7SCI Grade 7 Science Overview The revised curriculum for grade 7 science will involve the specific curriculum outcomes (Prioritized Outcomes) in the following two units of study (Interactions with Ecosystems; Mixtures & Solutions). It should be clearly noted that outstanding curriculum outcomes (outcomes in the prescribed curriculum that were not prioritized) will be addressed if conditions allow. 7SCI Curriculum document: https://www.princeedwardisland.ca/sites/default/files/publications/grade_7_science_curriculum_guide.pdf
Unit Specific Curriculum Outcomes
Interactions within Ecosystems
● LS1 Explain how different parts of an ecosystem interact and affect each other
● LS2 Illustrate and analyse how food chains and food webs can be used to visualize the transfer of energy in an ecosystem
● LS3 Propose actions to reduce the impact of human activities on a specific ecosystem.
Mixtures and Solutions
● PS1 Distinguish between pure substances and mixtures using the particle theory of matter.
● PS2 Describe the characteristics and applications of solutions. ● PS3 Design and conduct out experiments to explore methods
of separating mixtures and solutions and extend the impact of those methods on society and the environment
8SCI Grade 8 Science Overview The revised curriculum for grade 8 science will involve the specific curriculum outcomes (Prioritized Outcomes) in two units of study (Water Systems on Earth; Fluids). It should be clearly noted that outstanding curriculum outcomes (outcomes in the prescribed curriculum that were not prioritized) will be addressed if conditions allow. 8SCI Curriculum document: https://www.princeedwardisland.ca/sites/default/files/publications/grade_8_science_curriculum_guide.pdf
Unit Specific Curriculum Outcomes
Water Systems on Earth
● ESS1 Analyse the global distribution of water and its impacts on local environments.
● ESS2 Use the design process to demonstrate how water movement shapes our landscape.
● ESS3 Critique human impact on water systems in the environment.
Fluids ● PS1 Design an investigation to demonstrate an understanding of fluid viscosity.
● PS2 Compare the density of various substances qualitatively and quantitatively.
● PS3 Create a prototype of an object that floats to analyse the effects of forces on objects in fluids.
● PS4 Explain how the transfer of fluids is used to apply a force or to control a motion in technological devices and in the natural world.
9SCI Grade 9 Science Overview The revised curriculum for grade 9 science will involve the specific curriculum outcomes (Prioritized Outcomes) found within the general curriculum outcomes (GCO) identified below. The outcomes within Procedural knowledge (PK) and Decision and Perspectives (DP) will be assessed at varying times in relation to the Content Knowledge (Chemistry) and Nature of Science (NoS) outcomes. It should be clearly noted that outstanding curriculum outcomes (outcomes in the prescribed curriculum that were not prioritized) will be addressed if conditions allow. 9SCI Curriculum document: https://www.princeedwardisland.ca/sites/default/files/publications/eelc_science_9.pdf
Unit Specific Curriculum Outcomes
Nature of Science Decisions and Perspectives
● NoS 1 Understand science as a unique way of knowing. ● NoS 2 Evaluate,with support, if a reported idea or claim is
scientifically reasonable.
● DP 1 Examine the benefits and risks of scientific and technological developments.
Procedural Knowledge
● PK 1 Construct meaning from science-based informational text. ● PK 2 Compose written reports and arguments to effectively
communicate scientific thinking. ● PK 3 Design an investigation to examine a relationship between
variables. ● PK 4 Apply the engineering design process to develop a
technical solution that addresses a need. ● PK 5 Conduct investigations safely to collect data that can be
used to answer questions or learn scientific concepts. ● PK 6 Analyze data to determine patterns, trends, and causal
relationships. ● PK 7 Evaluate, with support, the strength of evidence resulting
from a scientific investigation.
Content Knowledge
● CK 2.1 Examine patterns in the structure and properties of atoms and their elements.
● CK 2.2 Examine patterns in the composition of ionic and molecular compounds.
AGS801 / AGS621A - Agriscience Overview The revised curriculum for this course will involve the Prioritized Outcomes in following units of study. Considering the potential for limited time available (blended/online model) it is imperative to engage students in learning goals that clearly align with curriculum outcomes and the Big Ideas of the topic/unit of study. The table below identifies the topics/specific curriculum outcomes (SCO) to be addressed within each unit and the approximate time allocated to each unit of study. It should be clearly noted that outstanding curriculum outcomes (outcomes in the prescribed curriculum that were not prioritized) will be addressed if conditions allow. AGS 801A/621A Curriculum Guide https://www.princeedwardisland.ca/sites/default/files/publications/eelc_ags801a_621a.pdf
AGS Unit Topic/SCOs
Overview of Agriscience
● Introduction ● World Issues ● Economic Issues
○ 1.8 research career information and job opportunities in diverse agri- cultural enterprises and related services
Soil and Water Management
● Water Quality and Conservation ○ 2.1 assess the impact of water management
practices on the sustainable production of agri- cultural commodities
○ 2.2 develop strategies to reduce water impacts from agricultural practices
○ 2.3 conduct an experiment to deter- mine the presence or concentration of water pollutants
● Soil Quality and Conservation ○ 2.5 describe how soil composition and fertility can
be altered and how these changes could affect an eco- system
○ 2.6 demonstrate an understanding of soil conservation practices
Please Note: Have students address outcome 3.3, 3.4, 3.7 (from Plant Biology Unit) for their chosen vegetable/fruit (3.3 demonstrate an understanding of the structure and function of basic plant parts; 3.4 describe the relationship of plant parts to fruits, nuts, vegetables, and crops; 3.7 relate the concepts of breeding, propagation, and selection to production practices)
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AGR801A / AGR621A - Animal Science Overview The revised curriculum for this course will involve the Prioritized Outcomes in following units of study. Considering the potential for limited time available (blended/online model) it is imperative to engage students in learning goals that clearly align with curriculum outcomes and the Big Ideas of the topic/unit of study. The table below identifies the topics/specific curriculum outcomes (SCO) to be addressed within each unit and the approximate time allocated to each unit of study. It should be clearly noted that outstanding curriculum outcomes (outcomes in the prescribed curriculum that were not prioritized) will be addressed if conditions allow. AGR 801A/621A Curriculum Guide http://www.gov.pe.ca/photos/original/eecd_anim801621.pdf
AGR Unit Topic/Specific Curriculum Outcomes
Overview of Animal Science
● History and Future of Livestock and Poultry Production ● World Issues ● Economic Issues
Please Note: Have students address outcomes 2.5, 2.7 (from Genetics and Reproduction) and outcomes 3.1, 3.2 (from Animal Nutrition) for their chosen animal to investigate.
BIO801A - Human Biology Overview The revised curriculum for this course will involve the Prioritized Outcomes in following units of study. Considering the potential for limited time available (blended/online model) it is imperative to engage students in learning goals that clearly align with curriculum outcomes and the Big Ideas of the topic/unit of study. The table below identifies the specific curriculum outcomes (SCO) to be addressed within each unit and the approximate time allocated to each SCO and unit of study. It should be clearly noted that outstanding curriculum outcomes (outcomes in the prescribed curriculum that were not prioritized) will be addressed if conditions allow. BIO801A Curriculum Guide https://www.princeedwardisland.ca/sites/default/files/publications/eelc_bio801a.pdf
Biology Unit Topic/Specific Curriculum Outcomes
Homeostasis ● describe examples of the interdependence of various systems
of the human body (304-10)
Digestive System ● explain how the human digestive system helps maintain
homeostasis (317-1) ○ explain the purpose of the digestive system and
how it functions ○ explain physical and chemical digestion ○ identify the major glands involved in digestion,
and their main secretions, and investigate their role in the digestive process
● evaluate the impact of viral, bacterial, genetic, and environmental diseases on an organism’s homeostasis (317-4)
○ evaluate disorders linked to the digestive system ● identify and describe science- and technology-based
careers related to nutrition/digestion (117-7)
Circulatory System
● Explain how the human circulatory system helps maintain homeostasis (317-1)
○ Explain the purpose of the transportation system is humans
○ Describe the structure of the human heart ○ Trace the flow of blood through the human heart
● Evaluate the impact of viral, bacterial, genetic and
environmental diseases on an organism’s homeostasis (317-4)
○ Evaluate disorders linked to the circulatory system
● Analyze why and how a particular technology related to the treatment of circulatory disorders was developed and improved over time (115-5)
Blood and Immunity
● explain how blood in the human circulatory system helps maintain homeostasis (317-1)
○ explain the role of the main components of blood
● evaluate the impact of viral, bacterial, genetic, and environmental diseases on an organism’s homeostasis (317-4)
○ evaluate disorders associated with blood
● explain how the human immune system helps maintain homeostasis (317-1)
○ identify the first and second lines of defence ○ in general, explain how the immune system
recognizes and destroys foreign agents
● evaluate the impact of viral, bacterial, genetic, and environmental diseases on an organism’s homeostasis (317-4)
○ evaluate disorders linked to the immune system
Respiratory System
● explain how the human respiratory system helps maintain homeostasis (317-1)
○ explain the need for a respiratory surface ○ describe features that provide for efficient gas
exchange in humans, including nasal hair, cilia, mucous membranes, large surface area of alveoli, cartilaginous rings in airway, and epiglottis
○ investigate the mechanics of inhalation/exhalation and regulation of the breathing cycle
● evaluate the impact of viral, bacterial, genetic, and environmental diseases on an organism’s homeostasis (317-4)
○ evaluate disorders linked to the respiratory system
● predict the impact of environmental factors such as allergens on homeostasis within an organism (317-6)
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The following outcomes can be addressed as a group by having students design and perform experiments to investigate the variables associated with respiratory volume and vital capacity:
● design an experiment and identify specific variables (212-6)
● select and use apparatus and materials safely (213-8) ● compile and organize data using appropriate formats and
data treatments to facilitate interpretation (213-5)
Excretory System ● Explain how the human excretory system helps maintain
homeostasis (317-1) ○ Describe the main structures of the human
urinary system ○ Explain the role of the kidney as an excretory
organ in in removing metabolic waste ○ Explain the role of the skin as an excretory organ
in removing metabolic waste ● Evaluate the impact of viral, bacterial, genetic and
environmental diseases on an organism’s homeostasis (317-4)
○ Evaluate disorders linked to the excretory system ● Analyze why and how a particular technology related to
the treatment of excretory disorders was developed and improved over time (115-5)
○ Describe the role technology has in kidney treatment
Skeletal System ● Explain how the human skeletal system helps maintain
homeostasis (317-1) ○ Describe the functions of the skeletal system ○ Identify the major bones, using common scientific
names ○ Describe how bones grow ○ Identify and describe the types of bone tissue ○ Describe the types of joints
● Analyze why and how a particular technology related to
the treatment of skeletal disorders was developed and improved over time (115-5)
Muscular System ● Explain how the human muscular system helps maintain
homeostasis (317-1) ○ Compare the three types of muscles ○ Explain how the muscles move the body
● Evaluate the impact of viral, bacterial, genetic and environmental diseases on an organism’s homeostasis (317-4)
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○ Describe disorders and injuries linked to the muscular system
Nervous System ● explain how the human nervous system helps maintain
homeostasis (317-1) ~2 hrs ○ describe the basic structure and function of
neurons ○ explain the role of sensory neurons, motor
neurons, and interneurons ○ describe the transmission of an impulse along the
length of a neuron and across a synapse ○ identify the three main parts of the nervous
system ○ explain the basic structure and function of the
central nervous system ○ analyse reflex actions and their role in
homeostasis
● evaluate the impact of viral, bacterial, genetic, and environmental diseases on an organism’s homeostasis (317-4) ~2 hrs
○ describe disorders linked to the nervous system
Endocrine System
Reproductive System
As a suggestion, the following outcomes may be addressed as a group by having students engage in a research project related to sexually transmitted infections (STI). ● research and evaluate the potential health risks
associated with exposure to sexually transmitted infections (213-7, 214-18)
● evaluate the use of reproductive technologies for humans (313-6)
● evaluate the impact of viral, bacterial, genetic, and environmental diseases on an organism’s homeostasis (317-4) – identify possible causes of infertility
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BIO521A - Grade 11 Biology Overview The revised curriculum for Biology 521A will involve the first two units of study (Matter and Energy for Life; Maintaining Dynamic Equilibrium I). Considering the potential for limited time available (blended/online model) it is imperative to engage students in learning goals that clearly align with curriculum outcomes and the Big Ideas of the topic/unit of study. The table below identifies the curriculum topics to be addressed within each unit and the approximate time allocated to each unit of study. It should be clearly noted that outstanding curriculum outcomes (outcomes in the prescribed curriculum that were not prioritized) will be addressed if conditions allow. Biology 521A Curriculum Guide https://www.princeedwardisland.ca/sites/default/files/publications/eelc_bio521a.pdf
Biology Unit Topic/Specific Curriculum Outcomes
Matter and Energy for Life
Historical Development of the Cell Theory Introduction to the Microscope (may have been done in grade 10) Interaction of Cell Structures
cell transport/homeostasis) Photosynthesis and Respiration
Maintaining Dynamic Equilibrium I
Circulatory System Respiratory System Digestive System Excretory System Immune System ● Depending on time, system disorders may or may not be addressed (SCO 317-4)
Biodiversity Classifying Living Things ● Curr Guide pp 40 (SCOs 115-7, 214-1), p 42 (SCO 214-2) ● Curr Guide p42 (Dichotomous key lab: SCOs 213-5, 214-1, 214-3,
214-17, 215-6) ● Curr Guide p 42 (SCO 316-5)
Considering the time allocated, only the above outcomes will be addressed
BIO621A - Grade 12 Biology Overview The revised curriculum for Biology 621A will involve the first three units of study (Maintaining Dynamic Equilibrium; Reproduction and Development; Genetic Continuity). Considering the potential for limited time available (blended/online model) it is imperative to engage students in learning goals that clearly align with curriculum outcomes and the Big Ideas of the topic/unit of study. The table below identifies the curriculum topics to be addressed within each unit and the approximate time allocated to each unit of study. It should be clearly noted that outstanding curriculum outcomes (outcomes in the prescribed curriculum that were not prioritized) will be addressed if conditions allow. Biology 621A Curriculum Guide https://www.princeedwardisland.ca/sites/default/files/publications/eelc_bio621a.pdf
CHM521A - Grade 11 Chemistry Overview The revised curriculum for Chemistry 521A will involve the first two units of study (Stoichiometry; From Structures to Properties). Considering the potential for limited time available (blended/online model) it is imperative to engage students in learning goals that clearly align with curriculum outcomes and the Big Ideas of the topic/unit of study. The table below identifies the curriculum topics to be addressed within each unit and the approximate time allocated to each unit of study. Learner readiness for Chemistry 521. Due to the school closures, teachers will be required to address knowledge gaps of introductory chemistry concepts and skills. This review will include subject matter of specific curriculum outcome CK 2.1 (Science 421A) that is essential for understanding and applying knowledge not only for Chemistry 521A but also Chemistry 621A. It should be clearly noted that outstanding curriculum outcomes (outcomes in the prescribed curriculum that were not prioritized) will be addressed if conditions allow. Chemistry 521A Curriculum Guide https://www.princeedwardisland.ca/sites/default/files/publications/eelc_chm521a.pdf https://drive.google.com/open?id=12ZKY3RZzX8XOB-AJOLMAoE8Z0uAibvaI (Better copy)
Chemistry Unit Topic/Specific Curriculum Outcomes
Review Nomenclature Balancing Reaction Equations Reaction types Predicting Product (Recommended to be done as an introduction to the From Structures to Properties unit of study, or as needed).
Stoichiometry The Mole and Molar Mass Calculations and Chemical Equations Stoichiometric Experimentation
From Structures to Properties
Properties of Ionic/Molecular Compounds, and Metallic Substances Bonding Structural Models of Bonding Intermolecular Forces Solution Properties and Solubility
CHM621A - Grade 12 Chemistry Overview The revised curriculum for Chemistry 621A will involve the first two units of study (Thermochemistry; From Solutions to Kinetics to Equilibrium). Considering the potential for limited time available (blended/online model) it is imperative to engage students in learning goals that clearly align with curriculum outcomes and the Big Ideas of the topic/unit of study. The table below identifies the curriculum topics/SCOs to be addressed within each unit and the approximate time allocated to each unit of study. It should be clearly noted that outstanding curriculum outcomes (outcomes in the prescribed curriculum that were not prioritized) will be addressed if conditions allow. Chemistry 621A Curriculum Guide https://www.princeedwardisland.ca/sites/default/files/publications/eelc_chm621a.pdf
Chemistry Unit Topic/Specific Curriculum Outcomes
Thermochemistry Enthalpy Changes Thermochemistry Experimentation Bonding and Hess' Law
● Curriculum guide pp 72: SCO 320-6, 200 level SCOs related to a titration experiment
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ENV621A - Environmental Science Overview The revised curriculum for Environmental Science 621A will involve the units of study identified below. Considering the potential for limited time available (blended/online model) it is imperative to engage students in learning goals that clearly align with curriculum outcomes and the Big Ideas of the topic/unit of study. The table below identifies the curriculum topics/SCOs to be addressed within each unit and the approximate time allocated to each unit of study. It should be clearly noted that outstanding curriculum outcomes (outcomes in the prescribed curriculum that were not prioritized) will be addressed if conditions allow. Environmental Science 621A Curriculum Guide https://www.princeedwardisland.ca/sites/default/files/publications/eelc_env621a.pdf
ENV621A Unit Topic/Specific Curriculum Outcomes
Project Based Learning
● 1.1 investigate a selected environmental science issue using a guided inquiry process
○ 1.1.1 Initiating and Planning - develop a plan to investigate questions, ideas, problems, and issues
○ 1.1.2 Performing and Recording - conduct investigations into relationships between and among variables, using a broad range of tools and techniques
○ 1.1.3 Analysing and Interpreting - analyse data to develop and assess possible explanations
○ 1.1.4 Communication and Teamwork - communicate information, ideas, and results
Introduction to Environmental Science
● Environmental Science ● Sustainable Development ● Worldviews ● Critical Thinking (addressed throughout course)
Please Note: Focus on the specific curriculum outcomes found within 3 of the following 6 curriculum guide sections:
● Food Resources ● Soil Resources ● Water Resources ● Ocean Resources ● Forest Resources ● Energy Resources
Environmental Challenges and Successes
● Climate Change ● Air and Water Pollution
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OCN621A - Oceanography 621A
Overview
The revised curriculum for Oceanography 621A will involve the units of study identified below. Considering the potential for limited time available (blended/online model) it is imperative to engage students in learning goals that clearly align with curriculum outcomes and the Big Ideas of the topic/unit of study. The table below identifies the SCOs to be addressed within each unit and the approximate time allocated to each unit of study. It should be clearly noted that outstanding curriculum outcomes (outcomes in the prescribed curriculum that were not prioritized) will be addressed if conditions allow. Oceanography 621A Curriculum Guide https://drive.google.com/file/d/11z8OUq-Z053673ZOj2ZltxHnlKEGS_Rp/view?usp=sharing
OCN621A Unit Topic/Specific Curriculum Outcomes
Chemical Oceanography
● Describe the water molecule ● Identify the unique properties of H2O ● State the salinity components ● Recognise the role of dissolved gasses ● Distinguish between conservative & non-conservative
properties (brief discussion only)
Physical Oceanography
● Discover the effects of temperature on water ● Define density and understand the impact of variations in
water density ● Discuss patterns of uneven solar heating and its effects ● Explain ocean currents with respect to circulation patterns ● Describe causes, effect and types of waves (relevance to
PEI and Climate change) ● Describe causes, effect and types of tides (relevance to
PEI and Climate change) ● Understand the effects of currents, waves and tides on
coastal processes
Biological Oceanography
● Define and describe both primary and secondary productivity
● Interpret food chains and food webs ● Identify major groups of organisms and their marine habitat
Optional Topic Teachers are to choose an optional topic from the list available in the curriculum guide. It is suggested that one of the following be used:
PHY521A - Grade 11 Physics Overview The revised curriculum for Physics 521A will involve the first two units of study (Kinematics; Dynamics). Considering the potential for limited time available (blended/online model) it is imperative to engage students in learning goals that clearly align with curriculum outcomes and the Big Ideas of the topic/unit of study. The table below identifies the curriculum topics to be addressed within each unit and the approximate time allocated to each unit of study. It should be clearly noted that outstanding curriculum outcomes (outcomes in the prescribed curriculum that were not prioritized) will be addressed if conditions allow. PHY521A Curriculum Guide: https://www.princeedwardisland.ca/sites/default/files/publications/eelc_phy521a.pdf
Physics Unit Topic
Kinematics Introducing Vector Quantities Graphical and Algebraic Problem Solving Vector Analysis Relative Motion
PHY621A - Grade 12 Physics Overview The revised curriculum for Physics 621A will involve the first two units of study (Application of Vectors; Circular and Planetary Motion). Considering the potential for limited time available (blended/online model) it is imperative to engage students in learning goals that clearly align with curriculum outcomes and the Big Ideas of the topic/unit of study. The table below identifies the curriculum topics to be addressed within each unit and the approximate time allocated to each unit of study. It should be clearly noted that outstanding curriculum outcomes (outcomes in the prescribed curriculum that were not prioritized) will be addressed if conditions allow. PHY621A Curriculum Guide: https://www.princeedwardisland.ca/sites/default/files/publications/eelc_phy621a.pdf
ROB801A - Robotics 801A Overview The revised curriculum for ROB801A will involve the specific curriculum outcomes found within the topics identified below. Considering the potential for limited time available (blended/online model) it is imperative to engage students in learning goals that clearly align with curriculum outcomes and the Big Ideas of the topic/unit of study. The table below identifies the curriculum outcomes to be addressed within each GCO unit and the approximate time allocated to each unit of study. It should be clearly noted that outstanding curriculum outcomes (outcomes in the prescribed curriculum that were not prioritized) will be addressed if conditions allow. ROB801A Curriculum document: https://www.princeedwardisland.ca/sites/default/files/publications/eelc_rob801a.pdf
Section Topic/Specific Curriculum Outcomes
STSE Project ● Science, Technology, Society, and the Environment
Drivetrain, Gear Ratio, Gravity, Degrees Freedom
● Introduction to Autonomous Robotics ● Compound Gears
● Centre of Gravity and Degrees of Freedom ○ • analyse how the stability and dexterity of a robotic
manipulator are affected by its centre of gravity and degrees of freedom (300-6)
Programming and Autonomous builds
● Introduction to Sensors ~3 Classes ● Introduction to Programming ~6 Classes
○ • explain programming (300- 11) ○ • identify and describe programming syntax and
keywords required to write a program (300-12) ○ • create flowcharts involving sub-programs to break a
complicated behaviour into a series of simple tasks (300- 13) The following outcomes will be addressed using the VEX Virtual Reality platform in an online environment
○ • manipulate and use program flow statements and functions to program a robot to complete a task (300-14)
○ • diagnose the different inputs and outputs that can be connected to the robot logic subsystem (300-15)
○ • use sensors effectively and accurately for collecting data to assist in the control of robot, or robot
Final Project Final Project ~ 30 classes (The following outcomes can be addressed by having students research a practical problem and design a solution that makes use of programming/sensors) • propose alternative solutions to a given practical problem,
identify the potential strengths and weaknesses of each, and select one as the basis for a plan (214-15)
• design and construct a robot with autonomous and RC functions (212-3c)
• select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate ideas, lans, and results (215-2)p
SCI421A - Science 421A Overview The revised curriculum for Science 421A will involve the specific curriculum outcomes (Prioritized Outcomes) found within the general curriculum outcomes (GCO) identified below. Considering the potential for limited time available (blended/online model) it is imperative to engage students in learning goals that clearly align with curriculum outcomes and the Big Ideas of the topic/unit of study. The table below identifies the curriculum outcomes to be addressed within each GCO unit and the approximate time allocated to each unit of study. It should be clearly noted that outstanding curriculum outcomes (outcomes in the prescribed curriculum that were not prioritized) will be addressed if conditions allow. SCI421A Curriculum document: https://www.princeedwardisland.ca/sites/default/files/publications/sci_421a_book_final_june_14-19_3.pdf
Topic/GCO Specific Curriculum Outcomes
Nature of Science (NoS) Decisions and Perspectives
● NoS 2 Evaluate if a reported idea or claim is scientifically reasonable.
● DP 1 Argue for or against the application of a scientific or technological development while demonstrating respect for the perspectives of others.
Procedural Knowledge (PK)
● PK 1 Synthesize information from reliable sources to extend understanding of scientific concepts.
● PK 2 Compose written arguments which effectively communicate scientific reasoning.
● PK 3 Design and evaluate a scientific investigation which examines a cause and effect relationship.
● *PK 5 Perform investigations that examine chemical reactivity. Please Note: Depending on the CPHO recommendations, teachers may need to demo experiments.
● PK 6 Analyze data to determine patterns, trends, and causal relationships.
Content nowledge (CK)
● CK 1.2 Understand the transmission and prevention of infectious disease and anaylse its impact on society.
● CK 2.1 Predict the products of chemical reactions. ● CK 2.2 Analyze real world chemical reactions by applying the
SCI701A - Applied Science 701A Overview The revised curriculum for Science 701A will involve the specific curriculum outcomes (Prioritized Outcomes) found within the general curriculum outcomes (GCO) identified below. Considering the potential for limited time available (blended/online model) it is imperative to engage students in learning goals that clearly align with curriculum outcomes and the Big Ideas of the topic/unit of study. The table below identifies the curriculum outcomes to be addressed within each GCO unit and the approximate time allocated to each unit of study. It should be clearly noted that outstanding curriculum outcomes (outcomes in the prescribed curriculum that were not prioritized) will be addressed if conditions allow. SCI701A Curriculum document: https://www.princeedwardisland.ca/sites/default/files/publications/sci_701a.pdf
Topic/GCO Specific Curriculum Outcomes
Nature of Science (NoS) Decisions and Perspectives
● NoS 1 describe how STEAM informs product development.
● DP 1 argue for or against the application of a scientific or technological development while demonstrating respect for the perspectives of others.
Procedural Knowledge (PK)
● PK 2 communicate ideas, plans, results, and concepts using appropriate numeric, symbolic, graphical, and linguistic modes of representation.
● PK 3 measure quantities and perform measurement conversions.
● PK 4 assemble and analyse the design of a device, and troubleshoot problems as they arise.(This is in relation to what the student assemble in class (vex or engineering design challenges)
● PK 5 create a device to perform a simple task using an engineering design process.
○ Have students engage in mini engineering design projects/challenges (ex. egg drop, raft design challenge, mouse trap car, etc.)
○ A second assignment (similar to the NoS/DP assignment) could be performed where students create/design a concept of a device to serve a societal need?
Content Knowledge (CK)
● CK 1 describe the main components and basic function of robot subsystems.
● CK 3 analyse power transmission problems involving gear
