ERIC ED406127: Science 26: Teacher Resource Manual. Integrated Occupational Program. Interim 1991.

293 Pages·1991·5 MB·English

by  ERIC

DOCUMENT RESUME
ED 406 127
SE 052 747
TITLE
Science 26: Teacher Resource Manual. Integrated
Occupational Program. Interim 1991.
INSTITUTION
Alberta Dept. of Education, Edmonton. Curriculum
Branch.
REPORT NO
ISBN-1-55006-216-6
PUB DATE
91
NOTE
295p.; For Mathematics 26 Teacher Resource Manual,
see SE 052 746.
PUB TYPE
Classroom Use
Teaching Guides (For
Guides
Tests/Evaluation Instruments (160)
Teacher) (052)
EDRS PRICE
MFO1 /PC12 Plus Postage.
DESCRIPTORS
Communication Skills; Cooperative Learning;
Curriculum Design; Curriculum Guides; Educational
Strategies; Foreign Countries; High Schools; Inquiry;
Instructional Materials; Integrated Activities;
Integrated Curriculum; *Learning Activities; Lesson
Plans; Manipulative Materials; Problem Solving;
Resource Materials; School Community Relationship;
Science Activities; Science and Society; Science
Education; *Science Instruction; Science Projects;
*Secondary School Science; Student Projects; Teaching
Guides; Teaching Methods; Thinking Skills
IDENTIFIERS
Alberta
ABSTRACT
The Integrated Occupation Science 26 Program is an
optional program designed to allow students in Alberta, Canada to
meet the credit requirements of the Certificate of Achievement and
facilitate transfer to the General High School Diploma Program. This
Teacher Resource Manual is provided to assist classroom teachers to
implement the Science 26 Program. Teachers can use this manual as a
practical planning and instructional tool in translating the
intentions of the science program into classroom practice. The manual
provides: (1) information about the goals of the science program,
(2)
four themes that address the development of prescribed concepts,
skills, and attitudes,
(3) suggestions for planning the program,
relating the science instruction to essential life skills, developing
communication and thinking skills, and utilizing community resources
throughout the science program, (4) strategies for solving problems,
conducting scientific inquiry, resolving societal issues, and
assessing student progress, and (5) suggestions for planning
experiential learning activities. The document is divided into four
sections. The Introduction describes the manual's purpose and modes
of utilization, gives a scope and sequence for Science 26, and
explains how it relates to other programs. The second section
describes the sub-themes of personal health and lifestyle, materials
in daily life, technology in transportation, and energy and the
environment. The next section presents the program emphases of the
nature of science, science and technology, related societal issues,
communication skills, and evaluation. The last section contains three
appendices listing resources, consumer affairs offices, and regional
offices of education. (MDH)
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"PERMISSION TO REPRODUCE THIS
U.S. DEPARTMENT OF EDUCATION
MATERIAL HAS BEEN GRANTED
BY
Office of Educational Research and Improvement
S. Wolodko
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
ITEM Tigcn
received from the person or organization
originating it.
Minor changes have been made to improve
reproduction quality.
TO THE EDUCATIONAL RESOURCES
Points of view or opinions stated in this docu-
INFORMATION CENTER (ERIC)."
ment do not necessarily represent official
OERI position or policy.
ti
r
47
DUCATION
Teacher Resource Manual
Science 26
INTERIM-1991
This publication is a support document. The advice and
NOTE:
direction offered is suggested only. Consult the Program
of Studies/Curriculum Guide to identify the prescriptive
contents of the Science 26 Program.
st
ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA
Alberta. Curriculum Branch.
Science 26: teacher resource manual.
ISBN 1-55006-216-6
Science -- Study and teaching (Secondary).
1.
I. Title.
IL Integrated Occupational Program.
Q181.5.A333t 1991
507
Copyright 0 1991, the Crown in Right of Alberta,
as represented by the Minister of
Education. Alberta Education, 11160 Jasper Avenue, Edmonton, Alberta, T5K
All
012.
rights reserved.
Additional copies may be obtained from the Learning Resources
Distributing Centre.
COPYRIGHT
The materials contained in this Teacher Resource Manual have
been derived from
numerous sources and are designed to provide specific support to selected
areas
of the curriculum.
Every effort has been made both to provide
proper
acknowledgement of the original source and to comply with copyright
regulations.
If cases are identified where this has not been done, it would be
appreciated if Alberta Education could be notified to enable
appropriate
corrective action to be taken.
ACKNOWLEDGEMENTS
Alberta Education acknowledges with appreciation the contributions of the following
individuals
and school jurisdictions to the development and validation of this publication:
ASSOCIATE DIRECTOR: A. A. (Scotty) Day
INTEGRATED OCCUPATIONAL PROGRAM MANAGER: Michael Alpern
PROGRAM MANAGER, SCIENCE: Gary Bertrand
CONTRIBUTING WRITER: Deborah MacFadyen
INTEGRATED OCCUPATIONAL PROGRAM PROJECT TEAM
Jeanne Cooper
Lorraine Crawford
Marilyn Dyck
Darlene Gamier
Selwyn Jacob
Jan Marvin
Kathy McCabe
Paul McNair
Linda Snow
INTEGRATED OCCUPATIONAL PROGRAM REVIEW COMMITTEE
Stuart Adams
- County of Strathcona No. 20
Pat Boon-Anderson
- Lac La Biche School Division No. 51
Christopher Harrison
- Alberta Vocational College, Edmonton
Ed (Edwin) Holt
- Conference of Alberta School Superintendents
Wayne Nixon
- Alberta Career Development and Employment
Hugh Sanders
- Alberta Education
William Smolak
- Alberta Teachers' Association
Carol Steen
- Lethbridge School District No. 51
Doug Tarney
- Wetaskiwin School District No. 264
EDITING:
Elizabeth McCardle
Lin Gray
DESKTOP PUBLISHING:
Dianne Hohnstein
Esther Yong
ILLUSTRATOR:
Jennifer Annesley
Rita Flint
SECRETARIAL:
Marcie Whitecotton-Carroll
TABLE OF CONTENTS
Page
INTRODUCTION
Purpose
1
How to Use the Teacher Resource Manual
2
Program Planning
3
Scope and Sequence for Science 16-26
8
Learning Resources for Science 26
13
Correlation of Basic Learning Resources to Science 26
20
Safety in the Science Classroom
22
Equipment and Materials
25
Interpersonal Skills and Cooperative Learning
27
Relationship of Science 16-26 to Science 14-24
29
THEMES
A. Personal Health and Lifestyle
31
Overview
32
Instructional Strategies
36
Materials We Use
B.
75
Overview
76
Instructional Strategies
80
Technology in Transportation
C.
103
Overview
104
Instructional Strategies
108
D. Energy and the Environment
135
Overview
136
Instructional Strategies
140
PROGRAM EMPHASES AND METHODOLOGY
NATURE OF SCIENCE
155
A Model for Conducting Investigations in Science
156
Useful Strategies and Skills
157
Understanding the Problem
158
Developing and Carrying Out a Plan
161
Reviewing and Applying Results
167
Suggestions for Planning Investigative Activities
169
Sample Lesson Plan
171
Page
SCIENCE AND TECHNOLOGY
181
The Relationship Between Science and Technology
182
Distinguishing Between Science and Technology
182
Interactions Between Science and Technology
183
A Model for Solving Technological Problems
184
Suggestions for Planning Problem-Solving Activities
186
SCIENCE, TECHNOLOGY AND SOCIETAL ISSUES
197
Interactions Among Science, Technology and Society
198
Recognizing How Science and Technology Influence Society
198
Recognizing How Society Influences Science and Technology
199
A Model for Making Informed Decisions
201
Suggestions for Examining Relevant Community Issues
203
COMMUNICATION SKILLS
221
Reading and Viewing Science Materials
222
Summarizing, Evaluating and Communicating Ideas in Science
224
ASSESSMENT/EVALUATION
265
Observation
266
Interviews
267
Inventories/Checklists
269
Anecdotal Records
271
Individual and Group Projects
272
Written Assignments
274
Laboratory Write-Ups and Reports
274
Diagnostic Writing Assignments
274
Paper-and-Pencil Tests
275
Self and Peer Evaluation
277
APPENDICES
Appendix A: Annotated List of Video Resources
287
Appendix B: Government Agencies
289
Appendix C: Regional Offices of Education
290
iv
INTRODUCTION
PURPOSE
This Teacher Resource Manual (TRM) has been developed to assist classroom teachers to implement
the Integrated Occupational Science 26 program. Teachers are encouraged to use this manual as a
practical planning and instructional tool in translating the intentions of the science program, as
outlined in the Science 26 Program of Studies/Curriculum Guide, into classroom practice. Although
shaded statements or segments within this manual indicate prescriptive content of the Program of
Studies, all other advice and direction provided are suggested only and are not legally binding.
This TRM provides:
further information about the goals and objectives of the science program
four themes that address the development of prescribed concepts, skills and attitudes
suggestions for planning and implementing the program
instructional strategies
sequenced activities
a correlation of strategies and activities to learning resources
suggestions for relating science instruction to essential life skills and other applications across the
curriculum
suggestions for utilizing community resources throughout the science program
situational and concrete approaches for developing an understanding of the interactions among
science, technology and society
strategies for organizing thought and action when conducting scientific inquiry, solving problems
and resolving societal issues
suggestions for developing thinking and communicating skills
suggestions for assessing and evaluating student progress.
The binder format was chosen for this manual to enable teachers to add strategies, samples of
student work and other activities that have through experience, proven effective.
During
cooperative planning sessions, pages may be easily removed and shared with other Integrated
Occupational Program teachers. This exchange will facilitate awareness of content in other subject
areas, thereby increasing opportunities for students to relate science competencies to applications in
everyday life, the occupational courses and other academic disciplines.
1
HOW TO USE THE TEACHER RESOURCE MANUAL
This manual has been organized to provide ready
access to both thematic units and suggestions for
addressing program emphases and methodology within the Science 26
program.
THEMES
Four thematic units of instruction that address prescribed concepts, skills and attitudes
in Science 26
have been placed at the beginning of this manual. The themes
can be accessed by using the first tab
along the side of the manual.
The chart below indicates the nature of investigations within themes developed for
Science 26, and
illustrates their relationship to investigations outlined in themes developed for Science 16.
SCIENCE 16
SCIENCE 26
Theme A
PERSONAL HEALTH AND
LIFE FORMS AND
SYSTEMS OF THE HUMAN BODY
LIFESTYLE
CHANGES
Theme B
USING MATERIALS AND
CHEMISTRY FOR THE CONSUMER
MATERIALS WE USE
PRODUCTS
Theme C
USING SYSTEMS AND
TECHNOLOGY IN
TECHNOLOGY AT
TECHNOLOGIES
TRANSPORTATION
WORK
Theme D
CARING FOR ENVIRONMENT AND
UNDERSTANDING OUR
ENERGY AND THE ENVIRONMENT
RESOURCES
ENVIRONMENT
Teachers are encouraged to examine each theme and its corresponding activities
and learning
resources well in advance of instruction. The activities and suggestions provided within each theme
are numerous. Advance planning should include a synthesis of effective strategies from the teacher's
repertoire of personal experience, together with the suggestions in this manual
considered most
appropriate to student needs.
PROGRAM EMPHASES AND METHODOLOGY
Suggestions for addressing program emphases and methodology within the Science
26 program are
provided in the five sections that follow the themes. These sections of the manual
can also be
accessed by using tabs, and are identified as:
Nature of Science
Science and Technology
Science, Technology and Societal Issues
Communication Skills
Assessment/Evaluation.
Each of these sections clarifies the intent of a particular
component of instruction, and suggests
teaching practices that will assist students to acquire
an understanding of prescribed concepts, skills
and attitudes. Teachers are encouraged to reference the ideas provided
throughout these sections of
the manual as they plan learning activities within each theme of the science
program.
PROGRAM PLANNING
GENERAL COURSE PLANNING
Themes and their related concepts, skills and attitudes may be sequenced at the teacher's discretion
in a developmentally appropriate way. Course planning should establish
a conceptual framework
consistent with students' interests, abilities, and preferred ways of approaching tasks.
The four
themes developed in the Teacher Resource Manual are intended to .be descriptive rather than
prescriptive.
Teachers may choose to modify these themes or replace them with other locally
developed material in addressing individual student needs.
Through cooperative conferencing, teachers may find that students
are required to use certain
science-related competencies in other courses before they are learned in science class. Joint planning
and negotiation with teachers of other courses will be required in establishing
an integrated program
that places consistent expectations upon the student.
Course planning should focus attention on the nature of science, as well as
an understanding of the
role of science and technology in society. Instruction must nurture the development of thinking
skills,
and assist students to acquire appropriate strategies for conducting inquiry, solving problems and
making informed decisions.
The activities suggested throughout both the Program of
Studies/Curriculum Guide and Teacher Resource Manual are numerous, but by
no means exhaustive.
Be prepared to add, delete, and modify activities in adapting instructional materials and
methodology to the particular circumstances of the classroom and student.
TIME ALLOCATION
Science 16 and 26 are each three-credit courses. Instructional time for each
course is to be allocated at
the discretion of the school or jurisdiction administration to reflect the needs of individual
students.
The chart below suggests time distribution among themes developed in the Teacher
Resource
Manual. These suggestions are intended to provide guidance for the teacher.
ELECTIVE
SUGGESTED
THEME
COMPONENT
TIME ALLOCATION
R
PERSONAL HEALTH
1.
4
E
E
AND LIFESTYLE
N
4..--. m
A
R
E
..1
MATERIALS WE USE
N
4
I
D
r-- 1
D
C
/
H
A
TECHNOLOGY IN
0
4
M
TRANSPORTATION T
,----
R
E
1
N
1
0
ENERGY AND THE
4
T
N
ENVIRONMENT