|
Initiating |
Scientific
Inquiry |
Design
Process |
|
S1-0-1a. Propose questions that
could be tested experimentally.
GLO: C2 (ELA S1: 3.1.2)
S1-0-1b. Select and justify various
methods for finding answers to specific questions.
GLO: C2 (Math: S1: A-1) |
S1-0-1c. Identify
STSE issues which could be addressed.
GLO: C4
S1-0-1d. Identify
stakeholders and initiate research related to
an STSE issue.
GLO: C4 (ELA S1: 3.1.4, S1: 4.4.1) |
Researching |
Scientific
Inquiry |
Design
Process |
|
S1-0-2a. Select and integrate information
obtained from a variety of sources.
Include: print, electronic, specialists, other
resource people
GLO: C2, C4, C6
TFS: 1.3.2, 4.3.4
(ELA S1: 3.1.4, S1: 3.2.3; Math: S1: B-1, 2; TFS 2.2.1)
S1-0-2b. Evaluate the reliability,
bias, and usefulness of information.
GLO: C2, C4, C5, C8
TFS: 2.2.2, 4.3.4
(ELA S1: 3.2.3, S1: 3.3.3)
S1-0-2c. Summarize and record information
in a variety of forms.
Include: paraphrasing, quoting relevant facts and
opinions, proper referencing of sources
GLO: C2, C4, C6
TFS: 2.3.1, 4.3.4
(ELA S1: 3.3.2) |
|
S1-0-2d. Review
effects of past decisions and various perspectives
related to an STSE issue.
Examples: government's, public, environmentalists',
and First Nations' opinions on hydroelectric
development; religious, social, and medical
views on genetic screening
GLO: B1, C4
TFS: 1.3.2, 4.3.4
(ELA S1: 3.2.2) |
| Planning |
| Scientific
Inquiry |
Design
Process |
|
S1-0-3a. State a testable hypothesis
or prediction based on background data or on
observed events.
GLO: C2
S1-0-3b. Identify probable mathematical
relationships between variables.
Examples: relationship between current
and resistance
GLO: C2
S1-0-3c. Plan an investigation
to answer a specific scientific question.
Include: materials, variables, controls, methods,
safety considerations
GLO: C1, C2 |
S1-0-3d. Summarize
relevant data and consolidate existing arguments
and positions related to an STSE issue.
GLO: C4
TFS: 2.3.1, 4.3.4
(ELA S1: 1.2.1, 3.3.1, 3.3.2)
S1-0-3e. Determine
criteria for the evaluation of an STSE decision.
Examples: scientific merit; technological
feasability; social, cultural, economic, and
political factors; safety; cost; sustainability
GLO: B5, C1, C3, C4
S1-0-3f. Formulate
and develop options which could lead to an STSE
decision.
GLO: C4 |
|
Implementing
a Plan |
| Scientific
Inquiry |
Design
Process |
|
S1-0-4a. Carry out procedures that
comprise a fair test.
Include: controlling variables, repeating experiments
to increase accuracy and reliability of results
GLO: C1, C2
TFS: 1.3.1
S1-0-4b. Demonstrate work habits
that ensure personal safety, the safety of others,
as well as consideration for the environment.
Include: knowledge and use of relevant safety precautions,
WHMIS regulations, and emergency equipment
GLO: B3, B5, C1, C2
S1-0-4c. Interpret relevant WHMIS
regulations.
Include: symbols, labels, Material Safety Data
Sheets (MSDS)
GLO: C1, C2 |
S1-0-4d. Use various
methods for anticipating the impacts of different
options.
Examples: test run, partial implementation,
simulation, debate
GLO: C4, C5, C6, C7 |
|
S1-0-4e. Work cooperatively with
group members to carry out a plan, and troubleshoot
problems as they arise.
GLO: C2, C4, C7 (ELA S1: 3.1.3, 5.2.2)
S1-0-4f. Assume the responsiblities
of various roles within a group and evaluate
which roles are most appropriate for given tasks.
GLO: C2, C4, C7 (ELA S1: 5.2.2) |
|
Observing,
Measuring, Recording |
| Scientific
Inquiry |
Design
Process |
|
S1-0-5a. Select and use appropriate
methods and tools for collecting data or information.
GLO: C2
TFS: 1.3.1
S1-0-5b. Estimate and measure accurately
using Système International (SI) and other standard
units.
Include: SI conversions
GLO: C2
S1-0-5c. Record, organize, and
display data using an appropriate format.
Include: labelled diagrams, graphs, multimedia
GLO: C2, C5
TFS: 1.3.1, 3.2.2
(ELA S1: 4.1.1, 4.1.2) |
S1-0-5d. Evaluate,
using pre-determined criteria, different STSE
options leading to a possible decision.
Include: scientific merit; technological feasability;
social, cultural, economic, and political factors;
safety; cost; sustainability
GLO: B5, C1, C3, C4
TFS: 1.3.2, 3.2.3
(ELA S1: 3.3.3) |
|
Analysing
and Interpreting |
| Scientific
Inquiry |
Design
Process |
|
S1-0-6a. Interpret patterns and
trends in data, and infer and explain relationships.
GLO: C2, C5
TFS: 1.3.1, 3.3.1
(ELA S1: 3.3.1)
S1-0-6b. Identify and suggest explanations
for discrepancies in data.
Examples: sources of error
GLO: C2 (ELA S1: 3.3.3)
S1-0-6c. Evaluate the original
plan for an investigation and suggest improvements.
Examples: identify strenghts and weaknesses
of data collection methods used
GLO: C2, C5 |
S1-0-6d. Adjust
STSE options as required once their potential
effects become evident.
GLO: C3, C4, C5, C8 |
| Concluding
and Applying |
| Scientific
Inquiry |
Design
Process |
|
S1-0-7a. Draw a conclusion that
explains the results of an investigation.
Include: cause and effect relationships, alternative
explanations, supporting or rejecting the hypothesis
or prediction
GLO: C2, C5, C8 (ELA S1: 3.3.4) |
S1-0-7b. Select
the best option and determine a course of action
to implement an STSE decision.
GLO: B5, C4
S1-0-7c. Implement
an STSE decision and evaluate its effects.
GLO: B5, C4, C5, C8
S1-0-7d. Reflect
on the process used to arrive at or to implement
an STSE decision, and suggest improvements.
GLO: C4, C5 (ELA S1: 5.2.4) |
|
S1-0-7e. Reflect on prior knowledge
and experiences to develop new understanding.
GLO: C2, C3, C4 (ELA S1: 4.2.1) |
|
Reflecting
on Science and Technology |
| Scientific
Inquiry |
Design
Process |
|
S1-0-8a. Distinguish between science
and technology.
Include: purpose, procedures, products
GLO: A3
S1-0-8b. Explain the importance
of using precise language in science and technology.
GLO: A2, A3, C2, C3 (ELA S1: 4.4.2)
S1-0-8c. Describe examples of how
scientific knowledge has evolved in light of
new evidence, and the role of technology in this
evolution.
GLO: A2, A5
S1-0-8d. Describe examples of how
technologies have evolved in response to changing
needs and scientific advances.
GLO: A5
S1-0-8e. Discuss how peoples of
various cultures have contributed to the development
of science and technology.
GLO: A4, A5
S1-0-8f. Relate personal activities
and possible career choices to specific science
disciplines.
GLO: B4
S1-0-8g. Discuss social and environmental
effects of past scientific and technological
endeavours.
Include: major shifts in scientific world views,
unintended consequences
GLO: B1 |
|
Demonstrating
Scientific and Technological Attitudes |
| Scientific
Inquiry |
Design
Process |
|
S1-0-9a. Appreciate and respect
that science and technology have evolved from
different views held by women and men from a
variety of societies and cultural backgrounds.
GLO: A4
S1-0-9b. Express interest in a
broad scope of science- and technology-related
fields and issues.
GLO: B4
S1-0-9c. Demonstrate confidence
in their ability to carry out investigations
in science and to address STSE issues.
GLO: C2, C4, C5
S1-0-9d. Value skepticism, honesty,
accuracy, precision, perseverance, and open-mindedness
as scientific and technological habits of mind.
GLO: C2, C3, C4, C5
S1-0-9e. Be sensitive and responsible
in maintaining a balance between the needs of
humans and a sustainable environment.
GLO: B5, C4
S1-0-9f. Demonstrate personal involvement
and be proactive with respect to STSE issues.
GLO: B5, C4 |
