Curriculum Connections

General Curricular Competencies 

• Questioning & Predicting 
• Planning and Conducting
• Processing and analyzing data and information
• Evaluating
• Applying and Innovating
• Communicating

Grade 10 Science 

• Astronomical Data and Collection Methods: different types of data are collected and analyzed as evidence to support theories about the universe (e.g., radio telescopes, background microwave radiation, red and blue Doppler shift, Mars rover, SNOLAB, ISS, Canadarm/Dextre)

Grade 11 Earth Science

• Earth and its Solar System: Earth is a unique planets, stars as the centre of the solar system, applications of space technologies to the study of changes on Earth and its systems

Grade 9 Science

Unit E: Space Exploration (Space and Technology Emphasis)

• Outcomes for Science Technology and Society (STS) and Knowledge
  • 1. Investigate and describe ways that human understanding of Earth and space has depended on
    technological development
  • 3. Describe and interpret the science of optical and radio telescopes, space probes and remote sensing
    technologies
• Skill Outcomes
  •  Initiating and Planning
  • Preforming and Recording
  • Analyzing and Interpreting
  • Communication and Teamwork
• Attitude Outcomes 
  • Interest in Science
  • Scientific Inquiry
  • Collaboration

Scientific Literacy Framework

• Foundation 1: Science, Technology, Society, and the Environment (STSE) Interrelationships
• Foundation 2: Scientific Knowledge 
• Foundation 3: Scientific and Technological Skills and Processes 
• Foundation 4:  Attitudes

Grade 9 Science

• EU9.1 Inquire into the motion and characteristics of astronomical bodies in our solar system and the universe
• EU9.4 Analyze human capabilities for exploring and understanding the universe, including
  technologies and programs that support such exploration.

Earth Science 30

• Career Exploration: Analyze and explore earth-science related career paths in Saskatchewan, Canada and the world
  
• * Student Direct Study: Create and carry out a plan to explore a topic covered in Earth Science 30 in depth. 
• Foundations of Earth Science: Examine the multi-disciplinary nature of earth science

Foundations for Scientific Literacy

A. Nature of Science and Technology
B. Science, Technology, Society, and the Environment (STSE) 
C. Scientific and Technological Skills and Attitudes 
D. Essential Science Knowledge 
E. Unifying Concepts

Grade 9 Science

Cluster 4: Explore the Universe

• S1-4-01 Use a coordinate system to locate visible celestial objects
• S1-4-02 Observe the motion of visible celestial objects and organize collected data
• S1-4-08 Differentiate between the major components of the universe
• S1-4-09 Explain how various technologies have extended our ability to explore and understand space
• S1-4-10 Investigate ways in which Canada participates in space research and in international space programs
• S1-4-11 Evaluate the impact of space science and technologies in terms of their benefits and risks to humans

General Science Program Goals

1. to relate science to technology, society, and the environment
2.  to develop the skills, strategies, and habits of mind required for scientific inquiry
3.  to understand the basic concepts of science

Grade 9 Science

Earth and Space Science: The Study of the Universe

• Relating Science to Technology, Society, and the Environment:
  • assess, on the basis of research, and report on
    the contributions of Canadian governments, organizations, businesses, and/or individuals to space technology, research, and/or exploration
• Developing Skills of Investigation and Communication:
  •  use appropriate terminology related to the study of the universe
  • use direct observation, computer simulation, or star charts to determine the location, appearance, and motion of well-known stars and other celestial objects that are visible in the night sky
  • gather and record data, using an inquiry or research process, on the properties of specific celestial objects within the solar system
• Understanding Basic Concepts:
  • describe the major components of the solar system and the universe (e.g., planets, stars, galaxies), using appropriate scientific terminology and units (e.g., astronomical units, scientific notation, light years)
  • describe various reasons that humankind has had for studying space (e.g., to develop calendars for agricultural purposes, to forecast weather, for celestial navigation, for religious inspiration) and the conceptions of the universe held by various cultures and civilizations (e.g., Aboriginal peoples; ancient Greek, Mayan civilizations)

Earth and Space Science (Grade 12)

A. Scientific Investigation Skills and Career Exploration

• demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of
  skills (initiating and planning, performing and recording, analyzing and interpreting, and
  communicating);
• identify and describe careers and Canadian contributions related to the fields of science under study.

• Relating Science to Technology, Society, and the Environment:
  
  • analyze a major milestone in astronomical
    knowledge or theory
  • analyze why and how a particular technology
    related to astronomical research was developed and how it has been improved over time
  • analyze, on the basis of research, a specific technology that is used in space exploration and that has applications in other areas of research or in the environmental sector
• Developing Skills of Investigation and Communication:
  •  use appropriate terminology related to astronomy and planetary science
  • locate observable features of the night sky using star charts, computer models, or direct observation, and record the location of these features using astronomical terms
  • investigate techniques used to study and understand objects in the solar system (e.g., the measurement of gravitational pull on space probes to determine the mass of an object, the use of spectroscopy to study atmospheric compositions, the use of the global positioning system to track plate movement and tectonic activity from space)
• Understanding Basic Concepts:
  •  identify and explain the classes of objects orbiting the sun
  • identify the factors that determined the properties of bodies in the solar system (e.g., differences in distance from the sun result in temperature variations that determine whether substances on a planet, moon, or other body are solid or gaseous)
  • identify and explain the properties of celestial bodies within or beyond the solar system, other than Earth, that might support the existence of life (e.g., the possible existence of liquid water on Europa; the proximity of a body to its host star)
  • identify and explain the properties of celestial bodies within or beyond the solar system, other than Earth, that might support the existence of life

Cycle 1 Science

• Competency 1: Seeks answers or solutions to scientific or technological problems
• Competency 2: Makes the most of their knowledge of science and technology
• Competency 3: Communicates in the languages used in science and technology

The Earth and Space

• Astronomical Phenomena:
  
  • Light (properties)
  • Human Intervention (Canadian Space Program, Man-made satellites)
  • History of Space Exploration

Grade 9 Science

Curriculum Organizers

• Inquiry
• Problem-Solving
• Decision Making

“Instruction in science is inquiry-based with hand-on learning that is situated in authentic contexts enabling student to make connections to their own lives and the communities in which they live.”

Nature of Science

• Students will ask questions about relationships between and among observable variables to
  plan investigations (scientific inquiry and technological problem-solving) to address those
  questions
• Students will collect and represent data using tools and methods appropriate for the task.
• Students will analyse and interpret qualitative and quantitative data to construct
  explanations.
• Students will work collaboratively on investigations to communicate conclusions supported
  by data

• Earth and the Solar System: Scientific (empirical) and technological evidence; cultural interpretations of space phenomena

Science 9 

Focus & Context: “The focus of this unit is inquiry. In addition to learning more about space and what is in it, students should learn how we have come to know and understand the solar system and the rest of the universe.”

STSE:

• Nature of Science and Technology
  • describe and explain the role of experimentation, collecting evidence, finding relationships, proposing explanations, and imagination in the development of scientific knowledge
  • relate personal activities and various scientific and technological endeavours to specific science disciplines and interdisciplinary study areas
  • explain the need for new evidence in order to continually test existing theories
• Relationship between Science and Technology
  • describe the science underlying particular technologies designed to explore natural
    phenomena, extend human capabilities, or solve practical problems
• Social and Environmental Contexts of Science and Technology
  
  •  provide examples of how Canadian research projects in science and technology are supported 
  • describe examples of science- and technology-based careers in Canada, and relate these careers to their studies in science

• Initiating & Planning
• Preforming & Recording
• Analyzing & Interpreting
• Communication & Teamwork

•  describe and explain the apparent motion of celestial bodies
• describe and classify the major components of the universe

Grade 9 Science

Stages of Scientific Literacy

• Initiating & Planning
• Preforming & Recording
• Analyzing & Interpreting
• Communicating Findings

Science 9 

Focus & Context: “The focus of this unit is inquiry. In addition to learning more about space and what is in it, students should learn how we have come to know and understand the solar system and the rest of the universe.”

STSE:

• Nature of Science and Technology
  • describe and explain the role of experimentation, collecting evidence, finding relationships, proposing explanations, and imagination in the development of scientific knowledge
  • relate personal activities and various scientific and technological endeavours to specific science disciplines and interdisciplinary study areas
  • 3 explain the importance of using precise language in science and technology
  • explain the need for new evidence in order to continually test existing theories
• Relationship between Science and Technology
  • describe the science underlying particular technologies designed to explore natural
    phenomena, extend human capabilities, or solve practical problems
• Social and Environmental Contexts of Science and Technology
  
  •  provide examples of how Canadian research projects in science and technology are supported 
  • describe examples of science- and technology-based careers in Canada, and relate these careers to their studies in science
  • describe possible positive and negative effects of a particular scientific or technological development, and explain why a practical solution requires a compromise between competing priorities

• Initiating & Planning
• Preforming & Recording
• Analyzing & Interpreting
• Communication & Teamwork

•  describe and explain the apparent motion of celestial bodies
• describe and classify the major components of the universe

Foundations statements for scientific literacy in Canada

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, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.

Knowledge: Students will construct knowledge and understandings of concepts in life science, physical science, and Earth and space science, and apply these understandings 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 mutual benefit of self, society, and the environment.

Grade 9 Science

Space Exploration

• STSE
  • describe and explain the role of experimentation, collecting evidence, finding relationships, proposing explanations, and imagination in the development of scientific knowledge (e.g., explain how data provided by astronomy, radio astronomy, satellite-based astronomy, and satellite exploration of the sun, planets, moons, and asteroids contribute to our knowledge of the solar system)
  • explain the need for new evidence in order to continually test existing theories (e.g., explain the need for new evidence obtained from space-based telescopes and close-up observations by satellites, which can reinforce, adjust, or reject existing inferences based on observations from Earth)
  • provide examples of how Canadian research projects in science and technology are supported
  • describe examples of science- and technology-based careers in Canada, and relate these careers to their studies in science 
  • describe possible positive and negative effects of a particular scientific or technological development, and explain why a practical solution requires a compromise between competing priorities
• Skills
  
  • state a prediction and a hypothesis based on background information or an observed pattern of events
  • organize data using a format that is appropriate to the task or experiment
  • identify strengths and weaknesses of different methods of collecting and displaying data
  • identify new questions and problems that arise from what was learned
  • work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise
  • defend a given position on an issue or problem, based on their findings
•  Knowledge
  • describe and classify the major components of the universe
  • describe and explain the apparent motion of celestial bodies

Grade 11/12 Earth and Space Science 

Astronomy

• STSE
  •  explain how a major scientific milestone revolutionized thinking in the scientific communities
  • analyze why and how a particular technology was developed and improved over time
  • describe and evaluate the design of technological solutions and the way they function, using scientific principles
  • analyze why scientific and technological activities take place in a variety of individual and group settings
  • analyze examples of Canadian contributions to science and technology
  • distinguish between questions that can be answered by science and those that cannot, and between problems that can be solved by technology and those that cannot
• Skills
  • design an experiment and identify specific variables 
  • formulate operational definitions of major variables 
  • evaluate and select appropriate instruments for collecting evidence and appropriate processes for problem solving, inquiring, and decision making 
  • use instruments effectively and accurately for collecting data
  • estimate quantities
  • use library and electronic research tools to collect information on a given topic 
  • describe and apply classification systems and nomenclature used in the sciences
  • synthesize information from multiple sources or from complex and lengthy texts and make inferences based on this information
• Knowledge
  • describe tools and methods used to observe and measure the universe
  • identify and compare various components of the universe
  • compare characteristics of various galaxies

Extended Essay

The Advanced Program is ideal for students looking investigate astronomical phenomenon for their extended essay!

The extended essay is a required component of the International Baccalaureate® (IB) Diploma Programme (DP).

It is an independent piece of research, culminating with a 4,000-word paper.

The extended essay provides:

• practical preparation for undergraduate research
• an opportunity for students to investigate a topic of personal interest to them, which relates to one of the student’s six DP subjects, or takes the interdisciplinary approach of a World Studies extended essay.

Through the research process for the extended essay, students develop skills in:

• formulating an appropriate research question
• engaging in a personal exploration of the topic
• communicating ideas
• developing an argument. 
• Participation in this process develops the capacity to analyze, synthesize and evaluate knowledge.