SCIENCE AND TECHNOLOGY 11 - Integrated Resource Package 2008 IRP 170
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SCIENCE AND TECHNOLOGY 11
Integrated Resource Package 2008
IRP 170Library and Archives Canada Cataloguing in Publication Data
Main entry under title:
Science and technology 11 : integrated resource package 2008. --
Also available on the Internet.
“IRP 170”—Cover.
ISBN 978-0-7726-5970-5
1. Science - Study and teaching (Secondary) – British Columbia.
2. Technology - Study and teaching (Secondary) – British Columbia.
3. Eleventh grade (Education) – Curricula – British Columbia. 4.
Education, Secondary – Curricula – British Columbia. I. British
Columbia. Ministry of Education.
LB1585.5.C3S33 2008 507.1’2711 C2008-960077-0
Copyright © 2008 Ministry of Education, Province of British Columbia.
Copyright Notice
No part of the content of this document may be reproduced in any form or by any means, including electronic
storage, reproduction, execution, or transmission without the prior written permission of the Province.
Proprietary Notice
This document contains information that is proprietary and confidential to the Province. Any reproduction,
disclosure, or other use of this document is expressly prohibited except as the Province may authorize in
writing.
Limited Exception to Non-Reproduction
Permission to copy and use this publication in part, or in its entirety, for non-profit educational purposes
within British Columbia and the Yukon, is granted to (a) all staff of BC school board trustees, including
teachers and administrators; organizations comprising the Educational Advisory Council as identified by
Ministerial Order; and other parties providing, directly or indirectly, educational programs to entitled students
as identified by the School Act, R.S.B.C. 1996, c.412, or the Independent School Act, R.S.B.C. 1996, c.216,
and (b) a party providing, directly or indirectly, educational programs under the authority of the Minister of
the Department of Education for the Yukon Territory as defined in the Education Act, R.S.Y. 2002, c.61.TABLE OF CONTENTS
ACKNOWLEDGEMENTS
Acknowledgments .......................................................................................................................................... 5
PREFACE
Preface ............................................................................................................................................................ 7
INTRODUCTION TO SCIENCE AND TECHNOLOGY 11
Rationale ....................................................................................................................................................... 11
Requirements and Graduation Credits ........................................................................................................ 11
Graduation Program Examination .............................................................................................................. 12
Goals for Science and Technology 11 ..........................................................................................................12
The 2008 Science and Technology 11 Revision ..........................................................................................12
Curriculum Organizers ................................................................................................................................ 13
Aboriginal Content in the Science Curriculum ...........................................................................................13
Learning Resources ...................................................................................................................................... 14
Suggested Timeframe .................................................................................................................................. 14
Rationale for Modules ...................................................................................................................................14
Science and Technology 11 at a Glance .......................................................................................................15
CONSIDERATIONS FOR PROGRAM DELIVERY
Alternative Delivery Policy ..........................................................................................................................19
Addressing Local Contexts .......................................................................................................................... 19
Involving Parents and Guardians ................................................................................................................ 19
Course Requirements Respecting Beliefs.....................................................................................................20
Safety Considerations ....................................................................................................................................20
Confidentiality .............................................................................................................................................. 20
Inclusion, Equity, and Accessibility for All Learners ............................................................................... 21
Working with the School and Community ................................................................................................. 21
Working with the Aboriginal Community ................................................................................................. 21
Information and Communications Technology ......................................................................................... 22
Copyright and Responsibility ...................................................................................................................... 22
PRESCRIBED LEARNING OUTCOMES
Science Module Prescribed Learning Outcomes ........................................................................................ 28
Technology Module Prescribed Learning Outcomes ..................................................................................29
STUDENT ACHIEVEMENT
Science Module: Key Elements and Suggested Achievement Indicators
Agriculture ...............................................................................................................................................38
Applied Chemistry ..................................................................................................................................40
Forensics ..................................................................................................................................................42
Health .......................................................................................................................................................44
Natural Resources and the Environment................................................................................................46
Technology Module: Key Elements and Suggested Achievement Indicators
Computers and Communication .............................................................................................................48
Home and Technology ............................................................................................................................50
Personal Technologies ............................................................................................................................52
Space Exploration....................................................................................................................................54
Transportation..........................................................................................................................................56
SCIENCE AND TECHNOLOGY 11 • 3ACKNOWLEDGMENTS
his document is a revision of the Science and Technology 11 IRP (1995). This document introduces
Suggested Achievement Indicators, clear and succinct Prescribed Learning Outcomes, a snapshot of
the course’s Key Elements, and other minor refinements, while maintaining the original intent and
essence of the 1995 curricular content.
Many people contributed their expertise to the Science and Technology 11 IRP(2008). The Project Managers
(2006-2008) were Mr. Waël Afifi and Mr. Richard DeMerchant of the Ministry of Education, working with
other ministry personnel and our partners in education. We would like to thank all who participated in this
process, including the teams of educators who developed the 1995 Science and Technology 11 IRP, and the
following individuals who contributed to the 2006-2008 updating of this document:
Thomas Hastie School District No. 36 (Surrey)
Francis Tsen School District No. 41 (Burnaby)
Gesa von Keyserlingk School District No. 39 (Vancouver)
Hold Fast Consultants Inc. Project co-ordination, writing, and editing
SCIENCE AND TECHNOLOGY 11 • 5PREFACE
his Integrated Resource Package (IRP) CONSIDERATIONS FOR PROGRAM DELIVERY
provides basic information teachers will
This section of the IRP contains additional
require in order to implement Science and
information to help educators develop their school
Technology 11. Once fully implemented, this
practices and plan their program delivery to meet
document supersedes the Science and Technology the needs of all learners.
11 Integrated Resource Package (1995).
PRESCRIBED LEARNING OUTCOMES
The information contained in this document is
also available on the Internet at This section contains the Prescribed Learning
www.bced.gov.bc.ca/irp/irp.htm Outcomes, the legally required content standards
for the provincial education system. The
Prescribed Learning Outcomes define the required
The following paragraphs provide brief knowledge, skills, and attitudes for each course.
descriptions of the components of the IRP. They are statements of what students are expected
to know and be able to do by the end of the course.
INTRODUCTION
The Introduction provides general information STUDENT ACHIEVEMENT
about Science and Technology 11, including This section of the IRP contains information about
special features and requirements. classroom assessment and measuring student
achievement, including sets of specific Suggested
Included in this section are: Achievement Indicators for each Prescribed
• a rationale for teaching Science and Learning Outcome. Suggested Achievement
Technology 11 in BC schools Indicators are statements that describe what
• information about graduation program students are able to do in order to demonstrate that
requirements and provincial examinations they fully meet the expectations set out by the
• goals for Science and Technology 11 Prescribed Learning Outcomes. Suggested
• information about the revision process that led Achievement Indicators are not mandatory; they
to the publication of this document are provided to assist in the assessment of how
• descriptions of the curriculum organizers – well students achieve the Prescribed Learning
groupings for Prescribed Learning Outcomes Outcomes.
that share a common focus
• Aboriginal content in the science curriculum Also included in this section are Key Elements –
• suggested time frame for each course descriptions of content that help determine the
• a graphic overview of the curriculum intended depth and breadth of the Prescribed
Learning Outcomes.
SCIENCE AND TECHNOLOGY 11 • 7INTRODUCTION Science and Technology 11
INTRODUCTION
his Integrated Resource Package (IRP) sets • demonstrate respect for precision
out the provincially prescribed curriculum • develop awareness of assumptions in all forms
for Science and Technology 11. The of science-related communication
development of the IRP has been guided by the • separate fundamental concepts from the less
principles of learning: important or irrelevant
• Learning requires the active participation of • develop the capacity to think critically, in
the student. order to identify supporting or refuting
• People learn in a variety of ways and at information and bias
different rates. • recognize that scientific knowledge is
• Learning is both an individual and a group continually developing
process. • use given criteria for evaluating evidence and
sources of information
In addition to these three principles, this document • actively gain knowledge, skills, and attitudes
recognizes that British Columbia’s schools include that provide the basis for sound and ethical
students of varied backgrounds, interests, abilities, problem solving and decision making
and needs. Wherever appropriate for this • assess the impact of science and technology on
curriculum, ways to meet these needs and to individuals, society, and the environment
ensure equity and access for all learners have been • cultivate appreciation of the scientific
integrated as much as possible into the Prescribed endeavour and their potential to contribute to
Learning Outcomes and Suggested Achievement science
Indicators.
To prepare students for further education and for
This document represents a revision of the 1995 their adult lives, the Science and Technology 11
IRP. This updating has been undertaken for the curriculum engages students in the investigation of
purpose of: scientific questions and the development of
• clarifying the Prescribed Learning Outcomes plausible solutions. Science education develops
• introducing Suggested Achievement Indicators and builds on students’ sense of wonder about the
• addressing content overload world around them and encourages a feeling of
• reconciling this course with other science responsibility to sustain it. Science education
courses fosters students’ desire to meet a challenge, take
• making the content current risks, and learn from mistakes. It prompts a
• organizing the content in a more workable curiosity about the changing world and helps
way students understand that the skills and knowledge
they are gaining will be refined and expanded to
Resources previously recommended for the 1995 reflect advances in scientific knowledge and
version of the curriculum, where still valid, technology.
continue to support this updated IRP.
REQUIREMENTS AND GRADUATION CREDITS
RATIONALE Science and Technology 11 is one of the courses
Science education in British Columbia is designed available for students to satisfy the Grade 11-12
to provide opportunities for students to develop Graduation Program science requirement. Science
scientific knowledge, skills, and attitudes that will and Technology 11 is designated as a four-credit
be relevant in their everyday lives and their future course, and must be reported as such to the
careers. In addition to introducing students to Ministry of Education for transcript purposes.
current concepts, findings, and processes in Letter grades and percentages must be reported for
various scientific disciplines – biology, physics, this course. It is not possible to obtain partial
chemistry, astronomy, and geology – it encourages credit for this course.
them to:
• develop a positive attitude toward science The course code for Science and Technology 11 is
• examine basic concepts, principles, laws, and SCT 11. This course is also available in French
theories through scientific inquiry (Science et technologie 11; course code SCTF 11).
SCIENCE AND TECHNOLOGY 11 • 11INTRODUCTION
GRADUATION PROGRAM EXAMINATION • GOAL 4: Attitudes – Students will be
encouraged to develop attitudes that support the
Science and Technology 11 is one of the courses
responsible acquisition and application of
that do not have a Graduation Program
scientific and technological knowledge to the
Examination. Students should be advised that
mutual benefit of self, society, and the
some post-secondary institutions require Grade 12 environment.
exams to meet entrance requirements, and that
writing Grade 12 exams also provides THE 2008 SCIENCE AND TECHNOLOGY 11
opportunities for provincial scholarships. Any REVISION
student wishing to take this course as a graduation
requirement should be aware that without another This 2008 revision incorporates components from
Science course, at the graduation level which does the 1995 provincial Science and Technology 11
have the optional Graduation Program curriculum and contributions of groups of British
examination, their post graduation options may be Columbia educators. At the same time, the
limited. allocation of topics at each grade reflects a
commitment by the Ministry of Education to align,
where possible and appropriate, the scope and
For more information, refer to the Ministry of sequence of science education in British Columbia
Education examinations web site: with the scope and sequence outlined in the K to
http://www.bced.gov.bc.ca/exams/ 12 Common Framework of Learning Outcomes
(developed and published by the Council of
Ministers of Education, Canada, under the aegis of
GOALS FOR SCIENCE AND TECHNOLOGY 11
the Pan-Canadian Protocol for Collaboration on
The overriding goals for Science and Technology School Curriculum). Among other benefits, it is
11 are represented across the Prescribed Learning anticipated that this alignment will facilitate
Outcomes for Science and Technology 11. These interprovincial transfers for students leaving or
goals are in alignment with the foundational arriving in British Columbia and give British
statements from the Pan-Canadian Science Columbia educators access to a wider range of
Framework (Council of Ministers of Education, choice when acquiring textbooks and other
Canada, 1997) that delineate the following four learning resources to teach Science and
critical aspects of students’ scientific literacy. Technology 11. A variety of resources were used
in the development of this IRP:
• GOAL 1: Science, technology, society, and • British Columbia Science and Technology 11
the environment (STSE) – Students will IRP (1995)
develop an understanding of the nature of • Pan-Canadian Common Framework of
science and technology, of the relationships Science Learning Outcomes (1997), Council
between science and technology, and of the of Ministers of Education, Canada
social and environmental contexts of science and (http://cmec.ca/science/framework/)
technology. • Science Curriculum Review Report (2001)
http://www.bced.gov.bc.ca/branches/pser/what
• GOAL 2: Skills – Students will develop the snew.htm#scrr
skills required for scientific and technological • Provincial science curricula
inquiry, for solving problems, for APEF (Atlantic Provinces Education
communicating scientific ideas and results, for Foundation)
working collaboratively, and for making Ontario
informed decisions. Manitoba
Alberta
• GOAL 3: Knowledge – Students will construct • Secondary Science Revisions, Program
knowledge and understandings of concepts in Introduction (2003), Alberta Learning,
life science, physical science, and Earth and Alberta, Canada
space science, and apply these understandings to • Atlas of Science Literacy (2001), American
interpret, integrate, and extend their knowledge. Association for the Advancement of Science,
12 • SCIENCE AND TECHNOLOGY 11INTRODUCTION
Project 2061, National Science Teachers
Association, Washington DC
• Designs for Science Literacy (2000), CURRICULUM ORGANIZERS
American Association for the Advancement of A curriculum organizer consists of a set of
Science, Project 2061, National Science Prescribed Learning Outcomes that share a
Teachers Association, Washington DC common focus. The Prescribed Learning
• Shared Learnings (1998), Aboriginal Outcomes for Science and Technology 11 are
Education Initiative, British Columbia grouped under the curriculum organizers or
Ministry of Education modules indicated below.
• Science and Technology Education:
Foundations for the Future (1993), Australian Note that the ordering of organizers and
Ministry of Education, Australian Government Prescribed Learning Outcomes in the Science and
Publications ISBN 0 644 Technology 11 curriculum are not intended to
• Technology in the New Zealand Curriculum imply an order of instruction. Some of the
(1995), New Zealand Ministry of Education, Prescribed Learning Outcomes in the core topics
New Zealand Government Publications ISBN should be integrated throughout all of the modules
0 478 02898 9 to enable students to gain a better understanding of
• Supplement to The New Zealand Curriculum: their application, value and meaning.
Draft for Consultation 2006 (2006), New
Zealand Ministry of Education, New Zealand It should be noted that students do not need to
Government Publications, Item Number 31653 pursue the learning in all modules but that teachers
• Curriculum, Learning and Effective may select topics from the modules based on the
Pedagogy: A Literature Review in Science instructions in the following table.
Education (2002), A Report to the Ministry of
Education, New Zealand ISBN 0-478-27264-2
Sci ence Modul e Technology Modul e
Choose a minimum of two organizers from the Choose a minimum of two organizers from
Science Module Technology Module
• Agriculture • Computers and Communication
• Applied Chemistry • Home and Technology
• Forensics • Personal Technologies
• Health • Space Exploration
• Natural Resources and the Environment • Transportation
ABORIGINAL CONTENT IN THE SCIENCE can make the subject more authentic, exciting,
CURRICULUM relevant and interesting for all students.
Integration of authentic Aboriginal content into the Traditional Ecological Knowledge and Wisdom
K to 12 science curriculum with the support of (TEKW) is defined as the study of systems of
Aboriginal people will help promote knowledge developed by a given culture. It brings
understanding of BC’s Aboriginal peoples among the concept of wisdom to the discussion of science
all students. and technology. TEKW tends to be holistic,
viewing the world as an interconnected whole
The incorporating of Aboriginal science with
where humans are not regarded as more important
western science can provide a meaningful context
than nature. It is a subset of traditional science,
for Aboriginal students and enhance the learning
and is considered a branch of biological and
experience for all students. The inclusion of
ecological science. This knowledge, with its
Aboriginal examples of science and technologies
characteristic respect for sustaining community
SCIENCE AND TECHNOLOGY 11 • 13INTRODUCTION
and environment, offers proven conceptual LEARNING RESOURCES
approaches that are becoming increasingly
For the current list of recommended learning
important to all BC residents.
resources, please check the Learning Resource
Website:
Examples of TEKW science may be accessed
through living elders and specialists of various www.bced.gov.bc.ca/irp_resources/lr/resource/gra
dcoll.htm
kinds or found in the literature of TEKW,
anthropology, ethnology, ecology, biology,
The Grade Collection chart lists the recommended
botany, ethnobiology, medicine, horticulture,
learning resources by media format, showing links
agriculture, astronomy, geology, climatology,
to the curriculum organizers and sub-organizers.
architecture, navigation, nautical science,
The chart is followed by an annotated
engineering, and mathematics.
bibliography. Teachers should check with
suppliers for complete and up-to-date ordering
Recognition of the importance of incorporating
information.
TEKW into environmental planning is evident in
science-based reports and agreements in Canada
Ministry policy concerning Learning Resources
and internationally. The Brundtland Commission
can be found on the Ministry’s policy website:
report, Our Common Future (World Commission
www.bced.gov.bc.ca/policy/policies/
on Environment and Development, 1987), draws
attention to the contributions of traditional
knowledge. In British Columbia, the report of the SUGGESTED TIMEFRAME
scientific panel for sustainable forest practices in
Clayoquot Sound emphasizes TEKW and the Provincial curricula are developed in accordance
importance of including indigenous knowledge in with the amount of instructional time
planning and managing traditional territories. The recommended by the Ministry of Education for
recognition of TEKW globally is explicitly each subject area. Teachers may choose to
addressed in international agreements including combine various curricula to enable students to
the Convention on Biological Diversity, Agenda integrate ideas and make meaningful connections.
21, and UNCED ’92, or the Earth Summit at Rio
de Janeiro. Science and Technology 11 can be used to satisfy
graduation requirements. It is designed as a four
credit course with an estimated 90 to 110 hours of
instructional content. This estimate is provided as
a suggestion only; when delivering the prescribed
curriculum, teachers may adjust the instructional
time as necessary
RATIONALE FOR MODULES
The Science Module focusses on scientific
knowledge and processes while the Technology
Module focuses on technological applications. In
turn, each of the modules integrates STES
consistent with the Pan Canadian Science
Framework. Selection of a minimum of two
organizers from each module exposes students to
both science and technology. Teachers are
encouraged to include additional organizers as
time and interest permits.
14 • SCIENCE AND TECHNOLOGY 11INTRODUCTION
SCIENCE AND TECHNOLOGY 11 AT A GLANCE
Science, technology, society, and the environment (STSE) – Students will develop an understanding of
the nature of science and technology, of the relationships between science and technology, and of the social
and environmental contexts of science and technology.
Skills – Students will develop the skills required for scientific and technological inquiry, solving problems,
communicating scientific ideas and results, working collaboratively, and making informed decisions.
Knowledge – Students will construct knowledge and understanding of concepts in life science, physical
science, and Earth and space science, and apply their new understanding to interpret, integrate, and extend
their knowledge.
Attitudes – Students will be encouraged to develop attitudes that support the responsible acquisition and
application of scientific and technological knowledge to the benefit of self, society, and the environment.
Science Module Technology Module
Choose a minimum of two organizers Choose a minimum of two organizers
from the Science Module from the Technology Module
Through study related to this organizer, students Through study related to this organizer, students
will come to understand will come to understand
Agriculture Computers and Communication
• the elements and issues related to agricultural • the impact of the computer and other
systems information and communications technology on
• the tools and processes for producing and both their personal lives and the ways in which
bringing food products to the consumer they will have to work in the future
Applied Chemistry • how better to gather, organize, and present
• the nature of many of the chemicals found information using electronic tools
around the home Home and Technology
• issues related to the safe use and disposal of • the design, structure, materials, and legal
chemicals found around the home aspects of requirements related to the
Forensics construction of various types of home
• the roles that science and technology play in • technologies within the home and their impact
solving crimes on society
Health Personal Technologies
• the role technology plays in health issues • the role of personal technologies in society
• the influence of society on medical practices Space Exploration
Natural Resources and the Environment • how science and technology dispel primitive
• the technologies available to extract, process, concepts of cosmological structure
and use natural resources in British Columbia • the limitations on advances in scientific
• the need for effective management of resources knowledge acquired through space exploration
and the issues related to their impact on the Transportation
environment • the technologies associated with transportation
and their impact on society
SCIENCE AND TECHNOLOGY 11 • 15CONSIDERATIONS FOR PROGRAM DELIVERY
Science and Technology 11CONSIDERATIONS FOR PROGRAM DELIVERY
his section of the IRP contains additional Prescribed Learning Outcomes and will be able to
information to help educators develop their demonstrate their understanding of these
school practices and plan their program Prescribed Learning Outcomes.
delivery to meet the needs of all learners. Included
in this section is information about: For more information about policy relating to
• Alternative Delivery policy alternative delivery, refer to:
• addressing local contexts www.bced.gov.bc.ca/policy/
• involving parents and guardians
• course requirements respecting beliefs
ADDRESSING LOCAL CONTEXTS
• safety considerations
• confidentiality Science and Technology 11 includes opportunities
• inclusion, equity, and accessibility for all for individual teacher and student choice in the
learners selection of topics to meet certain Prescribed
• working with the school and community Learning Outcomes. This flexibility enables
• working with the Aboriginal community educators to plan their programs by using topics
• information and communications technology and examples that are relevant to their local
• copyright and responsibility context and to the particular interests of their
students. When selecting topics it may be
ALTERNATIVE DELIVERY POLICY appropriate to incorporate student input.
The Alternative Delivery policy does not apply to
INVOLVING PARENTS AND GUARDIANS
Science and Technology 11.
The family is the primary educator in the
The Alternative Delivery policy outlines how development of students’ attitudes and values. The
students, and their parents or guardians, in school plays a supportive role by focussing on the
consultation with their local school authority, may Prescribed Learning Outcomes in the Science and
choose means other than instruction by a teacher Technology 11curriculum. Parents and guardians
within the regular classroom setting for addressing can support, enrich, and extend the curriculum at
Prescribed Learning Outcomes contained in the home.
Health curriculum organizer of the following
curriculum documents: It is highly recommended that schools inform
• Health and Career Education K to 7 parents and guardians about the Science and
• Health and Career Education 8 and 9 Technology 11 curriculum Teachers (along with
• Planning 10 school and district administrators) may use choose
to do so by:
The policy recognizes the family as the primary • informing parents/guardians and students of
educator in the development of children’s the Prescribed Learning Outcomes for the
attitudes, standards, and values, but the policy still course
requires that all Prescribed Learning Outcomes be • responding to parent and guardian requests to
addressed and assessed in the agreed-upon discuss the course, unit plans, and learning
alternative manner of delivery. resources
It is important to note the significance of the term
“alternative delivery” as it relates to the
Alternative Delivery policy. The policy does not
permit schools to omit addressing or assessing any
of the Prescribed Learning Outcomes within the
health and career education curriculum. Neither
does it allow students to be excused from meeting
any Prescribed Learning Outcomes related to
health. It is expected that students who arrange for
alternative delivery will address the health-related
SCIENCE AND TECHNOLOGY 11 • 19CONSIDERATIONS FOR PROGRAM DELIVERY
COURSE REQUIREMENTS practices in study areas and when obtaining
RESPECTING BELIEFS samples, and an awareness of changes in weather.
Another important aspect of in-school safety is the
For many students and teachers, the study of some Workplace Hazardous Materials Information
science concepts may lead to issues and questions Systems (WHMIS). Through labelling, material
that go beyond the immediate scope of curriculum safety data sheets, and education and training,
(e.g., science is used to meet many industrial WHMIS is designed to ensure that those using
requirements, but industrial decision makers must hazardous materials have sufficient information to
consider factors other than scientific feasibility handle them safely. Each school district should
before adopting a particular process). The have an individual trained in WHMIS who can
technological application of science in areas such work with teachers to establish safe, well-
as genetic engineering, human reproduction, and ventilated classroom and laboratory working
medical technology raises questions of ethics and conditions.
values. Because these social questions arise, in
part, from capabilities that science makes possible, To assist teachers in providing a safe science-
they should be addressed. It must be made clear to learning environment, the Ministry of Education
students, however, that science only provides the publishes the Science Safety Resource Manual,
background for what is hoped will be informed which has been distributed to every school.
personal and social decisions. Teachers must
handle these questions objectively and with
sensitivity. The Science Safety Resource Manual is
available online at:
Reconciling scientific discoveries (for example, in www.bced.gov.bc.ca/irp/resdocs/scisafety.htm
age dating) and religious faith poses a particular
challenge for some students. While respecting the CONFIDENTIALITY
personal beliefs of students, teachers should be The Freedom of Information and Protection of
careful to distinguish between knowledge based on Privacy Act (FOIPPA) applies to students, to
the application of scientific methods, and religious school districts, and to all curricula. Teachers,
teachings and associated beliefs such as administrators, and district staff should consider
creationism, theory of divine creation, or the following:
intelligent design theory. • Be aware of district and school guidelines
regarding the provisions of FOIPPA and how
SAFETY CONSIDERATIONS it applies to all subjects, including Science and
Science education is an activity-based process that Technology 11.
provides an exciting method of teaching and • Do not use students’ Personal Education
learning. However, experiments and Numbers (PENs) on any assignments that
demonstrations may involve inherent risks for students wish to keep confidential.
both the teacher and the student. Safety guidelines • Ensure students are aware that if they disclose
must be discussed with students. These safety personal information that indicates they are at
guidelines must support and encourage the risk for harm, then that information cannot be
investigative approach generally and laboratory kept confidential.
instruction specifically, while at the same time • Inform students of their rights under FOIPPA,
promoting safety in the classroom and laboratory. especially the right to have access to their own
Encouraging a positive safety attitude is a personal information in their school records.
responsibility shared among the board, school Inform parents of their rights to access their
administrators, teachers, and students in every children’s school records.
school district. The co-operation of all these • Minimize the type and amount of personal
groups helps develop a strong safety information collected, and ensure that it is
consciousness both inside and outside our schools. used only for purposes that relate directly to
Field work and field trips require special vigilance the reason for which it is collected.
with respect to traffic and road safety, safe • Inform students that they will be the only ones
recording personal information about
20 • SCIENCE AND TECHNOLOGY 11CONSIDERATIONS FOR PROGRAM DELIVERY
themselves unless they, or their parents, have made to the Prescribed Learning Outcomes for
consented to teachers collecting that students with Individual Education Plans (IEPs).
information from other people (including
parents). For more information about resources and
• Provide students and their parents with the support for students with special needs, refer to:
reason(s) they are being asked to provide www.bced.gov.bc.ca/specialed/
personal information in the context of the
Science and Technology 11 curriculum. For more information about resources and
• Inform students and their parents that they can support for ESL students, refer to:
ask the school to correct or annotate any of the www.bced.gov.bc.ca/esl/
personal information held by the school, in
accordance with Section 29 of FOIPPA. WORKING WITH THE SCHOOL
• Ensure students are aware that their parents
AND COMMUNITY
may have access to the schoolwork they create
only insofar as it pertains to students’ This curriculum addresses a wide range of skills
progress. and understandings that students are developing in
• Ensure that any information used in assessing other areas of their lives. It is important to
students’ progress is up-to-date, accurate, and recognize that learning related to this curriculum
complete. extends beyond the science classroom.
For more information about confidentiality, School and district-wide programs and community
refer to: www.mser.gov.bc.ca/privacyaccess/ organizations may support and extend learning in
Science and Technology 11through the provision
of locally developed learning resources, guest
INCLUSION, EQUITY, AND ACCESSIBILITY speakers, workshops, and field studies. Teachers
FOR ALL LEARNERS may wish to draw on the expertise of these
British Columbia’s schools include young people community organizations and members.
of varied backgrounds, interests, and abilities. The
Kindergarten to Grade 12 school system focusses WORKING WITH THE
on meeting the needs of all students. When ABORIGINAL COMMUNITY
selecting specific topics, activities, and resources The Ministry of Education is dedicated to ensuring
to support the implementation of Science and that the cultures and contributions of Aboriginal
Technology 11, teachers are encouraged to ensure peoples in BC are reflected in all provincial
that these choices support inclusion, equity, and curricula. To address these topics in the classroom
accessibility for all students. In particular, teachers in a way that is accurate and that respectfully
should ensure that classroom instruction, reflects Aboriginal concepts of teaching and
assessment, and resources reflect sensitivity to learning, teachers are strongly encouraged to seek
diversity and incorporate positive role portrayals, the advice and support of local Aboriginal
relevant issues, and themes such as inclusion, communities. Aboriginal communities are diverse
respect, and acceptance. in terms of language, culture, and available
resources, and each community will have its own
Government policy supports the principles of unique protocol to gain support for integration of
integration and inclusion of students for whom local knowledge and expertise. To begin
English is a second language and of students with discussion of possible instructional and assessment
special needs. Most of the Prescribed Learning activities, teachers should first contact Aboriginal
Outcomes in this IRP can be met by all students, education co-ordinators, teachers, support
including those with special needs and/or ESL workers, and counsellors in their district who will
needs. Some strategies may require adaptations to be able to facilitate the identification of local
ensure that those with special and/or ESL needs resources and contacts such as elders, chiefs, tribal
can successfully achieve the Prescribed Learning or band councils, Aboriginal cultural centres,
Outcomes. Where necessary, modifications can be
SCIENCE AND TECHNOLOGY 11 • 21CONSIDERATIONS FOR PROGRAM DELIVERY
Aboriginal Friendship Centres, and Métis or Inuit COPYRIGHT AND RESPONSIBILITY
organizations.
Copyright is the legal protection of literary,
In addition, teachers may wish to consult the
dramatic, artistic, and musical works; sound
various Ministry of Education publications
recordings; performances; and communications
available, including the “Planning Your Program”
section of the resource, Shared Learnings. This signals. Copyright provides creators with the legal
right to be paid for their work and the right to say
resource was developed to help all teachers
how their work is to be used. The law permits
provide students with knowledge of, and
certain exceptions for schools (i.e., specific things
opportunities to share experiences with,
permitted) but these are very limited, such as
Aboriginal peoples in BC.
copying for private study or research. The
copyright law determines how resources can be
For more information about these documents, used in the classroom and by students at home.
consult the Aboriginal Education web site:
www.bced.gov.bc.ca/abed/welcome.htm In order to respect copyright it is necessary to
understand the law. It is unlawful to do the
INFORMATION AND COMMUNICATIONS following, unless permission has been given by a
TECHNOLOGY copyright owner:
• photocopy copyrighted material to avoid
The study of information and communications purchasing the original resource for any
technology is increasingly important in our reason
society. Students need to be able to acquire and • photocopy or perform copyrighted material
analyse information, to reason and communicate, beyond a very small part—in some cases the
to make informed decisions, and to understand and copyright law considers it “fair” to copy whole
use information and communications technology works, such as an article in a journal or a
for a variety of purposes. Development of these photograph, for purposes of research and
skills is important for students in their education, private study, criticism, and review
their future careers, and their everyday lives. • show recorded television or radio programs to
students in the classroom unless these are
Literacy in the area of information and cleared for copyright for educational use
communications technology can be defined as the (there are exceptions such as for news and
ability to obtain and share knowledge through news commentary taped within one year of
investigation, study, instruction, or transmission of broadcast that by law have record-keeping
information by means of media technology. requirements – see the web site at the end of
Becoming literate in this area involves finding, this section for more details)
gathering, assessing, and communicating • photocopy print music, workbooks,
information using electronic means, as well as instructional materials, instruction manuals,
developing the knowledge and skills to use and teacher guides, and commercially available
solve problems effectively with the technology. tests and examinations
Literacy also involves a critical examination and • show video recordings at schools that are not
understanding of the ethical and social issues cleared for public performance
related to the use of information and • perform music or do performances of
communications technology. When planning for copyrighted material for entertainment (i.e.,
instruction and assessment in Science and for purposes other than a specific educational
Technology 11, teachers should provide objective)
opportunities for students to develop literacy in • copy work from the Internet without an
relation to information and communications express message that the work can be copied
technology sources, and to reflect critically on the
role of these technologies in society.
22 • SCIENCE AND TECHNOLOGY 11CONSIDERATIONS FOR PROGRAM DELIVERY
Permission from or on behalf of the copyright financial exposure (i.e., only copy or use that
owner must be given in writing. Permission may portion that is absolutely necessary to meet an
also be given to copy or use all or some portion of educational objective).
copyrighted work through a licence or agreement.
Many creators, publishers, and producers have It is important for education professionals, parents,
formed groups or “collectives” to negotiate royalty and students to respect the value of original
payments and copying conditions for educational thinking and the importance of not plagiarizing the
institutions. It is important to know what licences work of others. The works of others should not be
are in place and how these affect the activities used without their permission.
schools are involved in. Some licences may also
require royalty payments that are determined by For more information about copyright, refer to
the quantity of photocopying or the length of www.cmec.ca/copyright/indexe.stm
performances. In these cases, it is important to
assess the educational value and merits of copying
or performing certain works to protect the school’s
SCIENCE AND TECHNOLOGY 11 • 23PRESCRIBED LEARNING OUTCOMES
Science and Technology 11PRESCRIBED LEARNING OUTCOMES
rescribed Learning Outcomes are content fall under the general requirement set out by the
standards for the provincial education outcome.
system; they are the prescribed
curriculum. Clearly stated and expressed in DOMAINS OF LEARNING
measurable and observable terms, Prescribed
Prescribed Learning Outcomes in BC curricula
Learning Outcomes set out the required
identify required learning in relation to one or
knowledge, skills, and attitudes – what students
more of the three domains of learning: cognitive,
are expected to know and be able to do – by the
psychomotor, and affective. The following
end of the course.
definitions of the three domains are based on
Bloom’s taxonomy.
UNDERSTANDING THE PRESCRIBED
LEARNING OUTCOMES The cognitive domain deals with the recall or
Schools have the responsibility to ensure that all recognition of knowledge and the development of
Prescribed Learning Outcomes in the selected intellectual abilities. The cognitive domain can be
modules of this curriculum are met; however, further specified as including three cognitive
schools have flexibility in determining how levels: knowledge, understanding and application,
delivery of the curriculum can best take place. and higher mental processes. These levels are
determined by the verb used in the Prescribed
It is expected that student achievement will vary in Learning Outcome, and illustrate how student
relation to the Prescribed Learning Outcomes. learning develops over time.
Evaluation, reporting, and student placement with • Knowledge includes those behaviours that
respect to these outcomes are dependent on the emphasize the recognition or recall of ideas,
professional judgment and experience of teachers, material, or phenomena.
guided by provincial policy. • Understanding and application represents a
comprehension of the literal message
Prescribed Learning Outcomes for Science and contained in a communication, and the ability
Technology 11 are presented by module, and are to apply an appropriate theory, principle, idea,
coded alphanumerically for ease of reference; or method to a new situation.
however, this arrangement is not intended to imply • Higher mental processes include analysis,
a required instructional sequence. synthesis, and evaluation. The higher mental
processes level subsumes both the knowledge
Wording of the Prescribed Learning Outcomes and the understanding and application levels.
All Prescribed Learning Outcomes complete the
The affective domain concerns attitudes, beliefs,
stem, “It is expected that students will….” and the spectrum of values and value systems.
When used in a Prescribed Learning Outcome, the
The psychomotor domain includes those aspects
word “including” indicates that any ensuing item
of learning associated with movement and skill
must be addressed. Lists of items introduced by
demonstration, and integrates the cognitive and
the word “including” represent a set of minimum
affective consequences with physical
requirements associated with the general
performances.
requirement set out by the outcome. The lists are
not necessarily exhaustive, however, and teachers
may choose to address additional items that also
SCIENCE AND TECHNOLOGY 11 • 27PRESCRIBED LEARNING OUTCOMES
PRESCRIBED LEARNING OUTCOMES: SCIENCE MODULE
Choose a minimum of two organizers from the Science Module.
It is expected that students will:
AGRICULTURE
A1 describe elements of agricultural systems found locally, provincially, and globally
A2 describe the role of genetics in agriculture
A3 evaluate different methods, including those from Aboriginal cultures, of food production, processing,
and preservation
A4 analyse the effects of changing technology in agriculture on society
APPLIED CHEMISTRY
B1 classify chemicals commonly found in household products
B2 identify safe chemical disposal methods and compare them to common practices in the community
B3 design and conduct an experiment to identify and compare properties of household products and
demonstrate an awareness of the health, safety, economic, and environmental issues related to their
use
B4 synthesize a common household product
FORENSICS
C1 describe methods and technologies used to investigate a crime scene
C2 discuss how advances in technology have influenced the resolution of crimes
C3 collect evidence using forensic methodologies to solve a simulated crime
HEALTH
D1 describe how current medical technologies are used to address different types of illnesses with respect
to transmission, detection, prevention, and treatment
D2 discuss the role of biology, chemistry, and physics in the development of modern medical
technologies
D3 evaluate different societal perspectives on the development and use of medical technologies
including:
- cultural
- local
- provincial
- national
- international
NATURAL RESOURCES AND THE ENVIRONMENT
E1 describe the major natural resources found in British Columbia
E2 evaluate methods used in the extraction, processing, use and management of a locally used
or produced resource
E3 discuss the impact of society on natural resource management and the environment
E4 analyse the impact of technologies on the environment
28 • SCIENCE AND TECHNOLOGY 11PRESCRIBED LEARNING OUTCOMES
PRESCRIBED LEARNING OUTCOMES: TECHNOLOGY MODULE
Choose a minimum of two organizers from the Technology Module.
It is expected that students will:
COMPUTERS AND COMMUNICATION
F1 use a computer to complete an assignment
F2 identify basic computer components and explain the integration and operating principles of the
components
F3 describe the impact of science on the development of computers
F4 evaluate the impact of computers on society
F5 predict potential products and opportunities made possible by the development of computers
HOME AND TECHNOLOGY
G1 explain the basic scientific principles related to the structural integrity of shelters
G2 identify different types of indigenous shelters and the influence of local cultures and natural
environment on their construction
G3 examine how science and technology advances have contributed to the design and construction of
shelters
G4 discuss the role of building codes in the design and construction process
G5 examine current home technologies and describe how they impact family life and societal relations
PERSONAL TECHNOLOGIES
H1 investigate personal technologies currently used on a regular basis
H2 relate a current technology to pre-existing technologies
H3 describe how a personal technology integrates with a system
SPACE EXPLORATION
I1 identify recent contributions, including Canada’s, to the development of space exploration
technologies
I2 describe spin-offs resulting from space technologies and their impact on society
I3 illustrate how space conditions act as a limiting factor on space-based scientific knowledge
I4 predict future trends in technology related to space exploration
TRANSPORTATION
J1 describe the roles of transportation in society and the effects transportation has had on society
J2 identify key scientific and technological changes that have taken place in transportation
J3 analyse features incorporated into particular types of transportation
J4 describe a transportation system and evaluate its impact on society
J5 analyse a mode of transportation and the technologies associated with its design, construction, and
operation
SCIENCE AND TECHNOLOGY 11 • 29STUDENT ACHIEVEMENT Science and Technology 11
STUDENT ACHIEVEMENT
his section of the IRP contains information In some cases, achievement indicators may also
about classroom assessment and student include suggestions as to the type of task that
achievement, including specific would provide evidence of having met the
achievement indicators to assist teachers in Prescribed Learning Outcome (e.g., a constructed
assessing student performance in relation to each response such as a list, comparison, analysis, or
Prescribed Learning Outcome. Also included in chart; a product created and presented such as a
this section are Key Elements – descriptions of report, drama presentation, poster, letter, or model;
content that help determine the intended depth and a particular skill demonstrated such as interpreting
breadth of Prescribed Learning Outcomes. graphs).
UNDERSTANDING THE KEY ELEMENTS Achievement indicators support the principles of
Key Elements provide an overview of content in assessment for learning, assessment as learning,
each curriculum organizer. They can be used to and assessment of learning. They provide teachers
determine the expected depth and breadth of the and parents with tools that can be used to reflect
Prescribed Learning Outcomes. on what students are learning. As well as provide
students with a means of self-assessment and ways
UNDERSTANDING THE ACHIEVEMENT of defining how they can improve their own
achievement.
INDICATORS
To support the assessment of provincially Achievement indicators are not mandatory; they
prescribed curricula, this IRP includes sets of are suggestions only, provided to assist in the
achievement indicators in relation to each assessment of how well students achieve the
Prescribed Learning Outcome. The achievement Prescribed Learning Outcomes.
indicators are arranged by curriculum organizer
for each module; however, this order is not Achievement indicators may be useful to
intended to imply a required priority of module provincial examination development teams and
choice or a sequence of instruction and inform the development of exam items. However,
assessment. examination questions, item formats, exemplars,
rubrics, or scoring guides will not necessarily be
Achievement indicators, taken together as a set, limited to the achievement indicators as outlined
define the specific level of knowledge acquired, in the Integrated Resource Packages.
skills applied, or attitudes demonstrated by the
student in relation to a corresponding Prescribed Specifications for provincial examinations are
Learning Outcome. They describe what evidence available online at:
to look for to determine whether or not the student www.bced.gov.bc.ca/exams/specs/
has fully met the intent of the Prescribed Learning
Outcome. Each achievement indicator defines only
one aspect of the corresponding Prescribed
Learning Outcome. It should be noted that the
achievement indicators are designed to be
considered as an entire set when determining
whether students have fully met the Prescribed
Learning Outcome.
SCIENCE AND TECHNOLOGY 11 • 33STUDENT ACHIEVEMENT
CLASSROOM ASSESSMENT AND EVALUATION Assessment for learning is criterion-referenced, in
which a student’s achievement is compared to
Assessment is the systematic gathering of
established criteria rather than to the performance
information about what students know, are able to
of other students. Criteria are based on Prescribed
do, and are working toward. Assessment evidence
Learning Outcomes, as well as on Suggested
can be collected using a wide variety of methods, Achievement Indicators or other learning
such as:
expectations.
• observation
• student self-assessments and peer assessments
Students benefit most when assessment feedback
• quizzes and tests (written, oral, practical)
is provided on a regular, ongoing basis. When
• samples of student work
assessment is seen as an opportunity to promote
• projects and presentations
learning rather than as a final judgment, it shows
• oral and written reports
students their strengths and suggests how they can
• journals and learning logs
develop further. Students can use this information
• performance reviews
to redirect their efforts, make plans, communicate
• portfolio assessments
with others (e.g., peers, teachers, parents) about
their growth, and set future learning goals.
Assessment of student achievement is based on the
information collected through assessment
Assessment for learning also provides an
activities. Teachers use their insight, knowledge
opportunity for teachers to review what their
about learning, and experience with students,
students are learning and what areas need further
along with the specific criteria they establish, to
attention. This information can be used to inform
make judgments about student performance in
teaching and create a direct link between
relation to Prescribed Learning Outcomes.
assessment and instruction. Using assessment as a
way of obtaining feedback on instruction supports
Three major types of assessment can be used in
student achievement by informing teacher
conjunction to support student achievement.
planning and classroom practice.
• Assessment for learning is assessment for the
purpose of greater learning achievement.
Assessment as Learning
• Assessment as learning is assessment as a
process of developing and supporting Assessment as learning actively involves students
students’ active participation in their own in their own learning processes. With support and
learning. guidance from their teacher, students take
• Assessment of learning is assessment for the responsibility for their own learning, constructing
purpose of providing evidence of achievement meaning for themselves. Through a process of
for reporting. continuous self-assessment, students develop the
ability to take stock of what they have already
Assessment for Learning learned, determine what they have not yet learned,
and decide how they can best improve their own
Classroom assessment for learning provides ways
achievement.
to engage and encourage students to become
involved in their own day-to-day assessment – to
Although assessment as learning is student-driven,
acquire the skills of thoughtful self-assessment and
teachers can play a key role in facilitating how this
to promote their own achievement. assessment takes place. By providing regular
opportunities for reflection and self-assessment,
This type of assessment serves to answer the
teachers can help students develop, practise, and
following questions:
become comfortable with critical analysis of their
• What do students need to learn to be
own learning.
successful?
• What does the evidence of this learning look
Assessment of Learning
like?
Assessment of learning can be addressed through
summative assessment, including large-scale
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