Science 10 Course Outline

GRADE␣10␣PROCESSES␣OF␣SCIENCE␣
␣
KEY␣ELEMENTS:␣PROCESSES␣OF␣SCIENCE␣
␣
The␣Prescribed␣Learning␣Outcomes␣related␣to␣Processes␣of␣Science␣support␣the␣development␣of␣attitudes,␣ skills,␣and␣knowledge␣essential␣for␣an␣understanding␣of␣science.␣These␣Prescribed␣Learning␣Outcomes␣ should␣not␣be␣taught␣in␣isolation,␣but␣should␣be␣integrated␣with␣activities␣related␣to␣the␣other␣three␣ curriculum␣organizers.␣
␣
Vocabulary␣
accuracy,␣conclusion,␣control,␣controlled␣experiment,␣dependent␣variables,␣hypothesis,␣independent␣ variables,␣observation,␣precision,␣prediction,␣procedure,␣principle,␣scientific␣literacy,␣uncertainty,␣validity,␣ variable␣ ␣
Knowledge␣
␣ metric␣system␣(SI␣units)␣ ␣ elements␣of␣a␣valid␣experiment␣ ␣ dependent␣and␣independent␣variables␣ ␣ appropriate␣scale␣ ␣ application␣of␣scientific␣principles␣in␣the␣development␣of␣technologies␣ ␣
Skills␣and␣Attitudes␣
␣ recognize␣dangers␣ ␣ demonstrate␣emergency␣response␣procedures␣ ␣ use␣personal␣protective␣equipment␣ ␣ use␣proper␣techniques␣for␣handling␣and␣disposing␣of␣lab␣materials␣ ␣ use␣the␣Bunsen␣burner␣and␣hotplate␣ ␣ make␣accurate␣measurements␣using␣a␣variety␣of␣instruments␣(e.g.,␣rulers,␣balances,␣graduated␣
cylinders)␣ ␣ use␣the␣Internet␣as␣a␣research␣tool␣ ␣ communicate␣results␣ ␣ use␣appropriate␣types␣of␣graphic␣models␣and/or␣formulae␣to␣represent␣a␣given␣type␣of␣data,␣including␣
the␣Bohr␣model␣ ␣ use␣bar␣graphs,␣line␣graphs,␣pie␣charts,␣tables,␣and␣diagrams␣to␣extract␣and␣convey␣information␣ ␣ deduce␣relationships␣between␣variables␣given␣a␣graph␣or␣by␣constructing␣graphs␣ ␣ use␣models␣to␣demonstrate␣how␣systems␣operate␣ ␣ apply␣given␣criteria␣for␣evaluating␣evidence␣and␣sources␣of␣information␣ ␣ identify␣main␣points,␣supporting␣or␣refuting␣information,␣and␣bias␣in␣a␣science␣related␣article␣or␣
illustration␣ ␣ demonstrate␣ethical,␣responsible,␣cooperative␣behaviour␣ ␣ acquire␣and␣apply␣scientific␣and␣technological␣knowledge␣to␣the␣benefit␣of␣self,␣society,␣and␣the␣
␣
environment␣
SCIENCE GRADE 10 ␣ 63
CLASSROOM␣ASSESSMENT␣MODEL␣␣␣Grade␣10␣ ␣ GRADE␣10␣PROCESSES␣OF␣SCIENCE␣
PRESCRIBED␣LEARNING␣OUTCOMES␣ SUGGESTED␣ACHIEVEMENT␣INDICATORS␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣ for␣each␣corresponding␣Prescribed␣Learning␣Outcome.␣
Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣ It␣is␣expected␣that␣students␣will:␣ to:␣
A1␣ demonstrate␣safe␣procedures␣
A2␣ perform␣experiments␣using␣the␣ scientific␣method␣
A3␣ represent␣and␣interpret␣ information␣in␣graphic␣form␣
␣ identify␣a␣variety␣of␣dangers␣in␣procedures␣(e.g.,␣cuts␣from␣ sharp␣objects;␣explosions␣or␣burns␣from␣handling␣chemicals␣or␣ heating␣materials)␣
␣ identify␣appropriate␣equipment␣for␣an␣lab␣activity␣(e.g.,␣ Bunsen␣burner␣vs.␣hotplate;␣glassware␣for␣chemicals)␣
␣ identify␣and␣use␣appropriate␣personal␣protective␣equipment␣ (e.g.,␣hand␣and␣eye␣protection)␣and␣procedures␣(e.g.,␣hair␣tied␣ back,␣clear␣work␣area,␣no␣loose␣clothing,␣no␣horseplay)␣
␣ use␣proper␣techniques␣for␣handling␣and␣disposing␣of␣lab␣ materials␣(e.g.,␣using␣special␣containers␣for␣caustic␣chemicals)␣
␣ describe␣appropriate␣emergency␣response␣procedures␣(e.g.,␣ how␣to␣use␣a␣fire␣extinguisher/blanket,␣eye␣wash␣station,␣first␣ aid␣for␣cuts␣and␣burns,␣knowing␣who␣to␣contact␣and␣how)␣
␣ describe␣the␣elements␣of␣a␣valid␣experiment:␣
- formulate␣an␣hypothesis␣ - make␣a␣prediction␣ - identify␣controlled␣versus␣experimental␣variables␣ - observe,␣measure,␣and␣record␣using␣appropriate␣units␣ - interpret␣data␣ - draw␣conclusions␣
␣ use␣information␣and␣conclusions␣as␣a␣basis␣for␣further␣ comparisons,␣investigations,␣or␣analyses␣
␣ communicate␣results␣using␣a␣variety␣of␣methods␣ ␣ identify␣and␣use␣the␣most␣appropriate␣type␣of␣graphic,␣model,␣
or␣formula␣to␣convey␣information,␣including␣
- Bohr␣model␣or␣diagram␣ - convection␣model␣or␣diagram␣ - Lewis␣diagrams␣ - chemical␣formulae␣ - line␣graphs␣of␣displacement,␣time␣interval,␣and␣velocity␣ - diagrams␣(e.g.,␣food␣webs/pyramids,␣nutrient␣cycles,␣plate␣
boundaries)␣ ␣ distinguish␣between␣dependent␣and␣independent␣variables␣in␣
a␣graph␣ ␣ use␣appropriate␣scale␣and␣axis␣to␣create␣a␣graph␣ ␣ extrapolate␣and␣interpolate␣points␣on␣a␣graph␣
␣ extract␣information␣from␣maps,␣bar␣graphs,␣line␣graphs,␣tables,␣ and␣diagrams␣(e.g.,␣periodic␣table)␣
64 ␣ SCIENCE GRADE 10
␣
CLASSROOM␣ASSESSMENT␣MODEL␣␣␣Grade␣10␣ PRESCRIBED␣LEARNING␣OUTCOMES␣ SUGGESTED␣ACHIEVEMENT␣INDICATORS␣
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␣
␣ identify␣the␣main␣points␣in␣a␣science␣related␣article␣or␣ illustration␣
␣ describe␣the␣qualities␣of␣the␣scientifically␣literate␣person,␣such␣ as␣
- awareness␣of␣assumptions␣(their␣own␣and␣authors’)␣ - respect␣for␣precision␣ - ability␣to␣separate␣fundamental␣concepts␣from␣the␣
irrelevant␣or␣unimportant␣ - recognizing␣that␣scientific␣knowledge␣is␣continually␣
developing␣and␣often␣builds␣upon␣previous␣theories␣ - recognizing␣cause␣and␣effect␣
␣ use␣given␣criteria␣for␣evaluating␣evidence␣and␣sources␣of␣ information␣(e.g.,␣identify␣supporting␣or␣refuting␣information␣ and␣bias)␣
␣ explain␣how␣science␣and␣technology␣affect␣individuals,␣ society,␣and␣the␣environment␣
␣ describe␣and␣demonstrate␣
- ethical␣behaviour␣(e.g.,␣honesty,␣fairness,␣reliability)␣ - open␣mindedness␣(e.g.,␣ongoing␣examination␣and␣
reassessment␣of␣own␣beliefs)␣ - willingness␣to␣question␣and␣promote␣discussion␣ - skills␣of␣collaboration␣and␣co␣operation␣ - respect␣for␣the␣contributions␣of␣others␣␣
␣ give␣examples␣of␣scientific␣principles␣that␣have␣resulted␣in␣the␣ development␣of␣technologies␣(e.g.,␣velocity/acceleration— technologies␣related␣to␣transportation␣and␣athletics)␣
␣ identify␣a␣variety␣of␣technologies␣and␣explain␣how␣they␣have␣ advanced␣our␣understanding␣of␣science␣(e.g.,␣seismographic␣ instruments␣and␣GPS—plate␣tectonics␣and␣Earth’s␣layers)␣
␣ select␣and␣carefully␣use␣balances␣and␣other␣measurement␣tools␣ (e.g.,␣thermometers,␣timing␣devices,␣electronic␣devices)␣
␣ proficiently␣use␣the␣Internet␣as␣a␣research␣tool␣ ␣
SCIENCE GRADE 10 ␣ 65
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10␣
KEY␣ELEMENTS:␣LIFE␣SCIENCE␣
␣
By␣the␣end␣of␣the␣grade,␣students␣will␣have␣assessed␣the␣significance␣of␣natural␣phenomena␣and␣human␣ factors␣within␣ecosystems.␣ ␣
Vocabulary␣
abiotic,␣aeration,␣adaptive␣radiation,␣bioaccumulation,␣biodegradation,␣biome,␣biotic,␣climax␣community,␣ carbonate,␣commensalism,␣decomposers,␣denitrification,␣ecological␣succession,␣ecosystem,␣food␣chains,␣ food␣pyramids,␣food␣webs,␣heavy␣metals,␣keystone␣species,␣lightning,␣mutualism,␣nitrification,␣natural␣ selection,␣nutrients,␣parasitism,␣PCBs,␣pesticides,␣pH,␣phosphorus,␣photosynthesis,␣potassium,␣predation,␣ proliferation,␣symbiosis,␣trophic␣levels␣
␣
Knowledge␣
␣ abiotic␣and␣biotic␣elements␣in␣ecosystems␣ ␣ cycling␣of␣carbon,␣nitrogen,␣oxygen,␣and␣phosphorus␣ ␣ ecosystems␣with␣similar␣characteristics␣in␣different␣geographical␣locations␣ ␣ effects␣of␣altering␣an␣abiotic␣factor␣ ␣ species␣adaptation␣ ␣ food␣webs␣and␣pyramids␣ ␣ mechanisms␣and␣possible␣impacts␣of␣bioaccumulation␣ ␣ traditional␣ecological␣knowledge␣(TEK)␣ ␣ impact␣of␣natural␣phenomena,␣foreign␣species,␣disease,␣pollution,␣habitat␣destruction,␣and␣exploitation␣
␣
of␣resources␣on␣ecosystems␣
Skills␣and␣Attitudes␣
␣ use␣given␣criteria␣for␣evaluating␣evidence␣and␣sources␣of␣information␣(e.g.,␣identify␣supporting␣or␣ refuting␣information␣and␣bias)␣
␣ formulate␣a␣reasoned␣position␣ ␣ demonstrate␣ethical␣behaviour␣ ␣ relate␣cause␣to␣effect␣ ␣ assess␣human␣impact␣
␣ show␣respect␣and␣sensitivity␣for␣the␣environment␣ ␣ conduct␣experiments␣
66 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10:␣LIFE␣SCIENCE:␣SUSTAINABILITY␣OF␣ECOSYSTEMS␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
B1␣ explain␣the␣interaction␣of␣abiotic␣and␣biotic␣factors␣within␣an␣ecosystem␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ define␣abiotic,␣biotic,␣biome,␣and␣ecosystem␣ ␣ identify␣distinctive␣plants,␣animals,␣and␣climatic␣characteristics␣of␣Canadian␣biomes␣(tundra,␣boreal␣
forest,␣temperate␣deciduous␣forest,␣temperate␣rainforest,␣grasslands)␣ ␣ identify␣biotic␣and␣abiotic␣factors␣in␣a␣given␣scenario␣or␣diagram␣ ␣ describe␣the␣relationships␣between␣abiotic␣and␣biotic␣elements␣within␣an␣ecosystem,␣including␣
- air,␣water,␣soil,␣light,␣temperature␣(abiotic)␣
- bacteria,␣plants,␣animals␣(biotic)␣ ␣ design␣and␣analyse␣experiments␣on␣the␣effects␣of␣altering␣biotic␣or␣abiotic␣factors␣(e.g.,␣nutrients␣in␣soil:␣
compare␣two␣plant␣types␣with␣the␣same␣nutrients,␣compare␣one␣plant␣type␣with␣different␣nutrients)␣ ␣ explain␣various␣relationships␣with␣respect␣to␣food␣chains,␣food␣webs,␣and␣food␣pyramids,␣including␣
- producer␣ - consumer␣(herbivore,␣carnivore,␣omnivore)␣ - predation␣(predator␣prey␣cycle)␣ - decomposers␣ - symbiosis␣(mutualism,␣commensalism,␣parasitism)␣
␣ illustrate␣the␣cycling␣of␣matter␣through␣abiotic␣and␣biotic␣components␣of␣an␣ecosystem␣by␣tracking␣␣
- carbon␣(with␣reference␣to␣carbon␣dioxide␣–␣CO2 ,␣ carbonate␣CO3␣2␣,␣oxygen␣–␣O2,␣photosynthesis,␣ respiration,␣decomposition,␣volcanic␣activity,␣carbonate␣formation,␣greenhouse␣gases␣from␣human␣ activity,␣combustion)␣
- nitrogen␣(with␣reference␣to␣nitrate␣–␣NO␣␣3 ,␣nitrite␣–␣NO␣␣2,␣ammonium␣–␣NH+␣4 ,␣nitrogen␣gas␣–␣N2,␣ nitrogen␣fixation,␣bacteria,␣lightning,␣nitrification,␣denitrification,␣decomposition)␣
- phosphorus␣(with␣reference␣to␣phosphate␣–␣PO4␣3␣,␣weathering,␣sedimentation,␣geological␣uplift)␣ ␣ identify␣factors␣that␣affect␣the␣global␣distribution␣of␣the␣following␣biomes:␣tropical␣rainforest,␣temperate␣
rainforest,␣temperate␣deciduous␣forest,␣boreal␣forest,␣grasslands,␣desert,␣tundra,␣polar␣ice␣
␣ using␣examples,␣explain␣why␣ecosystems␣with␣similar␣characteristics␣can␣exist␣in␣different␣geographical␣ locations␣(i.e.,␣significance␣of␣abiotic␣factors)␣
␣ identify␣the␣effects␣on␣living␣things␣within␣an␣ecosystem␣resulting␣from␣changes␣in␣abiotic␣factors,␣ including␣
- climate␣change␣(drought,␣flooding,␣changes␣in␣ocean␣current␣patterns,␣extreme␣weather)␣ - water␣contamination␣ - soil␣degradation␣and␣deforestation␣
PLANNING␣FOR␣ASSESSMENT␣
ASSESSMENT␣STRATEGIES␣
␣ Review␣students’␣knowledge␣of␣ecosystems␣ by␣having␣them␣Think␣Pair␣Share,␣in␣order␣to␣ create␣a␣concept␣map␣that␣incorporates␣the␣ concepts␣biotic,␣abiotic,␣biome,␣ecosystem,␣food␣ chain,␣food␣webs,␣and␣food␣pyramids.␣
␣ Assess␣concept␣maps␣with␣regards␣to␣accuracy␣of␣ the␣relationships␣between␣the␣concepts.␣Assess␣ students’␣work␣according␣to␣the␣criteria␣outlined␣ in␣the␣sample␣assessment␣instrument␣provided␣at␣ the␣end␣of␣this␣grade,␣Concept␣Maps.␣
SCIENCE GRADE 10 ␣ 67
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
␣ Through␣direct␣instruction,␣explain␣the␣ various␣relationships␣(e.g.,␣mutualism,␣ commensalism,␣parasitism,␣predation,␣ decomposers)␣that␣can␣exist␣in␣food␣chains␣ and␣food␣webs.␣
␣ Students␣could␣be␣asked␣to␣identify␣relationships␣ from␣various␣pictures/photos␣(that␣you␣provide,␣ or␣students␣are␣asked␣to␣find)␣that␣depict␣the␣ various␣types␣of␣relationships␣and␣provide␣a␣ rationale␣as␣to␣why␣they␣made␣that␣selection.␣␣
␣ Have␣students␣work␣in␣groups␣to␣design␣an␣ experiment␣to␣investigate␣the␣effects␣of␣ altering␣abiotic␣factors.␣Examples␣of␣labs␣ could␣include␣
- plants␣grown␣in␣soils␣with␣varying␣ nutrient␣levels␣
- earthworms␣or␣woodbugs␣reacting␣to␣ light,␣moisture,␣or␣soil␣type␣
␣ Have␣students␣prepare␣a␣detailed␣lab␣report␣based␣
on␣their␣findings␣of␣their␣experiment.␣
␣␣
Have␣students␣create␣a␣poster,␣storyboard,␣or
multimedia␣presentation␣to␣share␣their␣lab␣ ␣␣␣␣␣␣␣
findings for the rest of the class.
␣ Have␣students␣conduct␣a␣lab␣that␣investigates␣ “A␣Decaying␣Log␣Community.”␣This␣might␣be␣ a␣field␣trip␣or␣an␣independent␣activity.␣Ask␣ students:␣
- After␣locating␣a␣suitable␣log␣in␣its␣natural␣ habitat,␣describe␣its␣location,␣and␣describe␣ what␣evidence␣suggests␣that␣the␣log␣is␣ decayed.␣
- Make␣observations␣and␣sketches␣ recording␣the␣types␣and␣numbers␣of␣ plants␣and␣animals␣that␣are␣observed␣ living␣on,␣in,␣or␣under␣the␣log.␣
␣ Ask␣students␣to␣prepare␣a␣lab␣report␣based␣on␣ their␣findings.␣In␣their␣analysis␣of␣their␣results␣ they␣should␣answer␣the␣following␣questions:␣ - What␣plants␣and␣animals␣were␣the␣most␣
abundant?␣ - In␣what␣ways␣do␣plants␣and␣animals␣depend␣
upon␣the␣log␣for␣life?␣ - Not␣all␣organisms␣living␣in␣this␣community␣
were␣identified.␣Explain.␣ - Design␣a␣food␣web␣for␣the␣organisms␣you␣
identified␣in␣the␣decaying␣log␣community,␣ making␣sure␣to␣identify␣the␣type␣of␣ relationships.␣You␣will␣need␣to␣research␣this␣ information.␣␣
Provide␣students␣with␣a␣Performance␣Task␣ Definition␣and␣assess␣using␣the␣Lab␣Report␣ Scoring␣Rubric,␣both␣provided␣at␣the␣end␣of␣the␣ Classroom␣Model␣for␣this␣grade␣
␣ Discuss␣with␣students␣the␣ways␣in␣which␣ nutrients␣are␣cycled␣through␣the␣ecosystem.␣ Use␣diagrams␣and␣flowcharts␣to␣illustrate␣the␣ detailed␣cycling␣of␣carbon,␣nitrogen,␣oxygen␣ and␣phosphorus.␣Use␣prompting␣questions␣ such␣as:␣␣
- What␣happens␣to␣the␣bodies␣of␣dead␣ organisms?␣␣
- How␣are␣the␣bodies␣of␣dead␣organisms␣ reused␣and␣recycled␣in␣the␣environment?␣
- What␣is␣fertilizer?␣
␣ Assess␣students␣on␣their␣understanding␣of␣the␣ nutrient␣cycles,␣based␣on␣their␣responses␣to␣the␣ following:␣ - Explain␣how␣photosynthesis␣and␣cell␣
respiration␣affect␣the␣carbon␣cycle.␣ - Describe␣the␣relationship␣between␣the␣carbon␣
and␣oxygen␣cycle.␣ - Explain␣why␣some␣farmers␣alternate␣legumes␣
with␣their␣regular␣crops.␣
68 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
␣ Using␣climate␣information␣provided␣or␣ researched␣from␣various␣locations␣around␣the␣ globe,␣ask␣students␣to␣create␣climatographs␣ that␣graph␣temperature␣and␣precipitation.␣ They␣can␣then␣relate␣the␣climatographs␣to␣ their␣ecosystem/biome.␣␣
␣ Have␣students␣create␣climatographs␣depicting␣ information␣from␣two␣or␣more␣locations␣from␣the␣ same␣biome,␣as␣well␣as␣from␣two␣different␣biomes.␣ Have␣them␣complete␣a␣comparison␣chart␣for␣all␣ locations␣to␣note:␣
- - -
abiotic␣factors␣that␣are␣similar␣ abiotic␣factors␣that␣are␣different␣ the␣results␣of␣these␣similarities␣and␣differences␣ on␣ecosystems.␣
␣ Have␣students␣work␣independently␣or␣in␣ groups␣to␣find␣recent␣articles␣depicting␣cases␣ of␣how␣changes␣in␣abiotic␣factors␣(e.g.,␣ drought,␣flooding,␣changes␣in␣ocean␣current␣ patterns,␣extreme␣weather,␣water␣ contamination)␣have␣impacted␣on␣living␣ things—with␣an␣emphasis␣on␣humans— within␣a␣particular␣ecosystem.␣
␣ Have␣students␣create␣a␣storyboard␣to␣depict␣how␣ changes␣in␣abiotic␣factors␣have␣affected␣an␣ ecosystem.␣You␣could␣adapt␣the␣assessment␣tool␣ for␣storyboard␣work␣supplied␣at␣the␣end␣of␣the␣ Classroom␣Model␣for␣this␣grade␣
␣to␣ assess␣student␣work.␣Alternatively,␣students␣can␣
create␣cause␣and␣effect␣graphic␣organizers␣to␣ illustrate␣their␣understanding.␣
SCIENCE GRADE 10 ␣ 69
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10:␣LIFE␣SCIENCE:␣SUSTAINABILITY␣OF␣ECOSYSTEMS␣
␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
B2␣ assess␣the␣potential␣impacts␣of␣bioaccumulation␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ define,␣using␣examples,␣the␣terms␣bioaccumulation,␣parts␣per␣million␣(ppm),␣biodegradation,␣and␣trophic␣ levels␣(with␣reference␣to␣producers␣and␣to␣primary,␣secondary,␣and␣tertiary␣consumers)␣
␣ identify␣a␣variety␣of␣contaminants␣that␣can␣bioaccumulate␣(e.g.,␣pesticides,␣heavy␣metals,␣PCBs)␣ ␣ describe␣the␣mechanisms␣and␣possible␣impacts␣of␣bioaccumulation␣(e.g.,␣eradication␣of␣keystone␣
species,␣reproductive␣impacts)␣
␣ compare␣the␣impact␣of␣bioaccumulation␣on␣consumers␣at␣different␣trophic␣levels␣(e.g.,␣red␣tide␣in␣ oysters␣and␣humans;␣heavy␣metals␣in␣fish␣and␣humans;␣PCBs␣in␣fish,␣birds,␣whales)␣
␣ research␣and␣analyse␣articles␣on␣the␣causes␣and␣effects␣of␣bioaccumulation␣(e.g.,␣mercury␣contamination␣ in␣Inuit␣communities␣and␣the␣Grassy␣Narrows␣First␣Nation␣community)␣
PLANNING␣FOR␣ASSESSMENT␣
ASSESSMENT␣STRATEGIES␣
␣ Provide␣direct␣instruction,␣illustrations,␣and␣ examples␣to␣define␣bioaccumulation,␣parts␣per␣ million␣(ppm),␣biodegradation,␣and␣trophic␣ levels.␣
␣ Have␣students␣complete␣a␣vocabulary␣ development␣chart␣for␣the␣terms␣bioaccumulation,␣ parts␣per␣million␣(ppm),␣biodegradation,␣and␣trophic␣ levels.␣Look␣for␣evidence␣that␣students␣are␣able␣to␣ provide␣
- accurate␣definitions␣ - three␣examples␣of␣each␣term␣ - three␣analogies␣(“What␣is␣it␣like?)␣for␣each␣
term␣ - details␣about␣the␣various␣trophic␣levels␣(i.e.,␣
producers,␣primary␣consumers,␣secondary␣ consumers,␣and␣tertiary␣consumers)␣
␣ Have␣students␣conduct␣research␣to␣identify␣ case␣studies␣of␣how␣contaminants␣(e.g.,␣red␣ tide␣in␣oysters␣and␣humans␣on␣the␣Pacific␣ coast;␣heavy␣metals␣such␣as␣mercury␣in␣Inuit␣ communities␣and␣Grassy␣Narrows␣First␣ Nation␣community;␣PCBs␣in␣fish,␣birds,␣ whales␣in␣the␣St.␣Lawrence)␣have␣ bioaccumulated.␣␣
␣
␣ Have␣students␣create␣a␣cartoon␣to␣describe␣the␣ mechanism␣and␣impacts␣of␣bioaccumulation␣ within␣the␣ecosystem’s␣food␣web.␣Assess␣students’␣ cartoons,␣looking␣for␣
- appropriate␣selection␣of␣a␣case␣study␣␣ - correct␣depiction␣of␣the␣bioaccumulation␣ - analysis␣of␣the␣effects␣of␣bioaccumulation␣on␣
the␣food␣web␣ - include␣reference␣to␣trophic␣levels␣ - include␣reference␣to␣biodegradation␣as␣
applicable␣ - creativity␣in␣illustrating␣the␣facts␣in␣a␣cartoon␣
format.␣
70 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣␣␣Grade␣10␣ GRADE␣10:␣LIFE␣SCIENCE:␣SUSTAINABILITY␣OF␣ECOSYSTEMS␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
B3␣ explain␣various␣ways␣in␣which␣natural␣populations␣are␣altered␣or␣kept␣in␣equilibrium␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ explain␣how␣species␣adapt␣or␣fail␣to␣adapt␣to␣environmental␣conditions,␣with␣reference␣to␣the␣following:␣
- natural␣selection␣ - proliferation␣ - predator/prey␣cycle␣ - ecological␣succession␣ - climax␣community␣ - extinction␣ - adaptive␣radiation␣
␣ describe␣the␣impact␣of␣natural␣phenomena␣(e.g.,␣drought,␣fire,␣temperature␣change,␣flooding,␣tsunamis,␣ infestations—pine␣beetle,␣volcanic␣eruptions)␣on␣ecosystems␣
␣ give␣examples␣of␣how␣foreign␣species␣can␣affect␣an␣ecosystem␣(e.g.,␣Eurasian␣milfoil,␣purple␣loosestrife,␣ scotch␣broom,␣American␣bullfrog,␣European␣starling␣in␣BC)␣
␣ give␣examples␣of␣how␣traditional␣ecological␣knowledge␣(TEK)␣can␣affect␣biodiversity␣(e.g.,␣spring␣ burning␣by␣Cree␣in␣northern␣Alberta)␣
␣ research␣and␣report␣on␣situations␣in␣which␣disease,␣pollution,␣habitat␣destruction,␣and␣exploitation␣of␣ resources␣affect␣ecosystems␣
␣
PLANNING␣FOR␣ASSESSMENT␣
␣ Set␣up␣a␣gallery␣walk␣depicting␣examples␣of␣ ␣ how␣species␣adapt␣or␣fail␣to␣adapt␣to␣ environmental␣conditions,␣including␣natural␣ selection,␣proliferation,␣predator/prey␣cycle,␣ ecological␣succession,␣climax␣community,␣ extinction␣and␣adaptive␣radiation.␣At␣each␣ example,␣have␣students␣identify␣␣
- which␣type(s)␣of␣adaptation␣applies␣to␣the␣ example␣
- identify␣both␣the␣positive␣and␣negative␣ aspects␣of␣the␣case␣for␣the␣species.␣
␣ Have␣students␣research␣specific␣examples␣of␣ ␣ ecosystems␣that␣have␣changed␣as␣a␣result␣of␣ natural␣phenomena,␣introduction␣of␣species,␣ or␣traditional␣ecological␣knowledge.␣Case␣ examples␣could␣include␣
- volcanic␣activity␣producing␣deadly␣gases␣ which␣have␣been␣released␣from␣lakes␣in␣ Cameroon␣
- drought␣in␣Ethiopia␣or␣Sudan␣ - forest␣fires␣in␣California,␣Portugal,␣or␣
ASSESSMENT␣STRATEGIES␣
Follow␣up␣the␣gallery␣walk␣activity␣with␣a␣class␣ discussion.␣Conclude␣by␣having␣students␣write␣a␣ summative␣statement␣about␣each␣type␣of␣ adaptation.␣Look␣for␣evidence␣that␣they␣are␣able␣to - define␣each␣term␣accurately␣
- use␣supporting␣evidence␣from␣the␣gallery␣ walk␣case␣studies.␣
Have␣students␣compile␣the␣results␣of␣their␣ research␣in␣an␣electronic␣slide␣show␣or␣other␣ multimedia␣presentation.␣Students’␣presentations␣ should␣address␣the␣following␣questions:␣
- Was␣this␣effect␣purposeful␣or␣accidental?␣ - What␣was␣its␣effect␣on␣the␣native␣species␣
within␣the␣ecosystems?␣ - Was␣this␣a␣result␣of␣natural␣or␣human␣activity? - Was␣this␣event␣cyclical␣(i.e.,␣predictable)␣or␣
unpredictable?␣
SCIENCE GRADE 10 ␣ 71
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
Kelowna␣ - flooding␣in␣Bangladesh␣or␣India␣ - tsunami␣in␣Aceh,␣Malaysia,␣or␣Thailand␣ - infestation␣of␣locusts␣in␣African␣countries␣ - purposeful␣or␣accidental␣introduction␣of␣
species␣such␣as␣Purple␣loosestrife,␣ American␣bullfrog,␣European␣starlings␣in␣ North␣America,␣deer␣on␣the␣Queen␣ Charlotte␣Islands,␣Eurasian␣milfoil,␣Scotch␣ broom,␣zebra␣mussels␣in␣the␣Great␣Lakes␣
- practices␣of␣traditional␣ecological␣ knowledge␣such␣as␣spring␣burning␣by␣ Cree␣in␣northern␣Alberta␣
␣ Invite␣a␣guest␣speaker␣(e.g.,␣Aboriginal␣Elder,␣ wildlife␣protection␣officer,␣zoologist)␣to␣talk␣ about␣how␣disease,␣pollution,␣habitat␣ destruction,␣or␣resource␣exploitation␣have␣ affected␣a␣local␣ecosystem,␣and␣the␣efforts␣to␣ counter␣those␣effects.␣Where␣possible,␣follow␣ up␣with␣a␣field␣trip␣to␣the␣ecosystem.␣␣
␣ Have␣students␣write␣a␣newspaper␣article␣about␣the␣ case␣presented␣by␣the␣guest␣speaker.␣Students␣ should␣be␣able␣to␣␣ - articulate␣short␣term␣and␣long␣term␣effects␣on␣
various␣species␣populations␣ - identify␣positive␣and␣negative␣effects␣on␣the␣
ecosystem␣ - reference␣applicable␣terms␣such␣as␣
equilibrium,␣abiotic,␣biotic,␣predator,␣prey,␣ succession,␣extinction,␣climax␣community,␣or␣ proliferation␣
72 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10␣
KEY␣ELEMENTS:␣PHYSICAL␣SCIENCE␣
␣
By␣the␣end␣of␣the␣grade,␣students␣will␣have␣demonstrated␣understanding␣of␣chemical␣reactions␣and␣ radioactivity,␣and␣explained␣motion␣in␣terms␣of␣displacement,␣time␣interval,␣velocity,␣and␣acceleration.␣ ␣ Chemical␣Reactions␣and␣Radioactivity␣ ␣
Vocabulary␣
acids,␣alpha␣particle,␣atomic␣number,␣atoms,␣bases,␣beta␣particle,␣Bohr␣diagrams,␣bromothymol␣blue,␣ catalyst,␣combustion,␣compounds,␣concentration,␣conservation␣of␣mass,␣covalent␣bonding,␣decomposition,␣ electron,␣fission,␣fusion,␣gamma␣radiation,␣half␣life,␣indigo␣carmine,␣inorganic,␣ionic␣bonding,␣ions,␣isotope,␣ Lewis␣diagrams,␣light,␣litmus␣paper,␣mass␣number,␣methyl␣orange,␣molecules,␣neutralization␣(acid␣base),␣ neutron,␣organic,␣phenolphthalein,␣polyatomic,␣proton,␣radioactive␣decay,␣salts,␣single␣and␣double␣ replacement,␣surface␣area,␣symbolic␣equations,␣synthesis,␣valence␣electron␣
␣
Knowledge␣
␣ acids,␣bases,␣and␣salts␣ ␣ common␣ionic␣and␣covalent␣compounds␣ ␣ organic␣and␣inorganic␣compounds␣ ␣ chemical␣reactions␣(synthesis,␣decomposition,␣single␣and␣double␣replacement,␣neutralization,␣
combustion)␣ ␣ conservation␣of␣mass␣ ␣ radioactivity␣ ␣
Skills␣and␣Attitudes␣
␣ draw␣and␣interpret␣Bohr␣models␣ ␣ draw␣and␣interpret␣Lewis␣diagrams␣for␣compounds␣containing␣single␣bonds␣ ␣ name␣and␣write␣chemical␣formulae␣for␣common␣ionic␣and␣covalent␣compounds,␣using␣appropriate␣
terminology␣ ␣ use␣standardized␣tests␣for␣acids␣and␣bases␣ ␣ write␣and␣balance␣chemical␣equations␣ ␣ write␣and␣balance␣nuclear␣equations␣ ␣ use␣molecular␣models␣ ␣ use␣the␣periodic␣table␣and␣ion␣charts␣ ␣ demonstrate␣respect␣for␣precision␣ ␣
SCIENCE GRADE 10 ␣ 73
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
KEY␣ELEMENTS:␣PHYSICAL␣SCIENCE␣
␣ Motion␣ ␣
acceleration,␣displacement,␣slope,␣time␣interval,␣uniform␣motion,␣velocity␣ ␣
Knowledge␣ ␣ relationship␣of␣displacement␣and␣time␣interval␣to␣velocity␣
␣ motion␣of␣objects␣ ␣ uniform␣motion␣ ␣ acceleration␣due␣to␣gravity␣ ␣ acceleration:␣positive,␣negative,␣and␣zero␣ ␣
Skills␣and␣Attitudes␣
␣ calculate␣using␣vav␣=␣␣x/␣t␣ ␣ calculate␣using␣a␣=␣␣v/␣t,␣where␣␣v␣=␣vf␣␣␣vi␣ ␣ demonstrate␣respect␣for␣precision␣
Vocabulary␣
74 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣␣␣Grade␣10␣ GRADE␣10␣PHYSICAL␣SCIENCE:␣CHEMICAL␣REACTIONS␣AND␣
␣
RADIOACTIVITY␣
It␣is␣expected␣that␣students␣will:␣
Prescribed␣Learning␣Outcomes␣
C1␣ differentiate␣between␣atoms,␣ions,␣and␣molecules␣using␣knowledge␣of␣their␣structure␣and␣components␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ demonstrate␣knowledge␣of␣the␣three␣subatomic␣particles,␣their␣properties,␣and␣their␣location␣within␣the␣ atom␣(e.g.,␣by␣creating␣models)␣
␣ define␣and␣give␣examples␣of␣ionic␣bonding␣(e.g.,␣metal␣and␣non␣metal)␣and␣covalent␣bonding␣(e.g.,␣two␣ non␣metals,␣diatomic␣elements)␣
␣ with␣reference␣to␣elements␣1␣to␣20␣on␣the␣periodic␣table,␣draw␣and␣interpret␣Bohr␣models,␣including␣ protons,␣neutrons,␣and␣electrons,␣of␣␣
- - - -
atoms␣(neutral)␣ ions␣(charged)␣ molecules␣␣␣covalent␣bonding␣(e.g.,␣O2,␣CH4)␣ ionic␣compounds␣(e.g.,␣CaCl2)␣
␣ identify␣valence␣electrons␣using␣the␣periodic␣table␣(excluding␣lanthanides␣and␣actinides)␣
␣ distinguish␣between␣paired␣and␣unpaired␣electrons␣for␣a␣single␣atom␣
␣ draw␣and␣interpret␣Lewis␣diagrams␣showing␣single␣bonds␣for␣simple␣ionic␣compounds␣and␣covalent␣ molecules␣(e.g.,␣NaCl,␣MgO,␣BaBr2,␣H2O,␣CH4,␣NH3)␣
␣ distinguish␣between␣lone␣pairs␣and␣bonding␣pairs␣of␣electrons␣in␣molecules␣
PLANNING␣FOR␣ASSESSMENT␣
␣ Review␣with␣students␣the␣charge,␣mass,␣and␣ ␣ location␣of␣the␣three␣subatomic␣particles.␣
␣ Review␣the␣concept␣of␣isotopes,␣standard␣atomic␣ ␣ notation,␣atomic␣number,␣number␣of␣neutrons,␣ and␣mass␣number.␣Provide␣students␣with␣terms␣ and␣definitions,␣and␣challenge␣them␣to␣match␣ each␣term␣to␣its␣definition␣(e.g.,␣cutting␣and␣ pasting␣from␣a␣handout,␣matching␣index␣ cards,␣playing␣a␣“who␣am␣I”␣game).␣
ASSESSMENT␣STRATEGIES␣
Have␣students␣complete␣a␣fishbone␣diagram␣with␣ information␣on␣protons,␣neutrons,␣and␣electrons,␣ then␣trade␣with␣a␣partner␣for␣peer␣assessment,␣ focussing␣on␣correct␣and␣complete␣inclusion␣of␣
- name␣of␣the␣particle␣ - relative␣mass␣ - relative␣charge␣ - location␣in␣the␣atom␣and␣symbol.␣
Have␣students␣use␣their␣notebooks␣to␣provide␣ definitions␣and␣examples␣of␣each␣term␣discussed.␣ Criteria␣for␣assessment␣could␣include␣ - correct␣matching␣of␣the␣term␣and␣definition␣␣ - quality␣of␣the␣example␣provided.␣
Have␣students␣classify␣a␣variety␣of␣compounds␣ into␣ionic␣or␣covalent.␣Have␣them␣work␣in␣pairs␣to␣ develop␣an␣analogy␣to␣explain␣ionic␣and␣covalent␣ compound␣formation␣and␣record␣this␣in␣their␣ notebooks.␣Students␣can␣present␣their␣analogies␣to␣
␣ Provide␣students␣with␣definitions␣and␣ examples␣of␣ionic␣compounds␣and␣covalent␣ compound,␣and␣the␣types␣of␣bonds␣that␣occur␣ within␣these␣molecules.␣Explain␣to␣students␣ how␣these␣different␣types␣of␣bonds␣form.␣
␣
SCIENCE GRADE 10 ␣ 75
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
the␣class.␣Analogies␣should␣emphasize␣the␣ following:␣ - ionic␣compounds:␣transfer␣of␣electrons␣
between␣metal␣and␣non␣metal␣atoms␣to␣form␣ ions;␣oppositely␣charged␣ions␣are␣attracted␣to␣ each␣other␣and␣form␣a␣bond␣
- covalent␣compounds:␣similar␣types␣of␣atoms␣ combining␣and␣electrons␣being␣shared␣in␣bond␣ formation.␣
␣ Have␣students␣Think␣Pair␣Share␣their␣ knowledge␣of␣Bohr␣diagrams␣of␣elements␣and␣ ions␣from␣grade␣9.␣
␣ Have␣students␣draw␣Bohr␣diagrams␣of␣ molecules—both␣covalent␣(where␣electrons␣ are␣shared)␣and␣ionic␣(where␣electrons␣are␣ transferred␣from␣one␣atom␣to␣another).␣
␣ Ask␣students␣to␣create␣a␣storyboard,␣showing␣the␣ progressive␣steps␣in␣ionic␣and␣covalent␣compound␣ formation.␣The␣steps␣involved␣should␣show␣ - atoms␣involved␣
- loss/gain␣or␣transfer␣of␣electrons␣ - molecule␣produced␣ - Assess␣students’␣work␣using␣criteria␣such␣as␣
those␣outlines␣in␣the␣sample␣assessment␣ instrument␣provided␣at␣the␣end␣of␣this␣grade␣
␣ Have␣students␣research␣the␣concept␣of␣valence␣ electrons␣(electrons␣that␣take␣part␣in␣chemical␣ reactions/electrons␣that␣are␣beyond␣the␣ previous␣noble␣gas␣arrangement/electrons␣ that␣are␣in␣open␣shells).␣␣
␣ Have␣students␣draw␣Lewis␣diagrams␣for␣first␣20␣ elements␣on␣a␣blank␣template␣of␣the␣periodic␣table,␣ (element␣symbol␣surrounded␣by␣valence␣ electrons).␣Look␣for␣evidence␣that␣students␣are␣ able␣to␣complete␣the␣template␣accurately␣following␣ these␣rules:␣
- First␣20␣elements␣are␣included␣and␣correctly␣ placed.␣
- Electrons␣are␣placed␣around␣the␣element␣ symbols␣at␣the␣points␣of␣the␣compass␣(NESW).␣
- Electrons␣are␣placed␣singly,␣until␣five␣is␣ reached,␣when␣they␣are␣paired.␣
␣ Present␣students␣with␣sufficient␣information␣ to␣draw␣Lewis␣diagrams␣of␣molecules.␣Point␣ out␣that␣only␣unpaired␣electrons␣can␣ participate␣in␣bonding.␣Have␣students␣practise␣ drawing␣Lewis␣diagrams␣for␣covalent␣ molecules.␣Initially,␣students␣should␣be␣given␣ a␣structural␣formula.␣Have␣students␣draw␣ Lewis␣structures␣for␣ionic␣compounds␣using␣ metallic␣and␣non␣metallic␣elements.␣
␣ Administer␣a␣quiz␣to␣assess␣students’␣knowledge.␣ Questions␣could␣focus␣on␣concepts␣such␣as:␣ - ability␣to␣draw␣Lewis␣diagrams␣for␣covalent␣
molecules␣such␣as␣H2O␣and␣CH4␣ - ability␣to␣draw␣Lewis␣diagrams␣for␣ionic␣
molecules␣such␣as␣NaBr␣and␣BaCl2.␣
76 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10␣PHYSICAL␣SCIENCE:␣CHEMICAL␣REACTIONS␣AND␣ RADIOACTIVITY␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
C2␣ classify␣substances␣as␣acids,␣bases,␣or␣salts,␣based␣on␣their␣characteristics,␣name,␣and␣formula␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ identify␣acids␣and␣bases␣using␣indicators␣(e.g.,␣methyl␣orange,␣bromthymol␣blue,␣litmus,␣ phenolphthalein,␣indigo␣carmine)␣␣
␣ explain␣the␣significance␣of␣the␣pH␣scale,␣with␣reference␣to␣common␣substances␣ ␣ differentiate␣between␣acids,␣bases,␣and␣salts␣with␣respect␣to␣chemical␣formulae␣and␣properties␣ ␣ recognize␣the␣names␣and␣formulae␣of␣common␣acids␣(e.g.,␣hydrochloric,␣sulphuric,␣nitric,␣acetic)␣ ␣ use␣the␣periodic␣table␣to␣␣
- -
-
explain␣the␣classification␣of␣elements␣as␣metals␣and␣nonmetals␣ identify␣the␣relative␣reactivity␣of␣elements␣in␣the␣alkali␣metal,␣alkaline␣earth␣metal,␣halogen,␣and␣ noble␣gas␣groups␣ distinguish␣between␣metal␣oxide␣solutions␣(basic)␣and␣non␣metal␣oxide␣solutions␣(acidic)␣
␣ use␣the␣periodic␣table␣and␣a␣list␣of␣ions␣(including␣polyatomic␣ions)␣to␣name␣and␣write␣chemical␣ formulae␣for␣common␣ionic␣compounds,␣using␣appropriate␣terminology␣(e.g.,␣Roman␣numerals)␣
␣ convert␣names␣to␣formulae␣and␣formulae␣to␣names␣for␣covalent␣compounds,␣using␣prefixes␣up␣to␣“deca”␣
PLANNING␣FOR␣ASSESSMENT␣
ASSESSMENT␣STRATEGIES␣
␣ Have␣students␣perform␣an␣experiment␣to␣ distinguish␣acids,␣bases␣and␣salts␣using␣ indicators␣(e.g.,␣Litmus␣paper,␣ phenolphthalein,␣and␣bromothymol␣blue).␣ Use␣hydrochloric,␣sulphuric,␣nitric,␣acetic␣and␣ others.␣
␣ Ask␣students␣to␣write␣up␣the␣lab,␣using␣a␣ prescribed␣format␣such␣as␣the␣one␣provided␣in␣the␣ sample␣assessment␣instrument␣(Lab␣Report)␣ provided␣at␣the␣end␣of␣this␣grade.␣Collect␣ students’␣completed␣reports␣and␣assess␣for␣ thoroughness␣and␣accuracy␣according␣to␣the␣ criteria␣provided␣in␣the␣outline.␣␣
␣ Ask␣students␣to␣observe␣the␣names␣and␣ formulae␣of␣acids,␣bases,␣and␣salts␣to␣look␣for␣ commonalities.␣
␣ Have␣students␣use␣their␣notebooks␣to␣note␣the␣ commonalities␣they␣observe.␣Collect␣their␣ notebooks,␣looking␣for␣evidence␣that␣they␣have␣ identified␣
- acidic␣solutions␣contain␣H+␣ions,␣basic␣OH␣␣ ions␣
- salt␣solutions␣contain␣a␣metal␣ion␣and␣a␣non␣ metal␣ion␣(other␣than␣H+␣and␣OH␣).␣
␣ Have␣students␣undertake␣research␣and␣ conduct␣experiments␣to␣determine␣the␣other␣ properties␣of␣acids,␣bases,␣and␣salts:␣solubility␣ in␣water,␣conductivity␣(using␣conductivity␣ apparatus),␣reactivity␣with␣metals,␣carbonates␣ and␣bicarbonates,␣etc.␣
␣
␣ After␣performing␣the␣lab␣and/or␣research,␣students␣ can␣work␣in␣pairs␣to␣construct␣a␣Venn␣diagram␣as␣ an␣assessment␣instrument␣to␣summarize␣their␣ information␣on␣acids,␣bases,␣and␣salts.␣Have␣ students␣conduct␣a␣peer␣assessment␣of␣each␣others’␣ work,␣looking␣for␣the␣␣
- correct␣identification␣of␣properties␣of␣acids␣
SCIENCE GRADE 10 ␣ 77
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
Caution: students should be reminded not to taste or touch chemicals in the laboratory, even though taste and touch may be distinguishing properties.
␣
only␣(e.g.,␣sour␣tasting,␣react␣with␣some␣metals␣ to␣form␣H2␣gas,␣react␣with␣carbonates␣and␣ bicarbonates␣to␣produce␣CO2)␣
- correct␣identification␣of␣properties␣of␣bases␣ only␣(e.g.,␣bitter␣tasting,␣slippery␣feel)␣
- correct␣identification␣of␣properties␣of␣salts␣ only␣(e.g.,␣salty␣tasting)␣
- correct␣identification␣of␣a␣property␣shared␣by␣ all␣three␣(e.g.,␣conduct␣electricity␣in␣aqueous␣ solution)␣
- presentation␣in␣a␣clear␣Venn␣diagram␣format.␣
␣ Provide␣students␣with␣information␣about␣ specific␣physical␣and␣chemical␣properties␣of␣ groups␣of␣elements␣on␣the␣periodic␣table,␣ including:␣␣
- types␣of␣reactivity␣(e.g.,␣metal␣oxides␣ produce␣bases␣in␣water,␣non␣metal␣oxides␣ produce␣acids␣in␣water)␣
- trends␣through␣the␣representative␣ elements␣and␣transition␣elements.␣
␣ Students␣can␣construct␣a␣concept␣map␣of␣the␣ periodic␣table␣containing␣the␣information.␣Assess␣ their␣work␣using␣criteria␣such␣as␣those␣outlined␣in␣ the␣sample␣assessment␣instrument␣(Concept␣Map)␣ provided␣at␣the␣end␣of␣the␣Classroom␣Model␣for␣ this␣grade.␣
␣ Review␣with␣students␣how␣to␣write␣names␣ and␣formulae␣for␣ionic␣compounds.␣Provide␣ worksheets␣for␣students␣to␣practise.␣To␣make␣ the␣practice␣as␣relevant␣as␣possible,␣share␣with␣ students␣the␣uses␣of␣many␣of␣the␣compounds.␣ Use␣the␣opportunity␣to␣reinforce␣their␣ knowledge␣of␣acids␣and␣bases.␣As␣well,␣ explain␣the␣procedure␣for␣naming␣acids:␣
- HCl—hydrogen␣chloride␣ - HCl␣(aq)—hydrochloric␣acid␣ - H2CO3—hydrogen␣carbonate␣ - H2CO3␣(aq)—carbonic␣acid␣ - H2SO3—hydrogen␣sulphite␣ - H2SO3␣(aq)—sulphurous␣acid.␣
␣ Use␣a␣quiz␣or␣series␣of␣quizzes␣to␣check␣students’␣ proficiency.␣Quiz␣could␣include␣questions␣related␣ to␣ -
NaCl,␣HBr␣(aq),␣Li3PO4)␣ - writing␣formulae␣given␣the␣names␣of␣
compounds␣(e.g.,␣iron␣(III)␣chloride,␣perchloric␣ acid,␣barium␣nitrate).␣
naming␣compounds␣given␣the␣formulae␣(e.g.,␣
␣ Introduce␣students␣to␣the␣procedure␣used␣to␣ write␣the␣names␣and␣formulae␣for␣covalent␣ compounds,␣and␣allow␣students␣to␣practise␣ examples.␣Again,␣to␣make␣the␣practise␣as␣ relevant␣as␣possible,␣share␣with␣students␣the␣ uses␣and␣occurrences␣of␣many␣of␣the␣ compounds␣(e.g.,␣carbon␣monoxide,␣CO,␣is␣ found␣in␣automobile␣exhaust).␣
␣ Have␣students␣develop␣and␣play␣a␣card␣game␣to␣ write␣names␣and␣formula␣for␣covalent␣ compounds.␣To␣assess␣the␣games␣use␣the␣ following␣criteria:␣
- all␣prefixes␣1␣to␣10␣are␣included␣on␣“number␣of␣ atom”␣cards␣
- only␣non␣metal␣elements␣are␣used␣on␣ “element”␣cards␣
- students␣have␣established␣clear␣rules␣for␣their␣ game␣
- students␣have␣determined␣a␣means␣of␣ recording␣answers␣and/or␣a␣point␣scoring␣ system.␣
78 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10␣PHYSICAL␣SCIENCE:␣CHEMICAL␣REACTIONS␣AND␣ RADIOACTIVITY␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
C3␣ distinguish␣between␣organic␣and␣inorganic␣compounds␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ define␣organic␣compounds␣and␣inorganic␣compounds␣
␣ distinguish␣between␣organic␣and␣inorganic␣compounds,␣based␣on␣their␣chemical␣structures␣
␣ recognize␣a␣compound␣as␣organic␣or␣inorganic␣from␣its␣name,␣from␣its␣chemical␣formula,␣or␣from␣a␣ diagram␣or␣model␣
PLANNING␣FOR␣ASSESSMENT␣
ASSESSMENT␣STRATEGIES␣
␣ Have␣students␣research␣the␣similarities␣and␣ differences␣between␣organic␣and␣inorganic␣ compounds.␣␣
␣ Have␣students␣complete␣a␣chart␣illustrating␣the␣ similarities␣and␣differences␣between␣organic␣and␣ inorganic␣compounds.␣Assess␣charts␣to␣determine␣ if␣they␣include␣
- - - -
composition␣(chemical␣structures)␣ uses␣and␣occurrences␣ types␣of␣bonding␣involved␣ relationship␣to␣living␣things.␣
␣ Have␣students␣research␣a␣particular␣group␣of␣ organic␣compounds;␣antibiotics,␣drugs,␣ herbicides/pesticides,␣fabrics␣(fibres),␣ explosives␣or␣a␣particular␣organic␣compound␣ (e.g.,␣Teflon,␣PABA␣[sunscreen],␣motor␣oil).␣
␣ Ask␣students␣to␣prepare␣and␣deliver␣a␣4␣5␣slide␣ presentation␣on␣the␣discovery,␣development,␣uses,␣ benefits,␣and␣drawbacks␣of␣using␣selected␣organic␣ compounds.␣Use␣criteria␣such␣as␣those␣outlined␣in␣ the␣sample␣assessment␣instrument␣(Slide␣ Presentation)␣provided␣at␣the␣end␣of␣this␣grade.␣
␣ Supply␣students␣with␣a␣collection␣of␣names,␣ formulae,␣and␣diagrams␣for␣various␣organic␣ and␣inorganic␣compounds.␣Have␣students␣ individually␣participate␣in␣a␣sorting␣activity␣to␣ classify␣them␣as␣either␣organic␣or␣inorganic.␣
␣ Have␣students␣work␣in␣pairs␣to␣discuss␣each␣ others’␣sorted␣lists␣and␣identify␣items␣on␣which␣ they␣disagreed␣when␣sorting.␣Then␣spend␣time␣as␣ a␣whole␣class␣discussing␣the␣compounds␣that␣ students␣had␣difficulty␣sorting.␣Correct␣ misconceptions.␣Subsequently␣conduct␣another␣ similar␣sorting␣activity,␣focusing␣on␣names,␣ formulae␣or␣diagrams␣similar␣to␣those␣that␣ students␣had␣difficulty␣with␣the␣first␣time.␣
SCIENCE GRADE 10 ␣ 79
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10␣PHYSICAL␣SCIENCE:␣CHEMICAL␣REACTIONS␣AND␣ RADIOACTIVITY␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
C4␣ analyse␣chemical␣reactions,␣including␣reference␣to␣conservation␣of␣mass␣and␣rate␣of␣reaction␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ define␣and␣explain␣the␣law␣of␣conservation␣of␣mass␣
␣ represent␣chemical␣reactions␣and␣the␣conservation␣of␣atoms␣using␣molecular␣models␣
␣ write␣and␣balance␣(using␣the␣lowest␣whole␣number␣coefficients)␣chemical␣equations␣from␣formulae,␣ word␣equations,␣or␣descriptions␣of␣experiments␣
␣ identify,␣give␣evidence␣for,␣predict␣products␣of,␣and␣classify␣the␣following␣types␣of␣chemical␣reactions:␣
- synthesis␣(combination)␣ - decomposition␣ - single␣and␣double␣replacement␣ - neutralization␣(acid␣base)␣ - combustion␣
␣ explain␣how␣factors␣such␣as␣temperature,␣concentration,␣presence␣of␣a␣catalyst,␣and␣surface␣area␣can␣ affect␣the␣rate␣of␣chemical␣reactions␣
PLANNING␣FOR␣ASSESSMENT␣
ASSESSMENT␣STRATEGIES␣
␣ Have␣students␣investigate␣the␣Law␣of␣ Conservation␣of␣Mass␣by␣performing␣a␣lab␣in␣ which␣mass␣appears␣to␣be␣lost␣(e.g.,␣baking␣ soda␣and␣vinegar),␣gained␣(e.g.,␣burning␣ magnesium),␣and␣stays␣the␣same.␣
␣ Ask␣students␣to␣write␣up␣the␣lab,␣using␣a␣ prescribed␣format␣such␣as␣the␣one␣provided␣in␣the␣ Lab␣Report:␣Performance␣Task␣Definition␣ provided␣at␣the␣end␣of␣the␣Classroom␣Model␣for␣ this␣grade.␣Collect␣students’␣completed␣reports␣ and␣assess␣for␣thoroughness␣and␣accuracy␣ according␣the␣criteria␣provided␣in␣the␣outline.␣ (You␣may␣also␣wish␣to␣use␣the␣scoring␣rubric␣ provided␣at␣the␣end␣of␣the␣Classroom␣Model␣for␣ this␣grade.)␣
␣ Ask␣students␣to␣write␣and␣balance␣simple␣ chemical␣equations␣(e.g.,␣2H2 ␣O2 ␣2H2O:␣
synthesis,␣decomposition,␣single␣ replacement),␣given␣formulae,␣word␣ equations,␣or␣descriptions␣of␣experiments.␣ Then␣use␣molecular␣models␣to␣ensure␣they␣ understand␣that␣atoms␣are␣not␣lost␣or␣gained␣ in␣a␣chemical␣reaction.␣Continue␣by␣asking␣ students␣to␣write␣and␣balance␣chemical␣ reactions␣that␣are␣more␣complex␣(e.g.,␣
CH4 ␣O2 ␣CO2 ␣2H2O:␣double␣replacement,␣ neutralization,␣combustion).␣
␣ Have␣students␣use␣previous␣examples␣to␣create␣a␣ worksheet␣of␣five␣chemical␣reactions␣that␣have␣ appropriate␣reactants␣and␣products,␣with␣the␣ correct␣solution.␣Other␣students␣can␣use␣and␣ critique␣their␣worksheet␣based␣on␣criteria␣such␣as␣ the␣following:␣
- Are␣the␣formulae␣written␣correctly␣(e.g.,␣using␣ the␣correct␣subscripts␣and␣Roman␣Numeral␣if␣ necessary)?␣
- Are␣the␣reactants␣and␣products␣probable?␣ - Have␣the␣equations␣been␣balanced␣(e.g.,␣using␣
the␣lowest␣whole␣number␣coefficients)?␣
80 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
␣ Have␣students␣classify␣different␣reactions␣into␣ the␣following␣types:␣ - synthesis␣ - decomposition␣
- single␣and␣double␣replacement␣ - neutralization␣ - combustion␣
␣ Ask␣students␣to␣use␣symbols␣to␣create␣analogies␣ representing␣the␣reactants␣and␣products␣of␣each␣of␣ the␣reaction␣types␣and␣present␣these␣in␣a␣poster.␣ For␣example,␣they␣could␣use␣letters␣of␣the␣alphabet␣ or␣pictures␣to␣represent␣element␣symbols␣or␣ compounds.␣Criteria␣for␣assessment␣could␣include␣ the␣following:␣
- Are␣symbols␣appropriate?␣ - Are␣all␣the␣reaction␣types␣illustrated?␣ - Are␣the␣reaction␣types␣correctly␣portrayed?␣ - Are␣the␣symbols␣creative?␣ - Are␣the␣same␣symbols␣used␣throughout?␣ See␣also␣the␣sample␣scoring␣rubric␣provided␣at␣the␣ end␣of␣the␣Classroom␣Model␣for␣this␣grade.␣
␣ Facilitate␣student␣labs␣in␣which␣they␣are␣ divided␣into␣six␣groups␣to␣investigate␣one␣of␣ the␣six␣different␣reaction␣types:␣␣ - synthesis␣
- decomposition␣ - single␣replacement␣ - double␣replacement␣ - neutralization␣ - combustion.␣
␣ Use␣student␣presentations␣as␣an␣assessment␣ instrument.␣Each␣group␣should␣present␣to␣the␣ class␣for␣peer␣assessment␣on␣the␣accuracy␣and␣ clarity␣of␣
- the␣reaction␣type␣they␣explored␣ - the␣procedure␣they␣followed␣ - the␣balanced␣equation␣for␣the␣reaction␣ - a␣practical␣example␣from␣general␣knowledge␣
or␣research.␣
␣ Have␣students␣perform␣an␣experiment␣or␣ series␣of␣experiments␣looking␣at␣factors␣that␣ control␣reaction␣rate:␣temperature,␣ concentration,␣catalyst,␣and␣surface␣area.␣ Experiments␣could␣include␣
- temperature—an␣effervescent␣indigestion␣ tablet␣reacting␣with␣water␣at␣different␣ temperatures␣
- concentration—different␣concentrations␣ of␣vinegar␣reacting␣with␣baking␣soda␣
- catalyst—the␣effect␣of␣MnO2␣on␣hydrogen␣ peroxide␣
- surface␣area—HCl␣reacting␣with␣chunks␣ vs.␣powdered␣CaCO3.␣
␣ Have␣students␣complete␣a␣chart␣for␣their␣ experiments␣depicting␣reaction␣rate,␣temperature,␣ catalyst,␣concentration,␣surface␣area,␣and␣a␣ conclusion.␣Assess␣students’␣work␣looking␣for␣
- complete␣diagram␣of␣what␣happened␣in␣each␣ experiment␣
- correct␣chemical␣formula␣and␣names␣ throughout␣
- extensive␣description␣of␣what␣happened␣in␣ each␣experiment␣
- conclusion␣as␣to␣which␣factor␣appeared␣to␣be␣ the␣most␣significant,␣based␣on␣their␣ experiment.␣
␣ As␣an␣extension,␣have␣students␣identify␣a␣real␣ world␣application␣of␣controlling␣reaction␣ rates.␣For␣example,␣students␣can␣research␣
␣ explosive␣mixtures—propane␣and␣air␣ ␣ automobile␣air␣bags␣ ␣ food␣preservation␣ ␣ catalytic␣converters.␣
␣ Have␣students␣write␣a␣newspaper␣article␣about␣a␣ fictitious␣event␣involving␣reaction␣rates.␣Look␣for␣ evidence␣that␣students␣are␣able␣to␣apply␣what␣they␣ have␣learned␣about␣controlling␣reaction␣rates␣(e.g.,␣ temperature,␣catalyst,␣concentration,␣surface␣area).␣
SCIENCE GRADE 10 ␣ 81
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10␣PHYSICAL␣SCIENCE:␣CHEMICAL␣REACTIONS␣AND␣ RADIOACTIVITY␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
C5␣ explain␣radioactivity␣using␣modern␣atomic␣theory␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ define␣isotope␣in␣terms␣of␣atomic␣number␣and␣mass␣number,␣recognizing␣how␣these␣are␣communicated␣ in␣standard␣atomic␣notation␣(e.g.,␣Uranium␣238:␣␣ 238U )␣
92
␣ relate␣radioactive␣decay␣(e.g.,␣alpha␣–␣ ␣ ,␣beta␣–␣ ␣ ,␣gamma␣–␣ ␣ )␣to␣changes␣in␣the␣nucleus␣ ␣ relate␣the␣following␣subatomic␣particles␣to␣radioactive␣decay:␣
- proton␣( 1 p )␣
- neutron␣( 01n )␣
- electron␣( ␣10 e )␣
- alpha␣particle␣( 4␣ )␣( 4 He )␣ 22
- beta␣particle␣( ␣10 ␣ )␣ ␣ explain␣half␣life␣with␣reference␣to␣rates␣of␣radioactive␣decay␣ ␣ compare␣fission␣and␣fusion␣ ␣ complete␣and␣balance␣nuclear␣equations␣to␣illustrate␣radioactive␣decay,␣fission,␣and␣fusion␣
PLANNING␣FOR␣ASSESSMENT␣
ASSESSMENT␣STRATEGIES␣
␣ Review␣the␣three␣sub␣atomic␣particles,␣asking␣ which␣one␣determines␣the␣type␣of␣element␣ observed.␣After␣examining␣the␣periodic␣table,␣ they␣should␣be␣able␣to␣recognise␣that␣each␣ element␣is␣identified␣by␣its␣atomic␣number,␣i.e.␣ the␣number␣of␣protons␣in␣every␣atom␣of␣that␣ element.␣␣
␣ Explain␣the␣definition␣of␣the␣term␣isotope.␣ Then,␣using␣toothpicks␣and␣foam␣balls␣of␣ different␣colours,␣have␣students␣construct␣ models␣of␣atomic␣nuclei␣to␣represent␣various␣ elements,␣using␣mass␣numbers␣for␣info␣(e.g.,␣ carbon␣12,␣carbon␣14,␣nitrogen␣14,␣oxygen␣16,␣ sulphur␣32,␣chlorine␣35,␣chlorine␣37,␣argon␣40,␣ potassium␣39,␣potassium␣40).␣After␣doing␣so,␣ have␣them␣explain␣
- how␣mass␣number␣is␣determined␣ - how␣each␣element␣is␣distinguished␣ - what␣causes␣some␣atoms␣of␣a␣particular␣
element␣to␣be␣different␣than␣others␣of␣the␣ same␣element.␣
␣ Students␣should␣draw␣and␣label␣their␣models␣and␣ correctly␣list␣the␣element,␣number␣of␣protons,␣ number␣of␣neutrons,␣and␣mass␣number.␣ Concluding␣statements␣should␣be␣made␣ explaining␣
- the␣relationship␣between␣number␣of␣protons␣ and␣type␣of␣element␣
- the␣distinction␣between␣an␣atom␣and␣an␣ isotope␣
Check␣students’␣models␣and␣concluding␣ statements␣for␣accuracy.␣
82 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
␣ In␣teams,␣have␣students␣research␣the␣terms:␣ isotope,␣fission,␣fusion,␣half␣life,␣alpha,␣beta,␣and␣ gamma␣decay.␣Their␣research␣should␣include␣a␣ definition␣and␣examples␣of␣each.␣Each␣team␣ should␣put␣together␣a␣summary␣that␣they␣can␣ share␣with␣the␣class.␣
␣ Ask␣teams␣to␣record␣their␣research␣and␣summary␣ in␣their␣notebooks.␣When␣assessing␣student␣ research,␣look␣for␣inclusion␣of␣
- - - - When␣the␣teams␣present␣their␣summary␣to␣the␣ class,␣check␣for␣accuracy␣of␣definitions␣and␣ examples.␣
fission␣reactions␣in␣nuclear␣reactors␣ fusion␣reactions␣in␣nuclear␣bombs␣or␣the␣sun␣ alpha␣decay␣used␣in␣smoke␣detectors␣ gamma␣decay␣used␣in␣radiation␣therapy␣
␣ Have␣students␣practise␣writing␣nuclear␣ equations␣demonstrating␣the␣correct␣use␣of␣ atomic␣number,␣mass␣number,␣number␣of␣ neutrons,␣and␣standard␣atomic␣notation.␣Then␣ have␣students␣correctly␣identify,␣and␣place␣ into␣the␣appropriate␣grouping,␣examples␣of␣ the␣different␣types␣of␣nuclear␣equations.␣They␣ should␣write␣fission,␣fusion,␣alpha,␣beta␣and␣ gamma␣decay␣equations.␣The␣written␣ equations␣should␣use␣standard␣atomic␣ notation.␣
␣ ␣ ␣ ␣ ␣ ␣ Have␣students␣use␣a␣model␣to␣explore␣the␣
concept␣of␣half␣life.␣Have␣them␣plot␣half␣life␣ data␣for␣an␣isotope␣on␣a␣graph.␣
␣ Evaluate␣student␣writing␣using␣the␣vocabulary␣ development␣matrix␣below␣for␣the␣five␣types␣of␣ nuclear␣equations␣(italics␣indicates␣the␣student␣ response).␣␣
␣ Assess␣student␣half␣life␣graphs␣for␣title,␣ appropriate␣scale,␣labelled␣axes,␣and␣a␣smooth␣ curve.␣
Type of nuclear equation
Beta decay
Definition
When a neutron is transformed into a proton and a high speed electron (beta particle) is emitted from the nucleus
Characteristics
The mass number of the resulting isotope does not change, but the atomic number increases by 1
Examples
32P␣32S+ 0␣ 15 16 ␣1
Non-example
226 Ra␣222Rn␣ 4␣ 88 86 2
SCIENCE GRADE 10 ␣ 83
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
␣ Provide␣direct␣instruction␣on␣the␣correct␣use␣ of␣terms␣including␣atomic␣number,␣mass␣ number,␣number␣of␣neutrons,␣and␣standard␣ atomic␣notation.␣Use␣models␣to␣demonstrate␣ alpha,␣beta,␣and␣gamma␣decay.␣Use␣blue␣for␣ neutrons␣and␣red␣for␣protons;␣roll␣several␣ balls␣of␣neutrons␣and␣an␣approximately␣equal␣ number␣of␣protons.␣Have␣the␣balls␣mixed␣ evenly␣and␣clumped␣loosely␣together␣to␣form␣ a␣nucleus.␣Then␣perform␣the␣following:␣
- remove␣two␣blue␣neutron␣balls␣and␣two␣ red␣proton␣balls␣together␣(a␣helium␣ nucleus)␣to␣show␣alpha␣decay;␣students␣ should␣be␣able␣to␣state␣that␣the␣mass␣ number␣of␣the␣atom␣is␣reduced␣by␣four,␣ and␣the␣atomic␣number␣reduced␣by␣two,␣ forming␣a␣new␣elemental␣atom␣
- remove␣a␣small␣piece␣of␣one␣blue␣neutron␣ ball,␣representing␣an␣electron␣or␣beta␣ decay;␣at␣the␣same␣time,␣replace␣that␣blue␣ ball␣with␣a␣red␣proton␣ball,␣to␣indicate␣the␣ neutron␣has␣now␣changed␣into␣a␣proton,␣ which␣once␣again␣changes␣the␣atomic␣ number␣to␣form␣a␣new␣elemental␣atom␣
- explain␣that␣in␣the␣process␣of␣radioactive␣ decay,␣some␣gamma␣ray␣energy␣is␣ released,␣and␣is␣usually␣referred␣to␣as␣ gamma␣decay␣
␣ Have␣students␣correctly␣identify,␣and␣place␣into␣ the␣appropriate␣grouping,␣examples␣of␣the␣three␣ types␣of␣radioactive␣decay:␣alpha,␣beta,␣and␣ gamma.␣Assess␣students’␣abilities␣to␣␣
- explain␣their␣grouping␣rationale␣ - use␣appropriate␣vocabulary␣for␣each␣types␣of␣
radioactive␣decay␣(e.g.,␣particle,␣decay,␣ neutron,␣transform,␣proton,␣high␣speed␣ electron,␣nucleus)␣
- accurately␣use␣standard␣atomic␣notation.␣
␣ Have␣students␣use␣a␣model␣to␣explore␣the␣ concept␣of␣half␣life.␣For␣example,␣have␣ students␣place␣thumbtacks␣in␣a␣petri␣dish.␣ Have␣students␣perform␣the␣following␣ procedures:␣␣
- shake␣the␣dish,␣and␣remove␣all␣ thumbtacks␣pointing␣downward␣
- in␣a␣table,␣record␣the␣number␣of␣tacks␣ remaining␣in␣the␣dish␣after␣the␣first␣shake␣
- repeat␣the␣process␣until␣all␣tacks␣are␣gone␣␣ - plot␣a␣graph␣of␣the␣number␣of␣tacks␣vs.␣
shakes␣and␣draw␣a␣smooth␣curve␣through␣
most␣of␣the␣points␣␣ - using␣the␣line␣drawn,␣determine␣how␣
many␣shakes␣were␣required␣to␣go␣down␣to␣ 50␣tacks;␣this␣is␣the␣half␣life␣of␣the␣ decaying␣tacks.␣
␣ Students␣should␣prepare␣a␣formal␣report␣that␣ includes␣the␣following:␣ - a␣diagram␣of␣the␣apparatus␣ - all␣data␣neatly␣organized␣and␣recorded␣
- a␣properly␣titled␣and␣labelled␣graph␣with␣a␣ smooth␣curve␣clearly␣showing␣exponential␣ decay␣␣
- a␣marker␣on␣the␣graph␣indicating␣the␣half␣life␣ of␣the␣tacks␣
- a␣concluding␣statement␣on␣how␣this␣model␣ explains␣half␣life.␣
84 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
␣ Explain␣the␣concepts␣of␣nuclear␣fission␣and␣ fusion.␣Use␣examples␣to␣explain␣the␣ similarities␣and␣differences,␣such␣as␣ - the␣fission␣process␣in␣a␣CANDU␣reactor␣ - the␣fission␣and␣fusion␣process␣in␣nuclear␣
bombs␣ - the␣fusion␣process␣in␣the␣interior␣of␣our␣
sun␣ - the␣appropriate␣equation␣for␣each.␣
␣ Have␣students␣use␣a␣chart␣or␣other␣graphic␣ organizer␣to␣compare␣the␣processes␣of␣fission␣and␣ fusion.␣Points␣of␣comparison␣in␣students␣charts␣ should␣include␣the␣following:␣
- - - -
what␣happens␣to␣the␣nucleus␣ energy␣produced␣ examples␣ appropriate␣equations.␣
SCIENCE GRADE 10 ␣ 85
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10␣PHYSICAL␣SCIENCE:␣MOTION␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
C6␣ explain␣the␣relationship␣of␣displacement␣and␣time␣interval␣to␣velocity␣for␣objects␣in␣uniform␣motion␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ define␣displacement␣(change␣in␣position,␣␣x),␣time␣interval␣(␣t),␣and␣velocity␣(vav)␣ ␣ analyse␣graphically␣the␣relationship␣between␣displacement␣and␣time␣interval␣for␣an␣object␣travelling␣in␣
uniform␣motion␣ ␣ use␣the␣formula␣vav␣=␣␣x/␣t␣to␣calculate␣the␣average␣velocity␣(vav),␣displacement␣(change␣in␣position,␣␣x),␣
and␣time␣interval␣(␣t)␣for␣an␣object␣in␣uniform␣motion,␣given␣appropriate␣data␣
␣ design␣and␣conduct␣one␣or␣more␣experiments␣to␣determine␣the␣velocity␣of␣an␣object␣in␣uniform␣motion␣ (e.g.,␣using␣carts,␣balls,␣skateboards,␣bicycles,␣canoes␣in␣still␣water)␣
PLANNING␣FOR␣ASSESSMENT␣
ASSESSMENT␣STRATEGIES␣
␣ Describe␣a␣situation␣in␣which␣an␣athlete␣runs␣ once␣around␣a␣400m␣track.␣To␣distinguish␣ between␣distance␣and␣displacement,␣ask␣ students␣to␣identify␣the␣length␣of␣the␣path␣ travelled␣and␣the␣difference␣between␣the␣ athlete’s␣initial␣and␣final␣positions.␣␣
␣ Ask␣students:␣“under␣what␣circumstances␣can␣ distance␣and␣displacement␣be␣the␣same␣size?”␣ They␣should␣be␣able␣to␣recognize␣that␣this␣ condition␣only␣exists␣when␣an␣object␣travels␣ forward␣in␣a␣straight␣line.␣Explain␣to␣students␣ that␣if␣an␣object␣displays␣this␣motion,␣and␣if␣it␣ is␣travelling␣at␣a␣constant␣speed,␣then␣the␣ object␣is␣said␣to␣be␣in␣uniform␣motion.␣
␣ Assess␣students␣on␣their␣ability␣to␣differentiate␣ terms,␣using␣examples␣of␣objects␣that␣travel␣ forward,␣then␣reverse␣direction.␣Students␣should␣ be␣able␣to␣distinguish␣between␣situations␣where␣ displacement␣and␣distance␣are␣different␣and␣ situations␣where␣they␣are␣the␣same.␣
␣ Given␣a␣variety␣of␣examples␣(e.g.␣a␣ball␣falling,␣a␣ plane␣taking␣off,␣a␣rocket␣deploying␣its␣thrusters␣ in␣space␣and␣subsequently␣shutting␣them␣off,␣a␣ child␣riding␣a␣merry␣go␣round),␣students␣should␣ be␣able␣to␣classify␣each␣type␣as␣uniform␣or␣non␣ uniform␣motion.␣
␣ Use␣a␣small␣remote␣controlled␣motorized␣car␣ (to␣steer␣straight).␣Lay␣out␣a␣50␣m␣measuring␣ tape␣along␣a␣length␣of␣hallway,␣and␣have␣a␣ student␣time␣(with␣a␣stopwatch␣on␣interval␣ mode)␣each␣5␣meter␣segment␣of␣the␣50␣m␣trip.␣␣
␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣
␣ Have␣students␣record␣position␣and␣time␣data␣ arising␣from␣the␣straight␣line␣motion␣of␣the␣ motorized␣car.␣Have␣them␣calculate␣the␣ratios␣for␣ change␣in␣position␣vs.␣time␣interval␣for␣each␣5m␣ segment␣and␣present␣this␣as␣a␣table.␣Assess␣their␣ work,␣looking␣for␣completeness,␣accuracy,␣and␣ inclusion␣of␣sample␣calculations␣to␣establish␣the␣ ratios.␣
␣ Ask␣students␣to␣plot␣a␣graph␣of␣position␣vs.␣time␣ from␣the␣data␣collected.␣They␣should␣be␣able␣to␣ use␣a␣ruler␣to␣draw␣a␣single␣straight␣line␣through␣ most␣of␣the␣points␣and␣draw␣an␣appropriate␣ conclusion.␣Assess␣their␣work,␣looking␣for␣the␣ extent␣to␣which␣they␣␣
- correctly␣plotted␣position␣vs.␣time␣on␣a␣graph␣ - drew␣an␣appropriate␣conclusion␣(i.e.,␣at␣
86 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
␣ ␣ ␣ ␣
constant␣velocity,␣a␣direct,␣or␣linear,␣ relationship␣exists␣between␣displacement␣and␣ time,␣as␣shown␣by␣the␣straight␣line␣on␣their␣ graph;␣this␣indicates␣uniform␣motion).␣
␣ Have␣students␣create␣a␣similar␣experiment␣of␣ their␣own␣to␣demonstrate␣the␣relationship␣ between␣displacement␣and␣time␣interval,␣ using␣objects␣such␣as␣carts,␣balls,␣skateboards,␣ bicycles,␣or␣canoes␣in␣still␣water.␣
␣ As␣an␣alternative,␣in␣a␣gymnasium␣or␣outside,␣ set␣up␣a␣series␣of␣exercises␣that␣involve␣ running,␣skateboarding,␣throwing␣a␣ball,␣etc.␣ At␣each␣station,␣provide␣a␣tape␣measure␣and␣ stopwatch.␣Have␣students␣sketch␣the␣ apparatus␣and␣perform␣the␣necessary␣ calculations␣to␣determine␣the␣average␣velocity␣ in␣each␣case.␣
␣
␣ Students␣could␣prepare␣a␣formal␣lab␣report␣on␣ the␣activity,␣to␣be␣assessed␣using␣the␣Lab␣ Report:␣Performance␣Task␣Definition␣and␣the␣ Scoring␣Rubric␣for␣Lab␣Report␣supplied␣at␣the␣end␣ of␣the␣Classroom␣Model␣for␣this␣grade␣level.␣␣
␣
␣ ␣ Students␣should␣prepare␣an␣informal␣lab␣write␣up␣
that␣includes␣a␣sketch␣of␣each␣apparatus␣used,␣an␣ explanation␣of␣the␣exercise␣performed,␣along␣with␣ their␣calculations␣to␣determine␣the␣average␣ velocity␣for␣each␣exercise.␣
␣
␣ Introduce␣the␣formula␣vav␣=␣␣x/␣t␣to␣calculate␣ velocity␣(vav),␣displacement␣(change␣in␣ position,␣␣x),␣and␣time␣interval␣(␣t)␣for␣an␣ object␣in␣uniform␣motion.␣Give␣students␣a␣ variety␣of␣problems␣to␣solve␣for␣various␣ objects␣travelling␣at␣uniform␣motion.␣
␣ ␣ As␣an␣extension,␣have␣students␣calculate␣the␣
slope␣of␣the␣graph␣line␣and␣discuss␣the␣ significance␣of␣this␣value␣(it␣is␣the␣velocity␣of␣ the␣small␣car).␣Using␣the␣formula␣y␣=␣mx␣+b,␣ they␣can␣write␣the␣formula␣representing␣the␣ relationship␣between␣displacement␣and␣time.␣
␣ The␣correct␣answers␣should␣be␣indicated␣and␣all␣ work␣clearly␣shown␣outlining␣their␣methodology␣ for␣each␣problem.␣Correct␣units␣should␣also␣be␣ used.␣
␣ ␣ ␣ ␣ All␣work␣should␣be␣shown␣clearly␣on␣the␣graph,␣
including␣slope␣calculations␣and␣the␣equation␣for␣ the␣line.␣
SCIENCE GRADE 10 ␣ 87
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10␣PHYSICAL␣SCIENCE:␣MOTION␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
C7␣ demonstrate␣the␣relationship␣between␣velocity,␣time␣interval,␣and␣acceleration␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ define␣acceleration␣(␣positive,␣negative,␣and␣zero)␣ ␣ give␣examples␣of␣positive,␣negative,␣and␣zero␣acceleration,␣including␣
- - - -
falling␣objects␣ accelerating␣from␣rest␣ slowing␣down␣or␣stopping␣ uniform␣motion␣
␣ given␣initial␣velocity␣(vi),␣final␣velocity␣(vf),␣and␣the␣time␣interval␣(␣t),␣calculate␣acceleration␣using␣the␣ formula␣a␣=␣␣v/␣t,␣where␣␣v␣=␣vf␣␣␣vi␣(e.g.,␣for␣falling␣objects)␣
PLANNING␣FOR␣ASSESSMENT␣
ASSESSMENT␣STRATEGIES␣
␣ Toss␣a␣ball␣into␣the␣air␣and␣catch␣it␣at␣about␣ the␣same␣level.␣Ask␣students␣to␣describe␣its␣ motion.␣They␣should␣recognize␣that␣as␣the␣ball␣ rises,␣its␣velocity␣decreases␣until␣it␣stops␣for␣an␣ instant,␣and␣subsequently␣increases␣its␣ velocity,␣but␣in␣the␣opposite␣direction,␣as␣it␣ falls␣back␣to␣its␣original␣position.␣Explain␣that␣ any␣object␣that␣increases␣or␣decreases␣its␣ speed␣is␣said␣to␣be␣undergoing␣acceleration.␣ By␣choosing␣the␣initial␣forward␣direction␣as␣ positive,␣that␣acceleration␣is␣positive␣if␣the␣ object␣increases␣speed␣at␣a␣constant␣rate,␣and␣ negative␣if␣the␣object␣slows␣down.␣Point␣out␣ that␣acceleration␣remains␣negative␣as␣the␣ object␣moves␣in␣the␣opposite␣(negative)␣ direction.␣
␣ Provide␣students␣with␣various␣examples␣of␣objects␣ accelerating␣and␣decelerating.␣They␣should␣ analyze␣each␣example␣and␣describe␣each␣of␣the␣ following␣quantities␣as␣positive␣or␣negative␣or␣ zero,␣along␣with␣an␣explanation␣why:␣
- -
-
displacement␣ initial␣velocity,␣final␣velocity,␣and␣change␣in␣ velocity␣ acceleration␣
Students␣should␣recognize␣that␣an␣object␣in␣ uniform␣motion␣has␣zero␣acceleration.␣
␣ Introduce␣the␣formula,␣a␣=␣␣v/␣t,␣where␣␣v␣=␣ vf␣␣␣vi␣(e.g.,␣for␣falling␣objects).␣Give␣students␣a␣ variety␣of␣problems␣to␣solve␣for␣various␣ accelerating␣objects.␣
␣
␣ The␣correct␣answers␣should␣be␣indicated␣and␣all␣ work␣clearly␣shown␣outlining␣their␣methodology␣ for␣each␣problem.␣Correct␣units␣should␣also␣be␣ used.␣
␣
88 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10␣
KEY␣ELEMENTS:␣EARTH␣AND␣SPACE␣SCIENCE␣
␣
By␣the␣end␣of␣the␣grade,␣students␣will␣have␣described␣the␣processes␣associated␣with␣energy␣transfer␣within␣ the␣Earth’s␣geosphere␣and␣atmosphere␣and␣will␣have␣examined␣processes␣and␣features␣associated␣with␣plate␣ tectonics.␣ ␣
Energy␣Transfer␣in␣Natural␣Systems␣
␣
Vocabulary␣
atmosphere,␣conduction,␣convection,␣Coriolis␣effect,␣El␣Niño,␣greenhouse␣gases,␣heat,␣kilopascals,␣kinetic␣ molecular␣theory,␣La␣Niña,␣ozone␣layer,␣permafrost,␣prevailing␣winds,␣thermal␣energy,␣tornado␣ ␣
Knowledge␣
␣ heat␣and␣thermal␣energy␣ ␣ conduction␣and␣convection␣ ␣ energy␣absorption␣and␣radiation␣in␣the␣atmosphere␣ ␣ differential␣heating␣and␣prevailing␣winds␣ ␣ changes␣in␣air␣density␣ ␣ measurement␣of␣air␣pressure␣ ␣ human␣created␣and␣natural␣influences␣on␣climate␣ ␣ climate␣affects␣natural␣systems␣ ␣
Skills␣and␣Attitudes␣
␣ illustrate␣energy␣transfer␣ ␣ use␣given␣criteria␣for␣evaluating␣evidence␣and␣sources␣of␣information␣(e.g.,␣identify␣supporting␣or␣
refuting␣information␣and␣bias)␣
SCIENCE GRADE 10 ␣ 89
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
KEY␣ELEMENTS:␣EARTH␣AND␣SPACE␣SCIENCE␣
␣
Plate␣Tectonics␣
Vocabulary␣
asthenosphere,␣continental␣drift␣theory,␣converging/diverging␣plates,␣earthquakes,␣epicentre,␣fault,␣hot␣ spot,␣inner␣core,␣lithosphere,␣mantle,␣mantle␣convection,␣outer␣core,␣paleoglaciation,␣plate␣boundary,␣plate␣ tectonic␣theory,␣primary␣waves,␣ridge␣push␣and␣slab␣pull,␣rift␣valley,␣secondary␣waves,␣spreading␣ridge,␣ subduction␣zone,␣surface␣waves,␣tectonic␣plate,␣transform␣fault,␣trench,␣volcanic␣belt,␣volcanic␣island␣arc,␣ volcanoes␣
␣
Knowledge␣ ␣ plate␣movement␣and␣associated␣features␣and␣processes␣
␣ diverging,␣converging,␣and␣transform␣plate␣boundaries␣ ␣ deep␣focus␣to␣shallow␣focus␣earthquakes␣ ␣ continental␣drift␣theory␣ ␣ magnetic␣reversals␣
␣
Skills␣and␣Attitudes␣
␣ illustrate␣plate␣movement␣ ␣ identify␣tectonic␣mapping␣symbols␣ ␣ use␣given␣criteria␣for␣evaluating␣evidence␣and␣sources␣of␣information␣(e.g.,␣identify␣supporting␣or␣
refuting␣information␣and␣bias)␣
90 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10:␣EARTH␣AND␣SPACE␣SCIENCE:␣ENERGY␣TRANSFER␣IN␣ NATURAL␣SYSTEMS␣␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
D1␣ explain␣the␣characteristics␣and␣sources␣of␣thermal␣energy␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ define␣heat␣and␣thermal␣energy␣␣ ␣ explain␣and␣illustrate␣how␣thermal␣energy␣is␣transferred␣through␣conduction,␣convection,␣and␣
radiation,␣with␣reference␣to␣
- kinetic␣molecular␣theory␣
- practical␣examples␣(e.g.,␣home␣heating,␣cooking␣methods,␣loss␣of␣body␣heat,␣insulation)␣ ␣ describe␣Earth’s␣energy␣sources␣including␣
- residual␣thermal␣energy␣from␣Earth’s␣formation␣ - energy␣from␣radioactive␣decay␣ - solar␣energy␣(with␣reference␣to␣absorption␣and␣radiation␣in␣the␣atmosphere)␣
PLANNING␣FOR␣ASSESSMENT␣
ASSESSMENT␣STRATEGIES␣
␣ Define␣thermal␣energy␣and␣explain␣the␣ concept␣of␣energy␣transfer.␣Have␣students␣ work␣in␣groups␣and␣brainstorm␣situations␣ where␣thermal␣energy␣is␣transferred.␣Ask␣ students␣to␣explain␣how␣the␣thermal␣ energy␣is␣transferred.␣
␣ Ask␣students␣to␣define␣conduction,␣ convection,␣and␣radiation,␣providing␣ assistance␣by␣using␣illustrations␣to␣ demonstrate␣how␣thermal␣energy␣is␣ transferred␣in␣each␣case.␣
␣ In␣their␣journals,␣have␣students␣list␣and␣explain␣ situations␣where␣thermal␣energy␣is␣transferred,␣ including␣definitions␣and␣diagrams.␣Student␣ explanations␣should␣include␣information␣on␣ conduction,␣convection,␣and␣radiation,␣with␣ accompanying␣diagrams.␣
␣ In␣a␣Think␣Pair␣Share␣activity,␣have␣ students␣review␣how␣thermal␣energy␣is␣ transferred.␣Then␣ask␣them␣to␣apply␣these␣ ideas␣to␣determine␣how␣the␣Earth␣gains␣ and␣loses␣thermal␣energy,␣using␣ conduction,␣convection,␣and␣radiation.␣
␣ Ask␣students␣to␣record␣in␣their␣journals␣the␣ information␣regarding␣transfer␣of␣thermal␣energy.␣ They␣should␣list␣how␣thermal␣energy␣is␣transferred␣to␣ the␣Earth,␣from␣the␣Earth,␣and␣inside␣the␣Earth␣(e.g.,␣ from␣radioactive␣decay).␣Diagrams␣should␣be␣used␣in␣ the␣explanation␣of␣how␣thermal␣energy␣is␣transferred␣ in␣these␣processes.␣Use␣the␣Thermal␣Energy␣Transfer␣ Scoring␣Guide␣included␣at␣the␣end␣of␣the␣Classroom␣ Model␣for␣this␣grade␣to␣assess␣student␣work.␣␣
SCIENCE GRADE 10 ␣ 91
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10:␣EARTH␣AND␣SPACE␣SCIENCE:␣ENERGY␣TRANSFER␣IN␣ NATURAL␣SYSTEMS␣␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
D2␣ explain␣the␣effects␣of␣thermal␣energy␣transfer␣within␣the␣atmosphere␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ define␣atmospheric␣pressure␣and␣explain␣how␣it␣is␣measured␣
␣ identify␣weather␣conditions␣that␣typically␣accompany␣areas␣of␣low␣and␣high␣pressure␣in␣the␣atmosphere
␣ describe␣how␣energy␣transfer␣influences␣atmospheric␣convection,␣atmospheric␣pressure,␣and␣prevailing␣ winds␣(e.g.,␣differential␣heating␣of␣land␣and␣water␣causes␣changes␣in␣air␣density␣and␣affects␣prevailing␣ winds)␣
PLANNING␣FOR␣ASSESSMENT␣
ASSESSMENT␣STRATEGIES␣
␣ Working␣in␣groups,␣have␣students␣define␣force␣ and␣pressure,␣listing␣the␣different␣types␣of␣ forces.␣Ask␣them␣to␣form␣small␣groups,␣blow␣ up␣a␣balloon,␣and␣answer␣the␣following␣ questions:␣␣
- Why␣is␣the␣air␣in␣the␣balloon␣“harder␣or␣ firmer”␣than␣the␣air␣in␣the␣room?␣
- Why␣do␣we␣blow␣up␣tires␣on␣a␣car␣or␣ bicycle?␣
- What␣happens␣when␣you␣go␣up␣a␣ mountain␣or␣fly␣in␣an␣airplane?␣Why␣do␣ your␣ears␣‘pop’?”␣␣
- How␣do␣we␣measure␣air␣pressure?␣On␣ what␣does␣air␣pressure␣depend?␣
␣ Review␣the␣history␣of␣the␣development␣of␣ barometers␣using␣slides␣or␣other␣multimedia.␣ Show␣students␣a␣barometer␣and␣explain␣how␣ it␣works.␣␣
␣ Have␣student␣groups␣each␣construct␣a␣simple␣ barometer␣using␣instructions␣readily␣available␣ online␣or␣in␣various␣resource␣books.␣Ask␣ groups␣to␣take␣the␣air␣pressure␣in␣the␣class␣for␣ several␣days,␣recording␣in␣their␣journals␣the␣ following␣information:␣
- the␣time␣of␣day␣ - the␣temperature␣outside␣ - the␣weather␣conditions␣ - the␣barometer␣reading␣(high␣or␣low)␣
␣ Have␣students␣record␣in␣their␣journals␣definitions␣ and␣create␣diagrams␣of␣force␣and␣pressure,␣looking␣ for␣indications␣that␣groups␣have␣answered␣the␣ four␣questions␣and␣provided␣diagrams␣and␣ explanations␣on␣air␣pressure.␣
␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ ␣ Students␣should␣prepare␣journal␣reports␣with␣
daily␣entries␣for␣a␣one␣week␣period,␣recording␣all␣ relevant␣information␣pertaining␣to␣the␣local␣ weather␣conditions,␣as␣well␣as␣the␣relative␣ barometric␣readings␣displayed␣on␣their␣“home␣ made␣barometer.”␣At␣the␣end␣of␣the␣recording␣ term,␣conclusions␣should␣be␣drawn␣relating␣ atmospheric␣pressure␣to␣the␣changes␣in␣weather␣ observed.␣Predictions␣of␣future␣weather␣ conditions␣can␣also␣be␣made,␣based␣on␣ hypothetical␣changes␣to␣barometer␣readings.␣
␣
92 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
␣ Ask␣students␣to␣consider␣why␣forced␣air␣ furnaces␣are␣always␣built␣in␣the␣basement␣of␣ homes␣and␣not␣in␣the␣attics.␣Then␣demonstrate␣ convection␣to␣students␣using␣smoke␣paper␣ and␣a␣glass␣box␣apparatus,␣where␣heat␣from␣a␣ lit␣candle␣beneath␣one␣vent␣causes␣smoke␣to␣ rise,␣while␣at␣the␣other␣vent,␣smoke␣is␣pulled␣ downward␣into␣the␣container.␣Students␣can␣ infer␣from␣this␣that␣as␣warm␣air␣rises,␣air␣ pressure␣decreases␣above␣the␣candle,␣thereby␣ drawing␣in␣cooler␣surrounding␣air.␣
␣ Have␣students␣write␣up␣the␣demonstration,␣which␣ should␣include␣
- a␣neat␣diagram␣of␣the␣apparatus␣with␣arrows␣ indicating␣the␣proper␣direction␣of␣the␣ circulating␣smoke␣
- a␣clear␣explanation␣as␣to␣why␣the␣smoke␣rises␣ at␣one␣vent␣and␣sinks␣at␣the␣other␣
- a␣description␣of␣how␣air␣pressure␣changes␣ inside␣the␣apparatus␣from␣differential␣heating␣
- a␣concluding␣statement␣on␣how␣convection␣ works␣in␣fluids␣
␣ Brainstorm␣with␣students␣what␣high␣and␣low␣ air␣pressure␣means.␣Show␣students␣several␣ weather␣maps␣and␣determine␣the␣kind␣of␣ weather␣in␣high␣and␣low␣pressure␣areas.␣␣
␣ Provide␣students␣with␣a␣map␣with␣an␣imaginary␣ area␣showing␣highs␣and␣lows.␣Each␣student␣must␣ predict␣the␣weather␣for␣the␣spot␣marked␣“x”␣on␣the␣ map␣and␣explain␣in␣several␣sentences␣using␣the␣ correct␣vocabulary␣why␣the␣prediction␣is␣believed␣ to␣be␣correct.␣
␣ Ask␣students␣the␣following␣questions:␣ - What␣happens␣to␣air␣if␣the␣pavement␣in␣
the␣parking␣lot␣is␣in␣the␣sun?␣Does␣air␣ from␣somewhere␣else␣move␣into␣where␣ the␣hot␣air␣was?␣
- If␣air␣heats␣and␣rises,␣what␣kind␣of␣current␣ do␣we␣have?␣␣
- If␣air␣particles␣move␣faster,␣what␣happens␣ to␣the␣air␣pressure?␣
- Do␣winds␣occur?␣␣ - Why␣does␣pavement␣get␣hotter␣than␣the␣
ground␣or␣water?␣␣ - Do␣these␣convection␣currents␣happen␣in␣
certain␣areas␣more␣than␣others␣(i.e.,␣water␣ vs.␣land;␣night␣vs.␣day)?␣
␣ In␣groups,␣have␣students␣suggest␣answers␣to␣the␣ questions␣asked.␣Look␣for␣them␣to␣refer␣to␣kinetic␣ molecular␣theory␣taught␣previously.␣Students␣ should␣also␣be␣assessed␣on␣their␣ability␣to␣
- describe␣the␣more␣rapid␣upward␣movement␣of␣ air␣above␣warm␣land␣during␣the␣day␣(relative␣ to␣air␣above␣water)␣␣
- describe␣and␣explain␣the␣breeze␣moving␣from␣ ocean␣to␣land␣due␣to␣the␣relative␣differences␣in␣ atmospheric␣pressure␣between␣water␣and␣land
- explain␣how␣more␣rapid␣cooling␣of␣land␣at␣ night␣allows␣faster␣convection␣above␣water␣at␣ night,␣effectively␣reversing␣the␣process.␣
␣ Have␣students␣perform␣an␣experiment␣using␣ 100␣W␣lamps␣to␣simultaneously␣heat␣ containers␣of␣water␣and␣soil.␣They␣should␣ record␣temperatures␣at␣regular␣intervals␣ during␣the␣heating␣process,␣then␣remove␣the␣ lamps␣and␣continue␣to␣record␣data␣as␣the␣ materials␣cool␣down.␣Graphs␣can␣be␣plotted␣to␣ illustrate␣the␣differential␣heating␣and␣cooling␣ rates␣of␣soil␣and␣water,␣and␣relate␣these␣results␣ to␣the␣effects␣of␣heating␣on␣land␣and␣ocean.␣
␣ Formal␣reports␣should␣include␣diagrams,␣ appropriate␣data␣tables,␣accurately␣plotted␣graphs␣ that␣compare␣changes␣in␣temperature␣with␣time␣ for␣both␣water␣and␣soil,␣and␣a␣concluding␣ statement␣explaining␣differences␣in␣summer␣and␣ winter␣temperatures␣between␣coastal␣and␣inland␣ communities.␣This␣can␣be␣assessed␣using␣the␣ Scoring␣Rubric␣for␣Lab␣Reports␣provided␣at␣the␣ end␣of␣the␣Classroom␣Model␣for␣this␣grade.␣
SCIENCE GRADE 10 ␣ 93
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
GRADE␣10:␣EARTH␣AND␣SPACE␣SCIENCE:␣ENERGY␣TRANSFER␣IN␣ NATURAL␣SYSTEMS␣␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
D3␣ evaluate␣possible␣causes␣of␣climate␣change␣and␣its␣impact␣on␣natural␣systems␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ describe␣how␣natural␣phenomena␣can␣affect␣climate␣(e.g.,␣biosphere␣processes,␣volcanic␣eruptions,␣ Coriolis␣effect,␣El␣Niño␣and␣La␣Niña)␣
␣ describe␣how␣climate␣can␣be␣influenced␣by␣human␣activities␣(e.g.,␣greenhouse␣gases,␣depletion␣of␣ozone␣ layer)␣
␣ describe␣how␣climate␣change␣affects␣natural␣systems␣(e.g.,␣shrinking␣of␣the␣permafrost␣region,␣melting␣ of␣ice␣shelves/caps/glaciers)␣
PLANNING␣FOR␣ASSESSMENT␣
ASSESSMENT␣STRATEGIES␣
␣ Ask␣students␣to␣brainstorm␣human␣activities␣ that␣influence␣climate␣change.␣Use␣videos␣or␣ other␣multimedia␣to␣illustrate␣such␣activities.␣
␣ Introductory␣activity—no␣assessment␣required.␣
␣ Have␣students␣form␣small␣groups␣and␣assign␣ each␣group␣one␣natural␣phenomenon␣that␣ affects␣climate␣(e.g.,␣volcanic␣eruptions,␣ Coriolis␣effect,␣El␣Niño␣and␣La␣Niña)␣or␣one␣ significant␣climate␣change␣problem␣that␣ affects␣natural␣systems␣(e.g.,␣shrinking␣of␣the␣ permafrost␣region,␣melting␣of␣ice␣ shelves/caps/glaciers).␣Then␣have␣students␣ work␣with␣members␣of␣their␣“expert”␣group␣to␣ read␣about␣and/or␣research␣their␣topic.␣Each␣ student␣prepares␣a␣short␣presentation␣which␣ she␣or␣he␣will␣then␣use␣to␣teach␣the␣topic␣to␣ other␣groups␣(e.g.,␣including␣a␣poster␣that␣ contains␣important␣facts,␣information,␣and␣ diagrams␣related␣to␣the␣study␣topic).␣␣
␣ Assess␣student␣presentations,␣looking␣for␣ evidence␣of␣relevant␣facts␣and␣information␣related␣ to␣their␣chosen␣natural␣phenomenon␣(e.g.,␣ volcanic␣eruptions:␣release␣of␣gases␣and/or␣ash;␣ Coriolis␣effect:␣movement␣of␣hurricanes;␣El␣Niño:␣ warming␣of␣water␣current␣and␣effects␣on␣ upwelling).␣Consider␣using␣the␣Presentation␣ Evaluation␣tool␣provided␣at␣the␣end␣of␣the␣ Classroom␣Model␣for␣this␣grade␣to␣assess␣group␣ work.␣␣
␣ You␣may␣also␣want␣students␣to␣assess␣ contributions␣to␣their␣group,␣using␣the␣Group␣ Member␣Evaluation␣Guide␣provided␣at␣the␣end␣ of␣the␣Classroom␣Model␣for␣this␣grade.␣␣
␣ Have␣students␣take␣on␣the␣role␣of␣an␣official␣in␣ the␣Ministry␣of␣the␣Environment␣and␣prepare␣ a␣research␣based␣presentation␣to␣inform␣the␣ public␣about␣the␣future␣danger␣to␣the␣province␣ of␣a␣human␣activity␣that␣contributes␣to␣climate␣ change␣(or,␣take␣on␣the␣role␣of␣a␣reporter␣and␣ prepare␣an␣article␣for␣a␣newspaper).␣
␣ Assess␣student␣presentations,␣looking␣for␣ evidence␣that␣they␣provide␣supporting␣evidence␣ for␣their␣position,␣use␣relevant␣research␣in␣an␣ appropriate␣way,␣and␣identify␣a␣range␣of␣effects␣of␣ human␣activity␣on␣climate␣(e.g.,␣use␣of␣CFCs,␣use␣ of␣thermal␣electricity␣generation,␣use␣of␣internal␣ combustion␣engines,␣deforestation).␣
94 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
␣ Have␣students␣research␣how␣global␣warming␣ is␣affecting␣natural␣systems␣in␣the␣Arctic␣that␣ impact␣the␣Inuit␣way␣of␣life.␣
␣ Assess␣students’␣research␣work,␣considering␣the␣ extent␣to␣which␣they␣have␣addressed␣issues␣such␣ as␣ -
- - -
temperature␣changes␣ ice␣formation␣ nature␣of␣the␣evidence␣ effects␣on␣hunting␣and␣gathering␣activities␣
SCIENCE GRADE 10 ␣ 95
CLASSROOM␣ASSESSMENT␣MODEL␣␣␣Grade␣10␣ ␣
GRADE␣10:␣EARTH␣AND␣SPACE␣SCIENCE:␣PLATE␣TECTONICS␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
D4␣ analyse␣the␣processes␣and␣features␣associated␣with␣plate␣tectonics␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ define␣plate␣tectonics,␣plate␣boundary,␣earthquake,␣trench,␣volcano,␣spreading␣ridge,␣subduction␣zone,␣hot␣spot␣ ␣ relate␣tectonic␣plate␣movement␣to␣the␣composition␣of␣the␣following␣layers␣of␣the␣Earth,␣as␣determined␣
by␣seismic␣waves␣(primary,␣secondary,␣and␣surface␣waves):␣
- crust␣ - lithosphere␣ - asthenosphere␣ - mantle␣ - outer␣core␣ - inner␣core␣
␣ describe␣tectonic␣plate␣boundaries,␣including␣
- transform␣boundaries␣␣ - divergent␣boundaries␣ - convergent␣boundaries␣(oceanic␣oceanic␣crust,␣oceanic␣continental␣crust,␣and␣continental␣
continental␣crust)␣ ␣ identify␣tectonic␣mapping␣symbols␣
␣ explain␣how␣plate␣movement␣produces␣the␣following␣features:␣
- epicentres␣and␣shallow␣focus␣to␣deep␣focus␣earthquakes␣ - volcanism␣at␣subduction␣zones␣(e.g.,␣volcanic␣island␣arcs,␣volcanic␣belts)␣and␣at␣spreading␣ridges␣ - mountain␣ranges␣and␣mid␣ocean␣ridges␣ - hot␣spot␣chains␣(e.g.,␣Hawaiian␣Islands,␣Yellowstone)␣
␣ identify␣sources␣of␣heat␣within␣the␣Earth␣that␣produce␣mantle␣convection␣and␣hot␣spot␣activity␣(i.e.,␣heat␣ within␣the␣core␣and␣excess␣radioactivity␣within␣the␣mantle)␣
␣ explain␣how␣mantle␣convection␣and␣ridge␣push␣and␣slab␣pull␣are␣believed␣to␣contribute␣to␣plate␣motion␣
PLANNING␣FOR␣ASSESSMENT␣
␣ Review␣the␣Earth’s␣layers␣with␣students␣and␣ ␣ ask␣students␣how␣they␣think␣the␣layers␣were␣ identified.␣Explain␣seismology␣and␣the␣use␣of␣ earthquake␣waves␣in␣identifying␣the␣layers␣of␣ the␣Earth.␣
␣ Use␣an␣interactive␣website␣(such␣as␣Virtual␣ Earthquake,␣http://www.sciencecourseware.␣ org/VirtualEarthquake/␣to␣demonstrate␣how␣ the␣location␣of␣epicentres␣is␣determined␣using␣ P␣and␣S␣seismic␣waves.␣
␣ Relate␣the␣placement␣of␣Earth␣s␣layers␣to␣ density␣by␣pointing␣out␣that␣ - thinner,␣metal␣rich,␣oceanic␣crust␣is␣denser␣
and␣sits␣lower␣on␣the␣mantle,␣creating␣
ASSESSMENT␣STRATEGIES␣
Give␣groups␣of␣four␣students␣copies␣of␣earthquake␣ epicentre;␣volcano␣location;␣sea␣floor␣age␣and␣ topography/bathymetry␣(elevation)␣world␣maps␣ and␣ask␣them␣to␣work␣as␣a␣group,␣compiling␣the␣ information␣in␣order␣to␣explain␣plate␣tectonic␣ theory,␣both␣evidence␣and␣resulting␣physical␣ features.␣Use␣the␣Digital␣Library␣for␣Earth␣System␣ Education␣(DLESE)␣search␣engine␣for␣background␣ information␣and␣detailed␣lesson␣plans;␣an␣ excellent␣example,␣including␣a␣computer␣slide␣ show␣presentation␣with␣maps␣and␣thorough␣ explanations␣is␣ http://terra.rice.edu/plateboundary/tg.html.␣ Assess␣students␣on␣their␣ability␣to␣
96 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
ocean␣basins␣which␣fill␣up␣with␣water,␣ while␣continental␣crust␣sits␣higher␣on␣the␣ mantle,␣even␣though␣it␣s␣much␣thicker␣
- density␣increases␣towards␣the␣center␣of␣ the␣planet␣
␣ Show␣world␣map␣plots␣of␣earthquake␣and␣ volcano␣data␣and␣introduce␣the␣concept␣of␣ tectonic␣plates,␣identified␣by␣the␣data.␣(Many␣ websites␣show␣successive␣plots␣of␣earthquake␣ and␣volcano␣data␣on␣world␣maps,␣outlining␣ with␣increasing␣clarity␣natural␣plate␣ boundaries.)␣
␣ Introduce␣sea␣floor␣spreading␣and␣the␣ development␣of␣plate␣tectonic␣theory.␣Point␣ out␣that␣an␣increase␣in␣oceanic␣crust␣at␣a␣ spreading␣plate␣boundary␣means␣that␣crust␣ will␣have␣to␣converge␣elsewhere␣as␣a␣result.␣ Ask␣what␣would␣happen␣if␣the␣Earth␣were␣ expanding␣at␣the␣same␣rate␣that␣new␣crust␣was␣ being␣formed.␣
␣ With␣reference␣to␣a␣specific␣subduction␣zone,␣ examine␣cross␣section␣of␣earthquake␣data␣for␣ the␣area,␣showing␣shallow␣to␣deep␣ earthquakes␣across␣a␣subduction␣zone.␣
␣ Discuss␣transform␣plate␣boundaries,␣ explaining␣their␣prevalence␣on␣the␣ocean␣floor␣ because␣of␣variation␣in␣divergent␣plate␣ movement.␣
␣ Explain␣the␣three␣types␣of␣plate␣boundaries␣ and␣the␣various␣crustal␣variations␣of␣each␣type␣ (continental␣and␣oceanic␣crust),␣using␣both␣ plan␣(map)␣view␣diagrams␣and␣cross␣section␣ diagrams.␣
␣ Draw␣a␣horizontal␣cross␣section␣location␣line␣ across␣a␣tectonic␣world␣map,␣preferably␣ through␣southern␣British␣Columbia,␣and␣with␣ students’␣input,␣draw␣a␣cross␣section␣of␣ tectonic␣plate␣boundaries␣for␣the␣area␣under␣ the␣line.␣Label␣each␣tectonic␣plate,␣each␣plate␣ boundary␣and␣all␣appropriate␣earthquake␣ patterns␣and␣related␣sites␣of␣volcanic␣ eruptions.␣
␣ Using␣a␣world␣map␣which␣includes␣ earthquake␣epicentres␣and␣volcanoes␣or␣plate␣ boundaries,␣look␣at␣various␣places␣and␣ask␣ students␣to␣explain␣what␣type␣of␣tectonic␣ activity␣would␣occur␣in␣each.␣
- - -
work␣effectively␣in␣small␣groups␣ summarize␣the␣information␣ explain␣how␣the␣maps␣all␣relate␣to␣plate␣ tectonics␣theory␣
Use␣the␣students␣presentations␣as␣an␣opportunity␣ to␣correct␣any␣misconceptions␣in␣their␣ understanding.␣ ␣
␣ Have␣students␣produce␣a␣concept␣map␣and␣write␣ explanations␣of␣all␣plate␣tectonic␣features␣shown.␣ Encourage␣the␣use␣of␣simple␣diagrams␣for␣ explanations.␣Use␣the␣following␣Plate␣Tectonics␣ Concept␣Map␣Scoring␣Guide␣to␣assess␣student␣ work.␣
␣ ␣ Test␣students’␣understanding␣of␣plate␣tectonics␣
theory␣by␣handing␣out␣world␣plate␣boundary␣ maps␣with␣cross␣section␣location␣lines␣on␣them.␣ Asks␣students␣to␣complete␣the␣appropriate␣cross␣ sections,␣marking␣for␣accuracy␣and␣ understanding.␣Cross␣section␣locations␣can␣be␣ horizontal␣or␣vertical,␣but␣must␣chosen␣carefully␣ so␣that␣the␣plate␣boundaries␣are␣clearly␣defined␣on␣ the␣maps.␣
Criteria␣
Mark␣
Diagram␣and␣connecting␣words␣include␣all␣ key␣aspects␣of␣plate␣tectonics␣(deep␣␣and␣ shallow␣focus␣earthquake,␣tsunami,␣ volcano,␣tectonic␣plate,␣plate␣boundary,␣ mid␣ocean␣ridge,␣trench,␣hot␣spot).␣
3␣
Diagram␣and␣connecting␣words␣include␣most␣ key␣aspects␣of␣plate␣tectonics.␣
2␣
Diagram␣and␣connecting␣words␣include␣some␣ key␣aspects␣of␣plate␣tectonics.␣
1␣
SCIENCE GRADE 10 ␣ 97
CLASSROOM␣ASSESSMENT␣MODEL␣␣␣Grade␣10␣ ␣
␣ As␣an␣extension,␣have␣students␣find␣the␣ epicentre␣of␣an␣earthquake.␣Provide␣ information␣on␣the␣arrival␣of␣p␣and␣s␣waves␣at␣ various␣seismic␣stations.␣Using␣the␣difference␣ in␣the␣arrival␣times␣of␣the␣p␣and␣s␣waves␣at␣one␣ station,␣ask␣students␣to␣determine␣how␣far␣the␣ earthquake␣would␣be␣from␣the␣station␣and␣ indicate␣on␣a␣map␣where␣the␣epicentre␣could␣ be␣located.␣Repeating␣this␣for␣two␣more␣ stations,␣have␣students␣use␣triangulation␣to␣ locate␣the␣epicentre.␣A␣chart␣giving␣the␣ distances␣from␣the␣epicentre␣relative␣to␣the␣ difference␣in␣arrival␣times␣at␣the␣stations,␣ provides␣further␣information␣about␣the␣ earthquake.␣This␣can␣be␣done␣on␣the␣Virtual␣ Earthquake␣(or␣other␣similar)␣websites.␣ http://www.sciencecourseware.org/VirtualEar thquake/␣
␣ Describe␣the␣processes␣and␣features␣associated␣ with␣the␣creation␣of␣Japan.␣Have␣students␣ make␣notes,␣including␣a␣cross␣section␣diagram␣ of␣the␣formation␣of␣these␣islands.␣Next,␣ explain␣that␣there␣is␣no␣subduction␣zone␣ associate␣with␣the␣creation␣of␣the␣Hawaiian␣ Islands.␣Brainstorm␣ideas␣as␣to␣how␣these␣ islands␣might␣have␣formed,␣providing␣clues␣as␣ needed,␣such␣as␣
- the␣islands␣get␣progressively␣older,␣ further␣from␣the␣big␣island␣of␣Hawaii␣
- only␣the␣big␣island␣has␣any␣currently␣ active␣volcanism␣
- the␣remaining␣islands␣are␣being␣worn␣ down␣by␣the␣ocean␣
- there␣are␣zones␣of␣excess␣radioactivity␣in␣ the␣mantle,␣creating␣hot␣spots␣of␣magma␣ creation␣
Students␣should␣draw␣a␣cross␣section␣of␣how␣ they␣think␣the␣Hawaiian␣Islands␣are␣related␣to␣ plate␣tectonic␣activity,␣using␣textbooks␣or␣ other␣appropriate␣resources.␣
␣
␣
Ask␣students␣to␣prepare␣journal␣entries␣on␣their␣ earthquake␣observations.␣Provide␣copies␣of␣the␣ Lab␣Reports␣Performance␣Task␣Definition,␣and␣ assess␣their␣work␣using␣the␣Lab␣Report␣Scoring␣ Rubric.␣Both␣of␣these␣items␣are␣provided␣at␣the␣ end␣of␣the␣Classroom␣Model␣for␣this␣grade.␣
Have␣students␣prepare␣a␣short␣report␣illustrating␣ and␣comparing␣subduction␣zone␣eruptions␣and␣ hot␣spot␣eruptions␣(e.g.,␣Yellowstone␣Park␣in␣the␣ U.S.A.).␣These␣reports␣could␣be␣assessed␣for␣the␣ inclusion␣of␣
- neat␣and␣accurate␣cross␣section␣diagrams␣of␣ each␣type␣of␣eruption␣process␣
- arrows␣to␣indicate␣appropriate␣plate␣motion␣ - labels␣for␣the␣diagrams␣
Give␣students␣a␣list␣of␣major␣mountain␣ranges,␣ earthquake␣epicentres,␣and␣significant␣volcanoes.␣ In␣addition,␣supply␣a␣legend␣showing␣ conventional␣symbols␣for␣tectonic␣mapping␣and␣a␣ base␣map␣showing␣latitude␣and␣longitude.␣Have␣ students␣identify␣the␣location␣of␣each␣item␣from␣ the␣list␣on␣a␣world␣map,␣using␣appropriate␣ symbols.␣They␣can␣also␣be␣asked␣to␣show␣the␣ location␣of␣rifts,␣trenches,␣and␣divergent␣
␣ Demonstrate␣convection.␣Place␣a␣large␣(wide)␣ ␣ beaker␣of␣cold␣heavy␣syrup␣or␣molasses␣(put␣ in␣the␣freezer␣until␣very␣cold␣but␣not␣frozen)␣ on␣a␣tripod,␣without␣a␣gauze␣pad␣in␣place␣to␣ ensure␣localized␣heating.␣Place␣two␣small,␣thin␣ pieces␣of␣cardboard␣on␣top␣of␣the␣cold␣syrup.␣ Heat␣the␣beaker,␣using␣a␣low␣blue␣flame␣at␣the␣ center␣of␣the␣base␣of␣the␣beaker.␣The␣syrup␣ above␣the␣flame␣will␣slowly␣change␣colour␣
98 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
and␣viscosity␣as␣it␣heats␣up.␣After␣several␣ minutes,␣the␣cardboard␣will␣be␣driven␣apart␣ by␣convection␣currents␣within␣the␣syrup.␣
␣ Review␣convection␣currents.␣Explain␣to␣ students␣that␣plate␣movement␣is␣caused␣by␣ convection␣currents␣in␣the␣mantle.␣These␣are␣ thought␣to␣result␣from␣thermal␣energy␣from␣ the␣core␣heating␣the␣mantle.␣
␣ Have␣students␣watch␣videos␣or␣other␣ multimedia␣presentations␣of␣the␣phenomena␣ associated␣with␣plate␣movement.␣
boundaries.␣Assess␣␣ - the␣accuracy␣of␣their␣locating␣work␣ - the␣extent␣to␣which␣students␣are␣able␣to␣
correlate␣features␣with␣plate␣boundaries␣and␣
use␣the␣symbols␣appropriately␣ ␣ Ask␣students␣to␣identify␣the␣geological␣hazards,␣
related␣to␣plate␣tectonics,␣which␣could␣occur␣in␣ various␣places␣around␣the␣world.␣Where␣would␣ travellers␣be␣most␣likely␣or␣least␣likely␣to␣ experience␣these␣hazards?␣Assess␣students␣on␣ their␣ability␣to␣conduct␣a␣group␣discussion.␣
␣
SCIENCE GRADE 10 ␣ 99
CLASSROOM␣ASSESSMENT␣MODEL␣␣␣Grade␣10␣ ␣
GRADE␣10:␣EARTH␣AND␣SPACE␣SCIENCE:␣PLATE␣TECTONICS␣
Prescribed␣Learning␣Outcomes␣
It␣is␣expected␣that␣students␣will:␣
D5␣ demonstrate␣knowledge␣of␣evidence␣that␣supports␣plate␣tectonic␣theory␣
Suggested␣Achievement␣Indicators␣
The␣following␣set␣of␣indicators␣may␣be␣used␣to␣assess␣student␣achievement␣for␣the␣Prescribed␣Learning␣Outcome␣above.␣ Students␣who␣have␣fully␣met␣the␣Prescribed␣Learning␣Outcome␣are␣able␣to:␣
␣ describe␣evidence␣for␣continental␣drift␣theory␣(e.g.,␣fossil␣evidence,␣mountain␣belts,␣paleoglaciation)␣ ␣ relate␣the␣following␣to␣plate␣tectonic␣theory:␣
- the␣world␣distribution␣of␣volcanoes,␣earthquakes,␣mountain␣belts,␣trenches,␣mid␣ocean␣ridges,␣and␣ rift␣valleys␣
- hot␣spot␣and␣subduction␣zone␣eruptions␣ - magnetic␣reversals␣and␣age␣of␣rocks␣relative␣to␣spreading␣ridges␣
PLANNING␣FOR␣ASSESSMENT␣
␣ Provide␣students␣with␣a␣handout␣showing␣an␣ ␣ outline␣of␣each␣of␣the␣major␣continents␣with␣ the␣following␣markings␣ - “matching”␣mountain␣chains␣
- similar␣fossils␣ ␣ - similar␣glacial␣evidence␣ Explain␣that␣Alfred␣Wegener,␣who␣first␣ proposed␣the␣idea␣of␣a␣super␣continent,␣noted␣ specifically␣the␣jigsaw␣puzzle␣fit␣of␣the␣ continents␣on␣either␣side␣of␣the␣Atlantic␣ Ocean.␣Suggest␣that␣students␣start␣with␣the␣ continents␣which␣border␣the␣Atlantic␣ocean.␣ Once␣satisfied␣with␣their␣matching,␣students␣ are␣to␣paste␣their␣rearranged␣continents␣onto␣ the␣blank␣sheet␣under␣the␣title,␣“Pangea.”␣They␣ should␣include␣a␣brief␣explanation␣of␣how␣ they␣arrived␣at␣their␣result␣(rationale).␣
ASSESSMENT␣STRATEGIES␣
Students␣are␣to␣cut␣out␣each␣continent,␣place␣them␣ on␣another␣blank␣sheet␣of␣paper,␣and␣attempt␣to␣fit␣ them␣together␣like␣a␣jigsaw␣puzzle␣to␣create␣a␣ single␣“super␣continent.”␣ Given␣that␣students␣are␣working␣on␣the␣basis␣of␣ limited␣information,␣allow␣some␣latitude␣for␣ divergent␣results.␣Assess␣students’␣results␣by␣ considering␣how␣well␣they␣
- construct␣a␣reasonable␣fit␣ - provide␣reasonable␣explanations␣for␣their␣
continent␣matching␣decisions␣
Ask␣students␣to␣a␣draw␣simple␣time␣line␣including␣ - Alfred␣Wegener’s␣presentation␣of␣his␣Theory␣
of␣Continental␣Drift␣ - the␣first␣mapping␣of␣the␣Atlantic␣sea␣floor␣ - the␣proposal␣of␣the␣concept␣of␣sea␣floor␣
spreading␣ - the␣development␣of␣Plate␣Tectonics␣Theory␣ Assess␣for␣accuracy␣and␣completeness.␣
Ask␣students␣to␣write␣a␣letter␣to␣Alfred␣Wegener,␣ telling␣him␣of␣the␣developments␣in␣technology␣ and␣our␣current␣understanding␣of␣plate␣tectonics.␣ Assess␣on␣accuracy␣and␣thoroughness.␣The␣letter␣ should␣be␣a␣review␣of␣Plate␣Tectonics␣Theory␣and␣ concepts.␣
␣ Review␣Alfred␣Wegener’s␣work,␣given␣the␣ knowledge␣available␣to␣him.␣Emphasize␣the␣ lack␣of␣seismic␣data␣and␣lack␣of␣understanding␣ of␣the␣ocean␣floor␣in␣his␣day.␣␣
␣ Discuss␣the␣importance␣of␣technology␣to␣our␣ understanding␣of␣plate␣tectonics.␣Review␣the␣ dates␣of␣key␣discoveries.␣
␣
␣ ␣␣
␣ As␣an␣extension,␣introduce␣current␣topics␣in␣ geology,␣developed␣since␣Plate␣Tectonics␣ Theory␣was␣introduced␣(e.g.,␣accreted␣ terranes,␣mapping␣heat␣within␣the␣Earth,␣and␣ computer␣modelling␣of␣convection␣currents␣ within␣the␣Earth).␣
␣
100 ␣ SCIENCE GRADE 10
CLASSROOM␣ASSESSMENT␣MODEL␣
␣␣Grade␣10␣
␣
␣ As␣an␣extension,␣ask␣students␣to␣research␣a␣current␣ area␣of␣study␣in␣geology␣related␣to␣plate␣tectonics,␣ such␣as␣the␣accretion␣of␣terranes,␣or␣modelling␣of␣ convection␣currents␣within␣the␣mantle.␣Assess␣
- the␣appropriateness␣of␣their␣choice␣ - the␣accuracy␣of␣their␣findings␣ - the␣extent␣to␣which␣they␣present␣information␣
in␣their␣own␣words␣(an␣indication␣that␣they␣ have␣assimilated␣explanations)␣