Table Of Content

* .HW*> - '*S6'. 2283^ * -*>"•*•"«****»».. s•--.i>'-f^*.>\J™,«M "'**>*"»~-.t. x MIMISift .*$$ . . 1 tiilfl Kf Ml? .lis tl?J fer HI i 'j.^» W.i ^v*WKt$* hS£r £* .,#».«$* «*p- dFi*-*- . :<• ^«»:*l ""•"•fcaj ^**^«fi^ *$#.# Vltf 1 (P.**** !§£Hi W^MBi ill! ;*' *» «v Rimi «iMU'"**&.**%*1 t*9**'~****** T 111 lit Wf SB*»«|^*SH?r.'i SSk '-1*1 i- "^S: V- i*»#"* w*a»» wl'v-£ Ex LIBRIS UNIVERSITATIS ALBERTENSIS — SCIENCE GRADES 7-8 PROGRAM RATIONALE AND Program Vision PHILOSOPHY The secondary science program is guided by the Students graduating from Alberta schools require vision that all students have the opportunity to the scientific and related technological knowledge develop scientific literacy. The goal ofscientific and skills that will enable them to understand and literacy is to develop the science-related interpret their world and become productive knowledge, skills and attitudes that students need members of society. They also need to develop to solve problems and make decisions, and at the attitudes that will motivate them to use their same time help them become lifelong learners knowledge and skills in a responsible manner. maintaining their sense ofwonder about the world aroundthem. Science programs provide opportunities for students to develop knowledge, skills and attitudes Diverse learning experiences within the science that they need to explore interests and prepare for program provide students with opportunities to furthereducation and careers. explore, analyze and appreciate the interrelationships among science, technology, To become scientifically literate, students must society and the environment, and develop develop a thorough knowledge of science and its understandings thatwill affect theirpersonal lives, relationship to technologies and society. They theircareers and their futures. must also develop the broad-based skills neededto identify and analyze problems; explore and test Goals solutions; and seek, interpret and evaluate information. To ensure thatprograms are relevant The following goals for Canadian science to students as well as societal needs, a science education are addressed through the Alberta program must present science in meaningful science program. Science education will: — context providing opportunities for students to • encourage students at all grade levels to explore the process ofscience, its applications and • develop a critical sense of wonder and implications, and to examine related technological curiosity about scientific and technological problems and issues. By doing so, students endeavours become aware oftherole ofscience in responding • enable students to use science and technology to social and cultural change and in meeting needs to acquire new knowledge and solve for a sustainable environment, economy and problems, so that they may improve the society. quality of their own lives and the lives of others Science (7-8) /l OAlbcrtaLearning,Alberta,Canada (2001) ) • prepare students to critically address science- ) related societal, economic, ethical and environmental issues • provide students with a foundation in science that creates opportunities for them to pursue progressively higher levels of study, prepares them for science-related occupations, and engages them in science-related hobbies appropriate to their interests and abilities • enable students, of varying aptitudes and interests, to develop a knowledge ofthe wide spectrum of careers related to science, technology and the environment. ) 2/ Science(7-8) (200 ©AlbertaLearning,Alberta,Canada 1 — PROGRAM FOUNDATIONS To support the development ofscience literacy, school programs must provide a foundation oflea—rning experiences that address critical aspects of science and its application. These critical areas the — foundations ofthe program provide general direction forthe program and identify majorcomponents of its structure. Program Rationale and Philosophy 1 1 1 Foundation 1 Foundation 2 Foundation 3 Foundation 4 SCIENCE, KNOWLEDGE SKILLS ATT1TLDES TECHNOLOGY AND SOCIETY (STS) Nature ofScience Life Science Initiating and Interestin Science Planning Science and Physical Mutual Respect Technology Science Performing and <r> <-» Recording <-» Scientific Inquiry Social and Earth and Space Environmental Science Analyzing and Collaboration Contexts of Interpreting Stewardship Science and Communication Technology Safety andTeamwork Foundation 1 Science, Technology and Society (STS) Students will develop an understanding of the nature of science and technology, the relationships between science and technology, and the social and environmental contexts ofscience and technology. Foundation—2 Knowledge Students willconstruct knowledge and understandings ofconcepts in life science, physical science and Earth and space science, and apply these understandings to interpret, integrate and extend theirknowledge. Found—ation 3 Skills Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively and for making informed decisions. Foundati—on4 Attitudes Students willbe encouragedto develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society and the environment. Science (7-8) /3 CAlbertaLearning,Alberta,Canada (2001) Foundation 1: Science, Technology and Today, research is often driven by societal and Society (STS) environmental needs and issues. As technological solutions have emerged from previous research, Foundation 1 is concerned with understanding the many of the new technologies have given rise to scope and character ofscience, its connections to complex social and environmental issues. technology, and the social context in which it is Increasingly, these issues are becoming part ofthe developed. The following is a brief introduction political agenda. The potential of science to to the major ideas that underlie this component of inform and empower decision making by the program. individuals, communities and society is a central role ofscientific literacy in a democratic society. Nature ofScience Science provides an ordered way oflearning about Foundation 2: Knowledge the nature of things, based on observation and evidence. Through science, we explore our Foundation 2 focuses on the subject matter of environment, gather knowledge and develop ideas science, including the theories, models, concepts that help us interpret and explain what we see. and principles that are essential to an Scientific activity provides a conceptual and understanding of each science area. For theoretical base that is used in predicting, organizational purposes, this foundation is framed interpreting and explaining natural and using widely accepted science disciplines. technological phenomena. Science is driven by a combination of specific knowledge, theory and Life Science experimentation. Science-based ideas are Life science deals with the growth and continually being tested, modified and improved interactions of life forms within their as new knowledge and explanations supersede environments in ways that reflect their existingknowledge and explanations. uniqueness, diversity, genetic continuity and changing nature. Life science includes such fields Science and Technology of study as ecosystems, biological diversity, the ) Technology is concerned with solving practical study of organisms, the study of the cell, problems that arise from human needs. biochemistry, genetic engineering and Historically, the development of technology has biotechnology. been strongly linked to the development of science, with each making contributions to the Physical Science other. While there are important relationships and Physical science, which encompasses chemistry interdependencies, there are also important differences. Where the focus ofscience is on the and physics, deals with matter, energy and forces. development and verification of knowledge, in Matter has structure, and there are interactions technology the focus is on the development of among its components. Energy links matter to solutions, involving devices and systems that meet gravitational, electromagnetic and nuclear forces a given need within the constraints ofthe problem. in the universe. The conservation laws of mass The test of science knowledge is that it helps us and energy, momentum and charge, are addressed explain, interpret and pred—ict; the test of in physical science. technology is that it works it enables us to achieve a given purpose. Earth and Space Science Social and Environmental Contexts of Science Earth and space science brings global and and Technology universal perspectives to student knowledge. The history of science shows that scientific Earth, our home planet, exhibits form, structure development takes place within a social context. and patterns of change, as does our surrounding Many examples can be used to show that cultural solar system and the physical universe beyond it. and intellectual traditions have influenced the Earth and space science includes such fields of focus and methodologies of science, and that study as geology,meteorology and astronomy. science in turn has influenced the wider world of ideas. J 4/ Science (7-8) (2001) OAlbcrtaLearning,Alberta,Canada UNIVERSITY LIBRARY,'; UNIVERSITY OF ALBERTA Foundation 3: Skills have deeper roots in the experiences that students bring to school. Attitude development is a Foundation 3 is concerned with the skills that lifelong process that involves the home, the students develop in answering questions, solving school, the community and society at large. problems and making decisions. While these Attitudes are best shown not by the events of a skills are not unique to science, they play an particularmomentbutby the pattern ofbehaviours important role in the development of scientific over time. Development of positive attitudes understandings and in the application of science plays an important role in students' growth by and technology to new situations. Fourbroad skill interacting with their intellectual development and areas are outlined in this program ofstudies. Each creating a readiness for responsible application of skill area is developed at each grade level with what is learned. increasing scope and complexity ofapplication. Interest in Science Initiating and Planning Students will be encouraged to develop These are the skills of questioning, identifying enthusiasm and continuing interest in the study of problems, and developing preliminary ideas and science. plans. Mutual Respect Performing and Recording Students will be encouraged to appreciate that These are the skills of carrying out a plan of scientific understanding evolves from the action that involves gathering evidence by interaction of ideas involving people with observation and, in most cases, manipulating differentviews and backgrounds. materials and equipment. Scientific Inquiry Analyzing and Interpreting Students will be encouraged to develop attitudes These are the skills ofexamining information and that support active inquiry, problem solving and evidence; processing and presenting data so that it decision making. can be interpreted; and interpreting, evaluating and applying the results. Collaboration Students will be encouraged to develop attitudes Communication and Teamwork that support collaborative activity. In science, as in other areas, communication skills are essential at every stage where ideas are being Stewardship developed, tested, interpreted, debated and agreed Students will be encouraged to develop upon. Teamwork skills are also important, as the responsibility in the application of science and development and application ofscience ideas is a technology in relation to society and the natural collaborative process both in society and in the environment. classroom. Safety Foundation 4: Attitudes Students will be encouraged to demonstrate a concern for safety in science and technology Foundation 4 is co—ncerned with generalized contexts. aspects of behaviour commonly referred to as attitudes. Attitude outcomes are of a different form than outcomes for skills and knowledge: they are exhibited in a different way, and they Science (7-8) /5 CAlbertaLearning,Alberta,Canada (2001) PROGRAM ORGANIZATION AND • General Outcomes: These are the major FORMAT outcomes for each unit. For Foundations 1 and 2 (STS and knowledge), the outcomes are This program ofstudies is organized into units as combined and unique to each unit. For outlined below. Foundation 3 (skills) and Foundation 4 (attitudes), the outcomes are common to all Unit of units. Study Grade 7 Grade 8 • Specific Outcomes: These are detailed A Interactionsand Mix and Flow of outcomes that flesh out the scope ofeach unit. They are shown inbulleted form. Ecosystems Matter B Plants forFood and Cellsand Systems Examples Fibre Many ofthe outcomes are supported by examples. C Heatand Lightand Optical The examples do not form part of the required Temperature Systems program but are provided as an illustration of D StructuresandForces Mechanical Systems how the outcomes might be developed. E PlanetEarth Freshwaterand Illustrative examples are written in italics and are Saltwater Systems separated from the outcomes by being placed in parentheses. Unit Organization Unit Emphases In Grade 7 and Grade 8, five units of study are Each unit ofstudy begins with an overview and a outlined. Each unit includes the following set of focusing questions that identify a context components. for study. In defining the context, one of the ) following areas ofemphasis is identified for each Unit Overview unit. Each unit of study begins with an overview that • Nature of Science Emphasis: In these units, introduces the contents ofthe unit and suggests an student attention is focused on the processes approach to its development. by which scientific knowledge is developed and tested, and on the nature ofthe scientific Focusing Questions knowledge itself. The skills emphasized in These questions frame a context for introducing these units are the skills ofscientific inquiry. the unit and suggest a focus for investigative • Science and Technology Emphasis: In these activities and application ofideasby students. units, students seek solutions to practical problems by developing and testing Key Concepts prototypes, products and techniques to meet a given need. The skills emphasized are those Key concepts identify major ideas to be developed of problem solving, in combination with the in each unit. Some of the key concepts may be skills ofscientific inquiry. addressed in additional units at the same grade • " Social and Environmental Emphasis: In these level, as well as at other grade/course levels. The units, student attention is focused on issues intended scope of treatment of these concepts is and decisions relating to how science and indicatedbythe outcomes. technology are applied. Skill emphasis is on the use ofresearch and inquiryskillsto inform Outcomes the decision-making process; students seek and analyze information and consider a Two levels of outcomes are provided in this varietyofperspectives. program ofstudies. 6/ Science (7-8) (2001) ©AlbertaLearning,Alberta,Canada Developing a Nature ofScience Emphasis (Grades 7-8) An emphasis on the Nature of Science provides opportunities to develop the following concepts and skills. Concepts • The goal of science is knowledge about the Skills (focus on scientific inquiry) natural world. Initiating and Planning; e.g., • Scientific knowledge develops through • identify questions to investigate observation, experimentation, the discovery • define and delimit questions to facilitate of patterns and relationships, and the investigation proposal ofexplanations. • state a prediction and a hypothesis based on • Scientific knowledge results from the shared background information or an observed pattern workofmany people overtime. ofevents • Scientific knowledge is subject to change as • select appropriate methods and tools for new evidence is gathered and new collecting data and information. interpretations ofdata are made. • The process of scientific investigation Performing and Recording; e.g., includes: • carry out procedures, controlling the major - clearly defining research questions or variables ideas to be tested • use appropriate instruments effectively and - developingprocedures forinvestigation accurately forcollecting data - preparing accurate records of • organize data, using a format that is appropriate observations and measurements to the taskorexperiment - evaluating ideas through critical • use apparatus safely. examination ofevidence. • Scientific ideas are conceptual inventions Analyzing and Interpreting; e.g., that help organize, interpret and explain • interpret patterns and trends in data, and infer findings. and explainrelationships amongthevariables - Models and theories are often used in • predict the value of a variable by interpolating interpreting and explaining orextrapolating from graphical data observations, and in predicting future • identify and suggest explanations for observations. discrepancies in data - Conventions of nomenclature and • state a conclusion, based on experimental data, notation provide a basis for organizing and explain how evidence gathered supports or and communicating science knowledge; refutes an initial idea. e.g., chemical symbols. - Scientific language is precise, and Communication andTeamwork; e.g., specific terms may be used in each field • work cooperatively with team members to ofstudy. develop and carry out a plan and troubleshoot • Science cannot provide complete answers to problems as theyarise all questions. • recommend an appropriate way ofsummarizing and interpreting findings • evaluate individual and group processes used in planning and carrying out investigativetasks. Science (7-8) II C Alberta Learning,Alberta,Canada (2001) a Developing a Science and Technology Emphasis (Grades 7-8) An emphasis on the Science-Technology connection provides opportunities to develop the following concepts and skills. Concepts Skills (focus on problem solving) • The goal of technology is to provide Initiating and Planning; e.g., solutions to practical problems. • define practical problems • Technological development may involve trial • identify questions to investigate arising from and error, as well as application of practical problems knowledge from related scientific fields. • propose alternative solutions to a given practical • Technological problems often lend problem, select one, and develop a plan themselves to multiple solutions, involving • select appropriate methods and tools for different designs, materials andprocesses. collecting data and information and for solving • Scientific knowledge may lead to the problems. development of new technologies, and new technologies may lead to scientific Performing and Recording; e.g., discovery. • research information relevant to a given problem • The process for technological development • construct and test prototype designs includes: • use tools and apparatus safely. - clearly defining problems to be solved and requirements to be met Analyzing and Interpreting; e.g., - developing designs and prototypes • identify and troubleshoot problems, and refine - testing and evaluating designs and the operation ofprototype devices prototypes. • evaluate designs and prototypes in terms of ) • The products of technology are devices, function, reliability, safety, efficient use of systems and processes thatmeetgiven needs. materials and impact on the environment • The appropriateness oftechnologies needs to • identify and evaluate potential applications of — be assessed for each potential application findings proposed technological solution may not be • identify new questions and problems that arise appropriate to the context. fromwhatwas learned. Communication andTeamwork; e.g., • work cooperatively with team members to develop and carry out a plan and troubleshoot problems as theyarise • recommend an approach to solving a given problem,based on findings • evaluate individual and group processes used in planning and carrying out problem-solving tasks. 8/ Science (7-8) (2001) ©AlbertaLearning,Alberta,Canada