class up into home groups. The number will depend on the class size and the number of articles that have been gathered. 2. Divide the home groups up into expert groups. The number of expert groups will depend on the number of articles you have collected. 3. Each expert group is to read the article(s) assigned to them and make a concept map of their topic. It might be helpful to have some leading questions or ideas that you want covered on the concept map. 4. The expert groups then go back to their home groups and share their concept maps. It is recommended that the teacher check the concept maps before they are shared. It is also recommended that this activity be done over two days to give the teacher time to provide feedback on the concept maps and duplicate them. 5. At the end of the sharing session, each student will have a collection of concept maps that can be used for further discussion.

Possible topics and articles (if available) Local newspapers and science journals are excellent sources of articles for this assignment. The following is a sample list of topics to investigate.

1. Helpful Bacteria - Efron, Sonni. “Bacteria Can Even Dissolve Grease, Tar and Other Hazardous Waste”. The Ottawa Citizen, (Sunday May 23, 1993) E3

2. Drug Resistant Bacteria - Nichols, M. “Mutant Menace” Maclean’s. (March 11, 1996.)

3. Disease treatments - Jacobs, Sandra. “Antibiotics Offer New Hope in Ulcer Treatment” The Hamilton Spectator (March 30, 1996.)

4. Walkerton E. Coli - Toronto Star May, June 2000

5. Rabies - Agriculture and Agri-Food Canada. Rabies: It’s not worth the risk. Communications Branch, Agriculture and Agri-Food Canada, Ottawa

6. Fungus and crops - http://www.pioneer.com/usa/crop_mamagement/national/alfalfa pest.htm

7. Useful fungi - http://www.lichen.com/people.html

Preparing a Commercial Product

CAUTION: The products of these experiments are NOT to be EATEN

Experiment 1: Making Yogurt Teacher Notes: Needs to obtain cloth towels, 4 mL plain yogurt with active bacteria, 250 mL 2% milk, 60 mL “half and half” cream per lab group.

Purpose: Students are to prepare a sample of yogurt using live bacteria yogurt

Materials:  Hot plate  250 mL milk  Thermometer  60 mL “half and half” cream  500 mL beaker  4 mL yogurt (active bacteria)  250 mL beaker  pH meter  cloth towels  balance  plastic wrap  100 mL graduated cylinder  stirring rod  oven mitts  safety goggles  250 mL milk  lab aprons

Procedure: 1. Work in groups of two or three people. 2. Collect all materials needed. 3. Combine 250 mL of milk and 60 mL of cream in a 500 mL beaker. 4. Bring the beaker and its contents to a boil on a hot plate set at low heat (approximately 10-15 minutes). 5. Remove the beaker from heat and transfer its contents to a clean 250 mL beaker. 6. Place a thermometer in the beaker and allow the beaker and contents to cool to 40-45 oC. 7. Add yogurt and stir vigorously. 8. Cover beaker with plastic wrap, then wrap well with cloth towels. (Note: The yogurt will thicken better if the container is filled to the top, leaving very little air space.) 9. Set the beaker aside in a warm place for 6 to 8 hours (or until next class) Note: The longer yogurt sits, the more acidic it will become.

Observations: Make qualitative observations comparing commercial yogurt with prepared yogurt, use the following table as example: Qualitative Analysis Commercial Yogurt Prepared Yogurt pH (range 1-14) colour texture density (mass/volume)

Experiment 2: Preparing Leavened Bread

Teacher Notes: Each group will require the ingredients listed below.

CAUTION: Do Not Taste the Bread

Purpose: To make leavened bread using active yeast

Materials:  0.5 package active dry yeast  185 g all-purpose flour  4 g white sugar  125 mL milk  0.25 g baking soda  30 mL water  1.25 g salt  7.5 g cornmeal  balance  hot plate  beakers (250 mL, 500 mL)  vegetable oil  aluminum loaf pans  stirring rod  oven for baking

Procedure: 1. Combine the milk and water in a 250 mL beaker. 2. Warm the beaker and its contents on a hot plate until it is warm to the touch. 3. Combine 185 g of flour plus the yeast, sugar, salt, and baking soda in a 500 mL beaker. 4. Add the warm milk and water, and stir well. 5. Stir in enough of the remaining flour to make a stiff batter. 6. Spoon the mixture into a 9 x 5 inch loaf pans that have been greased and dusted with the cornmeal. 7. Cover, and let rise in a warm place for 45 minutes. 8. Bake at 400o F (205o C) for 25 minutes. 9. Remove from pan immediately, and let cool.

Discussion Questions 1. Why was yeast used? 2. Why was sugar added? 3. Why was baking soda used? 4. What would happen if you allowed the dough to rise for several hours?

Making the connection: Interview a baker and compare procedures (recipes).

Research Project Each group is to choose ONE of the following topics on the benefits/costs to society of micro-organisms. They are to research, collect and compile relevant information and produce a Bristol board display.

What to do? 1. Each member of the group will be assigned one or more questions from the accompanying template which are to be completed individually and submitted to teacher. 2. The group will collect and compile the individual answers to complete the template below. 3. The information from the template is used to produce a Bristol board display. 4. The Bristol board will include template questions, graphs, charts, pictures, etc.

Topics 1. Making Yogurt 2. Clean-up of Oil Spills 3. Microbes and sexually transmitted diseases, e.g., STDs 4. Potential for Biological warfare 5. Drug-resistant bacteria 6. Microbes and history of hygiene 7. Mouldy-building syndrome 8. Food poisoning 9. Microbes and forensic science 10. Microbes and allergies 11. The role of microbes in soil and in home composting

Each group will use the following template for their topic. Template for Research Project Question Response What is your topic? Give a description/history of your topic (what is the introduction) How does it involve micro- organisms? What effects do micro-organisms have? What are the benefits of your topic (if any)? What are the challenges of your topic to society (if any)? What are the costs to society? What are ethical issues that relate to your topic? What are the conclusions? Bibliography

Worksheet 1

Teacher Note: A suggested list of videos may be found in Resources. This activity may be modified to the movie/video clip chosen. Verify that public performance rights have bee granted to show the movie/video clips chosen. Complete this worksheet while watching the movie/video clips. Be prepared to discuss your answers with your peers.

Summary of Movie/Video Clips Question Movie/Video Clips What was the micro-organism? What was the principle carrier? What problems were they having? How was the micro-organism spreading? Where did the vaccine come from? How is the vaccine going to be distributed? Was a cure found? If not, why? Was the micro-organism easy to stop from reproducing? Why? Other comments

Worksheet 2 Complete the following worksheet

Challenges of developing or modifying technologies to control or inhibit the reproduction and growth of micro-organisms Classroom Compiled List Did the movie/video clip show how to meet these challenges? If yes, How? If no, why not

Unit 4 - Page 25  Science – Workplace Preparation Unit 5: The Immune System and Human Health Time: 21.25 hours Unit Developers Josephine Ciapanna, Hamilton-Wentworth CDSB Donna Stack-Durward, Hamilton-Wentworth CDSB Development Date: August 2000

Unit Description Students become familiar with the immune system and its ability to combat disease. Students identify the causes, effects, and treatments of communicable and non-communicable diseases. The role of antibiotics and vaccines to treat and/or prevent disease is researched. Students gain knowledge on how human health has improved as a result of improved sanitary conditions and proper personal hygiene. An understanding of their social responsibility toward the prevention of disease and a renewed respect for the sacredness of the human body is emphasized.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 1d; 2a, b, c, d, e; 3c, d; 4a, b, c, f; 5a, e, f, g; 7b, j. Strand(s): The Immune System and Human Health; Micro-organisms Overall Expectations: ISV.01E, ISV.02E, ISV.03E, MOV.02E Specific Expectations: IS1.01E to IS1.04E, IS2.01E to IS2.03E, IS3.01E to IS3.03E, MO2.03

Activity Titles (Time + Sequence) Activity 1 “Ring Around The Rosie” 150 minutes Activity 2 All Is Not Well 150 minutes Activity 3 Now You See It, Now You Don’t? 300 minutes Activity 4 A Look Inside 195 minutes Activity 5 What’s That Needle For? 180 minutes Activity 6 The Continuing Story... 300 minutes

Prior Knowledge Required Students build on their previous knowledge of Life Systems studied in Grades 5 and 8. It is important that students are able to view specimens under a compound microscope. Students should be familiar with the appropriate and ethical use of the library, computers, and the Internet.

Unit Planning Notes  This unit is organized into six activities. The timing of the activities may be changed to meet students’ and teacher’s needs. It is suggested that students maintain a Lab book in which experimental results are recorded. A Notebook will be used by students to answer questions (in class or homework), to make notes in, insert terms in a vocabulary list – specific for this unit, and to insert any handouts given by the teacher or their peers. Students should continue to maintain a Journal for reflections as well as add to their Workplace Portfolio (refer to Unit One). It is suggested that up to one hour be set aside for the collection of Portfolio items such as the student’s Personal Immunization Record Card and a general immunization chart.  It may be necessary to review or teach material given in Prior Knowledge Required before proceeding with a given activity. Review site specific safety procedures, laboratory routines, and waste disposal procedures prior to an activity.

Unit 5 - Page 1  Science – Workplace Preparation  Some of the activities require students to observe prepared slides for the purpose of observing disease-causing microbial organisms or cellular components of human blood. Hence a variety of prepared slides should be made available for use (various types of Bacteria, Viruses, Protozoa, Fungi, Rickettsiae, Parasitic Worms, White Blood Cells). In addition or alternatively, microslides can be used. Students also culture bacteria. If students have previously done this in the Micro-organisms unit, this activity may be omitted. In the interest of personal safety, all bacteria should be considered pathogenic. The laboratory activities requiring culturing/growth of bacteria/fungi, should have culture dishes properly labelled, dated and completely taped to prevent accidental exposure to possible pathogens. Teachers must become familiar with their board’s disposal policy of biological waste and follow it.  Students are asked to collect various article clippings (from local/global newspapers, magazines, journals, etc.) on diseases for Activity 2 and place these articles into a scrapbook. It is important that students be given this direction at the beginning of Activity 1 so that the collection is completed by the start of Activity 2.  Students may have many misconceptions regarding this unit including the following: pathological bacteria are only found in people that are very ill and in the hospital, whereas, bacteria causing disease are all around us; all bacteria are harmful to humans, whereas, many types of bacteria are beneficial like those involved in food processing - yogurt, cheese, wine and beer; vaccines cure diseases, whereas, they help control the spread of some disease - once infected a vaccine will not cure; vaccines only help people, whereas, for some, vaccines are dangerous.  This unit will, as appropriate, focus on ethical issues as they relate to infectious diseases and human health. It is our responsibility as Catholic Educators to ensure that students are given the opportunity to identify ethical problems as they relate to the transmission of infectious diseases and human health and allow them to discuss, express viewpoints and arrive at informed decisions in light of the Church’s teachings.

Teaching/Learning Strategies This unit is intended to accommodate a variety of learning styles, interests, and abilities. Teacher-directed lessons, teacher demonstrations, student laboratory inquiry, research activities, independent study work, collaborative learning, group work and presentations are all used to enhance the variety and interest of the course material.

Assessment and Evaluation Achievement of expectations may be assessed using a variety of strategies and tools, such as teacher- student conferences, roving conferences, observation checklists, laboratory performance and reports, paper and pencil quizzes, and oral and written presentation. A chart containing a suggested summary of the unit’s assessment and evaluation strategy is included. Sample rubrics are included in the course appendices.

Unit 5 - Page 2  Science – Workplace Preparation Suggested Summary-Unit Assessment Activity Expectations Category Task Tool Type of Assessment D F S 1 IS1.04 K/U Vocabulary marking scheme or X checklist IS1.04 K/U list causes of disease roving X conference/checklist IS1.04 K/U Worksheet checklist X IS1.04 K/U, I, C summary product rubric X 2 IS1.02 K/U, I, C charts checklist X

IS1.02 K/U, C, paper/pencil quiz marking scheme X MC IS1.02 K/U, I, C, scrapbook and article process rubric X MC review 3 MO2.03 K/U experimental checklist X techniques IS2.01 & K/U, I, C, marking scheme X MO2.03 MC Lab books 4 IS1.01 K/U, C, battle plan product rubric or X MC checklist IS1.01 K/U, C, battle game rating scale X MC IS1.01 K/U, C vocabulary list checklist X IS2.02 K/U cell parts & diagnostic X microscope skills test/checklist IS1.01, K/U, I C Lab book rating scale X IS1.03, & K/U, C worksheets & marking scheme or X IS3.02 flowcharts checklist 5 IS1.04 K/U, C quiz/matching style marking scheme X game IS2.03 K/U, I, C, research project product rubric X MC IS2.03 I, C, MC research skills rating scale X IS3.01 & K/U, C, paper and pencil quiz marking scheme X IS3.02 MC IS3.01 & K/U, C worksheets and marking scheme or X IS3.02 flowcharts checklist 6 IS2.03 K/U, C vocabulary list checklist X IS3.03 & K/U, C, poster checklist X X IS2.03 MC IS2.03 & K/U, C, worksheets marking scheme or X IS3.03 MC checklist K = Knowledge C = Communication D = Diagnostic U = Understanding MC = Making Connections F = Formative I = Inquiry L = learning skill S = Summative

Unit 5 - Page 3  Science – Workplace Preparation Resources Print Berry, G. and D. Lynn. Biology of Ourselves. Toronto: J. Wiley & Sons, 1990. ISBN 0-471-79526-7 Catechism of the Catholic Church. Ottawa: Publication Service, Canadian Conference of Catholic Bishops 1994. ISBN 0-88997-281-8 Caulerwood, C. and N. Campbell. Understanding Biology: Laboratory Manual. Toronto: J. Wiley and Sons. 1989. ISBN 0-471-79635-2 Galbraith, D., et al. Understanding Biology. Toronto: J. Wiley & Sons, 1989. ISBN 0-471-79654-9, ISBN 0-669-06922-1 Nikiforuk, Andrew. The Fourth Horseman; A Short History of Plagues, Scourges, and Emerging Viruses. Penguin Books Ltd. Canada. 1996. ISBN 0-14-025610-5 Oram, Hummer, Smoot. Biology Living Systems (Canadian SI Edition). Toronto: Charles E. Merrill Publishing Company. 1983. ISBN 0-675-07032-5 Poole, M., G. Pilkey, and E.C. Johnson. Biology In Action. Toronto: Harcourt Brace Jovanovich, Canada, 1992. ISBN 0-7747-1348-8 Scarrow, H. Biology: Your Bodyworks. Toronto: Globe/Modern Curriculum Press 1990. ISBN 0-88996- 214-6 Silberstein, E, Braun, S. Heath Biology: Laboratory Investigations. Toronto: D.C. Heath. 1989. The New American Catholic Bible. Catholic Bible Publishers. Wichita, Kansas. 1992. Turtox Review Sets (Boreal Laboratories Ltd. 399 Vansickle Road, St. Catharines, ON L2S 3T4) or (Merlan Scientific, Georgetown, ON)

Equipment microviewers slide sets on viruses, bacteria, blood cells, immune system (Boreal Laboratories)

Websites Fact sheets on Childhood Diseases and Conditions - http://www.cdc.gov/ncidod/hip/abc/facts.htm Health Canada - http://hc-sc.gc.ca/hpb/lcdc/bid/respdie Health: Vaccines - http://www.parentsplace.com/health/vaccines Health Canada: Division of Immunization - http://www.hc-sc.gc.ca/hpb/lcdc/bid/di/vaae_e.html National Immunization Program - http://www.cdc.gov/nip/vfc The Wonderful World of Diseases - http://www.diseaseworld.com/ Vaccinations: Choose the Country Where You Want to Go - http://www.pasteur-lille.fr/english/health/vaccine/vaccine.htm

Software Battle Scars: An Overview of Our Defense Against Disease GB 49-3520 (Carolina Biological Supply) Blood and Immunity GB 40-1230 (Carolina (from kineticvideo.com Toronto) Food-Borne Illnesses and Prevention Techniques DBM 10059 Human Body 3 (1998) UC 86325 (National Geographic) Human Health BWJ 8257 (kineticvideo.com Toronto) Living Body Series: Blood GB 49-3704 (Carolina) Microbes in Motion - Windows CD-ROM (Boreal) Viruses and Bacteria GB 40-1301 (Carolina) Viruses and Bacteria: a slide collection GB 40-1308A (Carolina)

Unit 5 - Page 4  Science – Workplace Preparation Video AIDS: A Biological Perspective BWJ 8220 (from kineticvideo.com Toronto) 30 minutes Bacteria BWJ 6115 (kineticvideo.com Toronto) 15 minutes Bacteria: Invisible Friends and Foes - (Boreal) Blood is Life, BWJ 61527 (kineticvideo.com Toronto) 45 minutes Blood and Lymph - Human Body and Health (Boreal ) Cell Wars: How the Immune System Works DBM 2439 (kineticvideo.com Toronto) 26 minutes Disease and Health - (Boreal) E.coli: Case of the Mysterious Microbe CYL 7945 (from kineticvideo.com Toronto) 26 minutes Ebola: Diary of a Killer BWJ 7513 (from kineticvideo.com Toronto) 61 minutes Epidemics and the Environment DBM 7910 (from kineticvideo.com Toronto) 29 minutes Food-borne Illnesses and their Prevention CYL 8222 (from kineticvideo.com Toronto) 35 minutes Hepatitis: A, B, and C three part series DBM 10419 (from kineticvideo.com Toronto) How to Use a Compound Microscope -(Boreal) Humans and Bacteria BWJ 6899 (kineticvideo.com Toronto) 39 minutes Infiltration by Influenza B CYL 9095 (from kineticvideo.com Toronto) 24 minutes Our Immune System BWJ 5510 (kineticvideo.com Toronto) 23 minutes Passing the Bug: The End of Antibiotics, DBM 8580 (from kineticvideo.com Toronto) 28 minutes Raw Terror: E.coli Bacteria BWJ 6998 (from kineticvideo.com Toronto) 24 minutes Superbugs: When Antibiotics Don’t Work, BWJ 8349 (from kineticvideo.com Toronto) 45 minutes Surviving AIDS (1999) GB 49-4106 (NOVA) 60 minutes The Brain Eater - story of mad cow disease (1998) GB 49-4948 (NOVA) 60 minutes The Body Against Disease - (Boreal) The Global Impact on AIDS DBM 9351 (from kineticvideo.com Toronto) 50 minutes The Emerging Viruses BWJ 7467 (from kineticvideo.com Toronto) 50 minutes Viruses, BWJ 7103 (from kineticvideo.com Toronto) 34 minutes

Activity 1: “Ring Around The Rosie” Time: 150 minutes

Description Students learn about the causes and effects of common and historical diseases through biblical passages and nursery rhymes. Students also identify pathogens that cause disease.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations A Discerning Believer Formed in the Catholic Faith Community: CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good. An Effective Communicator: CGE2a - listens actively and critically to understand and learn in light of gospel values; CGE2b - reads, understands, and uses written materials effectively; CGE2c - presents information and ideas clearly and honestly and with sensitivity to others; CGE2d - writes and speaks fluently one or both of Canada’s official languages;

Unit 5 - Page 5  Science – Workplace Preparation CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. A Reflective and Creative Thinker: CGE3c - thinks reflectively and creatively to evaluate situations and solve problems; CGE3d - makes decisions in light of gospel values with an informed moral conscience. A Collaborative Contributor: CGE5a - works effectively as an interdependent team member; CGE5e - respects the rights, responsibilities, and contributions of self and others; CGE5f - exercises Christian leadership in the achievement of individual and group goals; CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others. A Responsible Citizen: CGE7j - contributes to the common good. Strand(s): The Immune System and Human Health Overall Expectations ISV.01 - demonstrate an understanding of the human immune system and its capacity to combat disease. Specific Expectations ISI.04 - identify the causes, effects and treatments of common diseases associated with the immune system (e.g., AIDS).

Planning Notes  Determine how students will set up a vocabulary list in their Notebooks for this unit.  Make available “Ring Around the Rosie” nursery rhyme (student handout, board, poster...) (Unit 5: Appendix 1).  Make available Bibles and/or handouts of biblical references to diseases, plagues, or illness (e.g., Book of Exodus, Luke 9:40, Book of Leviticus).  Make available additional information on the diseases, plagues, or illness depicted in the bible readings.  If possible, invite the school Chaplain and/or a teacher from the Religious Education Department to discuss biblical references of diseases and their social implications.  Make available information on pathogens.  Prepare and make available worksheets on pathogens.  Order videos or make available information on the spreading of diseases, pathogens, and works of Louis Pasteur.  Order blank Personal Immunization Record Cards from Public Health Department or School Nurse.  Students will be requested to complete Immunization Record Cards in this activity. Note: It is important that teachers be sensitive to the fact that some students in the class may not have been immunized for conscientious religious reasons or for health reasons. It is suggested that in this case a generalized chart (found in most text books) on required immunization be used and placed into the Workplace Portfolio.  Organize students into groups of four when required throughout the activity. The teacher may do this or students may be allowed to choose their groups. The groupings may be kept the same throughout any activity.  Instruct students before beginning this unit to collect four articles on diseases from local/global newspapers, magazines, journals, etc and place these articles into a scrapbook. This collection will be required for Activity 2. It may also be necessary to provide various print sources to students with current articles on diseases.

Unit 5 - Page 6  Science – Workplace Preparation Prior Knowledge Required  Grade 5 - Life Systems - Human Organ Systems  Grade 8 - Life Systems - Cells, Tissues, Organs and Systems

Teaching/Learning Strategies Activity 1.1: A Historical View on Disease The teacher:  prepares and distributes the nursery rhyme “Ring Around The Rosie”;  reads the nursery rhyme with the class;  through class discussion, relates the disease and the historical background of the nursery rhyme (see Unit 5: Appendix 1). Students:  read the nursery rhyme as a group;  with teacher direction determine the disease discussed and the historical background of the rhyme. Activity 1.2: Disease As Seen In The Bible The teacher:  prepares and makes available biblical references to diseases, plagues, and/or illness. For example, the story of Lazarus (Leprosy), Luke 9:40 or Book of Leviticus; Book of Exodus (plague);  provides additional information on the diseases/plague depicted in the passages;  places students into groups of four and directs each group to identify the signs of the disease, plague or illness and discuss in their groups the social implications of it in biblical times;  directs students to write a reflection in their Journals using the Learning/Valuing/Acting Model on the social implications of diseases or illness in modern day (refer to Course Overview Planning Notes). Students:  in groups of four, read the biblical passages on diseases as directed by the teacher;  using additional information, identify the symptoms of the disease (illness);  discuss the social implications of the disease in biblical times;  write a reflection in their Journals on the social implications of diseases or illness in modern day (and when using the New Testament, students recognize Jesus’ response to the afflicted and comment on His response in their journals). Activity1.3: What is Disease and How Does it Spread? The teacher:  asks students to brainstorm the term “disease”;  directs students to place the term disease in their vocabulary list in their notebooks;  poses the question: How does disease spread?;  produces a mind map on the blackboard using student responses;  directs students to place the terms: direct contact, indirect contact, airborne transmission, and vectors into their vocabulary list;  provides articles and/or videos depicting the various methods of disease transmission;  places students into groups of four and directs each student in the group to prepare a brief summary on one method of spreading disease and possible steps that can be taken to halt the spread of disease by that method;  collects and checks the information for accuracy and directs students to make corrections;

Unit 5 - Page 7  Science – Workplace Preparation  directs each student in the group to present their summary to the other members of the group;  compiles an overall summary sheet;  distributes information to all students in the group. Students:  define the terms disease, direct contact, indirect contact, airborne transmission, and vectors into their vocabulary list;  summarize one method of disease transmission and possible steps to halt the spread of disease by that method;  have work checked by the teacher and make appropriate corrections;  present their findings to the members of their group;  submit their summary to the teacher. Activity 1.4: Pathogens and the Germ Theory of Infectious Diseases (L. Pasteur) The teacher:  makes available videos, articles and/or pictures and worksheets on various types of pathogens, e.g., Microbes in Motion CD-ROM, Turtox Review Sets. (See Resources.);  directs students to identify the different pathogens, complete the worksheets and write a brief summary for each pathogen into their Notebooks;  makes available video and/or articles on Louis Pasteur (process of pasteurization, preparation of first vaccine for rabies and/or the development of the immunization process for anthrax), e.g., Disease and Health Video (See Resources.);  prepares and makes available questions on videos to be viewed and/or articles to be read by students on L. Pasteur;  explains the Germ Theory of Infectious Diseases. Students:  using videos, articles, and/or pictures, identify pathogens;  using available information, completes the worksheets on pathogens and write a brief summary on each pathogen into their Notebooks;  view video and/or read articles on Louis Pasteur;  complete questions as assigned by the teacher on the video and/or articles on L. Pasteur;  with teacher direction discuss how Pasteur arrived at the “Germ Theory of Infectious Diseases”. Activity 1.5: Your Own Health Card The teacher:  makes available blank Personal Immunization Record Cards and general immunization charts;  directs students to fill in their Personal Immunization Record Cards. If this is not possible directs students to review a general immunization chart;  discusses the importance of maintaining an accurate Personal Immunization Record Card;  has students make a Journal reflection on the importance of, and need for Immunization Record Cards in the workplace. Students:  fill in their Personal Immunization Record Cards using information from existing Health Cards, general immunization charts and information gathered from themselves, parents/guardians, and doctor;  place completed Personal Immunization Record Card and general immunization charts into their Workplace Portfolio;  write a reflection in their Journals on the need for and the maintaining of an updated Personal Immunization Record Card and its importance in the workplace.

Unit 5 - Page 8  Science – Workplace Preparation Assessment/Evaluation Techniques  The Individual Student’s Vocabulary List assesses students’ Knowledge/Understanding and Communication using a checklist (IS1.04).  Roving conferences as a formative assessment of students’ Knowledge/Understanding of the causes of disease using a checklist (IS1.04).  Completion of worksheet on pathogens assesses students’ Knowledge/Understanding using a marking scheme or checklist (IS1.04).  Summary on method of disease transmission assesses students’ Knowledge/Understanding, Inquiry and Communication using a product rubric (IS1.04).

Accommodations  If the student has an individual education plan, IEP, activities can be modified to meet the needs as outlined in the plan.  Students designated as ESL/ELD should have opportunities to demonstrate their learning by alternate means, e.g., spoken English, direct demonstration, and/or pictorial representation.  For students with physical and learning impairments, classroom and laboratory activities can be modified, where possible to permit participation in activities.  Peer assistance should be encouraged  For enrichment students may:  choose another nursery rhyme and discuss how the nursery rhyme depicts an illness, disease or plague;  choose a plague/disease in history and prepare an oral or written presentation; research could include the following information: when the disease was first discovered and by whom, the symptoms of the disease, how many people were affected/killed by the disease, social implication of the disease, was a cure developed? by whom?  research and write a brief report on the process of pasteurization and show how it is used in many food processing industries.

Resources Print The New American Catholic Bible. Catholic Bible Publishers. Wichita, Kansas. 1992. Nikiforuk, Andrew. The Fourth Horseman; A Short History of Plagues, Scourges, and Emerging Viruses. Penguin Books Ltd. Canada. 1996. ISBN 0-14-025610-5 Videos Disease and Health Video (Boreal ) Microbes in Motion CD-ROM (Boreal) Turtox Review Sheets (Boreal) Websites Heath Canada - http://hc-sc.gc.ca/hpb/lcdc/bid/respdie National Immunization Program - http://www.cdc.gov/nip/vfc

Activity 2: All Is Not Well Time: 150 minutes

Description Students distinguish between communicable and non-communicable diseases. Students collect, summarize and use articles to gain further knowledge on communicable and non-communicable diseases.

Unit 5 - Page 9  Science – Workplace Preparation Strand(s) and Expectations Ontario Catholic School Graduate Expectations A Discerning Believer Formed in the Catholic Faith Community: CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good. An Effective Communicator: CGE2a - listens actively and critically to understand and learn in light of gospel values; CGE2b - reads, understands, and uses written materials effectively; CGE2c - presents information and ideas clearly and honestly and with sensitivity to others; CGE2d - writes and speaks fluently one or both of Canada’s official languages; CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. A Reflective and Creative Thinker: CGE3c - thinks reflectively and creatively to evaluate situations and solve problems; CGE3d - makes decisions in light of gospel values with an informed moral conscience; A Collaborative Contributor: CGE5a - works effectively as an interdependent team member; CGE5e - respects the rights, responsibilities, and contributions of self and others; CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others. A Responsible Citizen: CGE7j - contributes to the common good. Strand(s): The Immune System and Human Health Overall Expectations ISV.01 - demonstrate an understanding of the human immune system and its capacity to combat disease. Specific Expectations IS1.02 - distinguish between communicable and non-communicable disease.

Planning Notes  Make scrapbooks available, if necessary.  Make available current newspapers, magazines, journals containing articles on diseases. Students by this time should have collected four articles on diseases. (This instruction was given in Activity 1.)  Contact the school resource personal to book time in the school/local Library/Resource Centre for students to research a communicable or non-communicable disease.  Organize students into teams of two or three researchers.  Prepares a process rubric that will be used to assess student article reviews.  Make students aware of the correct and ethical use of the Internet.  Make up a paper and pencil quiz on communicable and non-communicable diseases: how they compare, examples of each type of disease, the pathogens that cause the diseases and the growth requirements for the pathogens.

Prior Knowledge Required  Grade 8 - Life Systems - Cells, Tissues, Organs and Systems

Teaching/Learning Strategies Activity 2.1: Communicable and Non-communicable Diseases The teacher:  reminds students that the article collection should be complete by the start of this activity; (instructions were before the start of Activity 1)

Unit 5 - Page 10  Science – Workplace Preparation  organizes students into groups of two or three;  define and explain using examples, communicable and non-communicable diseases;  directs students to define the terms communicable and non-communicable in their vocabulary list;  instructs student groups to research the assigned diseases and determine if the disease is communicable or non-communicable, identify the pathogens that cause specific types of disease (as assigned by the teacher), and the conditions required for the spread of that pathogen;  instructs students to prepare a chart with the headings: disease, communicable/non- communicable, pathogen and growth requirements;  provides class time for students to share the information researched orally;  compiles student gathered information into a single chart and distributes to all students;  gives a paper and pencil quiz on communicable and non-communicable diseases. Students:  define the terms communicable and non-communicable diseases in their vocabulary list;  research their specific diseases as assigned by the teacher and identify the disease as communicable or non-communicable, identify the pathogen that causes the specific disease and the conditions required for the growth of that pathogen;  completes a chart with the information researched;  orally share information with classmates;  submit charts to the teacher;  write a paper and pencil quiz on communicable and non-communicable diseases. Activity 2.2: Diseases in the News The teacher:  instructs students to place the four articles collected by students into a scrap book;  prepares and presents a process rubric to students that will be used to assess the development of scrapbook;  instructs students to read each article and write a brief synopsis of the article;  instructs students to choose one of their four articles or one provided by the teacher and answer as many of the following questions as possible, using available resources: 1. What is the disease? 2. What causes of the disease are identified in this article? 3. When was the first case diagnosed? What was the treatment then? Is it the same today? 4. Are all people at risk of getting the disease? If not, who is at risk? 5. Is the disease easy or difficult to control? Why? 6. Can this disease be prevented? 7. What social/ethical issues arise from this disease?  assists students summarizing and answering questions on article as required;  instructs students to submit scrapbook and article review;  assesses student scrap book and article review using process rubric. Students:  collect four current articles on disease;  place the articles into a scrap book and writes a brief synopsis on each article;  choose one of the four articles or uses one provided by the teacher and answers assigned questions;  submit scrapbook and article review to teacher.

Assessment/Evaluation Techniques  Charts on communicable and non-communicable diseases assess students Knowledge/Understanding, Inquiry, and Communication using a check list (IS1.02).

Unit 5 - Page 11  Science – Workplace Preparation  Paper and pencil quiz on communicable and non-communicable diseases assess students Knowledge/Understanding, Communication and Making Connections using a marking scheme (IS1.02).  Scrapbook and article review assesses students Knowledge/Understanding, Inquiry, Communication and Making Connections using a process rubric (IS1.02).

Accommodations  See Activity 1 for general accommodations  Possible enrichment activities include:  write an article on a communicable or non-communicable disease not researched in this activity  draw an illustration/cartoon related to the article they have reviewed

Resources Print Berry, G.S. Biology of Ourselves. John Wiley and Sons. Toronto, Ontario. 1990. Oram, Hummer, Smoot. Biology Living Systems (Canadian SI Edition ). Charles E. Merrill Publishing Company. Columbus, Ohio. 1983. Videos Bacteria: Invisible Friends and Foes Video (Boreal) Microbes in Motion CD-ROM (Boreal) Turtox Review Sets (Boreal) Websites The Wonderful World of Diseases - http://www.diseaseworld.com/

Activity 3: Now You See It, Now You Don’t? Time: 300 minutes

Description Students further their knowledge of micro-organisms by collecting and culturing bacteria. Students study the effectiveness of antibacterial agents on bacterial growth. Good safety practices will be emphasized.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations An Effective Communicator: CGE2b - reads, understands, and uses written materials effectively; CGE2d - writes and speaks fluently one or both of Canada’s official languages. A Self-Directed, Responsible, Life Long Learner: CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills. A Collaborative Contributor: CGE5a - works effectively as an interdependent team member; CGE5e - respects the rights, responsibilities, and contributions of self and others; CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others. A Responsible Citizen: CGE7b - accepts accountability for one’s own actions;

Unit 5 - Page 12  Science – Workplace Preparation CGE7j - contributes to the common good. Strand(s): The Immune System and Human Health; Micro-organisms Overall Expectations ISV.02E - carry out laboratory studies of micro-organisms that cause disease; MOV.02E - investigate the growth and uses of microbes through laboratory activities. Specific Expectations IS2.01 - carry out standard laboratory tests safely to identify substances related to the immune system; MO2.03 - investigate the behaviour of micro-organisms, identifying and controlling major variables and using safe laboratory procedures (e.g., using plating techniques, show how various antibiotics kill bacteria but not other microbes; compare the effectiveness of different mouthwashes in killing bacteria; demonstrate where microbes live in a classroom by taking swabs).

Planning Notes  Review lab safety, consistent with your board policy. Note and follow the board’s policy on disposal of biological waste (cultures and plates).  Activity 3.1 is designed as a teacher-directed lesson - it is imperative that students be shown beforehand, the correct procedures for transferring and culturing bacteria. In Activity 3.2 students are directed to actually perform the experiment where they investigate bacteria with and without antibacterial agents.  Prepare culture media (dishes containing culture media can be purchased or the teacher can prepare them prior to the activity) - soy agar is readily available and works well for this activity.  Review proper sterile techniques necessary to prevent contamination of the cultures.  CAUTION: in the interest of personal safety, all bacteria should be treated as pathogenic.  Sterilize all materials prior to the activity and again upon its completion.  The work areas must all be washed down with disinfectant before and after the activity.  Students must be reminded to wash their hands with disinfectant soap regularly throughout the activity (disposable gloves may be used and are recommended).  Stock cultures of bacteria are available, e.g., E. coli, that can be used for this activity. It should be made clear that students must not culture bacteria from their hands, mouth, or any surface areas in and around the school. Students may collect bacteria that are highly contagious and disease-causing like streptococcal bacteria.  Most biology lab manuals have procedures for the collecting and culturing of bacteria, choose an appropriate one for students in the class.  Gather all materials needed for this activity.  Prepare lab worksheets including an observation sheet with diagrams for students to complete (circles divided into four sections, or quadrants, work well. It is suggested that there be a minimum of three per set up - initial, after 24 hours, then a final), an observation table, and appropriate discussion questions.  Prepare discs for use with the antibacterial agents (filter paper that is punched into discs using a hole punch works well).  Gather various antibacterial agents (commercial products such as mouthwash, liquid soaps - if using powders make them into a 10% solution, household cleaning products and herbal and organic solutions - e.g., garlic juice, lemon juice, witch hazel, vinegar, coffee, rubbing alcohol, etc.).  Hand lenses or a dissecting microscope may be used for observing the cultures.  Teachers are recommended to develop a safety checklist for collecting and culturing bacteria to be used by both students and teacher.  Teachers should develop a class summary chart for students to fill in once the activity is complete.

Unit 5 - Page 13  Science – Workplace Preparation Prior Knowledge Required  Grade 5 - Life Systems: Human Organ Systems  Grade 8 - Life Systems: Cells, Tissues, Organs and Systems

Teaching/Learning Strategies Activity 3.1: Getting Started The teacher:  brainstorms with the class where bacteria are found in general: on/in people, around the classroom, the school, the school bus, around the workplace, e.g., in a fast food restaurant;  poses the question to the class “What might work to control the growth of bacteria?” and has students make an individual list. Students should be able to distinguish between controlled and uncontrolled variables;  using students’ lists, make a class list prioritizing the items (most to least effective). Students should suggest reasons for items on their lists;  reviews safety practices, emphasizing the possible dangers involved with bacteria culturing and the need for maintaining sterile conditions;  identifies and describes safety apparatus and personal protective equipment found in the lab that is relevant to this activity (disinfectant soaps, disposable gloves, aprons, goggles). If the Bunsen burner is to be used to sterilize equipment, review its safe use;  reads the lab procedure with the class. Develops a flow chart on the board or overhead summarizing the correct order of the steps of the procedure. It is recommended that the teacher discuss the necessity of a control and has all students use the same quadrant (pre-marked section on the petri dish) for their control when setting up their petri dishes, e.g., area #1;  suggests to students they work in pairs and each group chooses different combination of antibacterial agents;  shows students how to label the petri dishes using a wax pencil before filling with the agar solution - the covers should be labelled with student’s initials, date, and type of antibacterial agent. The bottom, with a wax pencil, should be divided into quadrants and numbered 1, 2, 3 and 4.Student groups must do a minimum of two dishes each to ensure they get enough results. (Petri dishes that are already divided into quadrants or sections by plastic dividers are available);  pours the nutrient agar into the bottom of the labeled petri dishes and then covers each dish with a lid, in preparation for Activity 3.2;  distributes the observation sheets and questions;  shows students how to safely transfer bacteria onto the petri dishes after first lightly scoring the agar;  discuss the proper disposal of the cultures when the activity is completed. Students:  make a list of where bacteria is commonly found under given headings (for example: in general; on/in people; in the classroom; in the school; on the bus; in a fast food restaurant; in the home; in the dentist or doctor’s office; in the hospital);  make a list of items that they think will work to control (kill) bacteria, include things that are used regularly like mouthwash, hand soap, etc., compile a class list and together hypothesize which will be the most effective and which will be the least;  recognize safety concerns re: culturing bacteria;  distinguish between the different types of variables and identify those they can and cannot control in this activity, e.g., temperature, type of antibacterial agent, ... ;  decide on the antibacterial agents to be used and make a hypothesis about their relative effectiveness;  read the lab procedures and copy the flow chart into the Lab book;  make a Journal reflection on the importance of personal hygiene for the control of bacteria and thus control disease using the Learning/Valuing/ Acting model previously defined.

Unit 5 - Page 14  Science – Workplace Preparation Activity 3.2: Culturing Bacteria The teacher:  assists student to collect their materials;  sterilizes loops just before use if using a stock culture;  refer to the lab procedure chosen for the specific conditions necessary for bacterial growth, e.g., an incubator may be required to maintain a given temperature;  assists students with the collection and transfer of their samples from the stock culture if necessary; helps students evenly spread the culture over the medium. If an inoculating loop is used, it is recommended that the teacher demonstrate its use, sterilize all the loops, and if necessary, do the transferring of the bacteria from the stock culture for students. (Note: that a sterilized inoculating loop is necessary if using stock cultures.);  assesses lab skills and conferences with pairs of students about the procedures being followed and the results obtained;  monitors students to ensure that they are following proper safety practices using the checklist developed;  provides discs saturated with various antibacterial agents (use a variety - some that will be very effective and others that are less effective);  ensures that all petri dishes are correctly labelled and sealed and places them in a safe location (one where they will not be disturbed by other students). The dishes should be left for several days and observations made regularly;  checks observations as they are made in their Lab books and directs students to complete questions when the activity is finished;  instructs students to wash down the work areas with disinfectant before and after the activity;  remind students to wash their hands with disinfectant soap regularly throughout the activity (disposable gloves are recommended). Students:  gather and prepare materials following the teacher’s directions, e.g., prepare petri dishes;  perform the activity with a partner following the teacher’s instructions making sure to use proper sterile techniques. Note that the bacteria must be spread lightly and evenly over the agar and that one of the quadrants must be kept without any antibacterial agent – the control;  follows safety practices outlined and should avoid direct contact with the cultures - disposable gloves should be used;  record observations and results (initial, after 24 hours, 48 hours, ... ) in Lab books. For each dish, write whether the bacterial growth is minimal, inhibited or absent;  follow the teacher’s instructions for the disposal of the cultures when the activity is completed;  clean up the area following the teacher’s direction and wash their hands regularly with disinfectant soaps;  complete all observations and questions in their Lab book. Activity 3.3: What worked? The teacher:  leads a class discussion of the results of the activity by compiling a summary chart which includes each group’s observations (source of the bacteria, antibacterial agents used, effectiveness of the agents) and accounts for any unusual results students found;  distributes a blank summary chart for students to complete;  discusses the consequences of overuse of antibacterial agents. This could be done by posing the question: What do you think would happen if you used the antibacterial soap too much?;  collects and assesses the Lab books.

Unit 5 - Page 15  Science – Workplace Preparation Students:  orally report their group results to the class;  complete the summary chart provided and add it to their Lab book;  submit the Lab book.

Assessment/Evaluation Techniques  Student experimental techniques can be assessed for Knowledge of good safety practices and Inquiry using a checklist (MO2.03).This assessment may be included in the student’s Workplace Portfolio.  Lab books can be assessed for students’ Knowledge, Understanding, Inquiry, and Communication and Making Connections using a marking scheme (IS2.01, MO2.03).

Accommodations  See Activity 1 for general accommodations  For students with physical or learning impairments, classroom and laboratory activities can be modified, where possible to permit participation in activities. Peer assistance should be encouraged  For enrichment activities students may choose to:  investigate the effect of other conditions on bacterial growth like changes in temperature;  compare the cost of commercially available antibacterial products with that of organic/home- made products to determine if the bought ones are really more effective and cost efficient;  test other antibacterial agents discussed but not used in this activity.

Resources Texts Caulderwood, C. and N. Campbell. Understanding Biology: Laboratory Manual. Toronto: J. Wiley & Sons, 1989. ISBN 0-471-79635-2 Galbraith, D., et al. Understanding Biology. Toronto: J. Wiley & Sons, 1989. ISBN 0-471-79654-9 Silberstein, E. and S. Braun. Heath Biology: Laboratory Investigations. Toronto: D.C. Heath. 1989. ISBN 0-669-06922-1 Videos The following videos are available from Kineticvideo.com Toronto Bacteria, BWJ 6115 15 minutes Humans and Bacteria DBM 6899 41 minutes

Activity 4: A Look Inside Time: 195 minutes

Description Students learn about the body’s mechanisms for defense against disease. They recognize the components of blood and the identity of micro-organisms that cause disease by viewing prepared slides. Students examine the role of vaccines on human health. Through cooperative group work, they research common human diseases to identify their causes, effects and treatments.

Strands and Expectations Ontario Catholic School Graduate Expectations An Effective Communicator: CGE2b - reads, understands, and uses written materials effectively; CGE2c - presents information and ideas clearly and honestly and with sensitivity to others; CGE2d - writes and speaks fluently one or both of Canada’s official languages.

Unit 5 - Page 16  Science – Workplace Preparation A Self-Directed, Responsible, Life Long Learner: CGE4 - a demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; CGE4b - demonstrates flexibility and adaptability; CGE4c - takes initiative and demonstrates Christian leadership; CGE4f - applies effective communication, decision-making, problem-solving, time and resources management skills. A Collaborative Contributor: CGE5a - works effectively as an interdependent team member; CGE5e - respects the rights, responsibilities and contributions of self and others; CGE5f - exercises Christian leadership in the achievement of individual and group goals; CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others. A Responsible Citizen: CGE7b - accepts accountability for one’s own actions; CGE7j - contributes to the common good. Strand(s): The Immune System and Human Health Overall Expectations ISV.01E - demonstrate an understanding of the human immune system and its capacity to combat disease. Specific Expectations IS1.01 - explain, in general terms, the cellular and chemical components of the human immune system (e.g.., describe how the cell membrane of white blood cells deals with infection; explain how chemicals in the immune system attack foreign or abnormal proteins to protect the body); IS1.03 - describe the role of blood components in controlling pathogens (e.g., clotting factors, white blood cells, antibodies); IS2.02 - collect data on the immune system, using instruments appropriately and safely (e.g., observe with a microscope prepared slides of various disease-causing microbial organisms, or slides of cellular components of human blood).

Planning Notes  Review proper care and use of a microscope.  Prepare a diagnostic test on general aspects of the human immune system and the role of cell membranes.  Provide worksheets on types of immunity (students differentiate between the different types of immunity - inborn and acquired).  Gather prepared slides or micro slides of blood components (white and red cells and platelets), and disease causing microbial organisms.  Gather diagrams/pictures of blood components to assist students when trying to identify the cellular components of blood, especially the types of white blood cells.

Prior Knowledge Required  Grade 5 - Life Systems: Human Organ Systems  Grade 8 - Life Systems: Cells, Tissues, Organs and Systems

Teaching/Learning Strategies Activity 4.1: The Body’s Protective Mechanisms The teacher:  prepares a diagnostic test on the human immune system;

Unit 5 - Page 17  Science – Workplace Preparation  introduces the body’s protective mechanisms/devices. This could be done through class discussion beginning with a question, e.g., What can your body do to prevent you from becoming sick? A list can be made and then put into categories: non-specific defenses (e.g., 1st line = skin, hair....; 2nd line = inflammatory response: fever....) and specific defenses (antibodies);  explains the terms: antigens, antibodies, pathogens, natural barriers, immunity, infection and instructs students to add these to their vocabulary list for this unit;  makes an analogy to “war” as a way to visualize the body’s defense systems and instructs students to make a flowchart of the body’s “Battle Plan”, collects and assesses the student’s plan. Alternatively, or in addition to the flowchart, students could play a game of Battle Chess or Battle Checkers (the human defense as a chess or checkers game): pawns could represent the 1st line of defense, the rooks, bishops and knights, the 2nd line, king and queen are the specific defenses. Students:  write a diagnostic test on the human immune system;  complete remedial worksheets as needed;  contribute to the class discussion identifying the body’s own protective mechanisms and summarize them and add new terms to their vocabulary list;  make a Battle Plan (flow chart) of the body’s defenses using the war analogy and submit it and/or play a game of Battle Chess. Activity 4.2: Types of Immunity The teacher:  introduces the term immunity and defines the types (inborn and acquired) stating examples of each;  provides worksheets on the types of immunity;  introduces the components of blood and their role in immunity and provides a worksheet/table for students to complete;  collects and assesses these worksheets. Students:  as a result of the teacher presentation identify examples of immunity as either inborn or acquired and completes a worksheet;  describe the parts of blood and their role in immunity and complete a worksheet/table;  submit worksheets. Activity 4.3: What’s in a Drop of Blood? The teacher:  reviews the care and use of the microscope (diagnostic test can be given if necessary);  instructs students to complete observations of prepared slides or micro slides (if micro viewers are used) of the cellular components of blood in their Lab books. It is suggested that the teacher makes available pictures/diagrams of the types of blood cells (most biology lab manuals and texts have these);  reviews the basic structure of and types of micro-organisms that cause disease and instructs students to complete observations of prepared slides or micro slides of microorganisms in their Lab books;  provide assistance to students to identify the various components of blood and the microorganisms on the prepared slides;  monitors students to ensure the proper care and use of the microscope (checklist may be used);  collects and assesses the Lab books. Students:  review the proper care and use of the microscope;  view prepared slides/micro slides and record observations of the components of blood in their Lab books, if necessary use the pictures provided to help identify the types of cells;

Unit 5 - Page 18  Science – Workplace Preparation  prepare a data chart in their Lab books describing the distinguishing features of each component of blood as part of their observations;  view prepared slides and make observations of microorganisms that cause disease in their Lab books;  submit their Lab books.

Assessment/Evaluation Techniques  Battle Plan can be assessed for Knowledge/Understanding, Communication and Making Connections using a product rubric or checklist (IS1.01).  Battle Game can be assessed for Knowledge/Understanding, Communication and Making Connections using a rating scale (IS1.01).  Vocabulary list can be assessed for Knowledge/Understanding and Communication using a checklist (IS1.01).  Appropriate use of the microscope can be formatively assessed using a checklist (IS2.02).  Lab books can be assessed for Knowledge, and Inquiry, Understanding, and Communication of cellular blood components and microorganisms and can be done using a rating scale (IS1.02. IS1.03).  Worksheets and flowcharts can be assessed for Knowledge/Understanding and Communication using an appropriate marking scheme or checklist (IS1.01, IS1.03, IS3.02).

Accommodations  See Activity 1 for general accommodations.  For students with physical or learning impairments, classroom and laboratory activities can be modified, where possible to permit participation in activities. Peer assistance should be encouraged. Micro viewers and video tapes may be used for students who have difficulty manipulating microscopes.  For enrichment students may choose to:  write, then tape or make a video of, a short story entitled “Invasion by an Unknown”. The invader could be bacteria or viruses in general or a specific one identified in this activity. The teacher may wish to start them off with “ The surface was dry and bare when the first invaders landed....”;  build a 3-D model or game of the “Battle” within the body from Activity 4.1;  as a class, act out a “Battle Against an Invader”.

Resources Texts Berry, G. and D. Lynn. Biology of Ourselves. Toronto: J. Wiley & Sons, 1990. ISBN 0-471-79526-7 Galbraith, D., et al. Understanding Biology. Toronto: J. Wiley & Sons, 1989. ISBN 0-471-79654-9 Poole, M., G. Pilkey, and E.C. Johnson. Biology In Action. Toronto: Harcourt Brace Jovanovich, Canada, 1992. ISBN 0-7747-1348-8 Scarrow, H. Biology: Your Bodyworks. Toronto: Globe/Modern Curriculum Press 1990. ISBN 0-88996-214-6 Videos The following videos are available from kineticvideo.com Toronto: Blood is Life, BWJ 61527 45 minutes Our Immune System BWJ 5510 23 minutes Humans and Bacteria BWJ 6899 39 minutes Cell Wars: How the Immune System Works DBM 2439 26 minutes CD-ROMs Human Health BWJ 8257 (available from kineticvideo.com Toronto)

Unit 5 - Page 19  Science – Workplace Preparation The following are available through Carolina Biological at www.carolina.com Blood and Immunity GB 40-1230 Viruses and Bacteria GB 40-1301 Viruses and Bacteria: a slide collection GB 40-1308A Living Body Series: Blood GB 49-3704 Battle Scars: An Overview of Our Defense Against Disease GB 49-3520 The following is available from National Geographic at www.nationalgeographic.com Human Body 3 (1998) UC 86325 (this also includes transparencies)

Activity 5: What’s That Needle For? Time: 180 minutes

Description Students examine the role of vaccines on human health. Through cooperative group work they research common human diseases to identify their causes, effects, and treatments.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations An Effective Communicator: CGE2b - reads, understands, and uses written materials effectively; CGE2c - presents information and ideas clearly and honestly and with sensitivity to others; CGE2d - writes and speaks fluently one or both of Canada’s official languages. A Self-Directed, Responsible, Life Long Learner: CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; CGE4b - demonstrates flexibility and adaptability; CGE4c - takes initiative and demonstrates Christian leadership; CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills. A Collaborative Contributor: CGE5a - works effectively as an interdependent team member; CGE5e - respects the rights, responsibilities, and contributions of self and others; CGE5f - exercises Christian leadership in the achievement of individual and group goals; CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others. A Responsible Citizen: CGE7b - accepts accountability for one’s own actions; CGE7j - contributes to the common good. Strand(s): The Immune System and Human Health Overall Expectations ISV.03E - describe and explain how vaccines and antibiotics are used to assist the immune system in preventing and overcoming disease, and analyse the impact of social and environmental factors on human health. Specific Expectations IS1.04 - identify the causes, effects, and treatments of common diseases associated with the immune system (e.g., AIDS);

Unit 5 - Page 20  Science – Workplace Preparation IS2.03 - gather, integrate, and interpret information from print and electronic sources on a related health topic, and report the findings (e.g., use current, reliable information sources to find out about the spread of diseases such as AIDS, typhoid, and cholera); IS3.01 - explain how specific antibiotics and vaccines can be used to treat or prevent a disease (e.g., measles, rabies, tetanus, smallpox, tuberculosis); IS3.02 - describe how the overuse and improper use of antibiotics may lead to an increase in bacteria that are resistant to antibiotics.

Planning Notes  Contact the school nurse or the public health nurse and arrange for a class visit.  These activities build on the information introduced in previous activities in this unit (Activities 1.4 and 2.2). Connections to this prior knowledge should be emphasized.  Set up a bulletin board with chart paper with the title The Body In Action and a table with the following headings: Name of disease; What causes it?; How does it get passed on?; What are its symptoms; What would be a complication?; How can it be prevented?; How is it diagnosed?; How is it treated?  In preparing for this activity it is suggested that recent resources on a variety of communicable and non-communicable diseases be gathered. The information sheets used in Activity 2 can be made available. A suggested list of diseases includes: measles, rabies, tetanus, tuberculosis, meningitis, rubella, herpes, mononucleosis, smallpox, polio, pertussis, diphtheria, malaria typhoid and cholera.  Review the ethical use of the Internet if it is available for student use.  Make arrangements to have students visit the school Library/Resource Centre. If this is not possible gather information on diseases. Pamphlets and fact sheets are available through the Public Health Dept., family physicians/clinics and the school nurse and many drug stores (pharmacy dept.) and the Internet.  Make up questions and answers for a matching/quiz-style game on the human immune system and the diseases students will be studying.  Prepare case studies describing the “when and why” of vaccinations, e.g., a baby being immunized, a teenager being immunized and an adult getting a tuberculosis (TB) test before they can apply for a job, etc.  Prepare handouts on vaccines and human health. Note: that vaccines were first introduced in Unit 4 Activity 3.  Research the eradication of smallpox (as a success story for the use of vaccines),  Prepare a paper and pencil quiz/test on the use and need for vaccines and antibiotics.  When organizing students into partners some suggestions include: Students may choose topics from a “hat”; a list of topics can be made based on the last initials of students, e.g., if your last initial is either M or N = mononucleosis, groups may be made by the season that they were born in (summer = group 1...).

Teaching/Learning Strategies Activity 5.1: What’s that needle for? The teacher:  using a number of case studies introduces what vaccines are and how they work, e.g., Martha is now two months old and is going to get her first “shot” for DPT (Diphtheria, Pertussis and Tetanus), Mark is 13 years old and he must now get a “booster” shot, etc.;

Unit 5 - Page 21  Science – Workplace Preparation  introduces the school nurse or public health nurse who clarifies the student’s personal immunization record and answers questions students might have on the need for vaccinations (the nurse may also address the role of personal hygiene on human health or if possible invite him/her back for Activity 6);  presents the story of the eradication of smallpox as an example of a disease successfully treated with a vaccine;  compares the use of vaccines to that of antibiotics. What happens when we overuse antibiotics?;  has students complete handouts on vaccines and antibiotics and human health (their use to treat or prevent a disease), collects and assesses them;  gives a paper and pencil quiz on vaccines and antibiotics;  directs students to make a Journal reflection using the Learning/Valuing/Acting model on the use of vaccines and antibiotics. Students:  learn the importance of vaccines to human health;  listen to the school nurse and learns about common vaccines, their use and why they are necessary;  complete and submit handouts on vaccines and human health;  completes a paper and pencil quiz;  makes a Journal reflection using the Learning/Valuing/Acting model on the importance of controlling diseases through vaccines, and antibiotics. Activity 5.2: The Body In Action The teacher:  introduces the assignment The Body In Action and organizes the students into pairs. The teacher assigns students a disease to research. Students continue with the diseases discussed in Activity 2 or choose a different one (see Planning Notes for a list of diseases.) The following questions can be used: Name of disease; What causes it?; How does it get passed on?; What are its symptoms; What would be a complication?; How can it be prevented?; How is it diagnosed?; How is it treated? Does family history (genetics) play a role in this disease? Students are to divide up the questions equitably and then research them independently. Then, with their partners, students compile a single sheet that answers all the questions. Teachers should supervise the division of the questions considering the strengths/abilities of the students involved;  takes students to the Library/Resource Centre to research (If the Internet is used, remind students of its ethical use);  checks the student’s individual progress and collects and assesses individual work;  collects group fact sheet or worksheets and assesses it;  displays the chart and instructs students to transfer their information to it after the research has been completed. Alternatively, an information video or tape can be made where students act as a “panel of experts” and present their research;  directs students to complete a self-assessment and conferences with individual students in an effort to improve their personal research skills. This self-assessment could be in the form of a rating scale - How do you rate your research skills; ability to find relevant information easily? your ability to work with others? your ability to work independently, without talking? etc.;  allows students to present their information to the class;  provides a quiz/matching game on human diseases, students can be arranged into teams according to class size. Students:  with a partner divide up the questions to be researched and then independently research a specific disease using resources available. Students submit their individual work for assessment;  with their partner complete and submit a final sheet that answers all the questions given;

Unit 5 - Page 22  Science – Workplace Preparation  transfer the information from the fact sheets onto the chart paper displayed in the classroom or to a video/tape for presentation;  complete a self-assessment and meet with the teacher to discuss it;  present the information gathered about their disease with their partner;  participates in a class game on common human diseases.

Assessment/Evaluation Techniques  Quiz/matching style game assesses Knowledge/Understanding and Communication of common diseases using a marking scheme (IS1.04).  Research project can be assessed for Knowledge/Understanding, Inquiry, and Communication and Making Connections using a product rubric (IS2.03).  Student research skills can be assessed formatively for Inquiry, Communication and Making Connections using a checklist and rating scale (IS2.03).  Paper and pencil quiz can be used to assess for Knowledge/Understanding and Communication and Making Connections using a marking scheme (IS3.01, IS3.02).  Worksheets and flowcharts can be assessed for Knowledge/Understanding and Communication using an appropriate marking scheme or checklist (IS3.01, IS3.02).

Accommodations  See Activity 1 for general accommodations.  for enrichment students may choose to:  make a poster telling their peers why they need to be vaccinated;  investigate what vaccines are required when a person travels to other countries, e.g., India, Africa, South America.

Resources Print Galbraith, D., et al. Understanding Biology. Toronto: J. Wiley & Sons, 1989 ISBN 0-471-79654-9 Videos The following videos are available from kineticvideo.com Toronto: Viruses, BWJ 7103 34 minutes Superbugs: When Antibiotics Don’t Work, BWJ 8349 45 minutes Passing the Bug: The End of Antibiotics, DBM 8580 28 minutes Hepatitis: A, B, and C three part series DBM 10419 Websites Health: Vaccines - http://www.parentsplace.com/health/vaccines Vaccinations: Choose the country where you want to go - http://www.pasteur-lille.fr/english/health/vaccine/vaccine.htm National Immunization Program - http://www.cdc.gov/nip/vfc Health Canada: division of Immunization - http://www.hc-sc.gc.ca/hpb/lcdc/bid/di/vaae_e.html The Wonderful World of Diseases - http://www.diseaseworld.com/ Fact sheets on Childhood Diseases and Conditions - http://www.cdc.gov/ncidod/hip/abc/facts.htm

Unit 5 - Page 23  Science – Workplace Preparation Activity 6: The Continuing Story... Time: 300 minutes

Description Students develop a timeline of important events that led to improved human health. Students learn about the spread of diseases by analysing local issues. Students recognize the role public health guidelines have in protecting society.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations An Effective Communicator: CGE2b - reads, understands, and uses written materials effectively; CGE2c - presents information and ideas clearly and honestly and with sensitivity to others; CGE2d - writes and speaks fluently one or both of Canada’s official languages. A Self-Directed, Responsible, Life Long Learner: CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; CGE4b - demonstrates flexibility and adaptability; CGE4c - takes initiative and demonstrates Christian leadership; CGE4f applies effective communication, decision-making, problem-solving, time and resource management skills. A Collaborative Contributor: CGE5a - works effectively as an interdependent team member; CGE5e - respects the rights, responsibilities, and contributions of self and others; CGE5f - exercises Christian leadership in the achievement of individual and group goals; CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others. A Responsible Citizen: CGE7b - accepts accountability for one’s own actions; CGE7j - contributes to the common good. Strand(s): The Immune System and Human Health Overall Expectations ISV.03E - describe and explain how vaccines and antibiotics are used to assist the immune system in preventing and overcoming disease, and analyse the impact of social and environmental factors on human health. Specific Expectations IS2.03 - gather, integrate, and interpret information from print and electronic sources on a related health topic, and report the findings (e.g., use current, reliable information sources to find out about the spread of diseases such as AIDS, typhoid, and cholera); IS3.03 - analyse way in which human health has been improved over time as a result of a better understanding of pathogens and genetics and improved sanitary conditions and personal hygiene (e.g., development of a smallpox vaccine by Edward Jenner, or polio vaccine by Jonas Salk; development of public health guidelines for food handling and preparation in restaurants to prevent microbial contamination of the final product).

Planning Notes  Contact the school nurse or the public health nurse and arrange for a class visit.  Collect and preview a video telling the story of the human fight against disease (there are many available, see resources for suggestions).  Make worksheets to accompany the video.

Unit 5 - Page 24  Science – Workplace Preparation  Teachers are encouraged to gather recent articles about a local/regional disaster involving the spread of an infectious disease, e.g., the Walkerton water contamination story (Spring 2000); Toronto restaurant closures due to unsanitary conditions (Fall 1999 - 2000); local beach closures due to microbial contamination; or farm testing and resulting closures of farms.  Contact local newspaper/media or Ontario Department of Health, or Ontario Ministry of the Environment to arrange for a guest speaker.  Gather materials for students to make posters (markers, magazines, paper, rulers, ...).  Gather additional printed resources for students to use on the history of human health.  Contact a veterinarian and invite him/her into the class and gather local data about the spread of rabies in your community.  Produce worksheets on the spread of infectious diseases.

Teaching/Learning Strategies Activity 6.1: Just What Happened in (Walkerton....)? The teacher:  presents a local/regional disaster, e.g., Walkerton water contamination (articles from newspapers, magazines etc.);  helps students analyse then summarize the problem(s) faced by the community where the disaster occurred. These include: What was the problem? How was it identified? What was the source of the problem? How were the people affected? How many people were at risk? What was done to correct the problem? Could this problem happen anywhere else? Could this ever be repeated, in this community or any other one? How can this type of disease be prevented in the future?;  collects and assess the answers to the questions and discusses the answers with the class. Alternatively, the teacher may give a correct version of the questions to the students and have them compare their own answers to those provided;  explains any new terms (e.g., E. coli, contamination, fecal matter) and has students add these to their vocabulary list for this unit;  introduces Government Guidelines that apply to the case being studied and discusses the need for Public Health Guidelines for such things as food handling and preparation;  have students write a reflection in their Journal on the disaster discussed, considering the role poor personal hygiene practices play on the spread of disease. Students can also write a modern day parable about the issue - What would Jesus have done? Students:  make a hypothesis about the nature/source of the disaster presented and contribute to a class discussion;  add new terms to their vocabulary list;  summarize the information about the issue by answering the questions given and submit them and/or compare them to an answer sheet provided;  participate in a class discussion on the role of governments in making and enforcing Public Health Guidelines;  write a reflection in their Journal using the Learning/Valuing/Acting model, about the spread of infectious diseases and their devastating effect on a community (role of poor personal hygiene practices ). Also consider the disaster studied and write a modern day parable - What would Jesus have done?

Unit 5 - Page 25  Science – Workplace Preparation Activity 6.2: It’s Been a Long Road... The teacher:  introduces the video, e.g., Disease and Health (see Resources) and provides an accompanying worksheet;  identifies the role of the Catholic Church in the founding of hospitals in Upper and Lower Canada and the role of Canadian scientists and doctors in the advancement of human health, e.g., Fleming, Banting and Best;  checks the accuracy and completion of the worksheet;  instructs students how to design and create a poster of a timeline of the history of human health;  explains the assignment to students (this activity can be done individually or with a partner) and assigns students an individual, group, or specific event, significant to the advancement of human health issues (that were presented in the video, if possible);  helps students use the information from the video and/or printed sources to find the following information for their poster: Who (individual or group)? What did they discover? When? Are any applications of their findings used today? Alternatively: What was the event? When did it occur? What applications are used today?;  collects and assesses the posters;  hangs the posters in chronological order around the room creating a Poster Gallery;  allows students time to look at the posters done by their peers (if appropriate peer assessment could be done). Students:  view the video and complete the worksheet;  individually (or with a partner) design and produce a poster on one event (individual or group) that led to improvements in human health using the criteria and questions provided;  submit poster;  read the posters done by their peers and if assigned, complete a peer assessment. Activity 6.3: The Spread of Infectious Diseases The teacher:  introduces ways that infectious diseases are spread, e.g., through animals using the question: Why vaccinate your pet against rabies?;  invites a veterinarian to talk about rabies in your community;  discusses other ways that infectious diseases are spread (consider Global issues like typhoid, AIDS, Ebola as well as those that students are familiar with like influenza) and provide worksheets;  collect and assess worksheets. Students:  contribute to class discussions on rabies and the spread of infectious diseases;  complete and submit worksheets on the spread of infectious diseases.

Assessment/Evaluation Techniques  Vocabulary list can be assessed for Knowledge/Understanding and Communication using a checklist (IS2.03).  Poster can be assessed for Knowledge/Understanding, Communication, Inquiry, and Making Connections using a checklist (IS3.03, IS2.03).  Posters can be formatively assessed for Knowledge/Understanding, Communication and Inquiry and Making Connections using a peer assessment checklist (IS3.03, IS2.03).  Worksheets can be assessed for Knowledge/Understanding, Communication and Making Connections using an appropriate marking scheme or checklist (IS2.03, IS3.03).

Unit 5 - Page 26  Science – Workplace Preparation Accommodations  See Activity 1 for general accommodations.  For enrichment students may choose to:  make a song/poem or a public advertisement on the importance of personal hygiene at work and home to prevent the spread of disease;  create a local “map” showing the incidences of rabies in their community.

Resources Print Galbraith, D., et al. Understanding Biology. Toronto: J. Wiley & Sons, 1989. ISBN 0-471-79654-9 Videos Disease & Health from Boreal The following videos are available from kineticvideo.com Toronto: AIDS: A Biological Perspective BWJ 8220 30 minutes Ebola: Diary of a Killer BWJ 7513 61 minutes The Emerging Viruses BWJ 7467 50 minutes Raw Terror: E.coli Bacteria BWJ 6998 24 minutes Infiltration by Influenza B CYL 9095 24 minutes E.coli: Case of the mysterious microbe CYL 7945 26 minutes Food-borne Illnesses and their Prevention CYL 8222 35 minutes Epidemics and the Environment DBM 7910 29 minutes The Global Impact of AIDS DBM 9351 50 minutes The following videos are from NOVA (available from Carolina) NOVA: Surviving AIDS (1999) 60 minutes GB 49-4106 NOVA: The Brain Eater - story of mad cow disease (1998) 60 minutes GB 49-4948 CD-ROMs The following are available from kineticvideo.com Toronto: Food-Borne Illnesses and Prevention Techniques DBM 10059

Ring - a - Ring o’rosies, A pocket full of posies, A-tishoo! A-tishoo! We all fall down.

History  Rhyme originated from the Black Plague or Bubonic Plague.  The Plague ravaged London, England from 1664 to 1665.  It killed over 700 000 people, ¼ of London’s population.

Break down of the Nursery Rhyme  Ring o’rosies: a rosy rash was an early symptom of the plague  Pocket full of posies: these were spices and herbs carried in the pockets of people to ward off the disease  A-tishoo: represented a deadly sneeze that spread the disease  We all fall down: the victim died from the disease

Unit 5 - Page 28  Science – Workplace Preparation Unit 6: Human Impact on the Environment Time: 20 hours Unit Developers Ann Harrison, Niagara CDSB Jeffrey Martin, Niagara CDSB Development Date: August 2000

Unit Description Students develop an understanding of the fragile balance that exists between the human population and the environment. Students create and maintain an ecosystem and examine the effects that various pollutants have on that system. They analyse population growth and investigate factors that determine the carrying capacity of an ecosystem. Students examine the sustainability of the human population, in particular, by analysing the technological and social factors that effect decision-making in regards to specific, local, environmental concerns. Students conduct an environmental study in which they research and role play opinions of different local interest groups and organizations. The conclusions reached reflect Gospel values and Church teachings and stress environmental stewardship.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 1d; 2a, b, c, d, e; 3b, c, d, f; 4c, f; 5a, e, f; 7a, b, d, h, i, j Strand(s): Human Impact on the Environment Overall Expectations: HIV.01E, HIV.02E, HIV.03E. Specific Expectations: HI1.01E to HI1.05E, HI2.01E to HI2.05E, HI3.01E to HI3.04E.

Activity Titles (Time + Sequence) Activity 1 Humans and the Environment 225 minutes Activity 2 Populations and their Effects on the Environment 225 minutes Activity 3 What are the Problems? 225 minutes Activity 4 Environmental Study 300 minutes Activity 5 Town Hall Meeting 225 minutes

Unit Planning Notes This unit is organized into five activities. Activity 1.2 (Preparing an Ecosystem) is continually monitored throughout the unit and summarized in a report submitted during Activity 5. Students work to update their Workplace Portfolio throughout the unit by highlighting skills that they have demonstrated which would be useful in the workplace. Students could update their Portfolios during Activity 5 while they are preparing for the role playing the environmental concerns of their community. In preparing for this unit, teachers are encouraged to:  collect relevant newspaper articles concerning environmental issues especially as they relate to the local community;  with students, throughout the year, collect print and electronic articles on environmental problems, preferably affecting the local community, which could be placed on a bulletin board for display;  be aware of development plans within the community that may have an environmental impact;  be familiar with current literature on environmental issues, e.g., water, air and soil quality, land development, waste disposal, environmental protection issues;  make environmental consciousness, stewardship, and the sustainability of ecosystems the themes that are woven throughout the unit;

Unit 6 - Page 1  Science – Workplace Preparation  develop in students an awareness of how human population growth and human activities impact on Earth’s ecosystems;  help students realize that learning about the places where they work and live, valuing the environmental aspects found in those places and acting as responsible stewards are essential for attaining sustainability (This is referred to throughout the activities as the Learning/Valuing/Acting Model and is the basis of students Journal reflections.);  help students develop an awareness of the Catholic perspective on the environmental implications of advances in science and technology;  have available resources such as quotes, songs, prayers, reflections which will help students as they write their own reflections;  identify Psalms that reflect the theme of nature and the natural environment. Ask your school’s Chaplain for assistance;  examine the ways Native cultures have developed a relationship with the environment through incorporating native poems, sayings, and prayers - a particular reference would be to examine the speech attributed to Chief Seattle known as the “web of life” or “Gone the Eagle”. It is suggested that students maintain the following:  a Lab book in which experimental results are recorded;  an Environment Vocabulary list of new terms specific to the unit recorded in the student’s Notebook;  a Journal for reflections which may also be kept in the Notebook, the majority of the Journal entries will follow the Learning/Valuing/Acting Model as described in the Teaching/Learning Strategies in the Course Overview;  a Workplace Portfolio to accumulate the materials required for Unit One (see Unit One for specific format).

Prior Knowledge Required Students review and build upon their understanding of environmental biology developed in Grade 7: Life Systems - Interactions Within Ecosystems. Students also build upon some aspects of the Grade 4: Life Systems - Habitats and Communities unit, the Grade 8 Earth and Space Systems unit on water systems and the Grade 6 Life Systems unit on Diversity of Living Things. If students are entering this course from either the Grade 10 Academic or Grade 10 Applied Science courses they will be building on the information gained through the Sustainability of Ecosystems or the Ecosystems and Human Activity units respectively.

Teaching/Learning Strategies This unit is intended to accommodate a number of different learning styles, interests, and abilities. While teacher-directed discussion and teacher-demonstration are a component of the learning process, the emphasis should be on student-centred experimentation, inquiry-based learning, brainstorming, report writing, maintenance of notebook and reflection journal, class discussion and collaborative/co-operative learning. As well, students will have an opportunity to develop skill at role-playing and presentations. It is recommended that the focus be on short student-centred activities with immediate feedback. As much as possible, students continue to develop their skill at using computer-based simulations and reference book research. Students need to be reminded of the ethical uses of the computer especially in regards to Internet use.

Suggested Summary - Unit Assessment and Evaluation Achievement of expectations may be assessed using a variety of strategies and tools, such as teacher- student conferences, roving conferences, observation checklists, laboratory activity checklists and specific marking schemes, paper and pencil quizzes, rating scales, rubrics as well as oral and written presentations. Sample rubrics are included in the course appendices.

Unit 6 - Page 2  Science – Workplace Preparation Suggested Summary - Unit Assessment Activity Human Impact Category Task Tool Type of Expectations Assessment D F S 1.1 HI2.01E, K Student Observation Marking Scheme X Chart Ecosystem 1.2 HI2.02E, I, C, MC Lab Report Lab Report Rubric X HI3.03E Interactions Report 1.3 HI1.01E I, C, MC Project Rubric X 2.1 HI1.02E, K, C, I Human Population Project Rubric X HI1.03E, Growth Fact Sheet HI1.04E and Poster 2.2 HI1.02E, K, C, MC Biodiversity Case Marking Scheme X HI1.03E, Study HI1.05E 3 HI3.01E, K, I, C, Scrapbook Rubric Presentation X HI3.04E MC HI3.04E C, MC Presentation Rubric X HI3.04E I, C Conference Checklist X HI3.01E C Notebook Checklist X 4 HI2.03E I, C Conference Checklist X HI2.03E K, I, C, Presentation of Presentation Rubric X MC Environmental Study HI2.03E I, C, MC Self Assessment Collaborative X Rubric 5 HI2.04E, I, C Conference X HI2.05E K, I, C, Presentation Performance Rubric X HI2.04E, MC HI2.05E HI3.02E K, C Action Plan Rubric X HI3.03E C Notebook Checklist X

K = Knowledge/Understanding C = Communication D = Diagnostic I = Inquiry MC = Making Connections F = Formative S = Summative

Resources (Resources marked * are intended as teacher resources)

Print Andrews, W.A. Understanding Global Warming. Toronto: D.C. Heath Canada Ltd. 1995. ISBN 0-669- 95459-4 Andrews, W.A., T.J.E. Wolfe, R.S. Hedges, A. Kamel, and J.R. Percy. Science 10: An Introductory Study. Scarborough: Prentice Hall Inc., 1988. ISBN 0-13-794629-5 Andrews, William and Sandra McEwan. Investigating Aquatic Ecosystems. Scarborough: Prentice-Hall Canada Inc., 1987. ISBN 0-13-503129-X Andrews, William and Donna Moore. Investigating Terrestrial Ecosystems. Scarborough: Prentice-Hall Canada Inc., 1986. ISBN 0-13-503186-9

Unit 6 - Page 3  Science – Workplace Preparation Candido, J. L., E.S. James, R.S. Philips, B.D. Kaufman, and G.W. Wiley. Heath Science Connections 10. Canada: D.C. Heath Ltd., 1988. ISBN C87-095224-2 *Carson, Rachel. Silent Spring. Boston, Massachusetts: Paul’s Books, 1987. ISBN 0-395-45389-9 Catechism of the Catholic Church. Canadian Conference of Catholic Bishops, 1994. Draper, D. Our Environment: A Canadian Perspective. Toronto: ITP Nelson, 1998. ISBN 0-17-605552- 5 Grace, E., F. Mustoe, J. Ivanco, D. Gue, and F. Brown. SCIENCEPOWER™ 10. Toronto: McGraw-Hill Ryerson Ltd. 2000. ISBN 0-07-560364-0 Hartley, B. and J. Thor. Applied Biology: A Human Experience. Toronto: Copp Clark Pitman Ltd. 1989. ISBN 0-7730-4729-8 Link, M. Path Through Scriptures. Tabor Publishing, 1987. (Should be available through Religion Department.) MacAllister, T. Canadian Perspectives on Environmental Science. Don Mills: Addison-Wesley Publishing Ltd., 1995. ISBN 0-201-76635-3 Ritter, B., D. Plumb, F. Jenkins, H. Kessel, and A. J. Hirsch. Nelson Science 10. Scarborough: Nelson Thomson Learning, 2001. ISBN 0-17-607501-1 *Roberts, E. and E. Amidon, Earth Prayers from around the world. San Francisco: Harper Collins, 1991. ISBN 0062507 46X *Suzuki, David. Earth Time. Toronto: Stoddart Publishing Co., 1998. *Suzuki, David. The Sacred Balance. Toronto: Greystone Books, 1997. *Suzuki, David. From Naked Ape to Superspecies. Toronto: Stoddart Publishing Co., 1999. Toronto Star - Saturday Edition - Environmental Page Canadian Conference of Bishops. The Environmental Crisis (Concacan Inc., 1995.) Ontario Conference of Bishops. For the Good of All. 1992.

Videos Sustainable Development and the Ecosystem Approach. Canada: Environment Canada. 17 min. “Ecology”. Princeton: Films for the Humanities and Sciences. 1995, #BVL6591. 15 min. “Fragile Ecosystems.” Princeton: Films for the Humanities and Sciences. 1993, #BVL5623. 23 min. Ecosystems: What is the environmental impact of human values. 32 min. (available through Boreal Laboratories). The River Of Life. (available through Boreal Laboratories) 20 min. Toxic Wastes. (available through Boreal Laboratories) 36 min. Paul Ehrlich’s Earth Watch. (available through Boreal Laboratories) 18 min “Befriending The Earth”: Dream of Earth Sciences Series. Thomas Berry in dialogue with Thomas Clarke. Twenty-Third Publications. 1990; 13 part series of videos. Mystic Conn

Kits Canadians in the Global Community: Sustaining our Environment. Scarborough: Prentice-Hall.1997.The CRB Foundation. Contains - video of the same name, CD-ROM Conserving Canada’s Natural Legacy, and workbooks. ISBN 0-13-609017-6 A Case for the Environment. Toronto: P.J. Spratt and Associates. 1994. sponsored by Lever, A Division of U L Canada Inc.

Computer Software “Interactive Biology” Ecology Series. Lewiston: Tangent Scientific, 1999.

Unit 6 - Page 4  Science – Workplace Preparation Masterman, Dan and Scott Holman. Biology with Computers Using Logger Pro. Portland: Vernier Software Two Views Environmental Programs - (available through Boreal Laboratories).

Websites Climate Change - http://www.davidsuzuki.org Environmental Biology - Ecosystems - http://www.marietta.edu/~biol/102/ecosystem.html Learning for a Sustainable Future - http://www.schoolnet.ca/learning Environment Canada’s Green Lane - http://www.ec.gc.ca Education for Sustainability - http://www.secondnature.org Sustainable Ecosystems Institute - http://www.sei.org Ecological Footprint Survey - http://www.rco.on.ca/ecofootprint.html Statistics Canada - http://www.statcan.ca United Nations Population Fund - http://www.unfpa.org Nature Conservancy Canada - http://www.natureconservancy.ca/ Environmental Data Collection Study - UK - http://www.globe.org.uk The Green Pages - http://www.thegreenpages.org/home_e.htm World Wildlife Foundation - http://www.wwfcanada.org Ducks Unlimited - www.ducks.ca/edu/resource.html From the Ground Up - Teacher’s guide on food agriculture and sustainable development - http://www.gatewest.net/%7Egreen/from/index.html Chief Seattle on the Web - http://www.geocities.com/Athens/2344/chiefs3.htm#web Catholic Information Service - http://www.cin.org Global Education Associates - http://www.globaleduc.org World Watch - http://www.worldwatch.org

Activity 1: Humans and the Environment Time: 225 minutes

Description Students review the terminology of environmental biology and establish an aquatic ecosystem. Students investigate how the aquatic life in these ecosystems respond when certain stresses are applied. Lastly, students analyse the positive and negative interactions between the environment and human activities for a natural or artificial ecosystem.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations An Effective Communicator: CGE 2a - listens actively and critically to understand in light of gospel values; CGE 2b - reads, understands, and uses written materials effectively; CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. A Reflective and Creative Thinker: CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems. A Collaborative Contributor: CGE 5a - works effectively as an interdependent team member; CGE 5e - respects the rights, responsibilities, and contributions of self and others.

Unit 6 - Page 5  Science – Workplace Preparation A Responsible Citizen: CGE 7d - promotes the sacredness of life; CGE 7i - respects the environment and uses resources wisely. Strand(s): Human Impact on the Environment Overall Expectations HIV.01E - demonstrate an understanding of the impact of humans on the environment, and assess alternative courses of action to protect the environment; HIV.02E - evaluate, using data obtained from experiments and from print and electronic sources, the costs and benefits to society and the environment of introducing a particular technology or of protecting or not protecting a specific environment. Specific Expectations HI1.01E - analyse interactions between the environment and human activities (e.g., analyse the interdependence of biotic and abiotic factors in a municipal waste disposal site); HI2.01E - formulate scientific questions about the effects of various conditions and pollutants on aquatic life (e.g., What are the effects of acidity, temperature, phosphate, oil, etc., on the growth rate of algae?) and plan procedures to investigate the effects; HI2.02E - conduct and report on an investigation into the effects of pollutants on aquatic life; HI3.03E - explain the benefits of individual and societal participation in planning, problem solving, decision making, and task completion with respect to environmental issues (e.g., summarize the results of as group project on sustainable agriculture; establish an ecosystem, modify it, and review the results).

Planning Notes  Prepare a number of pictures such that each depicts either a biotic factor or an abiotic factor found in the environment. Number these pictures and place them at stations around the room in order for students to review the concept of biotic and abiotic factors within the environment.  Make a number of large, 5 L, cleaned glass jars available along with sand (or gravel), water plants, and pond water (or fish tank water). These ingredients are necessary for the investigation of the effect of pollutants on an ecosystem. Use tap water if sufficient pond water or fish tank water is not available. (Allow tap water to sit for at least a couple of days to allow it to de-chlorinate.)  Fish should NOT be added to the ecosystems as chemical pollutants will be added to the ecosystems in order to observe their effect on the growth of algae.  Commercially prepared chemicals are available from pet shops that de-chlorinate the water and add helpful bacteria into the ecosystems. These chemicals should be added when the ecosystems are first prepared.  The investigation will take place throughout the unit with students monitoring their ecosystems daily and recording the results. The report will be completed and submitted during Activity 5.  The chemical pollutants, e.g., acid, phosphates, fertilizers, used motor oil, antifreeze, etc. to be introduced into the ecosystems should have a concentration between 0.5 mol/L and 1.0 mol/L. At least 50 mL of pollutant need to be added to the ecosystems once algae growth becomes noticeable.  One of the ecosystems will be left unpolluted and used as a control for students to compare with their disturbed ecosystems.  Algae needs to be added to each ecosystem initially in order to get the ecosystem established. All of the ecosystems need to be under constant lighting for the duration of the investigation in order to allow for maximum algae growth in the control.  Students can monitor the conditions of their ecosystems (such as pH, temperature, dissolved oxygen etc.) using a variety of electronic data gathering devices, e.g., Texas Instruments Calculator Based Laboratory, Pasco’s Science Workstation, Vernier’s Universal Lab Interface, etc.

Unit 6 - Page 6  Science – Workplace Preparation  Special care must be taken for the disposal of the contaminated aquatic ecosystems. Any ecosystems affected by organic pollutants, e.g., motor oil, antifreeze etc., must be disposed of in organic waste containers and those with inorganic pollutants, e.g., phosphates, fertilizers etc., must be disposed of in the inorganic waste containers. These containers are to be removed following individual Board regulations/procedures.  For the assignment analysing the interactions between the environment and human activities a variety of ecosystems are considered. These can include natural ecosystems (marine, freshwater, forest, etc.) as well as artificial ecosystems, e.g., municipal waste disposal sites, cities, farms, etc.  The Journal reflections for this activity have students focus on environmental stewardship. Their Journal entries should follow the Learning/Valuing/Acting Model (see Course Overview).

Prior Knowledge Required  Grade 7 - Life Systems: Interactions Within Ecosystems  If students are entering this course from either the Grade 10 Academic or Grade 10 Applied Science program then they will have some knowledge of ecology from the Sustainability of Ecosystems or the Ecosystems and Human Activity units respectively.

Teaching/Learning Strategies Activity 1.1: The Role of Biotic and Abiotic Factors in the Environment The teacher:  arranges the pictures illustrating the biotic/abiotic components of an ecosystem at individual stations around the room;  reviews the definitions of biotic and abiotic components;  aids students in setting up an observation chart in their Lab books with the headings: Picture Number, Description, Biotic or Abiotic Factor/Component;  assesses the student observation charts;  leads a whole class discussion on the importance of both biotic and abiotic components within the environment;  introduces the scenario of a natural pond ecosystem;  aids students in brainstorming about the biotic and abiotic components found in a natural pond ecosystem;  initiates a class discussion on how human activities have polluted a natural pond ecosystem. Students:  move through the various stations and record their observations of the pictures at each station in their Lab book;  submit their observation chart for assessment;  participate in the classroom discussions. Activity 1.2: Preparing an Ecosystem The teacher:  introduces the investigation in which a pond ecosystem will be simulated and modified to assess the effect of various pollutants and conditions on the growth of algae;  aids students in brainstorming which pollutants and conditions could be introduced into the ecosystem, e.g., acidity, phosphates, fertilizers, temperature, used motor oil, antifreeze, etc.;  reviews lab safety emphasizing proper lab procedures, handling of chemicals, WHMIS guidelines, and emergency procedures;  leads a class discussion on the importance of the proper disposal of the aquatic ecosystems;  instructs students on the proper disposal methods for the aquatic ecosystems at the end of the investigation;

Unit 6 - Page 7  Science – Workplace Preparation  aids students in brainstorming how to monitor the effects of these pollutants and conditions on the growth of algae in the ecosystem;  introduces the concept of an undisturbed ecosystem to be used as a control throughout the investigation;  groups students into pairs;  conferences with each group to establish:  what pollutant or condition the group will investigate  when the pollutant or condition is to be applied to the ecosystem  the procedure the group will follow  the conditions (pH, temperature, dissolved oxygen, etc.) of the ecosystem that the group will monitor;  conferences with each group to ensure that students set up their ecosystems properly;  demonstrates the proper technique for measuring a selected condition, e.g., pH, temperature, dissolved oxygen, etc., within the ecosystem using various probes;  establishes the time line for monitoring the ecosystems:  algae growth (daily)  selected conditions (weekly)  assesses the student lab report. Students:  in pairs, prepare an aquatic ecosystem as per the teacher’s directions;  monitor the algae growth qualitatively on a daily basis throughout the unit and record observations in their Lab book;  monitor selected conditions within their ecosystems on a weekly basis and record observations in their Lab book;  modify their ecosystems by adding a pollutant or altering a condition within the ecosystem;  continue to monitor the algae growth and conditions within the ecosystems after the pollutant is added;  write a reflection on the importance of proper disposal of household and workplace hazardous wastes using the Learning/Valuing/Acting Model;  prepare an individual lab report during Activity 5;  properly dispose of their polluted ecosystems at the end of the experiment (during Activity 5). Activity 1.3: Interactions between the Environment and Human Activities The teacher:  introduces the concept of interactions between the environment and human activities by showing a video segment, e.g., super hog farms and sewage, cities and their landfills, etc.;  leads a discussion on different types of ecosystems both natural and artificial, e.g., municipal waste disposal sites, cities, farms, etc. and the interactions (both positive and negative) between the environment and human activities;  introduces an assignment in which each student prepares a one-page report about the impact of human activities on a given ecosystem;  discusses the concept of stewardship and our role as stewards of the Earth;  assesses the Interactions report;  instructs students to read selected poems and prayers on the environment (especially native poems and prayers);  instructs students to write a reflection in their journal focusing on their role as stewards of the Earth using the Learning/Valuing/Acting Model. Students:  participate in the classroom discussions;

Unit 6 - Page 8  Science – Workplace Preparation  write a one-page report analysing both the positive and negative interactions between the environment and human activities within a specific ecosystem;  submit their individual Interactions report;  read selected poems and prayers on the environment;  write a reflection in their journal focusing on their role as stewards of the Earth by focusing on what they have learned in this activity, what aspects of the environment arising in this activity need their care and how they should act to rectify the situation.

Assessment/Evaluation Techniques  Student observation charts can be assessed for Knowledge/Understanding using a marking scheme.  Student report on the interactions between the environment and human activities can be assessed for Inquiry, Making Connections, and Communication using a project rubric (see Appendix A4) (HI1.01E).  Student lab report can be assessed for Communication, Inquiry, and Making Connections using a lab report rubric (see Appendix A1) (HI2.01E, HI2.02E, HI3.03E).

Accommodations  The teacher, should ensure that groups are heterogeneous.  Where a student has an IEP, this activity should accommodate the modifications as outlined in the plan.  ESL/D students should have opportunities to demonstrate their learning by alternative means, e.g., spoken English, direct demonstration, pictorial representation. At the same time, instruction in written, science-specific language continues.  For students with physical or learning impairments, roles and duties should be modified to permit participation regardless of the impairment. Where possible, encourage peers to assist students to permit participation in group and individual activities.  For the purpose of providing extensions and enrichment, students should have opportunities to investigate the topics presented in greater detail at the discretion of the teacher. This would be undertaken in collaboration with the teacher to ensure that the activity yields useful or interesting information and that is feasible given the time and resources available.  Assist students by “chunking” assignment components and require each chunk to be submitted at assigned times.  Possible enrichment activities include:  draw a cartoon or illustration depicting the interaction between the environment and a human activity;  design and conduct an investigation on how pollutants effect terrestrial ecosystems;  find out why malaria is making a comeback in Canada;  write an article on how cholera is related to environmental deterioration and comment on the solutions.

Resources Andrews, William and Sandra McEwan. Investigating Aquatic Ecosystems. Scarborough: Prentice-Hall Canada Inc., 1987. ISBN 0-13-503129-X Andrews, William and Donna Moore. Investigating Terrestrial Ecosystems. Scarborough: Prenctice-Hall Canada Inc., 1986. ISBN 0-13-503186-9 Catechism of the Catholic Church. Canadian Conference of Catholic Bishops, 1994. Draper, D. Our Environment: A Canadian Perspective. Toronto: ITP Nelson, 1998. ISBN 0-17-605552- 5

Unit 6 - Page 9  Science – Workplace Preparation Link, M. Path Through Scriptures. Tabor Publishing, 1987. (Should be available through the Religion Department.) Roberts, E. and E. Amidon, Earth Prayers From Around the World. San Francisco: Harper Collins, 1991. ISBN 0062507 46X Ritter, B., D. Plumb, F. Jenkins, H. Kessel, and A. J. Hirsch. Nelson Science 10. Scarborough: Nelson Thomson Learning, 2001. ISBN 0-17-607501-1 Grace, E., Mustoe, F., Ivanco, J., Gue, D., and F. Brown. SCIENCEPOWER™ 10. Toronto: McGraw-Hill Ryerson Ltd., 2000. ISBN 0-07-560364-0 Videos Sustainable Development and the Ecosystem Approach. Canada: Environment Canada. 17 min. Ecology. Princeton: Films for the Humanities and Sciences, 1995, #BVL6591. 15 min. “Befriending The Earth”: Dream of Earth Sciences Series. Thomas Berry in dialogue with Thomas Clarke. Twenty-Third Publications. 1990; 13 part series of videos. Mystic, Connecticut The River Of Life. (available through Boreal Laboratories) 20 min. Toxic Wastes. (available through Boreal Laboratories) 36 min Computer Software “Interactive Biology” - Ecology Series. Lewiston: Tangent Scientific, 1999. Masterman, Dan and Scott Holman. Biology with Computers Using Logger Pro. Portland: Vernier Software Websites Climate Change - http://www.davidsuzuki.org Environmental Biology – Ecosystems - http://www.marietta.edu/~biol/102/ecosystem.html Environment Canada’s Green Lane - http://www.ec.gc.ca Global Education Associates - http://www.globaleduc.org World Watch - http://www.worldwatch.org Chief Seattle on the Web - http://www.geocities.com/Athens/2344/chiefs3.htm#web

Activity 2: Populations and their Effects on the Environment Time: 225 minutes

Description Students investigate populations and their sustainability on the Earth. Specifically, students reflect on the impact of human population growth and its demand for resources within the Earth’s biosphere. The concept of biodiversity is also examined through a case study of the population of a particular organism.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations A Discerning Believer Formed in the Catholic Faith Community: CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good. An Effective Communicator: CGE2a - listens actively and critically to understand in light of gospel values; CGE2b - reads, understands, and uses written materials effectively. A Reflective and Creative Thinker: CGE3d - makes decisions in light of gospel values with an informed moral conscience;

Unit 6 - Page 10  Science – Workplace Preparation CGE3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society. A Responsible Citizen: CGE7a - acts morally and legally as a person formed in Catholic traditions; CGE7b - accepts accountability for one’s own actions; CGE7i - respects the environment and uses resources wisely. Strand(s): Human Impact on the Environment Overall Expectations HIV.01E - demonstrate an understanding of the impact of humans on the environment, and assess alternative courses of action to protect the environment; HIV.03E - analyse some of the environmental, technological, and social factors that affect the sustainability of the human population on Earth. Specific Expectations HI1.02E - define population growth and explain the factors that influence it; HI1.03E - evaluate the correlation between Earth’s carrying capacity and the demands on natural resources made by human population growth; HI1.04E - describe and explain the production, distribution, and use of food resources, using the concept of the energy pyramid; HI1.05E - explain the importance of biodiversity with respect to the sustainability of life within the biosphere (e.g., the danger of extinction for species that have little genetic variability, or the concern about the diminishing number of species of wheat grown worldwide).

Planning Notes  Students continue to make observations of their ecosystems from Activity 1.2.  Have population statistics over time for both humans and another species, e.g., wolves, rabbits, etc. Human population data is available from Statistics Canada. Animal population data can be found in most biology or general science texts.  Prepare a handout of a plot of the graph of the human population statistics.  Make graph paper and blank maps of North America (8 ½ x 11 size) need to be available for student use.  Students need to be instructed on the proper procedure for a jigsaw cooperative activity (see Appendix A6).  The introduction of the definitions of food webs, niche, consumer, producers, populations, and community can be done through a pictorial Bristol board display of a local, familiar ecosystem. This pictorial representation should be left on display during this activity for student reference.  Gather human population information, e.g., lifestyles, sizes of settlements, energy demands on the ecosystems, etc. on each of the following eras: Hunters and Gatherers, Agricultural, Industrial, and Modern. This information can be found in the new Grade 10 Science texts. The History/Geography Department should also be contacted in advance for further information and resources for these eras.  Activity 2.1 is a jigsaw cooperative activity on population impact. Each home group prepares a historical poster depicting representative settlements on separate maps for each era and answers a question on the carrying capacity of the Earth. Every student prepares a fact sheet for the assigned era.  In Activity 2.1, students draw a representative settlement for the human population of a specific era on a map of North America. This drawing should be scaled appropriately, e.g., hunters and gatherers had a smaller population compared to today’s modern cites, and the structures and resources available at that time should be depicted, e.g., hunters and gatherers had portable dwellings, forests and animals, etc.

Unit 6 - Page 11  Science – Workplace Preparation  The reflection for this activity has students focus on the wise use of resources. Their reflection should be in the form of the Learning/Valuing/Acting model. (See Course Overview)  A number of case studies highlighting the importance of biodiversity need to be prepared prior to Activity 2.2. Some possible scenarios could include:  isolation of an Ecosystem, e.g., Grizzly Bears in a National Park and inbreeding;  population Dominance of a Species, e.g., Deer on an Island, Dinoflagellate Growth;  diminishing Number of Species Grown, e.g., Species of Wheat Grown Worldwide;  declining Population of a Species, e.g., Phytoplankton;  eliminating Habitats of Species, e.g., Spotted Owls;  invading species, e.g., Purple Loosestrife, Zebra Mussels.  If enough actual, case studies cannot be found then the teacher can create hypothetical situations using the pictorial representation of the local ecosystem used earlier in this activity.

Prior Knowledge Required  Grade 4 - Life Systems: Habitats and Communities  Grade 6 - Life Systems: Diversity of Living Things  Grade 7 - Life Systems: Interactions Within Ecosystems  Grade 9 - Reproduction  If students are entering this course from either the Grade 10 Academic or Grade 10 Applied Science program then they will have some knowledge of ecology from the Sustainability of Ecosystems or the Ecosystems and Human Activity units respectively.  graphing skills

Teaching/Learning Strategies Activity 2.1: Population Impact The teacher:  reviews the concepts of food webs, niche, producers, consumers, populations and community by focusing on an undisturbed ecosystem found locally;  leads a class discussion on possible misconceptions concerning ecology;  instructs students to update their Environment Vocabulary List with definitions of the above terms;  introduces the concept of the energy pyramid to demonstrate the production, distribution, and use of food resources within the undisturbed ecosystem;  uses a blank graph sheet transparency to review graphing by plotting the population statistics for a non-human species found in a chosen Canadian ecosystem;  introduces the concept of population growth using the graph made and identifies areas of growth and decline;  leads a class discussion of the factors, e.g., birth rate, death rate, immigration and emigration, that influence the growth of that population over the time frame shown;  introduces the concept of sustainability in the undisturbed ecosystem by leading a class discussion on the interdependence of the ecosystem’s biotic and abiotic factors;  uses the graph of the human population growth in Canada to discuss the factors that influenced the population growth over the time frame shown;  introduces the concept of carrying capacity;  arranges students in home groups and expert groups for the jigsaw cooperative activity on population impact;  gives each of the expert groups one of the following eras of human population to investigate: Hunters and Gatherers, Agricultural Settlements, Industrial Revolution, or Modern Era;

Unit 6 - Page 12  Science – Workplace Preparation  conferences with each expert group to aid them in drawing an appropriate representative settlement for their era and in preparing a fact sheet about their era that includes:  What factors influenced the human population of that era?  Describe and explain the production, distribution, and use of food resources for the human population of that era. (Use the concept of the energy pyramid.)  Hypothesize about the impact the human population has on the land and water resources of that era;  Was the ecosystem (including the human population) sustainable during that era? It is suggested that each student be responsible for answering one of the above questions as well as having a complete fact sheet with answers to all of the questions;  conferences with each home group to aid them in preparing their historical poster of all the eras as well answering the following:  evaluate the Earth’s carrying capacity and it’s ability to handle the demands on natural resources made by human population growth;  assesses the individual fact sheets and the group poster;  instructs students to write a personal reflection in their journals focusing on the wise use of resources (using the Learning/Valuing/Acting Model). Students:  update their Environment Vocabulary List with the definitions of food web, niche, producers, consumers, population, and community;  plot on the graph paper the population graph for the non-human population found in Canada;  label the regions of population change (on the graph of the non-human population) with the factors that may have influenced the population at that time;  update their Environmental Vocabulary List with the definition of sustainability;  label the graph of the human population growth handout, highlighting regions of population change and the factors that influenced the population at that time;  read provided information on their assigned era;  answer their individual question within their expert groups as well as create a fact sheet for the human population in that era;  present their expert group findings to their home group and prepare their historical poster showing the representative settlements and answer the question about the Earth’s carrying capacity;  write a reflection on the wise use of resources based on what they have learned in the activity, what aspect of our resources need to be valued and how they should act as stewards of the Earth. Activity 2.2: Biodiversity The teacher:  introduces and defines biodiversity;  prepares the case studies highlighting the importance of biodiversity in an ecosystem (See Unit Planning Notes);  groups students in pairs and assigns each pair a case study; Students:  update their Environmental Vocabulary List with the definition of biodiversity;  work in pairs to analyse an assigned case study;  complete an individual version of the assigned case study in which they explain the importance of biodiversity within an ecosystem.

Assessment/Evaluation Techniques  Human population fact sheet and group poster can be assessed for Knowledge, Communication and Inquiry using a project rubric (see Appendix A4)(HI1.02E, HI1.03E and HI 1.04E).

Unit 6 - Page 13  Science – Workplace Preparation  Biodiversity case study can be assessed for Knowledge, Communication and Making Connections using a marking scheme (HI1.05E).

Accommodations  See Activity 1 for general accommodations  Possible enrichment activities include:  contacting a federal or provincial politician to find out what progress is being made in safeguarding Canada’s environment, e.g., air quality, water quality, biological diversity, climate change, industries, etc.;  making a poster of the wildlife species at risk in Canada;  identifying the environmental stresses on a particular Canadian ecosystem, e.g., Arctic, Forest, Grasslands, Wetlands, Freshwater and Marine.

Resources Print Grace, E., Mustoe, F., Ivanco, J., Gue, D., and F. Brown. SCIENCEPOWER™ 10. Toronto: McGraw-Hill Ryerson Ltd., 2000. ISBN 0-07-560364-0 Ritter, B., D. Plumb, F. Jenkins, H. Kessel, and A. J. Hirsch. Nelson Science 10. Scarborough: Nelson Thomson Learning, 2001. ISBN 0-17-607501-1 Videos Sustainable Development and the Ecosystem Approach. Canada: Environment Canada. 17 min. “Fragile Ecosystems. Princeton”: Films for the Humanities and Sciences, 1993, #BVL5623. 23 min. Ecosystems: What is the Environmental Impact of Human Values (available through Boreal Laboratories) 32 min. Paul Ehrlich’s Earth Watch (available through Boreal Laboratories) 18 min Websites Education for Sustainability - http://www.secondnature.org Sustainable Ecosystems Institute - http://www.sei.org Statistics Canada - http://www.statcan.ca United Nations Population Fund - http://www.unfpa.org Global Education Associates - http://www.globaleduc.org World Watch - http://www.worldwatch.org

Activity 3: What are the Problems? Time: 225 minutes

Description Students examine several local environmental problems or issues and examine what role technological advances have played in creating or alleviating these problems. They examine both the benefit and cost to society and the environment of these technological developments within the context of Catholic values.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations An Effective Communicator: CGE2a - listens actively and critically to understand and learn in light of gospel values; CGE2b - reads, understands, and uses written materials effectively; CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

Unit 6 - Page 14  Science – Workplace Preparation CGE2d - writes and speaks fluently one or both of Canada’s official languages; CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. A Reflective and Creative Thinker: CGE3b - creates, adapts, evaluates new ideas in light of the common good; CGE3c - thinks reflectively and creatively to evaluate situations and solve problems; CGE3d - makes decisions in light of gospel values with an informed moral conscience. A Self-Directed, Responsible Life Long Learner: CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills. A Responsible Citizen: CGE7a - acts morally and legally as a person formed in Catholic traditions; CGE7b - accepts accountability for one’s own actions; CGE7h - exercises the rights and responsibilities of Canadian citizenship; CGE7i - respects the environment and uses resources wisely; CGE7j - contributes to the common good. Strand(s): Human Impact on the Environment Overall Expectations HIV.02E - evaluate, using data obtained from experiments and from print and electronic sources, the costs and benefits to society and the environment of introducing a particular technology. Specific Expectations HI3.01E - describe the historical development of a technology (e.g., crop fertilization) and analyse why and how it was developed and improved over time; HI3.04E - analyse the risks and benefits to society, the economy, and the environment of introducing a particular technology (e.g., nuclear power, genetically engineered micro-organisms for pollution clean up; algae ponds to process sewage).

Planning Notes  Throughout the year, the teacher and students can collect numerous print and electronic articles on environmental problems, especially those affecting the local community, which could be placed on a bulletin board for display.  Remind students of the ethical use of the Internet.  Make available blank books to be used for scrapbooks as necessary.  Assign the scrapbook (Activity 3.1) at the beginning of the activity and plan on collecting it towards the end of the activity.  Help students to select problem topics appropriate for their abilities. Suggested topics include: nuclear power usage, water supply contamination, sewage cleanup processes, developing a wetland area, etc.  Have available data regarding the ecological footprints of the average individual in a number of other nations.  Throughout this activity there is a need to stress that as Catholics we have a role to play as stewards of the Earth, discussions should lead back to how we can improve our ability to fulfill this role.  Encourage students to read and reflect on the Bishops’ documents on environmental issues.  Instruct students to continue to write reflections into their Journals throughout this activity using the Learning/Valuing/Caring Model.  Teachers should respond to the Journals by writing a non-judgmental, non-critical response to the student’s reflection.  Have available resources, such as prayer books, to assist students to reflect on their role as stewards.

Unit 6 - Page 15  Science – Workplace Preparation Prior Knowledge Required  Grade 7 - Life Systems: Interactions with Ecosystems  Grade 8 - Earth and Space Systems: Water Systems  Students entering this course from either the Grade 10 academic or the grade 10 applied science program will have some knowledge of ecology from the Sustainability of Ecosystems or the Ecosystems and Human Activity units, respectively.

Teaching/Learning Strategies Activity 3.1: Examining a Problem The teacher:  has available numerous print and electronic articles on environmental issues or problems that have been impacted on/by technology, e.g., water pollution, air pollution, extinction of animals, efforts to preserve wetlands, concerns re: garbage disposal, concerns re: development and use of nuclear power, use of genetically modified organisms;  assigns the scrapbook assignment (see Appendix 1);  may choose to assign a particular topic to a student or allow the student to select their own topic;  conferences with students as they collect information for their scrapbook providing direction as required during class time;  collects the scrapbook at the end of Activity 3.3 for assessment. Students:  gather a minimum of three articles related to a current environmental issue facing their local community or the wider community;  create a scrapbook of these articles according to Assignment (Appendix 1);  summarize the environmental problem onto chart paper for presentation to the class;  submit the scrapbook at the end of the Activity 3.3 for assessment. Activity 3.2: How Technology Affects the Environment The teacher:  has each student post and present their chart paper summary of the environmental problem they examined;  leads a discussion on environmental problems discussed in Activity 3.1 focusing on the role that developing technologies have played in creating some environmental problems;  summarizes some of the key developments on chart paper/board;  discusses how some of these technologies have changed with time;  develops a Timeline summarizing changes in the use of a particular technology over time, e.g., the use of fertilizers;  leads a brainstorming discussion on the costs and benefits to the economy and to the environment of a particular technology;  summarizes information on the chart paper/board;  has students summarize the information in their Notebook. Students:  present a summary of their scrapbook articles to the class using chart paper;  record in their Notebooks some of the key technological developments and the sample Timeline provided by the teacher;  participate in brainstorming ideas on the costs and benefits to society and to the environment of a particular technology;  create a summary list of these costs and benefits in their Notebook;  add to their scrapbook from Activity 3.1, any modifications that they feel necessary as a result of their participation in the brainstorming activity.

Unit 6 - Page 16  Science – Workplace Preparation Activity 3.3: Calculating an Ecological Footprint The teacher:  introduces the concept of an ecological footprint;  directs students to calculate their ecological footprint using an appropriate calculator on the Internet (see Ecological Footprint Survey website listed under Resources);  conferences with students as they work through the calculator to assist them and answer any questions;  has students examine data regarding the average ecological footprint of individuals in other nations;  leads a discussion on how an individual can lighten their ecological footprint;  collects the scrapbook from activity 3.1 for assessment purposes;  identifies for students psalms, prayers, and scripture passages that refer to the natural environment as the handiwork of God;  encourages students to write a reflection in their Journals using the Learning/Valuing/Acting Model on the responsibility of Catholics stewards of the environment. Students:  calculate their ecological footprint using a tool such as a footprint calculator on the Internet;  examine the ecological footprints of individuals from other nations;  examine the relationship between advances in technology and their ecological footprint;  write a reflection in their Journals using the Learning/Valuing/Acting Model on the responsibility of Catholics to be stewards of the environment by working to lighten their footprint;  submit their finished scrapbooks from Activity 3.1.

Assessment/Evaluation Techniques  Problem solving ability is assessed for Inquiry and Communication using a roving conference. (HI3.04)  Scrapbook can be assessed for students’ Knowledge/Understanding, Inquiry, Communication and Making Connections using a prepared rubric.(HI3.01, HI3.04).  Presentation of the environmental problem can be assessed for Communication and Making Connections using a presentation rubric (Appendix A3). (HI3.04)  Notes in Notebook can be assessed for completion, accuracy and legibility using a checklist. (HI3.01)

Accommodations  See Activity 1 for general accommodations  Possible enrichment includes:  supplementing the scrapbook with cartoons and additional visuals and use these in their presentation;  calculating the ecological footprint of the class, the student’s family or Church community;  preparing a visual representation of the student’s footprint for display and the footprints of different nations.

Resources Print Draper, D. Our Environment: A Canadian Perspective. Toronto: ITP Nelson, 1998. ISBN 0-17-605552- 5 Suzuki, David. The Sacred Balance. Toronto: Greystone Books, 1997. Video “Befriending the Earth”: Dream of Earth Science Series. Thomas Berry in dialogue with Thomas Clarke. Twenty Third Publications, 1990: 13 part series of videos. Mystic Conn.

Unit 6 - Page 17  Science – Workplace Preparation Websites Learning for a Sustainable Future - http://www.schoolnet.ca/learning Environment Canada’s Green Lane - http://www.ec.gc.ca Education for Sustainability - http://www.secondnature.org Sustainable Ecosystems Institute - http://www.sei.org Ecological Footprint Survey - http://www.rco.on.ca/ecofootprint.html From the Ground Up - Teacher’s guide on food agriculture and sustainable development - http://www.gatewest.net/%7Egreen/from/index.html Catholic Information Service - http://www.cin.org Footprints of the Nations - http://www.ecouncil.ac.cr/rio/focus/report/english/footprint/ranking.htm

Activity 4: Environmental Study Time: 300 minutes

Description Students perform an environmental study of a proposed land development in their local community in order to assess its environmental impact. The study is conducted from the perspective of specific community special interest groups, e.g., environmental groups, land developers, politicians. Students present their work in Activity 5.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations An Effective Communicator: CGE2a - listens actively and critically to understand and learn in light of gospel values; CGE2b - reads, understands, and uses written materials effectively; CGE2c - presents information and ideas clearly and honestly and with sensitivity to others; CGE2d - writes and speaks fluently one or both of Canada’s official languages; CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. A Reflective and Creative Thinker: CGE3b - creates, adapts, evaluates new ideas in light of the common good; CGE3c - thinks reflectively and creatively to evaluate situations and solve problems; CGE3d - makes decisions in light of gospel values with an informed moral conscience. A Self-Directed, Responsible Life Long Learner: CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills. A Collaborative Contributor: CGE5a - works effectively as an interdependent team member; CGE5e - respects the rights, responsibilities, and contributions of self and others; CGE5f - exercises Christian leadership in the achievement of individual and group goals. A Responsible Citizen: CGE7a - acts morally and legally as a person formed in Catholic traditions; CGE7b - accepts accountability for one’s own actions; CGE7h - exercises the rights and responsibilities of Canadian citizenship; CGE7i - respects the environment and uses resources wisely.

Unit 6 - Page 18  Science – Workplace Preparation Strand(s): Human Impact on the Environment Overall Expectations HIV.01E - demonstrate an understanding of the impact of humans on the environment, and assess alternative courses of action to protect the environment. Specific Expectations HI2.03 - conduct an environmental study (e.g., a study on the effects on the environment of building a power line through a wetland) by gathering, integrating, and analysing information form various sources, and present the results using appropriate formats (e.g., diagrams, charts, tables, graphs).

Planning Notes  Throughout the year, collect numerous print and electronic articles on environmental problems preferably affecting the local community, which could be placed on a bulletin board for display.  Create a hypothetical scenario if there is no current local issue suitable for the environmental study.  Where possible, arrange for speaker(s) to discuss local controversial land use issues.  Relate the information which needs to be gathered to the information gathered in Activity 1 of this unit.  Continue to dialogue with students about Journal entries.  Arrange for research time in the Library/Resource Centre.  Remind students of the ethical uses of the Internet.  Refer to the documents published by the Canadian Conference and Ontario Conference of Bishops.

Prior Knowledge Required  Grade 7 - Life Systems: Interactions with Ecosystems  Grade 8 - Earth and Space Systems: Water Systems  Students entering this course from either the Grade 10 Academic or Grade 10 Applied Science program will have some knowledge of ecology from the Sustainability of Ecosystems or the Ecosystems and Human Activity units, respectively.

Teaching/Learning Strategies Activity 4.1: An Environmental Study The teacher:  creates heterogeneous groups of four for the environmental study project;  leads a discussion on a recent controversial (local if possible) land use issue, e.g., Oakridge Moraine, Toronto garbage being shipped to Kirkland Lake, a new landfill site, etc.;  where possible, invites a guest speaker who is knowledgeable about the issue to present his or her perspective, e.g., a local politician, land developer, member of an environmental group, member of a local native peoples group, etc.;  reviews the criteria for assessment of a presentation according to the presentation rubric (Appendix A3);  assigns the study (Appendix 2) and gives each group a different perspective to examine, e.g., environmental group, local businesses, parent group, political group etc.;  facilitates the project by roving and providing information as required;  has available resources such as Internet sites, local newspaper clippings, previously printed case studies, library resources;  allows class time for students to research the environmental effects of the land use issue, both in the classroom and in the Library/Resource Centre;  conferences with each group to facilitate the research and provide feedback on progress;  collects a written response from each student which reflects the portion of the assignment for which they were responsible;

Unit 6 - Page 19  Science – Workplace Preparation  instructs students to write a Journal reflection.  discusses the concerns of the Catholic Bishops as highlighted in their documents The Environmental Crisis and For the Good of All;  leads students through a peer and self-assessment using the Collaborative Rubric (Appendix A5). Students:  select a current controversial land use issue and record this on their assignment sheet (see Appendix 2);  in consultation with the teacher, determine the perspective their assigned group would take by completing the questions on the assignment sheet;  in consultation with the teacher, divide the study questions up between the members of the group;  study the issue by answering as many of the questions as is possible for the scenario;  each prepare a presentation on their portion of research to be made as part of Activity 5;  submit a written version of individual responses to the teacher;  work within their group to support their presentations using a graphic organization format such as a concept map as well as any graphs, diagrams, and charts;  reflect in their Journal how they felt about viewing the issue from the assigned perspective - was the perspective similar to or different from their own;  perform a peer/self-assessment using the collaborative rubric (appendix A5).

Assessment/Evaluation Techniques  Problem solving techniques within groups is assessed for Inquiry through a roving conference. (HI2.03)  Written response to environmental study is assessed for Knowledge/Understanding, Inquiry, Communication and Making Connections using a checklist. (HI2.03)

Accommodations  See Activity 1 for general accommodations  Possible enrichment includes using presentation software to present research results.

Resources Print Suzuki, David. The Sacred Balance. Toronto: Greystone Books, 1997. Canadian Conference of Bishops. The Environmental Crisis (Concacan Inc. 1995) Ontario Conference of Bishops. For the Good of All. 1992. Kits “Canadians in the Global Community”: Sustaining our Environment. Scarborough: Prentice-Hall.1997. The CRB Foundation. contains - video of the same name, CD-ROM Conserving Canada’s Natural Legacy and workbooks. ISBN 0-13-609017-6 A Case for the Environment. Toronto: P.J. Spratt and Associates.1994. sponsored by Lever, A Division of U L Canada Inc. Video Two Views Environmental Programs - (available through Boreal Laboratories). Websites Nature Conservancy Canada - http://www.natureconservancy.ca/ Environmental Data Collection Study - UK - http://www.globe.org.uk The Green Pages - http://www.thegreenpages.org/home_e.htm World Wildlife Foundation - http://www.wwfcanada.org

Unit 6 - Page 20  Science – Workplace Preparation Ducks Unlimited - www.ducks.ca/edu/resource.html World Watch - http://www.worldwatch.org Global Education Associates - http://www.globaleduc.org

Activity 5: Town Hall Meeting Time: 225 minutes

Description Students role-play the different perspectives researched in Activity 4.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations An Effective Communicator: CGE2a - listens actively and critically to understand and learn in light of gospel values; CGE2b - reads, understands, and uses written materials effectively; CGE2c - presents information and ideas clearly and honestly and with sensitivity to others; CGE2d - writes and speaks fluently one or both of Canada’s official languages; CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. A Reflective and Creative Thinker: CGE3b - creates, adapts, evaluates new ideas in light of the common good; CGE3c - thinks reflectively and creatively to evaluate situations and solve problems; CGE3d - makes decisions in light of gospel values with an informed moral conscience. A Self-Directed, Responsible Life Long Learner: CGE4c - takes initiative and demonstrates Christian leadership; CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills. A Collaborative Contributor: CGE5a - works effectively as an interdependent team member; CGE5e - respects the rights, responsibilities, and contributions of self and others; CGE5f - exercises Christian leadership in the achievement of individual and group goals. A Responsible Citizen: CGE7a - acts morally and legally as a person formed in Catholic traditions; CGE7b - accepts accountability for one’s own actions; CGE7h - exercises the rights and responsibilities of Canadian citizenship; CGE7i - respects the environment and uses resources wisely; CGE7j - contributes to the common good. Strand(s): Human Impact on the Environment Overall Expectations HIV.01E - demonstrate an understanding of the impact of humans on the environment, and assess alternative courses of action to protect the environment. Specific Expectations HI2.03 - conduct an environmental study (e.g., a study on the effects on the environment of building a power line through a wetland) by gathering, integrating, and analysing information form various sources, and present the results using appropriate formats (e.g., diagrams, charts, tables, graphs); HI2.04E - propose alternative solutions to a given practical problem (e.g., disposal of community garbage), identify the potential strengths and weaknesses of each solution, and select one as a basis for a plan;

Unit 6 - Page 21  Science – Workplace Preparation HI2.05E - identify various factors (e.g., scientific data, differing points of view) that influence a decision on a science-related issue (e.g., the decision to take steps to protect wild species of plants, or to preserve a wilderness area; the decision to allow the construction of a golf course, with consideration of such issues as water usage and fertiliser run off); HI3.02E - compare various points of view on an environmental issue (e.g., a proposal to dump garbage in a quarry that is adjacent to a residential area; the sustainability of current agricultural practices); HI3.03E - explain the benefits of individual and societal participation in planning, problem solving, decision making and task completion with respect to environmental issues (e.g., summarize the results of a group project in sustainable agriculture; establish an ecosystem, modify it and review the results).

Planning Notes  If possible, invite a Grade 10 Career Studies or History teacher to review the format of a town hall meeting.  Alternatively, have a guest speaker from town council come in to discuss how town hall meetings are run.  Encourage students to watch their local town council meetings when they are broadcast on television.  Have available chart paper, markers, etc.  If possible, invite members of the local community to come in as spectators for the class Town Hall Meeting.  Continue to dialogue with students about their Journal entries.  Make arrangements to have the class Town Hall meeting videotaped, if possible.

Prior Knowledge Required  Grade 7 - Life Systems: Interactions with Ecosystems  Grade 8 - Earth and Space Systems: Water Systems  Grade 10 - Career Studies  Students entering this course from either the Grade 10 Academic or Grade 10 Applied Science program will have some knowledge of ecology from the Sustainability of Ecosystems or the Ecosystems and Human Activity units, respectively.

Teaching/Learning Strategies Activity 5.1: Town Hall Meeting The teacher:  reviews the set up, format, and presentation method of a town hall meeting and distributes copies of the assignment (Appendix 3);  creates a scenario where the local council is required to come up with a plan to resolve the problem examined in the previous activity;  instructs each group (as per Activity 4) to come up with a proposal to resolve the problem discussed from the perspective that the group has taken all along;  allows class time for the groups to come up with their proposal and provides feedback;  encourages students to participate in a role playing by wearing appropriate costume/attire;  reviews the criteria for a presentation using the rubric (Appendix A 3);  runs and co-ordinates the town hall meeting;  collects the proposals, assesses them, returns them and instructs students to place them in their Workplace Portfolio. Students:  in the groups from Activity 4 develop a proposal to resolve the conflict involving the local land use situation based on the information gained in the previous activity and from the perspective of the group that they are representing;

Unit 6 - Page 22  Science – Workplace Preparation  participate in a town hall meeting role play according to the assignment (Appendix 3);  submit proposed solution of the problem to the teacher for assessment and place a copy into their Workplace Portfolio. Activity 5.2: Reaching a Solution The teacher:  rearranges students into a new, mixed grouping arrangement for a debriefing of the role playing according to the assignment (Appendix 3);  conferences with each group to provide feedback and guidance as required;  leads a discussion as to the benefits of participation of all members of the community in resolving environmental issues;  collects assignments. Students:  rearrange into smaller mixed groupings and discuss town hall meeting according to the assignment (Appendix 3);  participate in a class discussion concerning the benefits of community participation in resolving environmental issues and summarize discussion in their Notebook;  complete and submit assignment;  write a Journal reflection using the Learning/Valuing/Acting Model on their role in this activity.

Assessment/Evaluation Techniques  Inquiry skills will be assessed during the class time through a roving conference. (HI2.04, 2.05)  Presentation at Town Hall Meeting is assessed for Knowledge/Understanding, Inquiry Communication and Making Connections using the presentation rubric (Appendix A3). (HI2.03,2.04, 2.05)  Town Hall Meeting assignment can be assessed for Communication, Knowledge/Understanding using a rubric. (HI3.02)  Notebooks can be assessed for completion using a checklist. (HI3.03)

Accommodations  See Activity 1 for general accommodations  Possible enrichment activities include:  submitting a letter to the editor of their local newspaper presenting their plan to resolve or alleviate the local problem;  videotaping the presentation for the Town Hall Meeting and include the videotape as part of the student’s Workplace Portfolio;  participating in a prayer service using prepared prayers or prayers created by the students.

Resources Print Andrews, W.A., T.J.E. Wolfe, R.S. Hedges, A. Kamel, and J.R. Percy. Science 10: An Introductory Study. Scarborough: Prentice Hall Inc. 1988. ISBN 0-13-794629-5 Candido, J. L., James, E.S., Philips, R.S., Kaufman, B. D., and Wiley, G. W. Heath Science Connections 10. Canada: D.C. Heath Ltd., 1988. ISBN C87-095224-2 Carson, Rachel. Silent Spring. Boston, Massachusetts: Paul’s Books, 1987. ISBN 0-395-45389-9 Catechism of the Catholic Church. Canadian Conference of Catholic Bishops, 1994. Draper, D. Our Environment: A Canadian Perspective. Toronto: ITP Nelson, 1998. ISBN 0-17-605552-5

Unit 6 - Page 23  Science – Workplace Preparation Grace, E., Mustoe, F., Ivanco, J., Gue, D., and F. Brown. SCIENCEPOWER™ 10. Toronto: McGraw-Hill Ryerson Ltd., 2000. ISBN 0-07-560364-0 Hartley, B. and J. Thor. Applied Biology: A Human Experience. Toronto: Copp Clark Pitman Ltd., 1989. ISBN 0-7730-4729-8 Link, M. Path Through Scriptures. Tabor Publishing, 1987. (Should be available through Religion Department.) Ritter, B., D. Plumb, F. Jenkins, H. Kessel, and A. J. Hirsch. Nelson Science 10. Scarborough: Nelson Thomson Learning, 2001. ISBN 0-17-607501-1 Canadian Conference of Catholic Bishops. The Environmental Crisis. Concacan Inc., 1995. Ontario Conference of Catholic Bishops. For the Good of All. 1992. Websites Learning for a Sustainable Future - http://www.schoolnet.ca/learning Environment Canada’s Green Lane - http://www.ec.gc.ca Education for Sustainability - http://www.secondnature.org Sustainable Ecosystems Institute - http://www.sei.org Ecological Footprint Survey - http://www.rco.on.ca/ecofootprint.html Statistics Canada - http://www.statcan.ca United Nations Population Fund - http://www.unfpa.org Nature Conservancy Canada - http://www.natureconservancy.ca/ Environmental Data Collection Study -UK - http://www.globe.org.uk The Green Pages - http://www.thegreenpages.org/home_e.htm World Wildlife Foundation - http://www.wwfcanada.org Ducks Unlimited - www.ducks.ca/edu/resource.html World Watch - http://www.worldwatch.org Global Education Associates - http://www.globaleduc.org Catholic Information Service - http://www.cin.org

Scrapbook Assignment

Buy or create a small scrapbook that has 8 - 10 blank pages. You are to collect a minimum of three articles on your topic. These articles should be glued or stapled into your book so that they can be easily read. Always be sure to write beside each article: the name of the author (or authors) if that is available, the newspaper or magazine from which you got it, and the date of the article. On the last few pages of the scrapbook neatly answer the following questions (you may hand write this list of questions or print it on computer and paste it in).

1. What is the key problem/issue discussed?

2. What factors have led to this problem/issue developing?

3. What specific technological advances are related to this problem/issue?

4. What needs of society are met by the technological advance?

5. If the technological advance was removed, what effect would it have on society?

6. Is there a need for our society to continue in the current direction, i.e., using this technology?

7. What are some possible resolutions to this problem/issue?

8. If possible, describe how this technology has changed with time, e.g., what methods were used historically that this technology has replaced?

Finally, you will want to add some creative touches - a cover, illustrations, cartoons that are linked to the topic. The following rubric will be used to assess your scrapbook.

Product Rubric For Scrapbook

Level 1 Level 2 Level 3 Level 4 (50-59%) (60-69%) (70-79%) (80-100%) Knowledge/ - demonstrates - demonstrates - demonstrates - demonstrates Understanding limited knowledge some knowledge considerable thorough a) knowledge of of facts and terms of facts and terms knowledge of knowledge of facts and terms facts and terms facts and terms b) understanding - demonstrates - demonstrates - demonstrates - demonstrates of relationships limited some considerable thorough between concepts understanding of understanding of understanding of understanding of about the topic relationships relationships relationships relationships between concepts between concepts between concepts between concepts

Unit 6 - Page 25  Science – Workplace Preparation Communication - communicates - communicates - communicates - communicates a) communication information and information and information and information and of information and ideas with limited ideas with ideas with ideas with a high ideas clarity and moderate clarity considerable degree of clarity precision; copies and precision; clarity and and precision; information from puts information precision; puts puts information sources in own words information in in own words and own words and explains ideas explains ideas clearly b) use of scientific - uses scientific - uses scientific - uses scientific - uses scientific terminology terminology, terminology, terminology, terminology, symbols, symbols, symbols, symbols, conventions, and conventions, and conventions, and conventions, and SI units with SI units with some SI units with SI units with a limited accuracy accuracy and considerable high degree of and effectiveness effectiveness accuracy and accuracy and effectiveness effectiveness c) use of - demonstrates - demonstrates - demonstrates - demonstrates scrapbook limited command moderate considerable extensive technique as a of the technique; command of the command of the command of the form of it is somewhat technique; it is technique; it is technique; it is communication attractive fairly attractive attractive very attractive Making - shows limited - shows some - shows - shows thorough Connections understanding of understanding of considerable understanding of a) understanding connection in connections in understanding of connections in of connections familiar contexts familiar contexts connections in familiar and among science, familiar and some unfamiliar technology, unfamiliar contexts society and the contexts environment b) analysis of - analyses social - analyses social - analyses social - analyses social and and economic and economic and economic complex social economic issues issues with issues with issues with and economic involving science limited moderate considerable issues with a high and technology effectiveness effectiveness effectiveness degree of effectiveness c) assessment of - assesses - assesses - assesses - assesses impacts of science environmental environmental environmental environmental and technology on impacts with impacts with impacts with impacts with a the environment limited moderate considerable high degree of effectiveness effectiveness effectiveness effectiveness Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Environmental Study

The Issue: ______

Who your are for this assignment: ______

Your group has been assigned a certain perspective for this assignment. For the whole project, you have to think as if you are a member of your designated group (even if that is NOT how you feel personally). To figure out your group’s perspective answer the following questions.

What are the three most important concerns for you?

What are the three least important concerns for you?

Why would you want this development to go ahead?

Why would you want this development to stop?

Now: Complete your environmental study. Remember “who” you now are. Do you think this will bias your search for information? If so how? As a group, divide up these questions evenly. Each group member answers some questions and then the group compiles their together. You will each hand in your own questions and will be assessed on your presentation.

1. What is the immediate cost of the project?

2. What are some of the long term or projected costs of the project?

3. Predict what impact the project will have on the plants and animals present?

4. Predict what impact the project will have on the water system and soil conditions?

5. What benefits will the project bring to the local people and to the community at large?

6. What ethical concerns are associated with the project?

7. What health risks are associated with the project in the short term and long term?

Town Hall Meeting

The Presentations Prior to the Town Hall Meeting, each group researches the land use concern (in Activity 4) and has worked as a group to come up with a proposed plan for reaching a solution to this land use concern. When developing your solution, brainstorm ideas that will resolve the problem but reflect the perspective that your group might have on the issue.

In the Town Hall Meeting each group will be given an opportunity to a) summarize their position on the development issue that is being discussed (gained through completing Activity 4), and b) provide their proposal for a solution to the problem. These presentations can be supported by any needed visual information, graphs, charts, pictures etc. and factual data. Each member of the group will present their individual findings from Activity 4 as part of the group’s presentation. At the end of each group’s presentation the moderator (teacher or designate) may choose to ask some questions for clarification. Remember your group has an “identity”. (How might you dress up, speak or act to effectively role play that “identity”?) Be sure to listen and take notes while each group is speaking.

Coming Up With An Answer Your teacher will now mix up your groups. In this new group, made of representatives of all the different groups, you will need to choose which solution is best. This is best done by writing down the strengths, weaknesses, opportunities, and threats of each proposal. Allow each person within the group to give input. Pick one proposed solution and come up with three statements to describe why you picked that solution. Be ready to present this to the whole class; you may choose to write out your statements on chart paper. As a class, reach a final solution to the land use concern if possible.

Follow-up Discussion After the Town Hall Meeting complete the following questions individually.

1. As a class, can you reach a consensus on this issue? If yes, what is the final plan of action. If no, what were some proposed plans? Were any duplicated?

2. How difficult is it for everyone to choose the same solution? Suggest why this might be so.

3. How close is this process to the way solutions are solved in real life?

4. Why is it important to consult with people representing different interests when making important decisions?

5. What would be your personal plan of action on this concern?

Unit 6 - Page 28  Science – Workplace Preparation