Title Page Science - Newfoundland And Labrador
ScienceGrade 7Curriculum Guide2013
SCIENCE GRADE 7 CURRICULUM GUIDE 2013
CONTENTSContentsAcknowledgementsForeword. iii.vIntroduction.1Background .1Rationale .1Program Design and Components. .2Learning and Teaching Science .2Contexts for Teaching and Learning .3The Three Processes of Scientific Literacy .4Considerations for Program Delivery.4The Nature of the Adolescent Learner .4The Characteristics of the Intermediate Learner .5Meeting the Needs of All Learners .5Differentiated Instruction .6The Inclusive Classroom .10Communicating in Science .12Assessment and Evaluation .13Assessment Techniques .14Outcomes.15Outcomes Framework .15Essential Graduation Learnings .16General Curriculum Outcomes .17Key-Stage Curriculum Outcomes .17Specific Curriculum Outcomes .17Curriculum Guide Organization .18Unit Organization .19Attitude Outcomes .21Specific Curriculum OutcomesUnit 1:Unit 2:Unit 3:Unit 4:Interactions Within Ecosystems .25Heat and Temperature .53Mixtures and Solutions .85Earth’s Crust .121AppendixAppendix A: STSE Modules .161Appendix B: Strategies that Engage Students .189Appendix C: Assessment and Evaluation .203SCIENCE GRADE 7 CURRICULUM GUIDE 2013i
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ACKNOWLEDGEMENTSAcknowledgementsThe Department of Education would like to thank the provincial Grade 7 Science curriculum committeemembers for their contribution:James Butler, Science Teacher, Frank Roberts Jr. High, ConceptionBay SouthBradley Clarke, Program Development Specialist - Science,Division of Program Development, Department of EducationJennifer Clarke, Science Teacher, St. Peter’s Jr. High, Mt. PearlCheryl Donovan-White, Science Teacher, Villanova Jr. High,Conception Bay SouthSheldon Gillam, Science Teacher, Gill Memorial Academy,Musgrave HarbourCheryl Gordon, Science Teacher, Glovertown Academy,GlovertownRonald Smith, Test Development Specialist - Science, Division ofEvaluation, Testing and Certification, Department of EducationJessica Webb, Science Teacher, St. Paul’s Jr. High, St. John’sCraig White, Implementation Specialist - Avalon East SchoolDistrict, St. John’sTodd Woodland, Science Teacher, Leary’s Brook Jr. High, St. John’sThe Department of Education also appreciates the comments andsuggestions from the many teachers who used the various draftversions of the document.SCIENCE GRADE 7 CURRICULUM GUIDE 2013iii
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FOREWORDForewordThe Pan-Canadian Common Framework of Science LearningOutcomes K to 12 released in October 1997, assists provinces indeveloping a common science curriculum framework.Science curriculum for the Atlantic Provinces is described inFoundation for the Atlantic Canada Science Curriculum (1998).This curriculum guide is intended to provide teachers with theoverview of the outcomes framework for science education.It outlines course-specific curriculum outcomes and providessuggestions for learning, teaching, and assessment.SCIENCE GRADE 7 CURRICULUM GUIDE 2013v
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INTRODUCTIONIntroductionBackgroundThe curriculum described in Foundation for the Atlantic CanadaScience Curriculum and in Grade 7 Science Curriculum Guide wasplanned and developed collaboratively by teacher 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.RationaleThe aim of science education in the Atlantic provinces is to developscientific literacy. Scientific literacy is an evolving combination ofthe science-related attitudes, skills, and knowledge students needto develop inquiry, problem-solving, and decision-making abilities;to become lifelong learners; and to maintain a sense of wonderabout the world around them. To develop scientific literacy, studentsrequire diverse learning experiences which provide opportunity toexplore, analyze, evaluate, synthesize, appreciate, and understandthe interrelationships among science, technology, society, and theenvironment that will affect their personal lives, their careers, andtheir futures.SCIENCE GRADE 7 CURRICULUM GUIDE 20131
PROGRAM DESIGN AND COMPONENTSProgram Design and ComponentsLearning andTeaching ScienceWhat students learn is fundamentally connected to how they learnit. The aim of scientific literacy for all has created a need for newforms of classroom organization, communication, and instructionalstrategies. The teacher is a facilitator of learning whose major tasksinclude: creating a classroom environment to support the learning andteaching of sciencedesigning effective learning experiences that help studentsachieve designated outcomesstimulating and managing classroom discourse in support ofstudent learninglearning about and then using students’ motivations, interests,abilities, and learning styles to improve learning and teachinganalyzing student learning, the scientific tasks and activitiesinvolved, and the learning environment to make ongoinginstructional decisionsselecting teaching strategies from a wide repertoirechallenging students to develop strategies to increase scientificliteracyEffective 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.Teachers must determine when students can work independentlyand when they require assistance. In an effective science program,teachers choose their instructional activities to model inquiry,problem solving and decision making that is just beyond the student’sindependence level. In the gradual release of responsibility approach,students move from a high level of teacher support to independentpractice, as students become more skilled at using the new strategies.If necessary, the teacher increases the level of support when studentsneed further assistance.The goal is to empower students to make the strategies their own,and to know how, when, and why to apply them when faced witha problem. Guided practice supports student independence. As astudent demonstrates success, the teacher gradually decreases his orher support.2SCIENCE GRADE 7 CURRICULUM GUIDE 2013
PROGRAM DESIGN AND COMPONENTSGRADUAL RELEASE OF RESPONSIBILITYModelled“I do you watch”MODEL(Modelled)Independent“You do I watch”MENTOR(Shared and Guided)MONITOR(Independent)Shared“I do you help”Guided“You do I help”The development of students’ scientific literacy is a function of thekinds of tasks they engage in, the discourse in which they participate,and the settings in which these activities occur. Consequently, theaim of developing scientific literacy requires careful attention to allof these facets of curriculum. Students’ disposition towards science isalso shaped by these factors.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 evaluateexplanations for the phenomena under investigation. Suchinvestigations, and the evaluation of the evidence accumulated,provide opportunities for students to develop their understandingof the nature of science and the nature and status of scientificknowledge.Contexts forTeaching andLearningThe science curriculum provides students with opportunities tobecome scientifically literate citizens who will be contributingmembers of society. By drawing upon personal experiences, studentsexperience the nature of science and develop a sense of wonder aboutthe world around them.Students learn through purposeful and powerful learning strategiesdesigned around stimulating ideas, concepts, issues, and themes thatare meaningful to them. Students learn best when they are aware ofthe strategies and processes they use to construct meaning and tosolve information-related problems.Adolescent learners must have opportunities to communicate theirlearning through various modes in addition to frequent opportunitiesto self-assess their learning, strengths, needs and performance.Descriptive feedback from peers, teachers and others at homeand in the community provides direction for student learning andachievement.The development of scientific literacy is the underlying principle ofthe science curriculum.SCIENCE GRADE 7 CURRICULUM GUIDE 20133
PROGRAM DESIGN AND COMPONENTSThe ThreeProcesses ofScientific LiteracyAn individual can be considered scientifically literate when he/she is familiar with, and able to engage in, three processes: inquiry,problem solving, and decision making.InquiryScientific 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. Skillssuch as questioning, observing, inferring, predicting, measuring,hypothesizing, classifying, designing experiments, collecting data,analysing data, and interpreting data are fundamental to engaging inscience. These activities provide students opportunities to understandand practise the process of theory development in science and thenature of science.Problem SolvingThe process of problem solving involves seeking solutions tohuman problems. It consists of the proposing, creating, and testingof prototypes, products, and techniques in an attempt to reach anoptimum solution to a given problem.Decision MakingThe 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.Considerations for Program DeliveryThe Nature of theAdolescent LearnerThe adolescent learner in the intermediate grades is involved ina period of rapid and significant change with respect to physical,emotional, social, intellectual, spiritual, and moral development.Because the nature of these changes is often intense and varied,they need to be acknowledged by the teacher. While some generalcharacteristics of adolescents have been identified, there is a needto recognize that changing characteristics are on a continuum withmany variations at each grade and for different ages. Each studentis unique and any attempt to classify must be regarded as extremelygeneral.Cultural and social influences shape adolescence in many ways andsuch influences must be recognized in the learning and teachingcontext. Critical awareness of self and other influences is essentialto the adolescent learner and this skill must be developed in theintermediate classroom.4SCIENCE GRADE 7 CURRICULUM GUIDE 2013
CONSIDERATIONS FOR PROGRAM DELIVERYThe Characteristicsof the IntermediateLearnerThe intermediate learner: Adolescence “is a time oftransition between dependenceand independence, a time toexplore new alternatives andtry out new identities, a time toexperiment with new points ofview and a time to learn how tointeract with others.” (Knowlesand Brown, 2002)Meeting the Needsof All Learners perceives peer relationships as more important than familyrelationshipsattempts to define self independent of the familymay become more involved in risk taking behaviorsappears to fluctuate between independence and dependencedisplays a multitude of emotions in varying degreesgrows physically and cognitively at varying ratesmoves from morality based on convention to morality based onpersonal valuesrefines his/her sense of humouruses diverse communication skillsis enthusiastic about sharing ideas and experiencescontinues to develop reasoning skillsreflects on feelings, emotions, and responsibilitiesis developing the ability to handle abstract and hypotheticalconceptsapplies problem solving approaches to complex issuesis self-consciouslearns to interact cooperativelyasks questions and questions answersresponds best when expectations are clearuses rigid definitions for right and wrongFoundation for the Atlantic Canada Science Curriculum stressesthe need to design and implement a science curriculum thatprovides equal opportunities for all students according to theirabilities, needs, and interests. Teachers must be aware of and makeadaptations to accommodate the diverse range of learners in theirclasses. In order to adapt to the needs of all learners, teachers mustcreate opportunities that permit students to have their learning stylesaddressed.By using differentiated instruction teachers can work towardsmeeting the needs of all learners. Ideally, every student should findhis/her learning opportunities maximized in the science classroom.SCIENCE GRADE 7 CURRICULUM GUIDE 20135
CONSIDERATIONS FOR PROGRAM DELIVERYDifferentiatedInstructionDifferentiated instruction is instruction that responds to students ofdifferent abilities, interests or learning needs so they may acquireappropriate ways to learn, use, develop, and present concepts. Itinvolves actively planning for student differences in a learningsituation in terms of the core concepts and skills being taught, theprocess by which the content is delivered, and the product thatstudents will create based on their readiness and interests.Teachers continuously make decisions about how to select teachingstrategies and structure learning activities to meet the diverselearning styles of their students. Given the changing nature ofadolescents’ development, creating such a responsive environmentwill provide all students with a safe place to grow and succeed in adynamic and personalized space.Differentiating instruction is an essential tool for engaging studentsand addressing their individual needs. Teachers can differentiate inthe content, process, product, or environment of the classroom.Differentiating theContentContent can be described as the knowledge, skills, and attitudeswe want students to learn. Differentiating content requires teachersto pre-assess students to identify those who do not require directinstruction. Students who demonstrate an understanding of theconcept may move past the instruction step and proceed to applythe concepts to the task of solving a problem. Another way todifferentiate content is simply to permit the apt student to acceleratetheir rate of progress. They can work ahead independently on someprojects, i.e., they cover the content faster than their peers.Teachers should consider the following examples of differentiatingby content: Differentiating theProcess6using reading materials at varying readability levelspresenting ideas through both auditory and visual meansmeeting with small groups to re-teach an idea or skill or toextend the thinking or skills when necessaryDifferentiating the process means varying learning activities orstrategies to provide appropriate methods for students to explorethe concepts and make sense of what they are learning. The contentand product is kept consistent for all students, but activities that leadto task completion will vary depending on the learner. A teachermight assign all students the same product (giving a presentation, forexample) but the process students use to create the presentation willdiffer, with some students working in groups to peer critique whileothers meet with the teacher alone. The same assessment criteria isused for all students.SCIENCE GRADE 7 CURRICULUM GUIDE 2013
CONSIDERATIONS FOR PROGRAM DELIVERYTeachers should consider flexible groupings of students whichinclude whole class, small group or individual instruction.Students can be grouped according to their learning needs andthe requirements of the content or activity presented. It maybe necessary to form short-term groups of students for specificpurposes.Teachers should consider the following examples of differentiatingby process: Differentiating theProductusing activities through which all learners work with the sameimportant understandings and skills, but proceed with differentlevels of support, challenge, or complexityproviding activities and resources that encourage students tofurther explore a topic of particular interest to themproviding students with activities that contain both in-commonwork for the whole class and work that addresses individualneeds and interests of learnersoffering manipulatives or
SCIENCE GRADE 7 CURRICULUM GUIDE 2013 v The Pan-Canadian Common Framework of Science Learning Outcomes K to 12 released in October 1997, assists provinces in developing a common science curriculum framework. Science curriculum for the Atlantic Provinces is described in Foundation for the Atlantic Canada Science Curriculum (1998).
Mathology 1 Integrated Curriculum Correlation – Newfoundland and Labrador v. 11072018 1 Page Mathology 1 Correlation (Number) – Newfoundland and Labrador Specific Curriculum Outcomes Mathology Grade 1 Classroom Activity Kit Mathology Little Books Pearson Canada K‐3 Mathematics Learning
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Acknowledgements Newfoundland and Labrador History - A Curriculum Guide vii Mr. Rene Wicks Newfoundland and Labrador Teachers' Association The Department of Education also gratefully acknowledges the contribution of Grade 8 teachers who
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Publisher Name S. Chand & Company Ltd. No. Subject Series Title Grade ISBN Book Title 1 Science Science for 9th & 10th 9 9789384319588 Part 3 - Biology 2 Science Science for 9th & 10th 9 9789384319601 Part 1 - Physics 3 Science Science for 9th & 10th 9 9789384319595 Part 2 - Chemistry 4 Science Science for 9th & 10th 10 9789352530489 Part 1 - Physics 5 Science Science for 9th & 10th 10 .
