Secondary Sciences

Purposes of this Information Bulletin

This Information Bulletin has been designed to enable school-based administrators and others to support teachers in implementing the new science program. This document provides an overview of the science curricula in general, and some specific information about Biology 20/30, Chemistry 20/30 and Physics 20/30.

Background

Rationale

Science is both a body of knowledge and a process of discovery. It is a tool to help describe and explain the natural world. A key to the achievement of scientific literacy is the presentation of science information in context, so that the facts, concepts, and processes of science are closely linked to natural phenomena. Values, attitudes, and interests associated with science must also be considered.

In order to facilitate this change, appropriate instructional strategies are essential. Interactive instruction, independent study, and experiential learning are critical to students' development as scientifically literate citizens.

Aim and Goals

By actively participating in K-12 science, a student will be enabled to:

• understand the nature of science and scientific knowledge. Science is a unique way of knowing about the world.

• understand and accurately apply appropriate science concepts, principles, laws and theories in interacting with society and the environment.

• use the processes of science in solving problems, making decisions, and furthering understanding of society and the environment.

• understand and appreciate the joint enterprises of science and technology and the interrelationships of these to each other in the context of society and the environment.

• develop numerous manipulative skills associated with science and technology. Many of these deal with measurement.

• interact with the various aspects of society and the environment in ways that are consistent with the values that underlie science.

• develop a unique view of technology, society and the environment as a result of science education, and continue to extend this interest and attitude throughout life.

Each of the above goals has been defined further as a series of factors. This collection of factors of scientific literacy specifies the science curriculum. The curriculum guides elaborate on these factors.

Overview of the Science Curriculum

The second aspect is the Dimensions of Scientific Literacy. These Dimensions, delineated by the factors within each Dimension, are the target outcomes for students finishing their science education in Saskatchewan schools. No one can maintain that there is a particular body of knowledge that all graduates should attain. However, research into science education indicates that acquiring an understanding of, and an ability in, the factors that underlie the Dimensions of Scientific Literacy will give students the ability to function in society as scientifically literate people.

The third aspect is that of scientific knowledge. There is an expectation that students should acquire this knowledge through an activity-oriented science program. The Common Essential Learnings and the factors within the Dimensions of Scientific Literacy are taught through the content of the disciplines of science. The science program seeks to use the broad fields of earth science, life science, and physical science as sources of activities and information in order that the first two aspects can be accomplished.

• Biology, chemistry, and physics are activity-based courses. The definition of activity is broadened to encourage a wider range of instructional and evaluation approaches than have previously been emphasized in many science classrooms. This has been done in order to strengthen the emphasis on all of the Common Essential Learnings.

• The curricula take into account special initiatives of the Core Curriculum, such as the Adaptive Dimension, Gender Equity, Indian and Métis perspective, and Resource-Based Learning.

• Biology, chemistry, and physics provide the opportunity to challenge each student to take responsibility for learning through project work, independent study, and small group cooperative study.

• The curriculum guides for Biology 20/30, Chemistry 20/30, and Physics 20/30 define the curriculum. Numerous resources have been identified and referenced to the Curriculum Guide by means of the Information Bulletin-Key Resources. These courses can not be taught using one textbook as the only resource.

Implementation Considerations

Policy

Each credit equals 100 hours of instruction. Science K-10 are the foundation prerequisite courses. Biology 20 is not a prerequisite for Biology 30. Chemistry 20 is a prerequisite for Chemistry 30. Physics 20 or Mathematics A30 is a prerequisite for Physics 30.

Documents

Saskatchewan Education documents:

• Science Program Overview and Connections K-12 -- for teachers and administrators. (At least one per school. Currently in draft.)
• Science: A Curriculum Guide for the Secondary Level -- Biology 20/30; Chemistry 20/30; Physics 20/30 (3 separate Guides) Ä one per teacher.
• Science: A Bibliography for the Secondary Level. Biology; Chemistry; Physics (combined) -- at least one per school.
• Various handbooks
  • Understanding the Common Essential Learnings: A Handbook for Teachers (1988)
  • Instructional Approaches: A Framework for Professional Practice (1991)
  • Student Evaluation: A Teacher Handbook (1991)

Key Resources

Key classroom print materials (See Appendix A).

NOTE: It is suggested that teachers take the opportunity to peruse these resources before ordering decisions are made.

• The Science Curriculum Advisory Committee recommends that, in order to implement biology, chemistry, or physics with a resource-based learning focus, students have access to a variety of the recommended key resources in a ratio of at least one key resource per student.
• Possible variations:
  • 1 text per student. (Some additional resource-based learning support is possible.) 1 text (A) per student in one classroom plus one text (B) per student in another classroom. (Additional support for the resource centre is possible.) Devise strategies to exchange texts periodically.
  • 1 text per 3 or 4 students plus copies of other items, to create resource packages useable in groups for activities where there is a designated reader, investigator/manipulator, and recorder/reporter.
• Teacher resource materials. All teacher editions plus certain key supports from resource packages may be procured.
• Equipment and Supplies:
  • Teachers should use the Curriculum Guide and resources to determine which activities are likely to be performed. See the equipment and supplies listed in the resources chosen. It is recommended that a school or school division establish an inventory of equipment.
  • Some other suggestions include:
    • use materials from home;
    • procure unused equipment from other schools; and,
    • obtain community and industry support.
• It is desirable that classroom facilities for doing activity-based science should include all or most of the following features:
  • flat, movable desks or tables appropriate to the size of the students (for group work);
  • perimeter counter space;
  • as much storage as possible;
  • sinks with hot and cold running water;
  • electrical outlets;
  • AV equipment and accessories;
  • reading materials display area;
  • bulletin/display area;
  • adjacent or centralized preparation/storage area; and,
  • natural window lighting for plants or artificial plant-growing lights.

Implementation Workshops

• Will be offered on a regional basis except for the large urban centres of Regina and Saskatoon who will hold similar sessions.
• Exact dates and times will be announced at a later date.
• Workshops will be offered each year for three years for biology 20/30, chemistry 20/30, and physics 20/30.
• Some suggestions to guide implementation include:
  • Teachers should be requested to implement only one subject area of biology, chemistry, and physics per year as these subjects often involve the same teachers.
  • School divisions should be permitted some choice in determining the order of implementation based on their needs and preferences.
  • All three subject areas will be implemented over a three-year period to assist in spreading out implementation costs.
  • Two days of inservice for each subject area shall be provided by Saskatchewan Education - an initial workshop and a follow-up session.
• Responsibilities:
  • School division determines implementation plan.
  • Regional Coordinator of Curriculum and Instruction to provide:
    • curriculum guides;
    • date and location of workshop;
    • distribution of workshop agenda; and,
    • consultation.

Costs

• Saskatchewan Education pays expenses related to workshop leaders and facilities.
• School divisions are responsible for expenses of their participants -- release time, travel, meals & accommodation, and resources.

Role of Administrators

• The senior sciences (Biology 20/30, Chemistry 20/30, and Physics 20/30) need to be implemented in manageable stages. This is especially true if one teacher teaches two or three of these subjects. Consult with your Regional Coordinator - Curriculum and Instruction to create a schedule which spreads your implementation over the three year phase-in period.
• Considering the needs, interests and resources of the school community, assist teachers to determine which optional units will be offered.
• Support the development of a large and varied collection of resources to support resource-based learning.
• Support and encourage teachers to cooperate to plan instructional strategies and methods, as well as evaluation strategies.
• Inform parents, boards and community about the philosophy and rationale of the new courses.
• Encourage teachers to make the maximum use of community resources.
• Monitor the programs and provide support and assistance where necessary.

Maintenance

(From Science for Saskatchewan Schools: Summary of Framework for Science Curriculum Development. Draft chart published by Saskatchewan Education, 1987.)

In part, Saskatchewan Education plans to maintain the curriculum for Secondary Sciences through information provided in the Textbooks Circular and revisions to the Information Bulletin - Key Resources. Other support will come through Core Curriculum initiatives involving school divisions.

Curriculum Evaluation

Appendix A - Key Resources

In most instances the annotation for each title on this list provides guidance as to the support the material gives to the Dimensions of Scientific Literacy. Guidance has also been given for selecting materials with the background of the teacher and the special needs of the students in mind. The section "Suggested Use" correlates the material with specific curriculum content. Prices are subject to change.

Some materials which are currently out of print have been included. Many of these resources were previously sent free of charge to schools and therefore may be available in the school collection.

While the materials on this list have been positively reviewed for use in Saskatchewan schools, educators are encouraged to consult with their local selection policy before making ordering decisions. For the purposes of this list, the regular distributors have been listed. The section, Distributor Directory, follows the list of titles.

It should be noted that most of these resources will be distributed through the Book Bureau. Please refer to the Book Bureau Order Form 1992-93 for this ordering information.

Before purchasing any of the listed resources, Saskatchewan Education recommends that educators preview the resources and select the ones that will best meet their needs. Preview policies vary from company to company, but if inappropriate materials have to be returned, they must be in saleable condition. The Book Bureau will not provide preview copies, but will allow materials to be returned. However, a 10% restocking fee of up to $2.00 per returned item will be charged, so it is advisable to order only one copy to review before placing quantity orders.