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Curriculum Guide 2016
Science 2
Department of Education and EarlyChildhood Development Mission StatementBy March 31, 2017, the Department of Education and Early Childhood Development will have improved provincial early childhood learning and the K-12 education system to further opportunities for the people of Newfoundland and Labrador.
MISSION STATEMENT
SCIENCE 2 CURRICULUM GUIDE 2016
III SCIENCE 2 CURRICULUM GUIDE 2016
TABLE OF CONTENTS
SCIENCE 2 CURRICULUM GUIDE 2016
IIITable of Contents
Acknowledgements ........................................................................ ..............vSection One: Newfoundland and Labrador Curriculum
Outcomes Based Education........................................................................ ................1Context for Teaching and Learning ........................................................................
.....4 Inclusive Education........................................................................ ..........................4Literacy
Learning Skills for Generation Next .......................................................................12
Assessment and Evaluation ........................................................................ ..............15Section Two: Curriculum Design
Rationale ........................................................................Curriculum Outcomes Framework ........................................................................
....20Course Overview
...............................22Suggested Yearly Plan
......................23How to use a Four Column Layout........................................................................
....24 How to use a Unit Overview ........................................................................ ..............26Unit 1: Air and Water in the Environment ..................................................................27
Unit 2: Solids and Liquids........................................................................ ..................59Unit 3: Relative Position and Motion ........................................................................
83Unit 4: Animal Growth and Changes ......................................................................105
TABLE OF CONTENTS
I VSCIENCE 2 CURRICULUM GUIDE 2016
The Department of Education and Early Childhood Development for Newfound land and Labrador gratefully acknowledges the contribution of the following members of theScience 2 Curriculum
Committee, in the completion of this work:
Alicia Oldford
Bonne Bay Academy
Allison Purcell
Holy Trinity Elementary
Angela Furlong-Kelly
Morris Academy
Barb Mitchell
Peacock Primary
Crystal Bailey
Catalina Elementary
Diane Troke-King
Hazelwood Elementary
Erika Kane
Gander Academy
Hazel Barron
St. George"s Elementary
Jennifer Pawlett
AP Low Primary
Karen Healey
Elizabeth Park ElementaryMelanie Gray Matthew ElementaryNicole Murphy
Mary Queen of the World Elementary
Patricia Hollett
Holy Family Elementary
Shannon Goldsworthy
Roncalli Elementary
Stephanie Collins
Morris Academy
Susanne Giles
Humber Elementary
Tammy Manor
Holy Trinity Elementary
Tina Bennett
Long Range Academy
Tracey Murphy
Goulds Elementary
Todd Woodland
Department of Education and Early Childhood
Development
Acknowledgments
ACKNOWLEDGEMENTS
SCIENCE 2 CURRICULUM GUIDE 2016
VACKNOWLEDGEMENTS
V ISCIENCE 2 CURRICULUM GUIDE 2016
There are multiple factors that impact education: technological developments, increased emphasis on accountability, and globalization. These factors point to the need to consider carefully the education students receive. The Newfoundland and Labrador Department of Education and Early Childhood Development believes that curriculum design with the following characteristics will help teachers address the needs of students served by the provincially prescribed curriculum:Curriculum guides must clearly articulate what students are expected to know and be able to do by the time they graduate from high school.
There must be purposeful assessment of students" performance in relation to the curriculum outcomes.Introduction
General Curriculum Outcomes
unique to each subject area)Essential Graduation Learnings (common to all subject areas) (met within each grade level and subject area) KeyStage Learning Outcomes
(met by end of grades 3,6,9 and 12) EGLs provide vision for the development of a coherent and relevant curriculum. They are statements that offer students clear goals and a powerful rationale for education. The EGLs are delineated byEssential
Graduation
Learnings
The K-12 curriculum in Newfoundland and Labrador is organized by outcomes and is based on The Atlantic Canada Framework for Essential Graduation Learning in Schools (1997). This framework consists of Essential Graduation Learnings (EGLs), General Curriculum Outcomes (GCOs), Key Stage Curriculum OutcomesOutcomes Based
Education
SCIENCE 2 CURRICULUM GUIDE 2016
1Section One:
Newfoundland and Labrador Curriculum
EGLs describe the knowledge, skills, and attitudes expected of all students who graduate from high school. Achievement of the EGLs will prepare students to continue to learn throughout their lives. EGLs describe expectations, not in terms of individual subject areas, but in terms of knowledge, skills, and attitudes developed make connections and develop abilities across subject areas if they are to be ready to meet the shifting and ongoing demands of life, work, and study.Aesthetic Expression
- Graduates will be able to respond with critical awareness to various forms of the arts and be able to express themselves through the arts. Citizenship - Graduates will be able to assess social, cultural, economic, and environmental interdependence in a local and global context.Communication
- Graduates will be able to use the listening, viewing, speaking, reading and writing modes of language(s), and and communicate effectively. Problem Solving - Graduates will be able to use the strategies and processes needed to solve a wide variety of problems, concepts.Personal Development
- Graduates will be able to continue to learn and to pursue an active, healthy lifestyle. Spiritual and Moral Development - Graduates will demonstrate understanding and appreciation for the place of belief systems in shaping the development of moral values and ethical conduct.Technological Competence
- Graduates will be able to use a variety of technologies, demonstrate an understanding of technological applications, and apply appropriate technologies for solving problems.Aesthetic
Expression
Spritual
and MoralDevelopment
Technological
Competence
Problem
Solving
Personal
Development
Communication
Citizenship
Curriculum
SECTION ONE: NEWFOUNDLAND AND LABRADOR CURRICULUM
2SCIENCE 2 CURRICULUM GUIDE 2016
Curriculum outcomes are statements that articulate what students are expected to know and be able to do in each program area in terms of knowledge, skills, and attitudes. Curriculum outcomes may be subdivided into General CurriculumCurriculum Outcomes.
General Curriculum Outcomes (GCOs)
Each program has a set of GCOs which describe what knowledge, skills, and attitudes students are expected to demonstrate as a result of their cumulative learning experiences within a subject area. GCOs serve as conceptual organizers or frameworks which guide study within a program area. Often, GCOs are further delineated into KSCOs.Key Stage Curriculum Outcomes (KSCOs)
Key Stage Curriculum Outcomes (KSCOs) summarize what is expected of students at each of the four key stages of grades three, six, nine, and twelve. SCOs set out what students are expected to know and be able to grade level. In some program areas, SCOs are further articulated into delineations. It is expected that all SCOs will be addressed during the course of study covered by the curriculum guide.Curriculum Outcomes
Subject AreaGCO
EGL KSCO SCOGrades 3, 6, 9
& 12Course/Level
Outcomes
Focus for
Learning
Teaching and
Assessment
Strategies
Resources and
Notes4 Column Spreads
EGLs to Curriculum
Guides
SECTION ONE: NEWFOUNDLAND AND LABRADOR CURRICULUM
SCIENCE 2 CURRICULUM GUIDE 2016
3SECTION ONE: NEWFOUNDLAND AND LABRADOR CURRICULUM
4SCIENCE 2 CURRICULUM GUIDE 2016
Valuing Equity and
Diversity
Effective inclusive schools have the
following characteristics: supportive environment, positive relationships, feelings of competence, and opportunities to participate. (TheCentre for Inclusive Education,
2009)All experiences and values of all genders and that learning resources all students. An inclusive classroom values the varied experiences and abilities as well as social and ethno-cultural backgrounds of all students while creating opportunities for community building. Inclusive policies and practices promote mutual respect, positive interdependencies, and diverse perspectives. Learning resources should include a range of materials that allow students to consider many viewpoints and to celebrate the diverse aspects of the school community.