There is a few things I don’t like about the new curriculum and they are all about packaging. They reduced that things that are taught and they packaged them into discrete groups. Science should be organic, one aspect of it flowing into another and I will explore this nature in a class plan. Education is cross curricular. By that I mean that Science bleeds into other disciplines quite freely, more so than any other subject except perhaps Geography. Science has Math, it has Language and it bleeds quite profusely into Geography and a bit into History. This idea that they are separate and different begins in University where in each introductory course we are told that THIS discipline is the most important and drives the world, and no other. I had a very cross curricular education with almost three majors and I know they are connected, intimately, History, Geography and Biology. We use Language to communicate what we find, we use Math to prove the Logic behind our thoughts and hypotheses and History has been changed and molded by it and the inverse. Art touches it all too, fine motor control trained through art to draw the things we see from Darwin’s Finches to the grade 10 cell diagram.
Here are three Lesson Plans that in addition to science content have aspects that include Language and Math expectations. I wrote and then discovered that the subject had been removed from the curriculum entirely -- I mean gone, not moved gone, so I included it anyways, because I will teach it anyways.
Also I wrote these Lesson Plans as Flipped Classroom Lesson Plans, so they are a bit different.
From Grade 10 Academic stream
Chemistry: Chemical Reactions
Earth and Space: Climate Change
C3.4 write word equations and balanced chemical equations for simple chemical reactions (e.g., 2H2 + O2 ➞ 2H2 O)
pre-class
In-Class
Class begins with the statement, are there any questions about last night’s homework?
Let the students know that when a group of compounds changes from one side of an equation to the other there is energy being added to the product or removed. When water is split into Oxygen and Hydrogen energy must be added and when they recombine the energy has to be removed, Conservation of Energy/Mass E=mc2.
worksheet
Discussion about the implications of burning fossil fuels and
9) 2 C8H18 + 25 O2 -> 16 CO2 + 18 H2O
The job plants do at taking up CO2
15) 6 CO2 + 6 H2O -> C6H12O6 + 6 O2
Discussion topic: Is the burning of Fossil fuels like gasoline (above) balanced by the take up of carbon dioxide by plants during photosynthesis? The purpose is to show one side of the argument of the Carbon Balance and to get the students to be thinking of idea that one side of the Climate Change debate. Guide the discussion by asking questions like
Does all the CO2 released by burning gasoline removed by the plant?
Where do you think Plants get the additional CO2 from?
Before we burned gasoline, where to plants get CO2 from?
15) the -> is Photosynthesis, but the reverse direction occurs when our cells use the energy to do things in the cell, so we respire the sugar into CO2 and water, How does this change your positions?
Post-Class
D3.5 describe the principal sources and sinks, both natural and/or anthropogenic, of greenhouse gases (e.g., carbon dioxide, methane, nitrous oxide, halocarbons, water vapour)
Plants make sugars with photosynthesis
6 CO2 + 6 H2O -> 1 C6H12O6 + 6 O2
**Equations are presented in Answer form, they differ from what the students will receive in that they will be unbalanced**
Cellulose is made from sugar:
C6H12O6 = C6H10O5 + H2O
but when plant cellulose (wood and other plant tissues like fiber) decompose anaerobically on the forest floor or our digestive tract.
C6H10O5 + H2O = 3 CH4 + 3 CO2
and methane(CH4) decompose in the air
CH4 + 2 O2 = 2 H2O + CO2
What does this mean for the Earth’s environment? Consider the class discussion.
Write a short response.
Rubric:
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level 0
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level 1
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level 2
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level 3
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level 4
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C3.4 write word equations and balanced chemical equations for simple chemical reactions (e.g., 2H2 + O2 ➞ 2H2 O)
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– does not attempt the work
-disrupts class
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– has trouble with even the most basic examples of work
- needs constant reminders to work
-disrupts other nearby groups
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– attempts most of the problems, but has great difficulty
-non confrontational manner
- follows most of procedures
- spends time off task
- uncooperative
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– attempts all the problems, has difficulty on only the more advanced ones
-respectful manner
-follows proper procedures
-cooperative
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– attempts all problems easily
-differential manner
-follows proper procedures
-assists others
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Participation in class discussion
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– zero participation in the discussion
-dangerous behaviour
-always off topic
-disrupts class
|
– unwilling to engage in discussion
-rude comments
-follows some of the procedures
-disrupts other nearby participants
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– actively following the discussion, but no participation
-non confrontational manner
- follows most of procedures
- spends time off task
|
– actively following the discussion and participates
-respectful manner
-follows proper procedures
-cooperative
|
–actively follows the discussion and contributes meaningfully
-differential manner
-follows proper procedures
-engages others to get them into the discussion
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discussion points reflected in response
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– incomplete assignment
-messiness or unreadable
-graffiti
-no title
- no reference to anything that occurred the day before
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–mostly incomplete assignment
- many spelling mistakes
- poor presentation
-inappropriate title
- few references to the discussion the day before
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–completed assignment
-legible appearance, few spelling mistakes
- no science words used
-poor title
-references to class discussion,
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– completed assignment
-clean crisp appearance, few grammar issues
-uses scientific language
-appropriate title
- references important points of discussion the previous day
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– complete assignment and then some
-pristine professional appearance
- appropriate and consistent with their meaning of scientific language
- identification of speakers in discussion
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D3.5 describe the principal sources and sinks, both natural and/or anthropogenic, of greenhouse gases
Understanding the implications of the natural Carbon Storage
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– assignment incomplete
- no attempt to balance equations
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– mostly incomplete assignment
-poor attempt to balance equations
- little thought into what it means
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–completed assignment
- reasonable attempt to balance equations
- some thought into the implications
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– completed assignment
- balanced equations properly
- understanding of the implications
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– completed assignment, but exceeded expectations
- equations balanced, research into additional equations
- complete understanding, enlightenment achieved
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Old Grade 7 expectation. Removed
Plate Tectonics
Pre-class
video on Plate Tectonics
The Khan Academy deals with the subject matter in 14 videos between 6-12 minutes in length good for a short two to three week unit.
For this class these two videos that give a very basic introduction and
a hint of what the lesson is on.
a third video about some of the proof of the Supercontinent Pangaea from the Khan Academy, as an additional link for interested students:
In-Class
Questions from the students
work on Redesigning the World Part 1
handout world plates (2) one graph on the back of the first sheet
Figure out the scale of the map and scale the size of it to something easy, like 1 cm:1000 km
On the first copy of the handout place the absolute velocity values on each plate.
Look at the directional arrows on the map and think about how each plate must move in relation to the other plates it sits beside.
Fill out the rest of the Graph
Plate
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Absolute Velocity (cm/yr)*
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Distance moved 1Myr (km)
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Distance moved 60Myr (km)
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Distance moved 200Myr (km)
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Antarctic
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~2.05
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African
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~2.15
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Arabian
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~4.65
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Caribbean
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~2.45
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Cocos
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~8.55
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Eurasian
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~0.95
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Indian
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~6.00
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Juan de Fuca
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~2.60
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Nazca
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~7.55
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N. American
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~1.15
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Pacific
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~8.10
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Philippine
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~6.35
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Okhotsk
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~1.35
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S. American
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~1.45
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Scotia
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~2.50
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Post Class
Re-create the World.
Cutout the plates from blank handout and reposition them according to how far the plates moved in either 60 million years or 200 million years
Write a short piece about the changes to the world.
Which Plates got bigger, which smaller?
Did any plates disappear? Are there any new plates?
Did any mountain chains grow? did any stop growing?
Rubric:
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level 0
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level 1
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level 2
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level 3
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level 4
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Math calculations and sheet completeness
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– uses time poorly
-dangerous behaviour
-follows few of the procedures
-disrupts class
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– uses time with limited effectiveness
-rude manner
-many errors in assigned work
-disrupts other nearby groups
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– uses time with some effectiveness
-non confrontational manner
- a few errors in calculations
- spends time off task
- uncooperative
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– uses time with considerable effectiveness
-respectful manner
- no errors in math
-efficient movement
-cooperative
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– uses time with a high degree of effectiveness
-differential manner
-exceeds expectations for work presented
-crisp work
-assists others
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New World Order, artistic and imagination
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– no attempt made
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– attempt made, but there is no logic as to the placement of plates
- no reference to sheet work calculations was made
- some use of colour
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– attempt made and the plates are logically placed, but are not at correct spacing
-references made to sheet calculations
- use of colour is appropriate
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– plates are logically consistent and are close to where they should be
- references are made to the sheet and scale calculations are included
- use of colour does not take away from information
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– plates are perfectly placed
- reference are made to sheet and scale calculations are shown
- detail of the New World Order is impeccable
- use of colour adds to the information present
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Presentation of Written Response
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– incomplete assignment
-messiness or unreadable
-graffiti
-no title
- no reference project
|
–mostly incomplete assignment
- many spelling mistakes
- poor presentation
-inappropriate title
- few references to project
|
–completed assignment
-legible appearance, few spelling mistakes
- no science words used
-poor title
- a few references to project
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– completed assignment
-clean crisp appearance, few grammar issues
-uses scientific language
-appropriate title
- references important parts of the project
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– complete assignment and then some
-pristine professional appearance
- appropriate and consistent with their meaning of scientific language
- references project in totality
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Content of written response
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– no reference to New World Order diagram
-incomplete
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– very little description of NWO diagram
- little references to the guiding questions
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– does not adequately describe the NWO changes
- uses the guiding questions to some effect
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– adequately describes the changes in the NWO
- uses the guiding questions to effect
- uses some imagination
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– very accurately describes the changes in the NWO
- exceeds the guiding questions in detail
- uses imagination to breathe life into the NWO
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Grade 8 understanding mechanisms and systems
1.2 assess the impact on individuals, society, and the environment of alternative ways of meeting needs that are currently met by existing systems, taking different points of view into consideration
Pre Class
Year Round School vs Long Summer Vacations
In class
Debate/discussion
split the class into four or six groups
odd groups are to come up with reasons Year Round schooling makes sense
even groups are to come up with reasons why Year Round schooling is a bad idea
Both groups need to (try) come up with reasons not in the previous day’s homework
both sides then join their respective groups and debate the issues.
last 5-10 minutes general discussion about the debate and who won. Guided with a few questions:
Under one model of YRS, there would be three month long vacations centered around Christmas, March break-Easter and August and there would be the same number of school days every year as now
Most adults get only 2-3 weeks of vacation a year, do you think it is fair that you get about 12 weeks a year?
Follow up, Consider that child care can cost a family thousands of dollars a year to pay for camps and Summer activities, does this change your opinion?
Most Grades spend a month or more of class time reviewing lessons forgotten over the Summer Vacation. How does this statement affect your position?
What is it you like most about Summer Vacation? and How would YRS affect these activities?
Post Class
Write an opinion piece as to which side they think had the strongest case. And they are to ask their Parent or Guardian for their opinion and to ask for two reasons. Include their opinions in your report.
Rubric
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level 0
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level 1
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level 2
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level 3
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level 4
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Working in groups
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– zero participation in the discussion
-dangerous behaviour
-always off topic
-disrupts class
|
– unwilling to engage in discussion
-rude comments
-follows some of the procedures
-disrupts group participants
|
– actively following the discussion, but no participation
-non confrontational manner
- follows most of procedures
- spends time off task
|
– actively following the discussion and participates
-respectful manner
-follows proper procedures
-cooperative
- adds one new idea
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–actively follows the discussion and contributes meaningfully
-differential manner
-follows proper procedures
-engages others to get them into the discussion
- adds more than one idea
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Participation in class discussion
|
– zero participation in the discussion
-dangerous behaviour
-always off topic
-disrupts class
|
– unwilling to engage in discussion
-rude comments
-follows some of the procedures
-disrupts other nearby participants
|
– actively following the discussion, but no participation
-non confrontational manner
- follows most of procedures
- spends time off task
|
– actively following the discussion and participates
-respectful manner
-follows proper procedures
-cooperative
|
–actively follows the discussion and contributes meaningfully
-differential manner
-follows proper procedures
-engages others to get them into the discussion
|
Presentation of Written Response and reference to discussion
|
– incomplete assignment
-messiness or unreadable
-graffiti
-no title
- no reference discussion
- no mention of parental response
|
–mostly incomplete assignment
- many spelling mistakes
- poor presentation
-inappropriate title
- few references to discussion
- little reference to parental response
|
–completed assignment
-legible appearance, few spelling mistakes
-poor title
- a few references to discussion
- short answer additions of parental responses
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– completed assignment
-clean crisp appearance, few grammar issues
-appropriate title
- references important parts of the the discussion
- full responses to parental questioning
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– complete assignment and then some
-pristine professional appearance
- references discussion in totality
- incorporation of parental responses in report
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