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: Back to the Wetland Curriculum Links and Expectations Index ::

How to read the activity expectations index

Here is a general template of an index we can include at the back of all resource documents. This is a quick and easy way for teachers to look up grade specific activities and see which specific expectations are met by them.

Grade Level

Activity

Exercise Name

Brief    Description

Strand

Specific Expectations

Understanding Basic Concepts

Developing Skills of Inquiry, Design and Communication

Relating Science and Technology to the World Outside the School

The first box indicates which grade levelís expectations the activity meets. For example, if the activity deal with the issues in one of the grade 6 topics, we would place a 6 in the grade level column.

Grade Level

6

The next 3 columns can be used to describe the name and number of the activity. Depending on the resource, these 3 columns can be altered. I will give one example.

In the Wetland resource curriculum, the first activity is located in the 2nd chapter "Water". This activity, 2.1, is called "Too Salty for Me" and deals with water resources. This is how it would look in our chart.

Grade Level

Activity

Exercise  Name

Brief  Description

 

2.1

Too Salty for Me

Water Resources

 

The next column is labelled "Strand". With in the P/J curriculum, there are 5 different strands at each grade level. These strands are:

  1. Life Systems
  2. Matter and Materials
  3. Energy and Control
  4. Structures and Mechanisms
  5. Earth and Space Systems

For each strand, there are grade specific topics that are to be dealt with. For example, in the life systems strand the topic for grade 2 students is called "Growth and Changes in Animals" whereas, the grade 4 topic is "Habitats and Communities". This is what will be shown in the "Strand" column.

For example, I found that activity 2.1 dealt with some of the expectations found in the grade 1, Life Systems strand. This is how I would display that information on the chart.

Grade Level

Activity

Exercise Name

Brief Description

Strand

1

2.1

Too Salty for Me

Water Resources

Life Systems: Characteristics and Needs of Living Things

This system works with grade levels K Ė 8. For high school, each grade is broken up into units. This index can easily be changed in order to cater to all levels. For high school, science courses are broken up into academic, applied and workplace levels. These levels are not designated into strands, but rather into units with specific titles. Therefore the Strand column of the activity expectation will feature the level of the course (academic, applied, workplace) and the unit to which the expectations are linked.

Grade Level

Activity

Exercise Name

Brief Description

Strand

10

2.9

Sally Manderís Favourite Place

Water Quality

Academic Science: Sustainability of Ecosystems

The next "large" column is the specific expectations column. For each topic, there are several specific expectations that a teacher is expected to teach to his/her classroom to satisfy the requirements of that topic. These are some of the things that students are expected to have learned/know after the unit is done. These specific expectations are broken down into 3 subheadings. These subheadings are:

1. Understanding Basic Concepts

2. Developing Skills of Inquiry, Design and Communication (K-8)/Developing Skills of Inquiry and Communication (9-12)

3. Relating Science and Tech. To the World Outside the school (K-8)/Relating Science to Tech., Society and the Environment (9-12)

Under each of these subheadings, there are several specific expectations. For this index, to show which specific expectation was being met, I numbered the specific expectations sequentially downwards, with the first expectation directly under the subheading title, numbered as 1.

For example. If we were to consult the Ontario Curriculum document and look at the Grade 5, Life Systems strand Ė Human Organ Systems, we would see that under the subheading: Understanding Basic Concepts, there are 6 specific expectations.

They are: By the end of Grade 5, students will:

-identify the cell as the basic unit of life;

-describe the basic structure and function of the major organs in the respiratory, circulatory, digestive, excretory, and nervous systems;

-describe, using models and simulations, ways in which the skeletal, muscular, and nervous systems work together to produce movement (e.g., make a model of the structure of bones and muscles in an arm, using cardboard rolls and elastic bands);

-identify the skin as an organ and explain itís purpose;

-explain what happens to excess nutrients not immediately used by the body

-describe the components of the bodyís system of defence against infections (e.g., tears, skin, white blood cells)

 

According to this system, these 6 expectations would be numbered like so:

1-identify the cell as the basic unit of life;

2-describe the basic structure and function of the major organs in the respiratory, circulatory, digestive, excretory, and nervous systems;

3-describe, using models and simulations, ways in which the skeletal, muscular, and nervous systems work together to produce movement (e.g., make a model of the structure of bones and muscles in an arm, using cardboard rolls and elastic bands);

4-identify the skin as an organ and explain itís purpose;

5-explain what happens to excess nutrients not immediately used by the body

6-describe the components of the bodyís system of defence against infections (e.g., tears, skin, white blood cells)

We would then use these numbers on the index to indicate which specific expectation was being met by the activity, and from which subheading.

For example:

Activity 2.1 meets specific expectations 1 and 2 from the Relating Science and Technology to the World Outside the School.

It would look like this on the chart

Grade Level

Activity

Exercise Name

Brief

Description

Strand

Specific Expectations

Understanding Basic Concepts

Developing Skills of Inquiry, Design and Communication

Relating Science and Technology to the World Outside the School

1

2.1

Too Salty for Me

Water Resources

Life Systems:

Characteristics and Needs of Living Things

   

1, 2

 

Here is another example:

In the Activity "Swamped" (3.3), one of the grade levels that it is relevant to is grade 1. In grade 1, this particular activity meets some of the specific expectations in the Life Systems strand-Characteristics of Living Things (topic). The specific expectations which are satisfied by this activity are: the 2nd, 3rd, 4th and 5th specific expectations in the Understanding Basic Concepts subheading, the 2nd and 4th specific expectations in the Developing Skills of Inquiry, Design and Communication subheading and the 1st and 2nd specific expectations in the Relating Science and Technology to the World Outside the School subheading.

Grade Level

Activity

Exercise Name

Brief Description

Strand

Specific Expectations

Understanding Basic Concepts

Developing Skills of Inquiry, Design and Communication

Relating Science and Technology to the World Outside the School

1

3.3

Swamped

Wetland Habitat

Life Systems:  Characteristics and Needs of Living Things

2, 3, 4, 5

2, 4

1, 2

 

In some of the Senior level expectations (9-12), the specific expectations have bulleted expectations with subsets (shown below from the Grade 9 academic science curriculum).

Developing Skills of Inquiry and Communication

By the end of this course students will:

  • Through investigations and applications of basic concepts:
    • Formulate scientific questions relating to reproduction
    • Demonstrate the skills required to plan and conduct an inquiry into reproduction, using instruments and tools safely, accurately and effectively.
  • Use a microscope or microviewer to identify the various stages of mitosis.

 

These will be referred to by my associated labelling scheme as:

Developing Skills of Inquiry and Communication

By the end of this course students will:

    1. Through investigations and applications of basic concepts:
    1. Formulate scientific questions relating to reproduction.
    2. Demonstrate the skills required to plan and conduct an inquiry into reproduction, using instruments and tools safely, accurately and effectively.
    3. Ö
    1. Use a microscope or microviewer to identify the various stages of mitosis.

In the case where a specific expectation has a subset, the letters a, b, c and so on, will be used to indicate which of the subset is being met.

For example:

In the Rattlesnake curriculum, activity 1 (Cottagers Debate) in the Conservation section, one of the grade levels this activity is relevant to is grade 10. In grade 10, this activity falls under the "Academic" level, in the unit named Sustaining Ecosystems.

This is how this activity would be displayed in our chart

Grade Level

Activity

Exercise Name

Brief Description

Strand

Specific Expectations

Understanding Basic Concepts

Developing Skills of Inquiry, Design and Communication

Relating Science and Technology to the World Outside the School

10

1

Cottagers Debate

Conservation Unit

Academic: Sustaining Ecosystems

 

1a, 1b, 1c, 1d, 1e

1, 7

This activity meets the 1st expectation in the Developing Skills of Inquiry and Communication and covers the 1st, 2nd, 3rd, 4th and 5th subset associated with it. This particular activity also deals with the 1st and 7th specific expectation in Relating Science to Technology, Society and the Environment subheading.

 

 

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