Core Curriculum and Other Initiatives

Core Curriculum: Plans for Implementation (Saskatchewan Education, 1987) defines the Core Curriculum as including seven Required Areas of Study, the Common Essential Learnings, the Adaptive Dimension, and Locally-Determined Options. Science is one of the Required Areas of Study.

Understanding the Common Essential Learnings: A Handbook for Teachers (Saskatchewan Education, 1988), as a foundation document for Saskatchewan Education, defines and expands on an understanding of these essential learnings. Other Saskatchewan Education documents elaborate on the concept of Core Curriculum. See the references in this Curriculum Guide and in Science Program Overview and Connections K-12.

There are other supportive initiatives for Core Curriculum being developed by Saskatchewan Education, including Gender Equity, Indian and Métis perspectives, and Resource-Based Learning. These initiatives can be viewed as principles that guide the development of curricula as well as instruction in the classroom. The initiatives outlined in the following statements have been integrated throughout the Curriculum.

The Adaptive Dimension in the Chemistry Curriculum

The Adaptative Dimension aims to meet learner needs and is an expectation inherent in the Goals of Education. It is an essential ingredient of any consideration of Instructional Approaches. In Instructional Approaches: A Framework for Professional Practice (Saskatchewan Education, 1991) the Adaptive Dimension is defined as:

the concept of teachers exercising their professional judgement to develop an integrated plan that encompasses curricular and instructional adjustments to provide an appropriate education that is intended to promote optimum success for each child.

The continuum of curricular programs authorized by Saskatchewan Education - Regular, Transitional, and Alternative Programs - recognizes the need for variation in curriculum content and delivery mechanism. The continuum indicates that within each program, and therefore within each course of study, adaptation is required. Teachers are empowered to adjust the curriculum content in order to meet student needs; as professionals they must ensure that the instructional approaches are also adapted. This implies that teachers have at their "fingertips" a broad, strong repertoire of instructional strategies, methods, and skills and that conscious planning takes place to adapt these approaches to meet student needs. See Figure 2 on page 7.

Figure 2
           Correlating Instruction, Evaluation, and Science Goals

Instructional Strategies	Some Important Instructional Methods for Science (See p. 20, Instructional Approaches: A Framework for Professional Practice)	Some Corresponding Assessment Techniques* (See pages 23, 45 Student Evaluation: A Teacher Handbook)	DSL Major Emphasis (See p. 2 this Guide)
Direct	Demonstrations Mastery Lecture Structured Overview	Group/Individual (Peer/Self):       Performance Assessments Short-Answer Quizzes & Tests	B, E
Indirect	Concept Mapping/Formation/       Attainment Inquiry Problem Solving	Individual/Group: Presentations Oral Assessments Performance Assessments Written Assignments	A-D
Experiential	Conducting Experiments Field Observations & Trips Model Building Simulations	Group/Individual: Performance       Assessments; Written Assignments; Peer/Self: Oral Assessments Technical Skills	B, C, E
Independent Study	Computer Assisted Instruction Essays & Reports Homework Research Projects	Performance Assessments Portfolios Presentations Quizzes Written Assignments	All
Interactive	Brainstorming Co-operative Learning Groups Discussion Laboratory Groups	Group/Peer: Oral       Assessments Written Assignments	All
* Anecdotal Records, Observation Checklists, and Rating Scales can be used as methods of data recording with all of the categories.

The cues that some students' needs are not being adequately met come from a variety of sources. They may come to the perceptive teacher as a result of monitoring for comprehension during a lesson. The cue may come from a unit test, or from a student's need or background deficiency that has been recognized for several years. A student's demonstrated knowledge of, or interest in, a particular topic may indicate that enrichment is appropriate. The adaptation required may vary from presenting the same content through a slightly different instructional method, to modifying the content because of a known information background deficit or to establishing an individual or small group enrichment activity. The duration of the adaptation may range from five minutes of individual assistance, to placement of the student in an alternative or enrichment.

The diagnosis of the need may be handled adequately by the classroom teacher, or may require the expertise of other support specialists such as the school's resource teacher or the regional coordinator - special education.

The recognition of the need for adaptive instruction is dependent upon the professional judgement of the teacher. The decision to initiate adaptive practices must be an informed one. While the practice of adapting instruction may occur through the placement of students in programs other than those defined as regular, the most frequent application of the Adaptive Dimension will occur as teachers in regular classroom settings adjust their use of both content and instructional approaches.

Instructional Approaches: A Framework for Professional Practice identifies a hierarchy of approaches - models, strategies, methods, and skills. The four basic models of instruction do not change, whether used in a "regular" class setting, or with a small group as an adaptive approach. The strategies, methods, and skills may be altered or adapted. Hence a framework for inservice, investigation, and discussion among professionals has been established.

Science teachers will have to take advantage of and create inservice opportunities to adjust their repertoire of instructional strategies, methods, and skills.

Common Essential Learnings

Science offers many opportunities for incorporating the Common Essential Learnings into instruction. The purpose of this incorporation is to help students better understand the subject matter under study and to better prepare students for their future learning both within and outside the K-12 educational system. The decision to focus on a particular Common Essential Learning within a lesson is guided by the needs and abilities of individual students and by the particular demands of the subject area. Throughout a core unit, it is intended that the Foundational Objectives for the Common Essential Learnings will have been developed to the extent possible, regardless of the topics selected.

It is important to incorporate the Foundational Objectives for the Common Essential Learnings in an authentic manner. For example, some topics may offer many opportunities to develop the understandings, values, skills, and processes related to a number of the foundational objectives. The development of a particular foundational objective, however, may be limited by the nature of the subject matter under study.

It is intended that the Common Essential Learnings be developed and evaluated within subject areas. Therefore, Foundational Objectives for the Common Essential Learnings are included in the introductory section of each core unit in this Curriculum Guide. Since the Common Essential Learnings are not necessarily separate and discrete categories, it is anticipated that working toward the achievement of one foundational objective may contribute to the development of others. For example, many of the processes, skills, understandings, and abilities required for the Common Essential Learnings of Communication, Numeracy, and Critical and Creative Thinking are also needed for the development of Technological Literacy.

Incorporating the Common Essential Learnings into instruction has implications for the assessment of student learning. Assessment in a unit which has focused on developing the Common Essential Learnings of Communication and Critical and Creative Thinking should reflect this focus. Assessment strategies can allow students to demonstrate their understanding of the important concepts in the unit and how these concepts are related to each other and to previous learning. Questions can be structured so that evidence or reasons may accompany student explanations. If students are encouraged to think critically and creatively throughout a unit, then the assessment strategies for the unit should also require students to think critically and creatively.

It is anticipated that teachers will build from the suggestions in this Curriculum Guide and from their personal reflections in order to better incorporate the Common Essential Learnings into the teaching of science.

Throughout this Curriculum Guide, the following symbols may be used to refer to the Common Essential Learnings:

COM CCT IL NUM PSVS TL

Communication Critical and Creative Thinking Independent Learning Numeracy Personal and Social Values and Skills Technological Literacy

Incorporating the Common Essential Learnings into Chemistry Instruction

The science curriculum from Kindergarten to grade 12 involves the development of the factors within the Dimensions of Scientific Literacy. The main goal is to promote an interest in, and an understanding of, science.

The Common Essential Learnings should be planned and developed within the context of good science lessons. As lesson planning is taking place consideration should be given to how to incorporate the Common Essential Learnings. The Factors of Scientific Literacy Which Should Be Emphasized, and the Foundational Objectives for Chemistry and the Common Essential Learnings outlined at the beginning of each core unit, provide appropriate starting points in planning.

Science-Technology-Society-Environment Interrelationships (Dimension D) help to develop Technological Literacy. All eleven factors within Dimension D are developing by grade 10. Technology, as it is developed within this Dimension, is studied within a social context. The connections between science and technology are elaborated. Furthermore, the impact that technology has on society, on science, and on the environment is developed. Technology is defined as more than the gadgets and gizmos that are often the only things associated with it. Many of the topics within Chemistry 20 and Chemistry 30 can be structured to develop Technological Literacy.

Scientific and Technical Skills (Dimension E) also helps to develop Technological Literacy. Many scientific and technical skills in use today exist because of materials and instruments which have been developed through advances in technology. The impact that these new things have on our lives and on the environment is very important.

Numeracy can be developed through various factors of scientific literacy which are linked closely with this Common Essential Learning. Some of these include the empirical nature of science (A5), quantification (B8), probability (B19), accuracy (B21), measuring (C5), using numbers (C7), using mathematics (C17), and using quantitative relationships (E13). To anyone who understands science, the importance of Numeracy is readily apparent.

Problem solving can lend itself to developing Numeracy. Any other quantitative applications, of which there are many, further develop this Common Essential Learning. Students should be given many opportunities to develop ways in which quantities can be measured, recorded, manipulated, analyzed, and interpreted. Simply plugging numbers into obscure formulae is not nearly enough. Students must appreciate the importance of numeric information in the world of science.

Specific factors relating to the Common Essential Learning of Communication include communicating (C2), and observing and describing (C3). The public/private nature of science (A1) reveals the underlying importance of communication in science. Scientists share their discoveries with others. This involves the use of language and of written and verbal communication. When students explore important scientific principles, and discuss their understandings orally or in writing, using their own language, their ability to communicate evolves. Skills which help to promote and develop effective communication need to be reinforced. They are important aspects of a good science program.

Values that Underlie Science (Dimension F) and Science-Related Interests and Attitudes (Dimension G) help to develop Personal and Social Values and Skills. Attaining the factors in these two Dimensions of Scientific Literacy can lead to positive attitudes about science. These Dimensions involve the affective domain. Other factors, such as working cooperatively with others (C4), scientists and technologists are human (D2), and the human/culture related nature of science (A9), further help to develop Personal and Social Values and Skills.

An activity-oriented science program will develop critical and creative thinkers. Among other things, scientific inquiry involves hypothesizing (C8), designing experiments (C16), observing and describing (C3), inferring (C9), arriving at conclusions, formulating scientific laws, developing or testing theories, etc. These kinds of activities require higher level thinking.

The unit Independent Research in both Chemistry 20 and Chemistry 30, as well as Consumer Chemistry in Chemistry 20, support Critical and Creative Thinking. The emphasis on scientific research and on practical applications of science allows students to make meaningful connections with the real world, transferring their understanding of science to things which make their learning relevant. Problem solving activities and classroom outreach further develop the knowledge, values, skills, and processes related to Critical and Creative Thinking.

Considering controversial issues in science also leads students to develop Critical and Creative Thinking abilities when they analyze conflicting value positions. As they develop a knowledge base and begin to form their own value positions, Personal and Social Values and Skills are developed.

Independent Learning can also be developed well in Chemistry 20 and Chemistry 30 because of the emphasis being placed on variety in instructional approaches. By placing less emphasis on traditional lecture presentations, teachers transfer more of the responsibility for learning from themselves to their students. The student assumes a more active role in the classroom experience. The teacher assumes the role of the learning facilitator.

While some science content can be identified with specific Common Essential Learnings, quite often it can not. The Common Essential Learnings developed in any given lesson do not depend on content as much as they do on process. The teaching strategies selected, through careful unit and lesson planning, are what determine which Common Essential Learnings will be developed, and how well they will be developed. The key point is that a conscientious effort to incorporate the Common Essential Learnings can make a tremendous impact on students.

For many topics in science, any of the Common Essential Learnings can be developed. Which ones are developed, and to what extent any of the Common Essential Learnings are emphasized in a topic, depend on the goals of the new science curriculum, the foundational objectives being addressed in a particular core unit, as well as on the specific learning objectives for that topic. Just as there are many different ways to teach a lesson, so too there are many different ways of incorporating the Common Essential Learnings into that lesson. What matters is that teachers develop the Common Essential Learnings effectively, with the specific interests and needs of their students in mind. The beauty of incorporating the Common Essential Learnings into science is that, as in other subject areas, the ways in which this can be done are dynamic and flexible. The techniques used change as students' perceived needs change.

Gender Equity

Saskatchewan Education is committed to providing quality education for all students in the K-12 system. Expectations based primarily on gender limit students' ability to develop to their fullest potential. While some stereotypical views and practices have disappeared, others remain. Where schools endeavour to provide equal opportunity for male and female students, continuing efforts are required to achieve equality of benefit or outcome. It is the responsibility of schools to create an educational environment free of gender bias. This can be facilitated by increased understanding and use of gender balanced material and non-sexist teaching strategies. Both female and male students need encouragement to explore non-traditional, as well as traditional, options.

In order to meet the goal of gender equity in the K-12 system , Saskatchewan Education is committed to bringing about the reduction of gender bias that restricts the participation and choices of all students. It is important that Saskatchewan curricula reflect the variety of roles and the wide range of behaviours and attitudes available to all members of our society. The new curricula strive to provide gender-balanced content, activities, and teaching approaches. It is hoped that this will assist teachers in creating an environment free of stereotyping, enabling both females and males to share in all experiences and opportunities which develop their abilities and talents to the fullest.

Indian and Métis Curriculum Perspectives

The integration of Indian and Métis content into the Kindergarten to Grade 12 curriculum fulfils a central recommendation of Directions. The Five Year Action Plan for Native Curriculum Development further articulates the commitment and process. In addition, the 1989 Indian and Métis Education Policy from Kindergarten to Grade 12 makes the statement:

Saskatchewan Education recognizes that the Indian and Métis peoples of the province are historically unique peoples and occupy a unique and rightful place in society today. Saskatchewan Education recognizes that education programs must meet the needs of Indian and Métis peoples, and that changes to existing programs are also necessary to benefit all students. (p.6)

It is recognized that, in a pluralistic society, affirmation of culture benefits everyone. Its representation in all aspects of the school environment enables children to acquire a positive group identity. Instructional resources which reflect Indian and Métis cultures similarly provide meaningful and relevant experiences for children of Indian and Métis ancestry and promote the growth of positive attitudes in all students towards Indian and Métis peoples. Awareness of one's own culture, and the cultures of others, forms the basis for positive self-concept. Understanding other cultures enhances learning and enriches society. It also promotes an appreciation of the pluralistic nature of Canadian society.

Indian and Métis students in Saskatchewan have varied cultural backgrounds and come from geographic areas encompassing northern, rural, and urban environments. Teachers must be given support that enables them to create instructional plans relevant to meeting diverse needs. Varied social, cultural, and linguistic backgrounds of Indian and Métis students imply a range of strengths and learning opportunities for teachers to draw upon. Explicit guidance, however, is needed to assist teachers in meeting the challenge by enabling them to make appropriate choices in broad areas of curriculum support. Theoretical concepts in anti-bias curricula, cross-cultural education, applied socio-linguistic, first and second language acquisition, and standard and non-standard usage of language are becoming increasingly important to classroom instruction. Care must be taken to ensure teachers utilize a variety of teaching methods that build upon the knowledge, cultures, and learning styles students possess. All curricula need specific kinds of adaptations to classroom strategies for effective use.

The final responsibility for accurate and appropriate inclusion of Indian and Métis content in instruction rests on teachers. They have the added responsibility of evaluating resources for bias, and teaching students to recognize bias. The Science-Technology-Society-Environment emphasis of the new science curricula provides teachers with many opportunities to begin these integration and evaluation processes.

The following points summarize expectations for Indian and Métis content and perspectives in curricula, materials, and instruction:

• concentrate on positive and accurate images;
• reinforce and complement beliefs and values;
• include historical and contemporary insights;
• reflect the legal, political, social, economic and regional diversity of Indian and Métis peoples;
• affirm life experiences and provide opportunity for expression of feelings.

Instructional Approaches

The Dimensions of Scientific Literacy and the development of the Common Essential Learnings are the foundations of the K-12 Science program. In order to give students a chance to develop their understandings and abilities in these foundations, it is necessary for teachers to use a broad range of instructional approaches. Instructional Approaches: A Framework for Professional Practice (Saskatchewan Education, 1991) provides a framework to understand and implement a variety of approaches to teaching. The Chemistry 20/30 curriculum has been designed to support teachers in using such a broad-based approach in the classroom by providing opportunity for student-centred learning and encouragement for innovative teaching strategies and methods.

Student assessment should reflect the methods of instruction. Multiple choice questions can not fully assess students' progress when they have been involved in problem solving in cooperative learning groups. Figure 2 on page 7 outlines some of the relationships between instructional methods and assessment techniques.

More specific information about using a variety of strategies and methods in a science classroom can be found in Teaching Science Through a Science-Technology-Society-Environment Approach: An Instruction Guide (Aikenhead, 1988). See also the section on the Adaptive Dimension, on page 6 of this guide.

The verbs of the Learning Objectives listed for the core units suggest various approaches to instruction, and reiterate some of the processes of science. For example:

analyze calculate classify collaborate create demonstrate determine develop discuss evaluate

examine explore express identify investigate recognize share synthesize use work cooperatively

Resource-Based Learning

Resource-based teaching and learning is a means by which teachers can greatly assist the development of attitudes and abilities for independent, life-long learning. Resource-based instruction means that the teacher, teacher-librarian, and other professional staff plan units that integrate resources with classroom assignments, and teach students the processes needed to find, analyze, and present information.

Resource-based instruction is an approach to curriculum which involves students with all types of resources. Some possible resources are: books, magazines, films, audio and video tapes, computer software and databases, manipulable objects, commercial games, maps, community resources, museums, field trips, pictures and study prints, real objects and artifacts, and media production equipment.

Resource-based learning is student-centred. It offers students opportunities to choose, to explore, and to discover. Students who are encouraged to make choices, in an environment rich in resources where their thoughts and feelings are respected, are well on their way to becoming autonomous learners.

The following points will help teachers use resource-based teaching and learning.

• Discuss the objectives for the unit with students. Focus the discussion on how the students can relate the objectives to their environment, culture and other factors which are appropriate to their situation. Correlate needed research skills with the activities in the unit, so that skills are always taught in the context of application. Work with your teacher-librarian, if available.

• Plan in good time with other school staff so that adequate resources are available, and decisions are made about shared teaching responsibilities, if applicable.

• Use a variety of resources in classroom teaching, showing students that you are a researcher who constantly seeks out sources of knowledge. Discuss with them the use of other libraries, government departments, museums, and various outside agencies in their research.

• Ask the teacher-librarian (if available) to provide resource lists and bibliographies when needed.

• Participate in, and help plan, inservice programs on using resources effectively.

• Continually request good curriculum materials for addition to the library collection.

• Support the essential role of the library resource centre and the teacher-librarian in your talks with colleagues, principals, and directors.

More information on resource-based learning may be found in Science Program Overview and Connections K-12.