Science – Canadian International Secondary School

Course ID

ENG201

This course enables students to develop their understanding of basic concepts in biology, chemistry, earth and space science, and physics, and to relate science to technology, society, and the environment. Throughout the course, students will develop their skills in the processes of scientific investigation. Students will acquire an understanding of scientific theories and conduct investigations related to sustainable ecosystems; atomic and molecular structures and the properties of elements and compounds; the study of the universe and its properties and components; and the principles of electricity.

Overall Curriculum Expectations

Scientific Investigation Skills and Career Exploration

Demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analyzing and interpreting, and communicating);
Identify and describe a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made contributions to those fields.

Biology: Sustainable Ecosystems

Assess the impact of human activities on the sustainability of terrestrial and/or aquatic ecosystems, and evaluate the effectiveness of courses of action intended to remedy or mitigate negative impacts;
Investigate factors related to human activity that affect terrestrial and aquatic ecosystems, and explain how they affect the sustainability of these ecosystems;
Demonstrate an understanding of the dynamic nature of ecosystems, particularly in terms of ecological balance and the impact of human activity on the sustainability of terrestrial and aquatic ecosystems.

Chemistry: Atoms, Elements and compounds

Assess social, environmental, and economic impacts of the use of common elements and compounds, with reference to their physical and chemical properties;
Investigate, through inquiry, the physical and chemical properties of common elements and compounds;
Demonstrate an understanding of the properties of common elements and compounds, and of the organization of elements in the periodic table.

Earth and Space Science: The study of the universe

Assess some of the costs, hazards, and benefits of space exploration and the contributions of Canadians to space research and technology;
Investigate the characteristics and properties of a variety of celestial objects visible from Earth in the night sky;
Demonstrate an understanding of the major scientific theories about the structure, formation, and evolution of the universe and its components and of the evidence that supports these theories.

Physics: The characteristics of Electricity

Assess some of the costs and benefits associated with the production of electrical energy from renewable and non-renewable sources, and analyze how electrical efficiencies and savings can be achieved, through both the design of technological devices and practices in the home;
Investigate, through inquiry, various aspects of electricity, including the properties of static and current electricity, and the quantitative relationships between potential difference, current, and resistance in electrical circuits;
Demonstrate an understanding of the principles of static and current electricity.

Classroom teachers have a responsibility to help all students learn, and they work collaboratively with special education resource teachers, where appropriate, to achieve this goal.

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Fairness is not sameness.In any given classroom, students may demonstrate a wide range of strengths and needs. Teachers plan programs that recognize this diversity and give students performance task.

that respect their particular abilities so that all students can derive the greatest possible benefit from the teaching and learning process. The use of flexible groupings for instruction and the provision of ongoing assessment are important elements of programs that accommodate a diversity of learning needs.

Entry requirements

Teachers must adapt the instructional program in order to facilitate the success of these students in their classrooms. Appropriate adaptations include:

Use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, and scaffolding; previewing of textbooks; pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first languages);
Use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity);
Use of assessment accommodations (e.g., granting of extra time; use of oral interviews, demonstrations or visual representations, or tasks requiring completion of graphic organizers or cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English).

Environment Education

Environmental education is education about the environment, for the environment, and in the environment that promotes an understanding of, rich and active experience in, and an appreciation for the dynamic interactions of:

The earth’s physical and biological systems
The dependency of our social and economic systems on these natural systems
The scientific and human dimensions of environmental issues
The positive and negative consequences, both intended and unintended, of the interactions between human-created and natural systems.

Literacy, Mathematical Literacy, and Invertigation Skills

Literacy, mathematical literacy, and investigation skills are critical to students’ success in all subjects of the curriculum and in all areas of their lives. Many of the activities and tasks that students undertake in the science curriculum involve the literacy skills related to oral, written, and visual communication. Communication skills are fundamental to the development of scientific literacy, and fostering students’

communication skills is an important part of the teacher’s role in the science curriculum. When reading in science, students use a different set of skills than they do when reading fiction or general non-fiction. They need to understand vocabulary and terminology that are unique to science, and must be able to interpret symbols, charts, diagrams, and graphs. In addition, as they progress through secondary school, it becomes critically important for them to have the ability to make sense of the organization of science textbooks, scientific journals, and research papers. To help students construct meaning from scientific texts, it is essential that teachers of science model and teach the strategies that support learning to read while students are reading to learn in science. Writing in science employs special forms and therefore also requires specific and focused learning opportunities. Students use writing skills to describe and explain their observations, to support the process of critically analyzing information in both informal and formal contexts, and to present their findings in written, graphic, and multimedia forms.

The Role of Information and Communications Technology

Information and communications technology (ICT) provides a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ learning in science. Computer programs can help students collect, organize, and sort the data they gather and to write, edit, and present multimedia reports on their findings. ICT can also be used to connect students to other schools, at home and abroad, and to bring the global community into the local classroom. Technology also makes it possible to use simulations – for instance, when field studies on a particular topic are not feasible or dissections are not acceptable. Whenever appropriate, therefore, students should be

encouraged to use ICT to support and communicate their learning. For example, students working individually or in groups can use computers and portable storage devices, CD-ROM and DVD technologies, and/or Internet websites to gain access to science institutions in Canada and around the world. Students can also use digital or video cameras to record laboratory inquiries or findings on field trips, or for multimedia presentations on scientific issues. Although the Internet is a powerful learning tool, all students must be made aware of issues of privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred.

Career Education: Ongoing scientific discoveries and innovations coupled with rapidly evolving technologies have resulted in an exciting environment in which creativity and innovation thrive, bringing about new career opportunities. Today’s employers seek candidates with strong critical-thinking and problem-solving skills and the ability to work cooperatively in a team – traits that are developed through participation in the science program. Through science courses, students will develop a variety of important capabilities, including the ability to identify issues, conduct research, carry out experiments, solve problems, pre- sent results, and work on projects both independently and as a team. Students are also given opportunities to explore various careers related to the areas of science under study and to research the education and training required for these careers.