LIBE+463+Assignment+1

Selection of Currirulum Area, Grade Level and Rationale

Wynter Oakes

__Science 9:__

As outlined by the British Columbia Ministry of Education, there are four content area units to be covered during Science 9: 1) Reproduction, 2) Atoms, Elements and Compounds, 3) Characteristics of Electricity, and 4) Space Exploration.

In addition, there are seven Processes of Science learning outcomes that are to be integrated with the four previously mentioned content area units. The curriculum can be found on the BC Ministry of Education website or by using the original document link []

The major curriculum objectives for each unit of study are included in the chart below. //It is expected that students will:// A1 demonstrate safe procedures A2 perform experiments using the scientific method A3 represent and interpret information in graphic form A4 demonstrate scientific literacy A5 demonstrate ethical, responsible, cooperative behaviour A6 describe the relationship between scientific principles and technology A7 demonstrate competence in the use of technologies specific to investigative procedures and research || //It is expected that students will:// B1 explain the process of cell division B1 relate the processes of cell division and emerging reproductive technologies to embryonic development B3 compare sexual and asexual reproduction in terms of advantages and disadvantages || //It is expected that students will:// C1 use modern atomic theory to describe the structure and components of atoms and molecules C2 use the periodic table to compare the characteristics and atomic structure of elements C3 write and interpret chemical symbols of elements and formulae of ionic compounds C4 describe changes in the properties of matter || //It is expected that students will:// C5 explain the production, transfer, and interaction of static electrical charges in various materials C6 explain how electric current results from separation of charge and the movement of electrons C7 compare series and parallel circuits involving varying resistances, voltages, and currents C8 relate electrical energy to power consumption || //It is expected that students will:// D1 explain how a variety of technologies have advanced understanding of the universe and solar system D2 describe the major components and characteristics of the universe and solar system D3 describe traditional perspectives of a range of Aboriginal peoples in BC on the relationship between the Earth and celestial bodies D4 explain astronomical phenomena with reference to the Earth/moon system D5 analyse the implications of space travel ||
 * **//Processes of Science//** //(intended to be integrated through all other content area units)//
 * **//Life Science: Reproduction//**
 * **//Physical Science: Atoms, Elements, and Compounds//**
 * **//Physical Science: Characteristics of Electricity//**
 * **//Earth and Space Science: Space Exploration//**

__Rationale:__

There are several reasons why I selected Grade 9 Science to focus on. First, this area holds my personal interest because I have a background in science and I teach Science 9. In addition to becoming the part-time TL next year, I am the science department curriculum leader and one of the four Science 9 teachers in my school. Thus, my familiarity with the curriculum will allow easier review of resources and identification of areas of the collection that may need development while learning and practicing my new skills.

Second, as a curriculum leader for the science department, other science teachers have expressed an interest to me in becoming more involved with using inquiry-based learning, such as science fair and problem based learning projects in their classrooms, however they are unsure how and where to start. Thus, since a need has been expressed by fellow science teachers, I feel I have a great opportunity to provide access to resources that will support their teaching and their students’ learning. It will also provide an opportunity for me to increase the collaborative work I do with those teachers.

Third, I am aware that the 500's section of our collection has not been reviewed for some time. With the implementation of the new BC Science 9 curriculum in 2007/2008, and the very nature of science information changing so rapidly, there is good reason to focus on this area. Furthermore, the current TL has mentioned to me that she has spent little time weeding this section and I would be a good person to do it since I have a strong science background. She mentioned that her lack of scientific knowledge and thus, lack of confidence, was a factor in her hesitation to review this area of the collection.

Finally, focusing on this area aligns with one of our current district initiatives to increase the 21st Century skills of our students through problem-based learning. Science is an area that lends itself easily to inquiry based learning activities such as science fair, laboratory experiments and resource based research. Furthermore, it has been found that when standards-based, inquiry science curriculum is “highly specified, developed, and aligned with professional development and administrative support” there is an increase in student content understanding and process skills, and significantly higher pass rates on the standardized tests (Geier et al., 2004). Thus, by focusing on the science area of the collection, I will be able to develop it in a manner that supports problem based-learning. By having appropriate resources available to the teachers and students in my school, I will be providing resources that have potential to improve student achievement, as well as advocating for the school library media program by showing the importance the program plays in providing support for problem-based learning activities.

__Reference__

Geier, R., Blumenfeld, P.C., Marx, R.W., Krajcik, J.S., Fishman, B., Soloway, E., & Clay-Chambers, J. (2008). Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform. Journal of Research in Science Teaching, //45(8)//, 922-939.

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