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BIOLOGY 3201 CURRICULUM GUIDE 1

INTRODUCTION

The curriculum described in Foundation for the Atlantic CanadaScience Curriculum and in Biology 3201 Curriculum Guide wasplanned and developed collaboratively by regional committees. Theprocess for developing the common science curriculum for AtlanticCanada involved regional consultation with the stakeholders in theeducation system in each Atlantic province. The Atlantic Canadascience curriculum is consistent with the science frameworkdescribed in the pan-Canadian Common Framework of ScienceLearning Outcomes K to 12.

The aim of science education in the Atlantic provinces is to developscientific literacy. Scientific literacy is an evolving combination of thescience-related attitudes, skills, and knowledge students need todevelop inquiry, problem-solving, and decision-making abilities; tobecome lifelong learners; and to maintain a sense of wonder aboutthe world around them. To develop scientific literacy, studentsrequire diverse learning experiences which provide opportunities toexplore, analyse, evaluate, synthesize, appreciate, and understand theinterrelationships among science, technology, society, and theenvironment that will affect their personal lives, their careers, andtheir futures.

Introduction

Background

Rationale

BIOLOGY 3201 CURRICULUM GUIDE2


PROGRAM DESIGN AND COMPONENTS

What students learn is fundamentally connected to how they learn it.The aim of scientific literacy for all has created a need for new forms ofclassroom organization, communication, and instructional strategies.The teacher is a facilitator of learning whose major tasks include

• creating a classroom environment to support the learning andteaching of science

• designing effective learning experiences that help students achievedesignated outcomes

• stimulating and managing classroom discourse in support of studentlearning

• learning about, and then using, students’ motivations, interests,abilities, and learning styles to improve learning and teaching

• analysing student learning, the scientific tasks and activitiesinvolved, and the learning environment to make ongoinginstructional decisions

• selecting teaching strategies from a wide repertoire

Effective science learning and teaching take place in a variety ofsituations. Instructional settings and strategies should create anenvironment which reflects a constructive, active view of the learningprocess. Learning occurs not by passive absorption, but rather asstudents actively construct their own meaning and assimilate newinformation to develop new understanding.

The development of scientific literacy in students is a function of thekinds of tasks in which they engage in, the discourse in which theyparticipate, and the settings in which these activities occur. Students’disposition towards science is also shaped by these factors.Consequently, the aim of developing scientific literacy requires carefulattention to all of these facets of curriculum.

Learning experiences in science education should vary and includeopportunities for group and individual work, discussion amongstudents, as well as between teacher and students, and hands-on/minds-on activities that allow students to construct and evaluate explanationsfor the phenomena under investigation. Such investigations, and theevaluation of the evidence accumulated, provide opportunities forstudents to develop their understanding of the nature of science and thenature and status of scientific knowledge.

Program Design and Components

Learning andTeaching Science



An individual can be considered scientifically literate when he/she isfamiliar with, and able to engage in, three processes: inquiry,problem solving, and decision making.

Scientific inquiry involves posing questions and developingexplanations for phenomena. While there is general agreement thatthere is no such thing as the scientific method, students requirecertain skills to participate in the activities of science. Skills such asquestioning, observing, inferring, predicting, measuring,hypothesizing, classifying, designing experiments, collecting data,analysing data, and interpreting data are fundamental to engagingin science. These activities provide students opportunities tounderstand and practise the process of theory development inscience and the nature of science.

The process of problem solving involves seeking solutions to humanproblems. It consists of the proposing, creating, and testing ofprototypes, products, and techniques in an attempt to reach anoptimum solution to a given problem.

The process of decision making involves determining what we, ascitizens, should do in a particular context or in response to a givensituation. Decision-making situations are not only important intheir own right; they also provide a relevant context for engaging inscientific inquiry and/or problem solving.

The ThreeProcesses ofScientific Literacy

Inquiry

Problem Solving

Decision Making



Foundation for the Atlantic Canada Science Curriculum stresses the needto design and implement a science curriculum that provides equalopportunities for all students according to their abilities, needs, andinterests. Teachers must be aware of and make adaptations toaccommodate the diverse range of learners in their classes. In order toadapt to the needs of all learners, teachers must create opportunities thatpermit students to have their learning styles addressed.

As well, teachers must not only remain aware of and avoid gender andcultural biases in their teaching, they must strive to actively addresscultural and gender stereotyping with respect to student interest andsuccess in science and mathematics. Research supports the position that,when science curriculum is made personally meaningful, and socially andculturally relevant, it is more engaging for groups traditionally under-represented in science, and, indeed, for all students.

When making instructional decisions, teachers must consider individuallearning needs, preferences, and strengths, and the abilities, experiences,interests, and values that learners bring to the classroom. Ideally, everystudent should find his/her learning opportunities maximized in thescience classroom.

While this curriculum guide presents specific outcomes for each unit, itmust be acknowledged that students will progress at different rates.Teachers should provide materials and strategies that accommodatestudent diversity and validate students when they achieve the outcomesto the maximum of their abilities.

It is important that teachers articulate high expectations for all studentsand ensure that all students have equal opportunities to experiencesuccess as they work toward the achievement of designated outcomes. Ateacher should adapt classroom organization, teaching strategies,assessment practices, time, and learning resources to address students’needs and build on their strengths. The variety of learning experiencesdescribed in this guide provides access for a wide range of learners.Similarly, the suggestions for a variety of assessment practices providemultiple ways for learners to demonstrate their achievements.

Meeting the Needsof All Learners


Learning experiences should provide opportunities for students to usewriting and other forms of representation as ways to learning. Students,at all grade levels, should be encouraged to use writing to speculate,theorize, summarize, discover connections, describe processes, expressunderstandings, raise questions, and make sense of new informationusing their own language as a step to the language of science. Sciencelogs are useful for such expressive and reflective writing. Purposeful notemaking is also an instrinsic part of learning in science that can helpstudents better record, organize, and understand information from avariety of sources. The process of creating webs, maps, charts, tables,graphs, drawings, and diagrams to represent data and results helpstudents learn and also provides them with useful study tools.

Learning experiences in science should also provide abundantopportunities for students to communicate their findings andunderstandings to others, both formally and informally, using avariety of forms for a range of purposes and audiences. Suchexperiences should encourage students to use effective ways ofrecording and conveying information and ideas and to use thevocabulary of science in expressing their understandings. It isthrough opportunities to talk and write about the concepts theyneed to learn that students come to better understand both theconcepts and related vocabulary.

Learners will need explicit instruction in and demonstration of thestrategies they need to develop and apply in reading, viewing,interpreting, and using a range of science texts for various purposes.It will be equally important for students to have demonstrations ofthe strategies they need to develop and apply in selecting,constructing, and using various forms for communicating in science.

Writing in Science



The terms assessment and evaluation are often used interchangeably, butthey refer to quite different processes. Science curriculum documentsdeveloped in the Atlantic region use these terms for the processesdescribed below.

Assessment is the systematic process of gathering information on studentlearning.

Evaluation is the process of analysing, reflecting upon, and summarizingassessment information, and making judgments or decisions based upon theinformation gathered.

The assessment process provides the data, and the evaluation processbrings meaning to the data. Together, these processes improve teachingand learning. If we are to encourage enjoyment in learning for students,now and throughout their lives, we must develop strategies to involvestudents in assessment and evaluation at all levels. When students areaware of the outcomes for which they are responsible, and the criteria bywhich their work will be assessed or evaluated, they can make informeddecisions about the most effective ways to demonstrate their learning.

Regional curriculum in science suggests experiences that support learningwithin STSE, skills, knowledge, and attitudes. It also reflects the threemajor processes of science learning: inquiry, problem-solving anddecision-making. When assessing student progress, it is helpful forteachers to know some activities/skills/actions that are associated witheach process of science learning. Examples of these are illustrated in thefollowing lists. Student learning may be described in terms of ability toperform these tasks.

• define questions related to a topic• refine descriptors/factors that focus practical and theoretical research• select an appropriate way to find information• make direct observations• perform experiments, record and interpret data, and draw

conclusions• design an experiment which tests relationships and variables• write lab reports that meet a variety of needs (limit the

production of “formal” reports) and place emphasis on recordeddata

• recognize that the quality of both the process and the productare important

Assessment andEvaluation

Inquiry



• clearly define a problem• produce a range of potential solutions for the problem• appreciate that several solutions should be considered• plan and design a product or device intended to solve a problem,

construct a variety of acceptable prototypes, pilot test, evaluate, andrefine to meet a need

• present the refined process/product/device and support why it is“preferred”

• recognize that the quality of both the process and the product areimportant

• gather information from a variety of sources• evaluate the validity of the information source• evaluate which information is relevant• identify the different perspectives that influence a decision• present information in a balanced manner• use information to support a given perspective• recommend a decision and provide supporting evidence• communicate a decision and provide a “best” solution

Assessment techniques should match the style of learning and instructionemployed. Several options are suggested in this curriculum guide fromwhich teachers may choose depending on the curriculum outcomes, theclass and school/district policies. It is important that students know thepurpose of an assessment, the method used, and the marking schemebeing used. In order that formative assessment support learning, theresults, when reported to students, should indicate the improvementsexpected.

This technique provides a way of gathering information fairly quicklywhile a lesson is in progress. When used formally the student(s) wouldbe made aware of the observation and the criteria being assessed.Informally, it could be a frequent, but brief, check on a given criterion.Observation may offer information about the participation level of astudent for a given task, use of a piece of equipment or application of agiven process. The results may be recorded in the form of checklists,rating scales or brief written notes. It is important to plan in order thatspecific criteria are identified, suitable recording forms are ready, andthat all students are observed in a reasonable period of time.

Problem Solving

Decision Making

AssessmentTechniques

Observation

(formal or informal)



This curriculum encourages learning through active participation. Manyof the curriculum outcomes found in the guide promote skills and theirapplication. There is a balance between scientific processes and content.In order that students appreciate the importance of skill development, itis important that assessment provide feedback on the various skills.These may be the correct manner in which to use a piece of equipment,an experimental technique, the ability to interpret and followinstructions, or to research, organize and present information. Assessingperformance is most often achieved through observing the process.

Although not assessed in a formal manner, journals provide anopportunity for students to express thoughts and ideas in a reflectiveway. By recording feelings, perceptions of success and responses to newconcepts, a student may be helped to identify his or her most effectivelearning style. Knowing how to learn in an effective way is powerfulinformation. Journal entries also give indicators of developing attitudesto science concepts, processes and skills, and how these may be appliedin the context of society. Self-assessment, through a journal, permits astudent to consider strengths and weaknesses, attitudes, interests andnew ideas. Developing patterns may help in career decisions and choicesof further study.

This curriculum promotes understanding and applying scientificconcepts. Interviewing a student allows the teacher to confirm thatlearning has taken place beyond simple factual recall. Discussion allows astudent to display an ability to use information and clarifyunderstanding. Interviews may be a brief discussion between teacherand student or they may be more extensive and include student, parentand teacher. Such conferences allow a student to be proactive indisplaying understanding. It is helpful for students to know whichcriteria will be used to assess formal interviews. This assessmenttechnique provides an opportunity to students whose verbalpresentation skills are stronger than their written skills.

These techniques can be formative or summative. Several curriculumoutcomes call for displaying ideas, data, conclusions, and the resultsof practical or literature research. These can be in written form fordisplay or direct teacher assessment. Whether as part of learning, ora final statement, students should know the expectations for theexercise and the rubric by which it will be assessed. Writtenassignments and tests can be used to assess knowledge,understanding and application of concepts. They are less successfulassessing skills, processes and attitudes. The purpose of theassessment should determine what form of pencil and paper exerciseis used.

Performance

Journal

Interview

Paper and Pencil

(assignment or test)



The curriculum includes outcomes that require students to analyze andinterpret information, to identify relationships between science,technology, society and environment, to be able to work in teams, andto communicate information. Although it can be time-consuming,these activities are best displayed and assessed through presentations.These can be given orally, in written/pictoral form, by project summary(science fair), or by using electronic systems such as video or computersoftware. Whatever the level of complexity or format used, it isimportant to consider the curriculum outcomes as a guide to assessingthe presentation. The outcomes indicate the process, concepts, andcontext for which and about which a presentation is made.

Portfolios offer another option for assessing student progress in meetingcurriculum outcomes over a more extended period of time. This formof assessment allows the student to be central to the process. There aredecisions about the portfolio and its contents, which can be made by thestudent. What is placed in the portfolio, the criteria for selection, howthe portfolio is used, how and where it is stored, how it is evaluated, aresome of the questions to consider when planning to collect and displaystudent work in this way. The portfolio should provide a long-termrecord of growth in learning and skills. This record of growth isimportant for individual reflection and self-assessment, but it is alsoimportant to share with others. For all students, but particularlyyounger students, it is exciting to review a portfolio and see the recordof development over time.

Presentation

Portfolio



Evaluating Science Communication

Exercising scientific literacy demonstrates an understanding of thenature of science as opposed to just knowing content. The effective useof science communication skills is one component of attaining scientificliteracy. These skills include those processes by which information isexpressed, using appropriate scientific conventions and conventions ofthe English language. A successful science student should be able todemonstrate scientific literacy through the proper use of theseconventions.

Scientific Conventions Science students should be able to communicate results according toaccepted scientific principles. Students should present scientificinformation through the proper use of significant figures, formulae,units, and data (graphs, diagrams, or tables). Appendix D outlines thestandard scientific conventions used by the Department of Education ofNewfoundland and Labrador in provincial examinations for science.These should guide science instruction that scientific conventions areapart of every science students’ classroom experiences.

Conventions of the

English Language

Science students should be able to demonstrate their understanding ofscientific concepts and issues, when explaining a solution to a problem,by using appropriate conventions of English language. Theseconventions are normally assessed in constructed response questions thatrequire a written solution in essay form. Accepted conventions ofEnglish language include such things as correct spelling, proper use ofpunctuation, and accurate grammar. These conventions ensure thatstudents’ responses are clearly presented, well-organized and clearlycommunicated. Although in a summative provincial examination, itmay be difficult to evaluate these conventions separately, the properapplication of these conventions will have a positive affect on studentresults.



Summative Evaluation

Summative evaluation is a general assessment of the degree to whichoutcomes are attained over the reporting period of a course and is usedto grade, certify or select students. It is not intended to improve currentinstruction for the benefit of those being evaluated. It measures what hashappened, not what is happening. Results of summative evaluations canserve to indicate areas of strength and needs, and the results can be usedto influence future instruction. In that sense, summative evaluation canbe used to improve teaching and learning in subsequent reportingperiods or years.

Provincial Examination The Department of Education of Newfoundland and Labradoradministers a provincial summative examination for Biology 3201 at theend of each school year. The result of this examination constitutes 50%of the student’s overall mark. The examination evaluates the cognitivedomain of the course by testing curriculum outcomes at different levelsof cognitive learning and at the appropriate depth and breadth asoutlined in the curriculum guide.

Provincial examinations in Newfoundland and Labrador are created byteachers in consultation with Test Development Specialists at theDepartment of Education. Teachers, from across the province, areinvolved in all levels of the exam development process. These includeitem writing, exam creation, field testing, validation of items, andmarking.

Evaluating Cognitive

Levels

By its very nature, biology is a science that contains factual information.Students are required to not only know and understand thisinformation but also to apply it in a variety of situations. Theprovincial examination in Biology 3201 is constructed using a broadrange of Bloom’s taxonomy. Teachers should be diligent in ensuring thatassessment items requiring higher order levels are included in school-base evaluation instruments throughout the course.

Most outcomes can be evaluated at all cognitive levels. The cognitivelevel of examination items will not require students to have a greaterknowledge than indicated by the outcomes. For the purpose ofconstructing provincial examinations, the Department of Education ofNewfoundland and Labrador has summarized Bloom’s categories ofcompetence into three levels of cognitive learning. These levels areoutlined below.



(ii) Shortly after being struck in the back of the head, a person staggers. What part of thebrain was damaged? Give two reasons to support your answer.

Sample Levels

The student demonstrates attainment of outcomes through the ability to recall learnedmaterials and to grasp the meaning of material. It can range from the recall of simple facts totranslating material from one form to another. It represents the lowest level of learning andunderstanding of outcomes.

For example,

Which part of the eye is responsible for absorbing light and preventing internal reflection?

(A) choroid(B) cornea(C) iris(D) retina

Level 1

Level 2 The student demonstrates attainment of outcomes through the ability to apply rules,concepts, principles, laws, or theories.

For example,

(i) A recently discovered fossil is estimated to be approximately 22 400 years old. If thehalf-life of carbon-14 is 5600 years, what fraction of the original carbon-14 remains inthis fossil?

(A) 1/16(B) 1/8(C) 1/4(D) 1/2

(ii) The island of Newfoundland is an attractive location for companies that engage in geneticresearch. How would a substantial influx of new families into the island affect furtherresearch by these companies?

Level 3 The student demonstrates attainment of outcomes through the ability to use learnedmaterials in new situations, the ability to break material down into its component parts sothat its organizational structure may be understood, the ability to put parts together to forma new whole, or the ability to judge the value of a piece of information.

For example,

(i) Which pattern of inheritance for human blood types is possible?

stneraps'rehtom rehtaf dlihc

)A( IA IA iidna IB i ii

)B( IA iidnai ii IA IB

)C( IB IB iidna IA IA IB i

)D( iidnaii IA IB ii



Biology 3201

Provincial Examination

Format The provincial examination in Biology 3201 is composed of two parts.Part I, having a value 75%, contains 75 selected response questions thatmeasure students’ achievement at all levels of cognitive learning. Part II,having a value 25%, contains constructed response questions thatmeasure students’ achievement only at the higher levels of cognitivelearning (level 2 and 3). Students are required to answer all questionson the examination. To ensure highest marks possible, their responsesto part II questions must be clearly presented in a well-organizedmanner.

Table of Specifications A table of specification guides the construction of each provincialexamination. It assigns the mark value from each unit and eachcognitive level. A table of specifications is created by teachers and isreviewed annually during provincial examination development. Thetotal percentage for each unit directly corresponds to the suggested timelines for teaching each unit.

Biology 3201 Table of Specifications

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gniniatniaMcimanyDmuirbiliuqE

8 8 4 02

noitcudorpeR&

tnempoleveD11 11 5 72

citeneGytiunitnoC

51 51 8 83

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The evaluation instrument will contain 15-20% of core lab and STSE (Science, Technology, Society, and the Environment)

content.



The science curriculum is based on an outcomes framework thatincludes statements of essential graduation learnings, general curriculumoutcomes, key-stage curriculum outcomes, and specific curriculumoutcomes. The general, key-stage, and specific curriculum outcomesreflect the pan-Canadian Common Framework of Science LearningOutcomes K to 12. The conceptual map shown in Figure 1 provides theblueprint of the outcomes framework.

This curriculum guide outlines course-specific curriculum outcomes andprovides suggestions for learning, teaching, assessment, and resources tosupport students’ achievement of these outcomes. Teachers shouldconsult the Foundation for the Atlantic Canada Science Curriculum fordescriptions of the essential graduation learnings, vision for scientificliteracy, general curriculum outcomes, and key-stage curriculumoutcomes.


OutcomesFramework

Key-stage Curriculum Outcomes

Essential Graduation

Learnings

A Vision for ScientificLiteracy in Atlantic

Canada

Four General

Curriculum Outcomes

STSE

Nature of science andtechnology

Relationship betweenscience and technology

Social andenvironmental contexts

for science andtechnology

SKILLS

Initiating and planning

Performing andrecording

Analysing andinterpreting

Communication andteamwork

KNOWLEDGE

Life science

Physical science

Earth and spacescience

ATTITUDES

Appreciation of science

Interest in science

Science inquiry

Collaboration

Stewardship

Safety

Specific Curriculum Outcomes

FIGURE 1

Outcomes


Essential graduation learnings are statements describing theknowledge, skills, and attitudes expected of all students whograduate from high school. Achievement of the essential graduationlearnings will prepare students to continue to learn throughout theirlives. These learnings describe expectations, not in terms of individualschool subjects but in terms of knowledge, skills, and attitudesdeveloped throughout the curriculum. They confirm that students needto make connections and develop abilities across subject boundaries andto be ready to meet the shifting and ongoing opportunities,responsibilities, and demands of life after graduation. Provinces mayadd additional essential graduation learnings as appropriate. The essentialgraduation learnings are:

Graduates will be able to respond with critical awareness to variousforms of the arts and be able to express themselves through the arts.

Graduates will be able to assess social, cultural, economic, andenvironmental interdependence in a local and global context.

Graduates will be able to use the listening, viewing, speaking,reading, and writing modes of language(s) as well as mathematicaland scientific concepts and symbols to think, learn, andcommunicate effectively.

Graduates will be able to continue to learn and to pursue an active,healthy lifestyle.

Graduates will be able to use the strategies and processes needed tosolve a wide variety of problems, including those requiring language,mathematical, and scientific concepts.

Graduates will be able to use a variety of technologies, demonstratean understanding of technological applications, and applyappropriate technologies for solving problems.

Graduates will demonstrate understanding and appreciation for theplace of belief systems in shaping the development of moral valuesand ethical conduct.

EssentialGraduationLearnings

Aesthetic Expression

Citizenship

Communication

Personal Development

Problem Solving

Technological Competence

Spiritual and MoralDevelopment



The general curriculum outcomes form the basis of the outcomesframework. They also identify the key components of scientific literacy.Four general curriculum outcomes have been identified to delineate thefour critical aspects of students’ scientific literacy. They reflect thewholeness and interconnectedness of learning and should be consideredinterrelated and mutually supportive.

Students will develop an understanding of the nature of science andtechnology, of the relationships between science and technology, and ofthe social and environmental contexts of science and technology.

Students will develop the skills required for scientific and technologicalinquiry, for solving problems, for communicating scientific ideas andresults, for working collaboratively, and for making informed decisions.

Students will construct knowledge and understandings of concepts in lifescience, physical science, and earth and space science, and apply theseunderstandings to interpret, integrate, and extend their knowledge.

Students will be encouraged to develop attitudes that support theresponsible acquisition and application of scientific and technologicalknowledge to the mutual benefit of self, society, and the environment.

Key-stage curriculum outcomes are statements that identify whatstudents are expected to know, be able to do, and value by the end ofgrades 3, 6, 9, and 12 as a result of their cumulative learning experiencesin science. The key-stage curriculum outcomes are from the CommonFramework for Science Learning Outcomes K-12.

Specific curriculum outcome statements describe what students areexpected to know and be able to do at each grade level. They areintended to help teachers design learning experiences and assessmenttasks. Specific curriculum outcomes represent a framework for assistingstudents to achieve the key-stage curriculum outcomes, the generalcurriculum outcomes, and ultimately, the essential graduation learnings.

Specific curriculum outcomes are organized in units for each grade level.

GeneralCurriculumOutcomes

Science, Technology,

Society, and the

Environment

Skills

Knowledge

Attitudes

Key-StageCurriculumOutcomes

SpecificCurriculumOutcomes



OUTCOMES

Specific curriculum outcome statements describe what students shouldknow and be able to do at the end of each course. They are intended toserve as the focus for the design of learning experiences and assessmenttasks. Specific curriculum outcomes represent a reasonable frameworkfor assisting students to achieve the key-stage, and the generalcurriculum outcomes, and ultimately the essential graduation learnings.

Specific curriculum outcomes are organized in units for each course.Each unit is organized by topic. Suggestions for learning, teaching,assessment, and resources are provided to support student achievementof the outcomes.

The order in which the units of a course appear in the guide is meant tosuggest a sequence. In some cases the rationale for the recommendedsequence is related to the conceptual flow across the year. That is, oneunit may introduce a concept which is then extended in a subsequentunit. Likewise, it is possible that one unit focusses on a skill or contextwhich will then be built upon later in the year.

It is also possible that units or certain aspects of units can becombined or integrated. This is one way of assisting students as theyattempt to make connections across topics in science or betweenscience and the real world. The intent is to provide opportunities forstudents to deal with science concepts and scientific issues inpersonally meaningful, and socially and culturally relevant, contexts.

Curriculum Guide

Organization


OUTCOMES

All units comprise a two-page layout of four columns as illustrated inFigure 2. In some cases the four-column spread continues to the nexttwo-page layout. Each unit comprises outcomes grouped by a topicwhich is indicated at the top of the left hand page.

Unit Organization

Column One:Specific CurriculumOutcomes

Column Two:Suggestions forLearning and Teaching

Column Three:Suggestions for Assessment

Column Four:Resources

The first column lists a group of related specific curriculum outcomestatements. These are written in the context of Newfoundland andLabrador Biology 3201 and based on the pan-Canadian CommonFramework of Science Learning Outcomes K to 12. The statementsinvolve the Science-Technology-Society-Environment (STSE), skills,and knowledge outcomes indicated by the outcome number(s) thatappears in brackets after the outcome statement. Some STSE and skillsoutcomes have been written in an age-appropriate context that showshow these outcomes should be addressed.

Specific curriculum outcomes have been grouped by topic. Othergroupings of outcomes are possible and in some cases may be necessaryin order to take advantage of local situations. The grouping ofoutcomes provides a suggested teaching sequence. Teachers may preferto plan their own teaching sequence to meet the learning needs of theirstudents.

The second column provides suggestions for the learning environment andexperiences that will support students’ achievement of the outcomes listedin the first column. Elaborations of the outcomes may also be included inthis column, as well as background information.The suggestions in this column are intended to provide a holisticapproach to instruction. In some cases, the suggestions in this columnaddress a single outcome; in other cases, they address a group ofoutcomes.

The third column provides suggestions for ways that students’achievement of the outcomes may be assessed. These suggestions reflect avariety of assessment techniques which include, but are not limited to,informal/formal observation, performance, journal, paper and pencil,interview, presentation, and portfolio. Some assessment tasks may be usedto assess student learning in relation to a single outcome, others to assessstudent learning in relation to several outcomes. The assessment itemidentifies the outcome(s) addressed by the outcome number in bracketsafter the item.

The fourth column identifies sources of materials and ideas, whichmay assist in the learning and teaching of the outcomes. Theseresources do not address the entire scope of the science curriculum.Since a resource-based learning philosophy is espoused, teachers areencouraged to use other appropriate resources, which will contributeto the achievement of the outcomes.


FIGURE 2

Curriculum Outcomes Organization:

The Four-Column, Two-Page Spread

OUTCOMES

Topic

Outcomes

• Outcome based on pan-Canadian outcomes(###,###)– clarification outcomes

• Outcome based on pan-Canadian outcomes(###)– clarification outcomes

– clarification outcomes

Suggestions for Learning

and Teaching

Suggested activities andelaborations of outcome

Suggested activities andelaborations of outcome

Suggestions for Assessment

Informal/Formal Observation

Performance

• sample assessment item (###)

Journal

Paper and Pencil

Interview

• sample assessment item (###)

Presentation

Portfolio

Resources

Authorized andrecommendedresources thataddress outcomes

At the beginning of each unit, there is a two-page synopsis. On thefirst page, introductory paragraphs give a unit overview. These arefollowed by a section that specifies the focus (inquiry, problemsolving, and/or decision making) and possible contexts for the unit.Finally, a curriculum-links paragraph specifies how this unit relatesto science concepts and skills that will be addressed at later grades sothat teachers will understand how the unit fits with the students’progress through the complete science program.

The second page of the two-page overview provides a table of theoutcomes from the Common Framework of Science Learning OutcomesK to 12 that will be addressed in the unit. The numbering systemused is the one followed in the pan-Canadian document:

100s - Science-Technology-Society-Environment (STSE) outcomes

200s - Skills outcomes

300s - Knowledge outcomes

400s- Attitude outcomes (see pages 17-19)

These code numbers appear in brackets after each specificcurriculum outcome (SCO).

Within each unit pan-Canadian outcomes are written in the context ofNewfoundland and Labrador’s Biology 3201 curriculum.

Unit Overview


FIGURE 3

Unit Overview

It is expected that certain attitudes will be fostered and developedthroughout the entire science program, entry to grade 12. TheSTSE, skills, and knowledge outcomes that contribute to thedevelopment of attitudes and opportunities for fostering these attitudesare highlighted in the Suggestions for Learning and Teaching section ofeach unit.

Attitudes refer to generalized aspects of behaviour that are modelledfor students by example and reinforced by selective approval.Attitudes are not acquired in the same way as skills and knowledge.The development of positive attitudes plays an important role instudents’ growth by fostering interaction with their intellectualdevelopment and by creating a readiness for responsible application ofwhat they learn.

Since attitudes are not acquired in the same way as skills and knowledge,outcomes statements for attitudes are written for the end of grades 3, 6,9, and 12. These outcomes statements are meant to guide teachers increating a learning environment that fosters positive attitudes.

The following pages present the attitude outcomes from the pan-Canadian Common Framework of Science Learning Outcomes K to 12.

OUTCOMES

Unit Title: Curriculum Outcomes

STSE

###Science-Technology-Society-Environmentoutcomes fromCommonFramework ofScience LearningOutcomes K to 12

Skills

###Skillsoutcomes fromCommonFramework ofScience LearningOutcomes K to 12

Knowledge

###Knowledgeoutcomes fromCommonFramework ofScience LearningOutcomes K to 12

Unit Title: Unit Overview

Introduction

Focus and

Contexts

Curriculum

Links

Synopsis of the unit

Focus: inquiry, decision-making, orproblem-solving. Possible contextssuggested

Links to concepts studied within theK to 12 science curriculum

Attitude Outcomes


Common Framework of Science Learning Outcomes K to 12

Attitude Outcome Statements

From grades 10 to 12 it is expected that students will be encouraged to . . .

Appreciation of science436 value the role and contribution of

science and technology in ourunderstanding of phenomenathat are directly observable andthose that are not

437 appreciate that the applicationsof science and technology canraise ethical dilemmas

438 value the contributions toscientific and technologicaldevelopment made by womenand men from many societiesand cultural backgrounds

Evident when students, for example,- consider the social and cultural

contexts in which a theorydeveloped

- use a multi-perspectiveapproach, considering scientific,technological, economic,cultural, political, andenvironmental factors whenformulating conclusions, solvingproblems, or making decisionson an STSE issue

- recognize the usefulness of beingskilled in mathematics andproblem solving

- recognize how scientific problemsolving and the development ofnew technologies are related

- recognize the contribution ofscience and technology to theprogress of civilizations

- carefully research and openlydiscuss ethical dilemmasassociated with the applicationsof science and technology

- show support for thedevelopment of informationtechnologies and science as theyrelate to human needs

- recognize that westernapproaches to science are notthe only ways of viewing theuniverse

- consider the research of bothmen and women

Interest in science439 show a continuing and more

informed curiosity and interestin science and science-relatedissues

440 acquire, with interest andconfidence, additional scienceknowledge and skills, using avariety of resources andmethods, including formalresearch

441 consider further studies andcareers in science- andtechnology-related fields

Evident when students, for example,- conduct research to answer their

own questions- recognize that part-time jobs

require science- and technology-related knowledge and skills

- maintain interest in or pursuefurther studies in science

- recognize the importance ofmaking connections betweenvarious science disciplines

- explore and use a variety ofmethods and resources toincrease their own knowledgeand skills

- are interested in science andtechnology topics not directlyrelated to their formal studies

- explore where further science-and technology-related studiescan be pursued

- are critical and constructivewhen considering new theoriesand techniques

- use scientific vocabulary andprinciples in everydaydiscussions

- readily investigate STSE issues

Scientific inquiry442 confidently evaluate evidence

and consider alternativeperspectives, ideas, andexplanations

443 use factual information andrational explanations whenanalysing and evaluating

444 value the processes for drawingconclusions

Evident when students, for example,- insist on evidence before

accepting a new idea orexplanation

- ask questions and conductresearch to confirm and extendtheir understanding

- criticize arguments based on thefaulty, incomplete, or misleadinguse of numbers

- recognize the importance ofreviewing the basic assumptionsfrom which a line of inquiry hasarisen

- expend the effort and timeneeded to make valid inferences

- critically evaluate inferences andconclusions, cognizant of themany variables involved inexperimentation

- critically assess their opinion ofthe value of science and itsapplications

- criticize arguments in whichevidence, explanations, orpositions do not reflect thediversity of perspectives thatexist

- insist that the criticalassumptions behind any line ofreasoning be made explicit sothat the validity of the positiontaken can be judged

- seek new models, explanations,and theories when confrontedwith discrepant events orevidence

OUTCOMES


Common Framework of Science Learning Outcomes K to 12

Attitude Outcome Statements

For grades 10 to 12 it is expected that students will be encouraged to . . .

Collaboration445 work collaboratively in

planning and carrying outinvestigations, as well as ingenerating and evaluating ideas

Evident when students, for example,- willingly work with any

classmate or group ofindividuals, regardless of theirage, gender, or physical andcultural characteristics

- assume a variety of roles withina group, as required

- accept responsibility for any taskthat helps the group completean activity

- give the same attention andenergy to the group’s product asthey would to a personalassignment

- are attentive when others speak- are capable of suspending

personal views when evaluatingsuggestions made by a group

- seek the points of view of othersand consider diverse perspectives

- accept constructive criticismwhen sharing their ideas orpoints of view

- criticize the ideas of their peerswithout criticizing the persons

- evaluate the ideas of othersobjectively

- encourage the use of proceduresthat enable everyone, regardlessof gender or culturalbackground, to participate indecision making

- contribute to peaceful conflictresolution

- encourage the use of a variety ofcommunication strategiesduring group work

- share the responsibility forerrors made or difficultiesencountered by the group

Stewardship446 have a sense of personal and

shared responsibility formaintaining a sustainableenvironment

447 project the personal, social, andenvironmental consequences ofproposed action

448 want to take action formaintaining a sustainableenvironment

Evident when students, for example,- willingly evaluate the impact of

their own choices or the choicesscientists make when they carryout an investigation

- assume part of the collectiveresponsibility for the impact ofhumans on the environment

- participate in civic activitiesrelated to the preservation andjudicious use of theenvironment and its resources

- encourage their peers ormembers of their community toparticipate in a project related tosustainability

- consider all perspectives whenaddressing issues, weighingscientific, technological, andecological factors

- participate in social and politicalsystems that influenceenvironmental policy in theircommunity

- examine/recognize both thepositive and negative effects onhuman beings and society ofenvironmental changes causedby nature and by humans

- willingly promote actions thatare not injurious to theenvironment

- make personal decisions basedon a feeling of responsibilitytoward less privileged parts ofthe global community andtoward future generations

- are critical-minded regarding theshort- and long-termconsequences of sustainability

Safety449 show concern for safety and

accept the need for rules andregulations

450 be aware of the direct andindirect consequences of theiractions

Evident when students, for example,- read the label on materials

before using them, interpret theWHMIS symbols, and consult areference document if safetysymbols are not understood

- criticize a procedure, a design,or materials that are not safe orthat could have a negativeimpact on the environment

- consider safety a positivelimiting factor in scientific andtechnological endeavours

- carefully manipulate materials,cognizant of the risks andpotential consequences of theiractions

- write into a laboratoryprocedure safety and waste-disposal concerns

- evaluate the long-term impact ofsafety and waste disposal on theenvironment and the quality oflife of living organisms

- use safety and waste disposal ascriteria for evaluating anexperiment

- assume responsibility for thesafety of all those who share acommon working environmentby cleaning up after an activityand disposing of materials in asafe place

- seek assistance immediately forany first aid concerns like cuts,burns, or unusual reactions

- keep the work stationuncluttered, with onlyappropriate lab materials present

OUTCOMES

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