Mobile Central High School

	Art 7-9

	Grade 7 Communications Tech

	Grade 8 Control Technology

	Intermediate Mathematics

	French 7-9

	Science 9

	Physical Education 7-9

	English Language Arts 7-9

	Grade 8 Production Technology

	Music 7-9

	Relgious Education 7-9

	Health -9

	Grade 7 Science

	Grade 7-9 Social Studies

	Grade 8 Social Studies

	Home Economics 7-9

	Science 8

EASTERN SCHOOL DISTRICT

Course Descriptor

April 2006

Subject Area: Art

Course: Intermediate Art

Level of Instruction: Grades 7-9

References: Program of Studies

Intermediate Art Teaching Guide

Program Description and Guiding Principles

The intermediate art program builds upon the previous art programs of primary and elementary schools. Students are afforded increased opportunity to express their ideas and feelings through an emphasis on creating art images and objects. The program focuses on developing an understanding of design in art and the visual environment. Students learn more sophisticated applications of design elements and principles and have opportunities to use this knowledge.

Students can avail of six modules over three years. These are drawing, painting, sculpture, printmaking, folk art, and fibre art. The program is structured around the following organizers: the artistic process, visual communication, cultural role, personal growth, and perception and response.

Teachers should use a variety of assessment strategies to

Enable teachers to assess and describe student achievement across the curriculum

Provide information about how students learn, as well as what they learn

Take into consideration students’ abilities both to learn and to apply their learning

Enable teachers to observe overall performance

Provide multiple indicators of student performance

Reflect curriculum balance and emphasis

Reflect that experimentation, risk taking, and creativity are valued

Enable students to discover their own interests, strengths, and weaknesses

Engage students in assessing, reflecting upon, and improving their own learning

Encourage students to take responsibility for their own growth

Engage students is assessing their own and others’ skills in co-operative and collaborative projects

Allow for description of students’ progress in terms of increased control, depth of understanding, and ability to work independently

Evaluation Plan

Studio Projects (student involvement in the process, final product, etc.)………30%

Portfolio/Journal/Sketchbook/Teacher Student Conferences……………………………………………………………………...25%

Written/Oral work (presentations, self-assessments, research, etc.)………………………………………………………………………………30%

Tests/Quizzes……………………………………………………………

EASTERN SCHOOL DISTRICT

Course Descriptor Summary (Interim September 2005)

SUBJECT AREA: Technology Education

COURSE: Grade 7 Communications Technology

TABLE OF CONTENTS

1.GENERAL OVERVIEW 1

2.COURSE OBJECTIVES: 1

3.COURSE CONTENT: 2

UNIT 1. Big Ideas 2

UNIT 2. Basic Skills 2

UNIT 3. Design Activity 2

4. EVALUATION 3 6

5. INSTRUCTIONAL STRATEGIES 5 6

6 CLASSROOM ENVIRONMENT 5 6

1 . GENERAL OVERVIEW

The Communications Technology Module for Grade 7 is based on the Atlantic Canada Foundation for Technology Education Curriculum. This and other recent additions to the NL Technology Education curriculum enable students to work across a broader range of technology including communications; control and production technologies; sensors & interfacing with mechanisms and effectors; energy & power; biotechnology and technology management. The Grade 7 Communications Technology Module is the first of five modules to be delivered at the Intermediate level. This module is organized in three units, each with a number of topics which are consistent with the Specific Curriculum Outcomes (SCOs) for the course. These units are to be learned in sequence. This module introduces communications as a broad array of methods and tools to present or transfer information and to create awareness or emotion. Students will be introduced to ways that graphics, audio, video and multi-media can achieve these goals.

Core Units	Weight	Hours (minimum)
Unit 1. Big Ideas	20%	5.2
Unit 2. Basic Skills	20%	5.2
Unit 3. Design Activity	60%	15.6
TOTALS	100%	26

2. COURSE OBJECTIVES:

Technological literacy encompasses a wide range of technological knowledge and skills which transcend the content of the course. Amongst these are that students will take ownership and responsibility for their own learning, and develop effective, independent work ethics and habits. The general objectives of this course are designed to achieve that end. Students will be provided opportunities to:

· identify, assess, and make decisions about their use of technological resources;

· assess their technological literacy/capability in the context of specific situations;

· develop personal action plans to acquire specific technical skills and capabilities;

· safely use a wide variety of technological systems, tools, and other resources;

· identify and address technological issues and situations important to them;

· design, develop, and articulate technological solutions to a wide range of problems;

· articulate ideas and take intellectual risks ;

· reflect on and evaluate their learning;

· reflect on, evaluate, and express ideas and opinions on the relationship between technology and education and the role of technology education;

· assess technology as a force for change in a variety of workplaces, jobs, occupations, and careers .

3. COURSE CONTENT:

The topics covered in the Grade7 Communications Technology module are as follows.

Unit 1 The Big Ideas	Unit 2 Basic Skills	Unit 3 Design Activity
Tools of Communication	Communication Graphics	Implementing a Design Model
Using Communication	Communication Multimedia	Evaluation of Design Activity
Processes of Communication	Creating & Acquiring Images
Communication Systems	Creating Documents
Intro. to Computer Graphics	Presenting Your Ideas
Introduction to Graphic Design
Technological Problem Solving
Ownership and Copyright

Unit 1 – Big Ideas.

Unit 1 has 18 Specific Curriculum Outcomes (SCOs) and provides students with an introduction to the ideas, terminology and concepts covered in the module. It introduces the concept of communications as a purposeful activity that employs a broad range of tools and methods. These include text, graphics, technical drawings, animation, video and audio development and editing software; output formats (paper, canvas, digital files, etc.); and the equipment to use these tools. The recommended duration of this Unit is a maximum of 6 hours. The unit is primarily knowledge-based and can be delivered through a combination of teacher presentations and student research and projects. Unit 1 includes the following topics:

Topic 1 Tools of Communications: Past, Present and Future

Topic 2 Using Communication for Everyday Use

Topic 3 Processes of Communications

Topic 4 Communication Systems

Topic 5 Introduction to Computer Graphics

Topic 6 Introduction to Graphic Design

Topic 7 Technological Problem-solving Model

Topic 8 Ownership, Copyright and Ethics

Unit 2 – Basic Skills

Unit 2 has 8 SCOs and provides students the basic skills that relate to the ideas and knowledge presented in Unit 1, and prepares them for the activity of planning and developing a communications project in Unit 3. Students will develop basic skills in technical drawing; capturing graphic images, audio or video; creating simple text and graphic documents, and multimedia using software; design and develop a presentation outline and subsequent presentation using multi-media tools. The recommended duration of Unit 2 is a maximum of 6 hours. This unit includes the following topics:

Topic 1 Communications Graphics: Sketches and Simple Technical Drawings

Topic 2 Communications Multimedia: Images, Audio and Video

Topic 3 Document Creation

Topic 4 Presentation of Ideas

Unit 3 – Design Activity

Unit 3 has 21 SCOs and constitutes the bulk of the module. The Design Activity unit is the largest component of the Module. It provides students with experience in the use of the design process to plan and create a complete communications product by employing technological problem-solving strategies. It provides students the opportunity to work cooperatively in small groups, through the complete process of design, media selection, production, evaluation and reporting. The recommended duration of Unit 3 is a minimum of 14 hours class time, however, additional, individual or group effort may be required to complete this Unit. Additional time may be obtained through integration with other subjects. For example, the topic of the Design Activity can emerge from a curriculum outcome in the student’s other subjects.

Unit 3 includes the following steps in the design process as topics.

Topic 1 The Design Team and The Design Portfolio

Topic 2 Identification of the Problem Situation (Step 1)

Topic 3 Development of the Design Brief (Step 2)

Topic 4 Investigation and Research (Step 3)

Topic 5 Identification of Possible Solutions (Step 4)

Topic 6 Selection of the Best Solution (Step 5)

Topic 7 Development of the Solution (Step 6)

Topic 8 Evaluation of the Solution (Step 7)

Topic 9 Presentation of the Report (Step 8)

4. EVALUATION

Unit 1 (Big Ideas) Evaluation in Unit 1 will focus primarily on student's understanding of conceptual information. It is not intended that significant detail be covered, or that students engage in any great depth of treatment. Much of the content of this unit will actually be reinforced while engaging in the activities of the subsequent units. This unit comprises 20% of the module evaluation.

Unit 2 (Basic Skills ) Evaluation in Unit 2 will focus primarily on students’ understanding of the tools and procedures, and to some extent, on the development of basic skills. This unit comprises 20% of the module evaluation.

Unit 3 - Design Activity comprises about 60% of the time and effort in this Grade 7 Communications Technology module and its evaluation is similarly weighted. Evaluation of this unit only is based on the following:

Evaluation for Unit 3 ONLY	Weighting
Design Process	10 %
Design Portfolio	40%
Solution	30 %
Report	20 %
TOTAL	100%

Overall evaluation weighting for the entire Grade 7 Communications Technology Module is as follows.

Evaluation for Complete Module	Weighting
Unit 1. Big Ideas	20 %
Unit 2. Basic Skills	20 %
Unit 3. Design Activity
Design Process	6 %
Design Portfolio	24%
Solution	18 %
Report	12 %
TOTAL	100%

The criteria for evaluation of student achievement in activity-based technology courses include:

· initiative (independent work and engagement)

· engagement (time on task – the amount of supervision required to maintain this)

· teamwork skills (cooperative work with others in a group activity)

· product (solution of the problem or stages in the progression of the problem)

Evidence of student achievement can be measured by a range of tasks, from such sources as:

· observations

· check lists or rating scales

· interviews

· self evaluation or peer evaluation in the group

· projects

· presentations

· work samples

· portfolios

· journals

· written tests

· research

· peer evaluation

Criteria for Assessment which should be used to evaluate the student’s understanding of the course content include:

· accuracy of information

· range and scope of information

· understanding of the material

· communication style/skills

· quality of report and other materials

· level of language and indication of technological literacy

· ability to communicate knowledge and skills to others

· group and individual dynamics

· accountability of individuals within the group

Unit 1 is more knowledge based than the others and yet, its evaluation can include presentations, work samples, research, activities and written tests, etc. Unit 2 is more skills based and is evaluation is amenable to a number of the methods identified above.

Unit 3 is largely activity-based and although it has a more specific evaluation weighting structure, there is still the opportunity to use a variety of the above methods.

Overall performance evaluation in the Grade 7 Communications Technology module should reflect the following relative weights.

Categories	Weighting
Knowledge of content / concepts	25%
Problem-solving skills	25%
Research and design skills	25%
Communications product	25%
TOTAL	100%

This weighting indicates that all four elements should be evaluated in each unit, to the degree achievable within the specific curriculum outcomes. Copyright, Ownership and Ethics, for example, is a specific curriculum outcome in Unit 1, but may also be evaluated by appropriate assessment in the other units. Whereas knowledge content may more significant in one unit than another, the above balance should be present in the overall evaluation.

5. INSTRUCTIONAL STRATEGIES

The Communications Technology module is the first of five Technology Education modules offered at the Intermediate Level and should be delivered second in Grade 7, since it provides the foundation of the remaining modules in Grade 8 and Grade 9.

This course should focus on the early development of higher learning skills. Students should develop the ability to reason, to make realistic judgments and develop creative solutions to problems. Students should use decision-making strategies to achieve these solutions and employ the design process for technical problem solving. Students will work in small groups, particularly in Unit 3 – Design Activity.

Recommended teaching / learning strategies include:

· adapting the course to the pace of learning of which the student is capable;

· cooperative learning in small groups in which group success translates into individual success;

· consideration of different learning styles;

· lectures, discussions and group / individual coaching.

6. CLASSROOM ENVIRONMENT

The basic logistic requirements for teaching this course include:

· Desks or tables with adequate space to place manuals or drawings (3-4 linear feet/workstation)

· Computers on the basis of 1 / student pair at a minimum, or ideally 1 per student.

· The computers should have 16mB RAM, 500 mB hard drives and be internet capable.

· Other desirable peripherals include a scanner, plotter and a printer.

· Audio and video equipment are recommended to complete Units 2 and 3 of the course.

· The module also requires software which permits technical drawing, graphic design and development, presentation formats, and handling or editing of audio and video files.

Comprehensive curriculum guides, including SCOs and instructional recommendations are available on the Department of Education’s website: http://www.ed.gov.nl.ca/edu/sp/techedu.htm

EASTERN SCHOOL DISTRICT

Course Descriptor Summary (Interim September 2005)

SUBJECT AREA: Technology Education

COURSE: Grade 8 Control Technology

TABLE OF CONTENTS

1.GENERAL OVERVIEW 1

2.COURSE OBJECTIVES: 1

3.COURSE CONTENT: 2

UNIT 1. Big Ideas 2

UNIT 2. Basic Skills 2

UNIT 3. Design Activity 2

4. EVALUATION 3 6

5. INSTRUCTIONAL STRATEGIES 5 6

6 CLASSROOM ENVIRONMENT 5 6

1 . GENERAL OVERVIEW

The Control Technology Module for Grade 8 is based on the Atlantic Canada Foundation for Technology Education Curriculum. This and other recent additions to the NL Technology Education curriculum enable students to work across a broader range of technology including communications; control systems; sensors & control; energy & power; biotechnology and technology management. The Control Technology Module is the third of five modules to be delivered at the Intermediate level. This module is organized in three units, each with a number of specific topics which are consistent with the curriculum objectives for the course. This module introduces technologies associated with the control of hydraulic and electrical systems; includes control of production or mobile robots; employs logic flow charts or programs; involves programming a control interface with a tool, motor or and safety in control technology systems.

Core Units	Weight	Hours (minimum)
Unit 1. Big Ideas	20%	5.2
Unit 2. Basic Skills	20%	5.2
Unit 3. Design Activity	60%	15.6
TOTALS	100%	26

2. COURSE OBJECTIVES:

· identify, assess, and make decisions about their use of technological resources;

· assess their technological literacy/capability in the context of specific situations;

· develop personal action plans to acquire specific technical skills and capabilities;

· safely use a wide variety of technological systems, tools, and other resources;

· identify and address technological issues and situations important to them;

· design, develop, and articulate technological solutions to a wide range of problems;

· articulate ideas and take intellectual risks ;

· reflect on and evaluate their learning;

· reflect on, evaluate, and express ideas and opinions on the relationship between technology and education and the role of technology education;

· assess technology as a force for change in a variety of workplaces, jobs, occupations, and careers .

3. COURSE CONTENT:

The topics covered in the Grade 8 Control Technology module are as follows.

Unit 1 – Big Ideas.

Unit 1 has 23 Specific Curriculum Outcomes (SCOs) and provides students with an introduction to the ideas, terminology and concepts covered in the module. It introduces the concept of control technology as a purposeful activity that employs a broad range of tools and methods. Students will be introduced to basic control technology concepts, processes, strategies and careers, within the following topics:

Topic 1 Control Systems – an Introduction

Topic 2 Fluidic Control Systems

Topic 3 Electronic Control Systems

Topic 4 Robotics

Topic 5 Programming and Interfacing

Topic 6 Control System Safety

Topic 7 Careers in Control Technology

Unit 2 – Basic Skills

Unit 2 has 14 SCOs and provides students the basic skills for planning and developing a design project. Students will develop basic tools and techniques throughout the module, such as: the interpretation and development of schematics and pictorials depicting control systems; programming and interfacing; usage of simple tools and/or machines for developing simple control systems; and troubleshooting techniques which can be applied to control technology systems. Students will also conduct activities to develop fluid, electrical and robotics technology systems. This unit includes the following topics:

Topic 1 Interpretation of Simple Schematics and Pictorials

Topic 2 Programming and Interfacing

Topic 3 Development of Simple Control Technology Systems

Topic 4 Troubleshooting (www.troubleshooters.com/tuni.html )

Unit 3 – Design Activity

Unit 3 has 21 SCOs and constitutes the bulk of the module. The Design Activity unit provides students with experience in designing and fabricating a complete product by employing technological problem-solving strategies. It provides students the opportunity to work cooperatively in small groups, through the complete process of design, materials assessment, fabrication, testing and technical reporting. It uses the medium of a problem-solving project to produce a competitive product.

Unit 3 includes the following topics:

Topic 1 The Design Team and The Design Portfolio

Topic 2 Identification of the Problem Situation (Step 1)

Topic 3 Development of the Design Brief (Step 2)

Topic 4 Investigation and Research (Step 3)

Topic 5 Identification of Possible Solutions (Step 4)

Topic 6 Selection of the Best Solution (Step 5)

Topic 7 Development of the Solution (Step 6)

Topic 8 Evaluation of the Solution (Step 7)

Topic 9 Presentation of the Report (Step 8)

The Grade 8 Control Technology Module is designed to be completed in a minimum of 26 hours of class time, however additional time may be made available to students to work on their projects.

4. EVALUATION

Evaluation in Unit 1 (Big Ideas) will focus primarily on student's understanding of conceptual information. It is not intended that significant detail be covered, or that students engage in any great depth of treatment. Much of the content of this unit will actually be reinforced while engaging in the activities of the subsequent units. This unit comprises 20% of the module evaluation.

Evaluation in Unit 2 will focus primarily on students’ understanding of the tools and procedures, and to some extent, on the development of basic skills. This unit comprises 20% of the module evaluation.

Unit 3 - Design Activity comprises about 60% of the time and effort in this Control Technology module and its evaluation is similarly weighted. Evaluation of this unit only is based on the following:

Evaluation for Unit 3	Weighting
Design Process	10 %
Design Portfolio	40%
Solution	30 %
Report	20 %
TOTAL	100%

Overall Evaluation weighting for the entire Grade 8 Control Technology Module is as follows.

Evaluation for Complete Module	Weighting
Unit 1. Big Ideas	20 %
Unit 2. Basic Skills	20 %
Unit 3. Design Activity
Design Process	6 %
Design Portfolio	24%
Solution	18 %
Report	12 %
TOTAL	100%

The criteria for evaluation of student achievement in activity-based technology courses include:

· initiative (independent work and engagement)

· engagement (time on task – the amount of supervision required to maintain this)

· teamwork skills (cooperative work with others in a group activity)

· product (solution of the problem or stages in the progression of the problem)

Evidence of student achievement can be measured by a range of tasks, from such sources as:

· observations

· check lists or rating scales

· interviews

· self evaluation or peer evaluation in the group

· projects

· presentations

· work samples

· portfolios

· journals

· written tests

· research

· peer evaluation

Criteria for Assessment which should be used to evaluate the student’s understanding of the course content include:

· accuracy of information

· range and scope of information

· understanding of the material

· communication style/skills

· quality of report and other materials

· level of language and indication of technological literacy

· group and individual dynamics

· accountability of individuals within the group

Unit 3 is largely activity-based and although it has a more specific evaluation weighting structure, there is still the opportunity to use a variety of the above methods.

Performance evaluation in the Grade 8 Control Technology module overall should reflect the following relative weights.

Categories	Weighting
Knowledge of content / concepts	25%
Problem-solving skills	25%
Research and design skills	20%
Control and product	25%
Careers	5%
TOTAL	100%

This weighting indicates that all five elements should be evaluated in each unit, to the degree achievable within the specific curriculum outcomes. Careers, for example, is a specific curriculum outcome in Unit 1, but may also be evaluated by appropriate assessment in the other units. Whereas knowledge content may more significant in one unit than another, the above balance should be present in the overall evaluation.

5. INSTRUCTIONAL STRATEGIES

The normal pre-requisite for this module is the Grade 7 Communications Technology module. The Control Technology module is the third of five Technology Education modules offered at the Intermediate Level and should be delivered second in Grade 8, since it relies on some content covered in the Grade 8 Production Technology module which is the foundation of the remaining Grade 8 and Grade 9 modules.

Recommended teaching / learning strategies include:

· adapting the course to the pace of learning of which the student is capable;

· cooperative learning in small groups in which group success translates into individual success;

· consideration of different learning styles;

· lectures, discussions and group / individual coaching.

6. CLASSROOM ENVIRONMENT

The basic logistic requirements for teaching this course include:

· Desks or tables with adequate space to place manuals or drawings (3-4 linear feet/workstation)

· Computers on the basis of 1 / student pair at a minimum, or ideally 1 per student.

· The computers should have 16mB RAM, 500 mB hard drives and be internet capable.

· Other desirable peripherals include a plotter and a printer.

· Ideally, the materials handling and fabrication and assembly should occur in a light-duty workshop, separate from the clean, computer area.

Comprehensive curriculum guides, including SCOs and instructional recommendations are available on the Department of Education’s website: http://www.ed.gov.nl.ca/edu/sp/techedu.htm

EASTERN SCHOOL DISTRICT

COURSE DESCRIPTION AND EVALUATION

INTERMEDIATE MATHEMATICS

PROPOSED 2006/07

Description

The intermediate mathematics program is designed to accommodate the needs of students from grades 7-9. All students at this grade level complete the same mathematics program, though adjustments (such as enrichment and pathway supports) are made to tailor this curriculum to students' needs.

This curriculum supports the 5 general goals of mathematics as outlined in the Curriculum and Evaluation Standards for School Mathematics published by the National Council of Teachers of Mathematics (NCTM) in 1989. These goals are:

that they learn to value mathematics

that they become confident ion their ability to do mathematics

that they become mathematical problem solvers

that they learn to communicate mathematically

that they learn to reason mathematically

Grade 7 Unit overview

Unit 1 - Number Theory - A focus on Whole Numbers and Decimals

Unit 2 - Number Theory (continued) - The Inclusion of Fractions

Unit 3 - Percent and Probability

Unit 4 - Data Management

Unit 5 - Geometry (Two Dimensional)

Unit 6 - Integers

Unit 7 - Algebra

Unit 8 - Proportional Thinking

Unit 9 - Transformational Geometry

Grade 8 Unit overview

Unit 1 - Powers and Roots

Unit 2 - Fractions

Unit 3 - Proportion and Scaling

Unit 4 - Percent

Unit 5 - Geometry (Transformational and Euclidean)

Unit 6 - From Integers to Rational Numbers

Unit 7 - Algebra

Unit 8 - Measurement

Unit 9 - Data Management

Grade 9 Unit overview

Unit 1 - Rational Numbers & Matrices

Unit 2 - Powers & Roots

Unit 3 - Relations

Unit 4 - The Line

Unit 5 - Congruence & Similarity

Unit 6 - Solving Equations and Inequalities

Unit 7 - Polynomials

Unit 10-Transformations

Unit 8 - Data analysis and Probability

Unit 9 - Measurement

Evaluation Guidelines

A. Performance Assessment - 40%

The evaluation of students in mathematics should include a variety of sources.

Projects/ Presentations - 10%

A minimum of 2 per year

Assignments - 10%

These should take the form of take home, in class, or post test assignment. Assignments must be more than a drill and practice nature. The recommended number of assignments is one per unit.

(3) Homework - 5%

(4) Journals - 10%

Writing as part of communicating in mathematics should be integrated throughout the mathematics program.

(5) Portfolio - 5%

This can be used to evaluate the student’s performance over time, and should be inclusive

of a variety of assessment strategies.

All tests are based on the learning outcomes of the course and utilize a variety of testing formats such as multiple choice and completion questions. Tests must also include long answer questions to evaluate the mathematical processes. Expression of written explanations of mathematical understanding is very important.

C. Cumulative Final Examination – 20%

The final examination is based on the learning outcomes of the entire course. The exam is designed to be completed in 2 hours.

Calculation of the Cumulative Final Grade

Performance Assessment 40%

Tests 40%

Cumulative Final Examination 20%

EASTERN SCHOOL DISTRICT

Course Descriptor and Evaluation - Interim September 2005

Subject Area: Core French

Course: Core French (Intermediate)

Level of Instruction: Grades 7, 8, 9

Program Description / Guiding Principles

The primary focus of the Core French program is communication. The five strands of curriculum outcomes are:

1) Communication

2) Acquiring information

3) Experiencing creative works

4) Understanding cultural influences

5) Using language learning strategies

The program provides the setting for authentic communication tasks which centre around day to day experience in French class. The program also incorporates events affecting school life. The onus is on the teacher to utilize the French language in all aspects of organizing and teaching, thereby conveying a strong message to students about the real reasons for learning the language.

At the intermediate level, the Core French program builds on the sequential development of the French language which was begun in the elementary grades. This is accomplished through 60% of the course being oral comprehension and production and 40% being written comprehension and production. The themes are broad in nature, however, and reflect interests and experiences common among adolescents, including:

The Family and Home

names, ages, physical and personality descriptions, daily routines, family activities

School

subjects, homework, schedules, teachers, school events, organization of school day

Leisure

hobbies and interests, personal spending, friends, TV, radio, meals, shopping, social events

Holidays and Travel

holiday plans, special days, travel, weather, holiday activities, food and drink

Through the development of the above themes several specific language functions are included:

Socializing

meeting and greeting people, introducing oneself and others, complimenting people, attracting attention to oneself, talking about the weather

Showing emotion expressing gratitude, pleasure, displeasure, likes, dislikes, surprise, wonder, shock, desire, disappointment, want, anger, fear, intention

Judging

apologizing, expressing indifference, appreciation, rightness or wrongness and whether one is obliged to do something

Getting things done persuading, suggesting a course of action, warning someone, granting forgiveness, blaming, forbidding

Getting the facts identifying, asking, reporting, describing, narrating, explaining, requesting someone to perform a service

Responding to facts seeking and giving permission, making comparisons, accepting or declining an offer, expressing capability, offering to do something

Culture is also an important component of the program, and teachers should choose a variety of resources such as French newspapers, magazines, tourist brochures, TV schedules, government documents, etc. as they work with this element.

Weighting of Evaluation Components:

The evaluation plan for Grade 7, 8 and 9 Core French is consistent with the outcomes and methodology of the intermediate Core French program. It provides for systematic and continuous monitoring of student progress throughout the year. Various procedures are used in the assessment and evaluation process, including regular observation by the teacher, self-evaluation, oral tests, written tests, rubrics, dictations, quizzes, etc. Teachers must also evaluate the development of student understanding of cultural influences.

Oral comprehension, oral production, written comprehension and written production are all significant components of the intermediate Core French program and must be integrated into the evaluation plan. As such, 60% of the course is oral comprehension and production and 40% is written comprehension and production. Viewing and representing are integral parts of the program delivery and assessment practices.

Following is the evaluation plan for a full academic year:

Term - 80%

Oral Comprehension - 30%

Oral Production - 20%

Written comprehension - 15%

Written Production - 15%

(Total: 80%)

Exam - 20%

Oral Production/ Comprehension - 10%

Written Comprehension - 5%

Written Production - 5%

There will be one formal examination which will be in June.

EASTERN SCHOOL DISTRICT

April 24, 2006

Course Description

Course: Science 9

Subject Area: Science

Authorized Learning Resources:

Intermediate Science Curriculum Guide (Grade 9, 1996)

The Evaluation of the Scientific Processes (with accompanying Item Bank)

Foundation for the Atlantic Canada Science Curriculum (1998)

Science Directions (with teacher’s resource book) OR Science Plus: Technology and Society (with teacher’s resource book)

Description:

During each year of the intermediate program, students are given exposure to concepts dealing with each of the three divisions of science – life science, physical science, and earth science – as well as concepts dealing with the relationship between science and technology, and between science and society. Each unit is developed around one of three major areas of emphasis: The Nature of Science, Science and Technology, and Science, Technology and Society.

The units that have Nature of Science as the emphasis are designed to provide students with experiences in the methods and concepts of the sciences that deal with the physical universe. This includes biology, chemistry, physics, and geology.

Units described as Science and Technology approach the science by considering the ways in which the science has been applied. The connections between science and technology are elaborated. In order to understand the science behind the applications, students are involved in activities that require the development of appropriate knowledge and skills. The essential understanding should arise from these units is that science and technology are parts of a whole – one cannot proceed without the other.

Science, Technology and Society units are designed to emphasize the impact that science and associated technologies are having on society and on the environment, and the impact of society on science and technology. Environmental and societal impact will be a consideration in all of the units.

Review of Data analysis and Safety is a required section and integrated throughout the units for the entire year.

During each year of the program, students are required to do an independent science project of the type that would be suitable for entry into a science fair. At all grade levels, students are given instruction in the various aspects involved in preparing the project.

Sequence to Topics:

The following is the sequence of topics and suggested timelines for their completion. All times assume 56 minute periods. It is expected that teachers will adhere to the sequences outlined below.

Topic 1: Safety/Variables/Graphing (5 periods, should be integrated throughout school year)

Topic 2: Science Fair Project: Introduction (1 – 2 periods)

Topic 3: Environmental Quality (15 periods)

Topic 4: Chemical Changes & CEPUP topics from Grade 8 (35 periods)

Topic 5: Electricity (25 periods)

Topic 6: Heat Transfer (20 periods)

Topic 7: Diversity of Living Things (20 periods)

Specific Units (Brief Descriptions):

Environmental Quality

Students will investigate the water quality of a local system through an assessment of the water's living and non-living factors. Students will also complete and present a report of their experimental findings and make recommendations for improving or maintaining the water quality of their local area. A field trip to the Fluvarium to conduct a water analysis may be arranged to supplement this unit.

Chemical Changes

The unit provides an introduction to elements and compounds and how differences between them can be explained using the Atomic Theory. The students are introduced to writing symbols and chemical formulae for common elements and compounds with the use of the periodic table. This unit teaches students to recognize physical and chemical changes and relate their application to everyday situations. Chemical tests for specific substances will be conducted (e.g. acid/base, Carbon dioxide, hydrogen, and oxygen). Also, the students investigate factors which affect the rate of a chemical reaction so that results can be applied in the student's everyday experience.

Electricity

Students are first introduced to the phenomenon of static electricity. This concept is expanded into the concept of current electricity. Various methods of producing electrical current using chemical cells, generators, thermocouples, solar cells and mechanical pressure are examined. Students are introduced to the process of constructing series and parallel circuits and examining current flow through them. Resistance to current flow is also investigated. With the aid of circuit symbols, students learn how to draw and then interpret circuit diagrams. The unit ends with a discussion of career opportunities in this field.

Heat Transfer

Students are introduced to the concept of heat. Through investigation students will learn the three methods for transferring heat from one substance to another. In addition, the effectiveness of different material as heat insulators will be examined.

Diversity of Living Things

Students will investigate diversity through an analysis of structural and behavioral differences among organisms. The ability of a species to adapt to environmental change through the process of Natural Selection is examined. By studying life cycles students see how organisms change during their development and through a study of evolution they gain an understanding of how species may change over time. The process skill of "classification" developed in this unit serves as one of the chief means by which students learn to appreciate the diversity in nature.

Doing an Independent Science Project

This is a required portion of the science program in which students take on the role of scientist to research a topic of interest and conduct an experimental investigation. Through the project students apply the skills and processes of science. Students will be given instruction in the acceptable processes and requirements of this type of project. The project must be completed by April of the school year.

Core Laboratory Activities:

*Formal Write-Up of labs marked with (*) recommended. Teachers should collect and grade at least two (2) formal lab write-ups per unit. Other activities may be graded in class, by having students hand in answers to selected questions only, by having students submit data table, graph, answers to questions, conclusion, etc.

Environmental Quality

6-1 Homework

6-2 Optional

6-3 Optional (Core and water quality lab)

6-4 Optional

6-5/6/7/8 May all be accomplished with an appropriate field trip

6-9 Activity in class (lab)

Chemical Changes

1-2 Lab

1-4 Homework

1-5 Homework

1-6* Lab/demo (A,B,C, replace D with another precipitate. E as demo)

*Searching for Structures: text

the molecular model lab can be done as a demonstration or as a hands on activity

1-7/8 Together demo

1-9 Demo

1-10 Optional

1-11 Optional

1-12* pH activity modify

1-13 Optional

1-14* Lab graphing (or core titration lab can be added)

1-15 Homework (Rates of Reaction)

1-16 May be modified

1-17 Optional

Electricity

4-1 Demo (or modify) set -up stations or static equivalent

4-2 Lab

4-3 Lab/demo

4-4* Lab (modify according to materials)

4-5 Optional

4-6 Lab/demo

4-7 Demo if materials

4-8 Demo

4-9 Optional

4-10 Optional

4-11 Demo/Optional

4-12 Demo if materials

4-13 Lab do in stations, 4-14, 4-15 (combine)

4-16 Homework in class (lab)

Heat Transfer

3-1* Demo/lab

3-2 Demo (can be dangerous) or modify (Optional)

3-3 Demo

3-4 Demo

3-5 Lab (modify if necessary)

3-6/7/8/9 Optional activities

R2000 Activity for RSI, conduction, convection, radiation modify 3-11

3-10 Optional activity

Diversity of Living Things

5-1 Homework 5-8* Dicholomous key crazy creatures

5-2 Optional 5-9 Optional

5-3 Optional 5-10 Optional (give life cycle of fern)

5-4 Homework 5-11 Optional

5-5 Lab 5-12 Homework

5-6 Homework 5-13 Optional

5-7 Class (lab) room activity

Evaluation Guidelines:

Summative evaluation of students in Science 8 shall utilize a variety of evaluation instruments. Primarily, these are designed to test students’ basic knowledge of content, their understanding and ability to apply content, and ability to synthesize and problem solve (higher thinking skills) with respect to the content.

Summative evaluation of students in science courses must involve a variety of evaluation instruments. Unit tests, quizzes, and a final comprehensive exam, are traditional instruments which must be a part of any summative student evaluation scheme. As well, Performance Assessment instruments shall be used for a portion of the summative evaluation.

Unit Tests/Quizzes:

All unit tests are based on the learning outcomes of the course and the objectives. The tests include a variety of testing techniques such as multiple choice and essay items. There is usually one comprehensive test after each unit, and sometimes the unit can be broken into several sections for the purpose of testing if he teacher deems it necessary. Each test/quiz should utilize a variety of questioning using Bloom's Taxonomy.

Final Comprehensive Exam:

These should be cumulative in nature and based on table of specifications (to be developed in 2005-2006 year). In addition, they should utilize a variety of questions types from all levels of Bloom’s Taxonomy.

Performance Assessment:

In addition Performance assessment instruments shall be used for a portion of the summative evaluation. Examples of performance assessment instruments are assignments, written homework, science fair, class observations, science projects, laboratory reports, in-class presentation, in-class cooperative education, practical laboratory tests, observation checklist, computer assisted evaluation and teacher-student interviews, research reports, field trip reports, portfolios, etc. The teacher would determine the performance assessment instruments used in a particular science class.

Weighting of Evaluation Component:

The following evaluation is based upon a combination of past policy and input received from Eastern, Western, Burin, and Vista Regions.

Unit Tests/Quizzes 30%

Final Comprehensive Exam 20%

Performance Assessment 50%

Notes:

1) Laboratory Activities must account for 15% of Performance Assessment.

2) Science Fair/Project must account for 10% of Performance Assessment.

Table of Specifications:

A Table of Specifications is used for two main reasons. First, it guides the construction of examinations by outlining a percent value for each cognitive level and unit of study. Secondly, the total percentage for each unit directly corresponds to the suggested time for teaching that unit.

Unit	Cognitive Level %
	Level 1	Level 2	Level 3	TOTAL %
	Environmental Quality	2	8	3
	13	Chemical Changes	6	18
6	30	Electricity	5	13
4	22	Heat Transfer	4	10
3	17	Diversity of Living Things	7	7
4	18	TOTAL %	24	56
20	100

Eastern School District

COURSE DESCRIPTOR

September 2006

Subject Area: Physical Education

Course/Level: Intermediate - Grade 7 - 9

Authorized Learning Resources:

Team Building Through Physical Challenges. By Glover & Midura. ISBN: 0873223594

Teaching Responsibility Through Physical Education by Hellison. ISBN :0736046011

Ready to Use P.E. Activities for Grades 7 – 9 by Landy & Landy. ISBN: 0136730620

Multicultural Folk Dance Treasure Chest, Volumes1 & 2 by Lane. ISBN # 0880119608

PSAP Sport Specific Booklets. Teaching the Basics Resource Manuals (14 booklet set)

by J W Sports, British Columbia: http://psap.jwsporta.ca/orderForm.pdf

Recommended Learning Resources:

Multicultural Games by Barbarash, ISBN: 0880115653

More Team Building Challenges by Glover & Midura ISBN: 0873227859

Great Games for Young People by Gustafson, Wolfe & King ISBN: 0873222997

Game Skills: A Fun Approach to Learning Sport Skills by Hanrahan ISBN: 0736002030

Best New Games by LeFevre ISBN: 0736036857

Inclusive Games by Kasser ISBN: 0873226399

Innovative Games by Lichtman ISBN: 0873224884

Physical Education for Children: Daily Lesson Plans for Middle School by Lee, Thomas & Thomas.

Course Structure

Student participation in a strong physical education curriculum is one of the key ways that overall wellness and positive attitudes towards physical activity and active living can be fostered and developed throughout life. The adolescence years are key to developing attitudes, habits, strong bones, high fitness levels, body awareness and various skills for a person’s future years.

The Intermediate Physical Education Curriculum has been developed to meet the needs and interests of adolescent students and intermediate teachers. The intermediate physical education program extends the range of skills and knowledge acquired in the primary and elementary programs and facilitates transition to the more self-directed activities of high school. It builds upon the movement concept knowledge (Nichols, 1994) provided in the primary and elementary programs and provides opportunity for personal achievement through group and individual activities.

Key Features of the Intermediate Physical Education Curriculum include

Ø Provides opportunities for students to develop personal wellness, and personal movement skills that contribute to an active lifestyle throughout life.

Ø Provides opportunities to participate in a variety of activities

Ø Use of the levels of responsibility as described by Hellison (2003).

Ø Incorporates the three dimensions of movement:

o Psychomotor (Understanding and Applying),

o Affective (Thinking and Knowing)

o Affective (Cooperation and Responsibility)

COURSE DESCRIPTOR

Subject Area: Physical Education

Course/Level: Intermediate - Grade 7- 9

Teachers are directed to incorporate Hellison’s Levels of Responsibility into their practice while teaching physical education. Students and schools where students are encouraged and taught to assume greater amounts of responsibility for their actions, behaviour and learning, demonstrate much success in their learning.

Hellison’s Levels of Responsibility

Level I (Respect),

Level II (Participation),

Level III (Self-direction)

Level IV (Caring),

Level V (Transfer of Responsibility),

The intermediate program is designed around six themes; the yearly plan for each grade must cover ALL six themes. Since activities from each of the themes must be chosen at each grade level, a wide variety and balance of activities are provided. A quality program will incorporate as many activities as possible to allow the students a full and enriching experience.

Activities	Minimum	Maximum
Alternative	½ unit = 4 classes	2 units = 16 classes
Court and Field	½ unit = 4 classes	2.5 units = 20 classes
Fitness	½ unit = 4 classes	2 units = 16 classes
Leadership	½ unit = 4 classes	2 units = 16 classes
Outdoor	½ unit = 4 classes	2 units = 16 classes
Rhythmic	½ unit = 4 classes	2 units = 16 classes

* Teachers must address all 33 KSCO's by the end of grade 9.

* The themes and movement concepts are the vehicles through which the outcomes are met.

* All six themes must be covered at each grade level each year

EVALUATION:

Note that full evaluative criteria is detailed in the Intermediate Physical Education Curriculum Guide

• Participation 70%

• Fitness 20%

• Written Assessments 10%

EVALUATION (Con’t)

With Optional Major included in grade 9 the break down is as follows;

• Participation 65%

• Fitness 20%

• Written Assessments 5%

• Major Goal 10%

Participation

Criteria to consider include:

Ø Readiness, Proper Attire, Punctuality

Ø Warm-up/Outcome attainment

Ø Activity/Outcome attainment/Movement and Skill learning (into sub-categories)

o Group interaction (including respect for others and self)*

o Responsible Leadership*

o Effort/level of engagement in activities/games/events*

o Time on Task*

o Skill Learning/Development*

o Positive/Appropriate Behaviors*

o Considerations for Safety*

o Equipment Set-up/Respect for Equipment and Facility*

*These criteria form the basis for the Activity aspect of the Participation Component.

Fitness Component (20%)

A student’s demonstration of personal fitness and his/her understanding of the components that make up personal fitness are assessed here. The intermediate P.E. curriculum has fitness featured prominently throughout the curriculum. Indeed, the intermediate P.E. curriculum focuses on the lifelong pursuit of activity for enjoyment and happiness.

As part of the participation emphasis in the curriculum, the fitness component is part of the participation and is not a separate entity. The fitness component of the assessment is for all students and is part of the ongoing assessment for all units of work.

Fitness appraisals, if chosen as an activity in the curriculum, should be done so with the utmost care and sensitivity. The appropriate use of fitness appraisals includes informing students as to their level of personal fitness. Teachers and students would use the information gained to inform goal setting and individual activity choice.

Note that fitness appraisal results are not to be used to provide actual ‘marks’ or grades to students. How well a student actually performs or ‘scores’ on an appraisal or test is not to be used to provide a grade in the course.

Written Components

The written component of evaluation encompasses many different forms of evaluation. Most should be student generated and can take the form of journals, poster displays or class presentations of new activities. The intent is to offer to students an alternate format through which they can demonstrate learning and demonstrate the attainment of learning outcomes.

Some guidelines and samples include:

Ø Journals can be kept throughout the year

Ø Peer observations

Ø Self evaluations

Ø Poster display

Ø Bulletin board display

Ø Actual written assignments, while useful, must be kept to a minimum.

Ø Tests and quizzes, if used, must also be limited in number.

Major Goal (10%)

NOTE: Optional for grade nine

Students create a proposal, plan the implementation, and provide a written account of their major goal by year’s end. The goal must be one of physical activity. The goal selected must be done in consultation with the physical education teacher. The major goal assignment would typically include a student proposal and the actual activity and goal completion.

Eastern School District

Course Descriptor

Subject Area: English Language Arts

Course: English Language Arts (Intermediate)

Level of Instruction: Grades 7-9

Authorized Learning Resources:

English Language Arts: A Curriculum Guide grades 7-9

For a detailed list of authorized learning resources, please see the annual Program of Studies.

Program Description & Guiding Principles

At the intermediate level, the English Language Arts curriculum is designed to develop students’ knowledge and strategies in speaking, listening, reading, viewing, writing and other ways of representing meaning. English language arts must be taught in an integrated manner so that the interrelationships between and among the language processes will be understood and applied by the students. This integrated approach should be based on students’ prior experience with language and on meaningful activities involving speaking, listening, reading, viewing, writing, and other ways of representing meaning. Experiences with literature are, in addition to development their knowledge and strategies, designed to enhance students’ awareness of the richness of life, expand their imagination, exercise their intellects, and mature their emotions.

The curriculum provides for a balance of transactional, expressive and poetic writing. The conventions of language are taught in the context of students own writing and speaking. Students are expected to maintain a writing file of their work for assessment and reference purposes. The variety of resources for reading and viewing are intended to evoke personal responses, promote discussion and analysis of values and ideas, and consolidate their understanding of language, form and genre. A variety of interaction patterns - partnerships, small groups, whole class - should be used.

Eastern School District

INTERIM SEPTEMBER 2005-2006

ENGLISH LANGUAGE ARTS

Evaluation Descriptor Grades 7 and 8

Writing and Representing Outcomes (Proposed change)30%

Includes assignments like:

· Expressive (Journal Writing)

· Transactional, expository paragraphs, letters

· Creative writing of poetry, short stories, posters,

advertisements

Research Outcome Weight 10%

The research process is compulsory for all students of Intermediate English Language Arts. A formal paper is required for ALL Grade 9 students.

Speaking and Listening Outcomes 15%

Includes assignments like:

· interviewing

· small group participation

· formal oral presentations / debates

· appreciative and critical listening

· read alouds

· role play and drama

Shakespearean Study 10%

Reading and Viewing Outcomes 20%

Includes assignments like:

· wide independent reading and viewing of short

selections, videos, novels (2)

· in-depth novel study (2)

Demand Assessments may constitute up to 15% of the student’s grade.

Final Examination (Proposed change) 20%

(During years in which there is a Grade 9 Provincial Assessment, it will constitute the 20 %.)

EASTERN SCHOOL DISTRICT

Course Descriptor Summary (Interim September 2005)

SUBJECT AREA: Technology Education

COURSE: Grade 8 Production Technology

TABLE OF CONTENTS

1.GENERAL OVERVIEW 1

2.COURSE OBJECTIVES: 1

3.COURSE CONTENT: 2

UNIT 1. Big Ideas 2

UNIT 2. Basic Skills 2

UNIT 3. Design Activity 2

4. EVALUATION 3 6

5. INSTRUCTIONAL STRATEGIES 5 6

6 CLASSROOM ENVIRONMENT 5 6

1 . GENERAL OVERVIEW

The Production Technology Module for Grade 8 is based on the Atlantic Canada Foundation for Technology Education Curriculum. This and other recent additions to the NL Technology Education curriculum enable students to work across a broader range of technology including communications; production & assembly; sensors & control; energy & power; biotechnology and technology management. The Production Technology Module is the second of five modules to be delivered at the Intermediate level. This module is organized in three units, each with a number of specific topic which are consistent with the curriculum objectives for he course. This module introduces technologies associated with the production of goods which are present in most industrial manufacturing settings.

Core Units	Weight	Hours (minimum)
Unit 1. Big Ideas	20%	5.2
Unit 2. Basic Skills	20%	5.2
Unit 3. Design Activity	60%	15.6
TOTALS	100%	26

2. COURSE OBJECTIVES:

· identify, assess, and make decisions about their use of technological resources;

· assess their technological literacy/capability in the context of specific situations;

· develop personal action plans to acquire specific technical skills and capabilities;

· safely use a wide variety of technological systems, tools, and other resources;

· identify and address technological issues and situations important to them;

· design, develop, and articulate technological solutions to a wide range of problems;

· articulate ideas and take intellectual risks ;

· reflect on and evaluate their learning;

· reflect on, evaluate, and express ideas and opinions on the relationship between technology and education and the role of technology education;

· assess technology as a force for change in a variety of workplaces, jobs, occupations, and careers .

3. COURSE CONTENT:

The topics covered in the Grade 8 Production Technology module are as follows.

Unit 1 – Big Ideas.

Unit 1 has 23 Specific Curriculum Outcomes (SCOs) and provides students with an introduction to the ideas, terminology and concepts covered in the module. It introduces the concept of production technology as a purposeful activity that employs a broad range of tools and methods. Students will be introduced to basic production technology concepts, processes and strategies, within the following topics:

Topic 1 Introduction to Production Technology

Topic 2 Properties of Materials

Topic 3 The Production Processes

Topic 4 Tools and Machines

Topic 5 Aesthetics

Topic 6 Ergonomics, Health and Safety

Topic 7 Product Development

Topic 8 Careers in Production Technology

Unit 2 – Basic Skills

Unit 2 has 12 SCOs and provides students the basic skills for planning and developing a design project. Students will develop basic skills related to interpretation and development of technical drawings; selection of materials for production; usage of simple tools and/or machines for the purpose of production; and preparation of materials and facilities for the purpose of production The unit includes the following topics:

Topic 1 Interpretation of Technical Drawings

Topic 2 Development of Technical Drawings

Topic 3 Production Tools: Selection, Safe and Effective Usage

Topic 4 Production Planning and Implementation

Unit 3 – Design Activity

Unit 3 includes the following topics:

Topic 1 The Design Team and The Design Portfolio

Topic 2 Identification of the Problem Situation (Step 1)

Topic 3 Development of the Design Brief (Step 2)

Topic 4 Investigation and Research (Step 3)

Topic 5 Identification of Possible Solutions (Step 4)

Topic 6 Selection of the Best Solution (Step 5)

Topic 7 Development of the Solution (Step 6)

Topic 8 Evaluation of the Solution (Step 7)

Topic 9 Presentation of the Report (Step 8)

The Grade 8 Production Technology Module is designed to be completed in a minimum of 26 hours of class time, however additional time may be made available to students to work on their projects.

4. EVALUATION

Unit 3 - Design Activity comprises about 60% of the time and effort in this Production Technology module and its evaluation is similarly weighted. Evaluation of this unit only is based on the following:

Evaluation for Unit 3	Weighting
Design Process	10 %
Design Portfolio	30%
Solution	40 %
Report	20 %
TOTAL	100%

Overall Evaluation weighting for the entire Grade 8 Production Technology Module is as follows.

Evaluation for Complete Module	Weighting
Unit 1. Big Ideas	20 %
Unit 2. Basic Skills	20 %
Unit 3. Design Activity
Design Process	6 %
Design Portfolio	18 %
Solution	24 %
Report	12 %
TOTAL	100%

The criteria for evaluation of student achievement in activity-based technology courses include:

· initiative (independent work and engagement)

· engagement (time on task – the amount of supervision required to maintain this)

· teamwork skills (cooperative work with others in a group activity)

· product (solution of the problem or stages in the progression of the problem)

Evidence of student achievement can be measured by a range of tasks, from such sources as:

· observations

· check lists or rating scales

· interviews

· self evaluation or peer evaluation in the group

· projects

· presentations

· work samples

· portfolios

· journals

· written tests

· research

· peer evaluation

Unit 3 is largely activity-based and although it has a more specific evaluation weighting structure, there is still the opportunity to use a variety of the above methods. Performance evaluation in the Grade 8 Production Technology module overall should reflect the following relative weights.

Categories	Weighting
Knowledge of content / concepts	25%
Problem-solving skills	25%
Research and design skills	20%
Production and product	25%
Careers	5%
TOTAL	100%

5. INSTRUCTIONAL STRATEGIES

The normal pre-requisite for this module is the Grade 7 Communications Technology module. The Production Technology module is the second of five Technology Education modules offered at the Intermediate Level and should be delivered first in Grade8, since it addresses basic principles and skills which are the foundation of the remaining Grade 8 and Grade 9 modules.

Recommended teaching / learning strategies include:

· adapting the course to the pace of learning of which the student is capable;

· cooperative learning in small groups in which group success translates into individual success;

· consideration of different learning styles;

· lectures, discussions and group / individual coaching.

6. CLASSROOM ENVIRONMENT

The basic logistic requirements for teaching this course include:

· Desks or tables with adequate space to place manuals or drawings (3-4 linear feet/workstation)

· Computers on the basis of 1 / student pair at a minimum, or ideally 1 per student.

· The computers should have 16mB RAM, 500 mB hard drives and be internet capable.

· Other desirable peripherals include a plotter and a printer.

· Ideally, the materials handling and fabrication and assembly should occur in a light-duty workshop, separate from the clean, computer area.

Comprehensive curriculum guides, including SCOs and instructional recommendations are available on the Department of Education’s website: http://www.ed.gov.nl.ca/edu/sp/techedu.htm

EASTERN SCHOOL DISTRICT

Course Descriptor

April 2006

Subject Area: Music

Course: Music (Intermediate)

Level of Instruction: Grade 7 - 9

Program Description & Guiding Principles

The Grade 7 Music Program is intended to consolidate K-6 skills and knowledge while implementing the sequential development of new skills and knowledge to a number of musical forms.

Students experience and respond to these elements of music by exploring various styles of music.

This is achieved by using a variety of the following:

guided listening

composition

improvisation

discussion

research

performance

written assignment

movement

singing

Reference should be made to the following:

Music Education Framework Draft pp. 25-59 (1999)

Intermediate Curriculum and Teaching Guide (1993)

Basic Music Skills Chart (7-9) pages 25-29

Arts Education Foundation: Validation Draft (February 2000) pgs. 4-12, 30-37.

The major goals of the Grade 8 Music Program is to increase the sensitivity of all students

through direct contact with various aspects of music.

The major goal of the Grade 9 Music Program is to further develop aesthetic sensitivity in students through direct contact with the very elements of music.

Weighting of Evaluation Components:

Portfolio Assessment - 60%

Tests (written, performance, oral, listening) 20%

Written work (journals, notes, etc.) 20%

Projects/Assignments (oral & written) 20%

Performance/Listening Assessment - 40%

Active/Guided Listening (Listening to identify mood, elements, melody, instruments, style, form, etc.) 20%

Performance (Performance, preparedness, meaningful engagement in activities, demonstration of skills, knowledge of techniques) 20%

NOTES:

Teachers should note that any activity (for example, rhythm) could be entered as a test, as an observation, performance, or a project, etc. A mark could be entered as a project if students had to create and rotate a composition. A mark could be entered also as a performance. A mark could be entered as a listening activity if students had to respond to another student composition.

Teachers should note that any given assessment may be weighted in the appropriate evaluation categories. For example, a small quiz could be entered as a weighting of l while a major term test could be entered as a weighting value of 5. Both marks would be entered under the general heading of tests.

Teachers are encouraged to use varied assessment tools and techniques throughout the instructional year.

A portfolio is a folder of a students gathered work - both completed works and works in progress.

Subject Area: Religious Education

Course: Religious Education (7-9)

Level of Instruction: Grades 7-9

Program:

The Newfoundland & Labrador religious education curriculum is shaped by a vision of enabling and encouraging students to grow religiously, spiritually and morally into informed, caring and contributing members of society, who appreciate their own beliefs and values, and the beliefs and values of others, and who understand the contribution that Christianity and other religious make to human life.

Authorized Learning Resources

Grades 7, 8 and 9

Framework Document for Religious Education (2002)

Religious Education Intermediate Curriculum Guide (2002)

Grade 7 – Expressions of Faith

Student Text

Teacher Resource Guide

Grade 8 – Who Am I?

Student Text

Teacher Resource Guide

Grade 9- My Place in the World

Student Text

Teacher Resource Guide

Guiding Principles

The Intermediate Religious Education Program provides for students in Grades 7 and 8 an overview of the development of religious beliefs, institutions, values and expressions from early peoples to the present day. The growth of the Christian religion is examined in Grade 9.

Students at the intermediate level are provided with learning opportunities to move beyond descriptive stories and events and towards understanding the motivations and needs of people for spiritual guidance and religious worship. Students will understand that since recorded history religion has provided a framework for addressing fundamental questions of life. The Intermediate Program creates a context for students to recognize the diversity of religion and how it has influenced and continues to influence individuals and society.

This religious education curriculum is non-confessional. In such a program it is essential that faith, beliefs, doctrines, practices and history of Christianity and other religions be covered with sensitivity and respect. No attempt to indoctrinate, proselytize or present a biased view would be appropriate.

In A Curriculum Framework for Religious Education, it is recognized that in addition to studying Christianity and other religions, students will be enabled to reflect on and make personal decisions about their own spirituality and religious traditions.

This religious education curriculum acknowledges and supports the notion that young people have a spiritual dimension and grow spiritually as well as physically, emotionally, psychologically and intellectually. It acknowledges that the essence of all interfaith dialogue is the awareness that human beings share essential truths and experiences. Finally, this religious education curriculum respects the place and role of family and faith communities as primary influences on the faith lives of young people. At the same time it acknowledges the complementary and supplementary role of partnership that the school can play in the spiritual, moral and faith development of young people.

Weighting of the Evaluation Components

Term Work 70%

Tests 30%

Term work can be further defined as in these 2 samples:

Class Participation 10%

Projects & Activities 60%

Tests & Quizzes 30%

Reflective Journal 10%

Class Participation 10%

Projects & Activities 50%

Tests & Quizzes 30%

Term Work 70%

Tests 30%

Please note: Tests and quizzes (paper-pencil) are not to exceed 30% of the evaluation for these courses

Eastern School District Course Descriptor

September 2006

Subject Area: Health

Course: Health (Intermediate)

Level of Instruction: Grades 7, 8 & 9

Program Description & Guiding Principles

At the Intermediate Level, a comprehensive school health and personal development program is recognized as an effective way to improve students’ health and involves a wide range of school and community personnel working collectively to enhance the well- being of young people and to promote positive health practices. Such a program is comprised of a broad spectrum of activities and services delivered in a setting that fosters and supports health and wellness.

The program for schools in this province should take into consideration:

The developmental stages of the learner, recognizing that all are different.

The needs and interests of young people.

Positive and negative media influences.

Current research findings.

Environment and culture of the province.

The philosophy and goals of the program are organized around a thirteen unit health and personal development program in grades 7 and 8, as well as a comprehensive sexuality education program in grade 9.

Content, Processes and Skills (Grades 7 & 8)

Emotional and Social Well-Being (Grades 7 & 8)

Human Sexuality (Grades 7 & 8)

Relationships (Grades 7 & 8)

Drugs: Smoking and Alcohol (Grade 7)

Drugs: Alcohol and Other Drugs (Grade 8)

Active Living (Grade 7)

Nutrition (Grade 8)Safety and Environmental Health (Grade 7)

Adolescence: Relationships and Sexuality (Grade 9)

Specific curriculum goals and objectives for each grade Seven are found in Adolescence: Healthy Lifestyles Health and Personal Development Curriculum Guide, as authorized by the Department of Education.

Evaluation Plan

Oral (interaction with the group, demonstration

of listening skills and verbalization skills, show of

commitment to a task) 30%

Projects and Activities 40%

Tests/Quizzes 30%

EASTERN SCHOOL DISTRICT

April 24, 2006

Course Description

Course: Science 7

Subject Area: Science

Authorized Learning Resources:

Intermediate Science Curriculum Guide (Grade 7, 1994)

The Evaluation of the Scientific Processes (with accompanying Item Bank)

Foundation for the Atlantic Canada Science Curriculum (1998)

Science Directions (with teacher’s resource book) OR Science Plus: Technology and Society (with teacher’s resource book)

Chemical Survey & Solutions and Pollution (teacher reference only) (out of print)

Description:

Sequence to Topics:

The following is the sequence of topics and suggested timelines for their completion. All times assume 56 minute periods. It is expected that teachers will adhere to the sequences outlined below.

Topic 1: Safety/Variables/Graphing (5 periods, should be integrated throughout school year)

Topic 2: Science Fair Project: Introduction (1 – 2 periods)

Topic 3: Characteristics of Living Things (20 – 25 periods)

Topic 4: Heat and Temperature (10 – 15 periods)

Topic 5: Forces and Motion (20 – 25 periods)

Topic 6: Changes in the Land (25 – 30 periods)

Topic 7: Chemicals and You (It is recommended that schools integrate this unit with the “Solutions and Substances” unit of Grade 8. The above time allocations are made based on the assumption that schools complete this unit in Grade 8.)

Specific Units (Brief Descriptions):

Characteristics of Living Things

Students will study some important characteristics of life: growth, nutrition, motion, reproduction, reaction to stimuli, cellular composition, and chemical composition. A field trip may be planned to supplement this unit. Students will view prepared slides as well as their own wet mounts while learning correct procedures in using the microscope.

Heat and Temperature

We will study the thermal expansion and contraction of substances and examine different types of thermometers. Where available computer temperature probes can be used to collect and analyze data.

Forces and Motion

Students experience concepts such as force, weight, mass and inertia and are involved in detecting, measuring and explaining them. Forces to be studied will include gravity, electrostatic forces, magnetism, buoyancy and friction. As a supplement to this unit, students may design and build their own force-meters.

Changes in the Land

Students are introduced to the concept of change in landforms. Once this concept is established the unit introduces weathering as a natural process that wears down landforms. Students will also explore erosion and deposition as natural phenomena that persistently change landscapes.

Doing an Independent Science Project

Structures and Design (Optional)

Scientific concepts of design, function and material selection are integrated with problem solving to develop an understanding of the technical features of well-designed structures. Content from this section may be utilized by students as part of their Science Project.

Core Laboratory Activities:

Living Things

1-1 Discussion in Class (lab)

1-2 Homework

1-3 Homework

1-4 Homework/In-Class (lab) (lab)

1-5* In-class (lab) (lab)

1-6 Homework

1-7 May be omitted/possible science project

1-10 Optional/Homework

1-11* In class (lab)

1-12* In class (lab) (lab)

1-13* In class (lab) (lab)

1-14* In class (lab) (lab)/optional

Microscope/cells (plant/animal)

5-1

5-2

5-3

Forces and Motion

3-1 Discussion

3-2* Stations/In-class (lab)

3-3 In-class (lab)/home

3-4 Building Your Own Force Meter/Calibrate

3-4 In-class (lab)/optional

3-7 Home

3-8 Friction

3-18 Penny & Card Trick

3-19 Discussion/HOMEWORK

3-20 Corridor/Demo

3-22 Demo

Temperature and Heat

4-1 Homework

4-2 Class (lab) Activity/HOMEWORK

4-3* Heating a Pop Bottle

4-4 Demo/

4-5 Demo/Optional

4-6* In-class (lab)

4-7 Optional

4-8 Demo: Bimetallic Strip / Ball & Ring

4-9 Clinical and Thermocouple

4-12 Optional/Demo

4-13 Optional/Demo

Changes in the Land

6-1 Discussion/HOMEWORK

6-2 Discussion/HOMEWORK

6-3 Demo

6-4* In class (lab)

6-5 Stream Table / Demo if necessary

6-7

6-11

6-10 Settling Sediments

6-14 Demo

Structure and Design - Optional Unit

2-1 In-class (lab) 2-9 In-class (lab)

2-2 HOMEWORK 2-10 In-class (lab)

2-3 HOMEWORK 2-11 In-class (lab)

2-4 In-class (lab) 2-12 HOMEWORK

2-5* In-class (lab) (2 periods) 2-13 In-class (lab)

2-6 In-class (lab)/HOMEWORK 2-14 In-class (lab)

2-7 Stations/In-class (lab)/HOMEWORK 2-15 Discussion

2-16 HOMEWORK Case Study

Evaluation Guidelines:

Summative evaluation of students in Science 7 shall utilize a variety of evaluation instruments. Primarily, these are designed to test students’ basic knowledge of content, their understanding and ability to apply content, and ability to synthesize and problem solve (higher thinking skills) with respect to the content.

Unit Tests/Quizzes:

Final Comprehensive Exam:

Performance Assessment:

Weighting of Evaluation Component:

The following evaluation is based upon a combination of past policy and input received from Eastern, Western, Burin, and Vista Regions.

Unit Tests/Quizzes 30%

Final Comprehensive Exam 20%

Performance Assessment 50%

Notes:

1) Laboratory Activities must account for 15% of Performance Assessment.

2) Science Fair/Project must account for 10% of Performance Assessment.

Table of Specifications:

Unit	Cognitive Level %
	Level 1	Level 2	Level 3	TOTAL %
	Characteristics of Living Things	11	11	5
	27	Measuring Temperature	3	9
3	15	Force and Motion	5	16
5	26	Changes in the Land	13	12
7	32	TOTAL %	32	48
20	100

Subject Area: Social Studies

Course: Social Studies (Intermediate)

Level of Instruction: Grade 7

Program Description & Guiding Principles

At the Intermediate Level, the Social Studies Program uses an interdisciplinary approach and specific topics are organized thematically and chronologically when appropriate.

Specific topics deal with real-life issues and respond to the students’ need for relevance. It requires young adolescents to examine their value systems in light of the expectations of their society, and deals specifically with rights and responsibilities with respect to the individual, community, and the natural environment.

It includes the use of case studies, role models, current events, and practical projects that cater to students’ needs, interests and abilities.

The Social Studies Program for the intermediate grades is designed around conceptual organizers. The organizing concept for the Grade 7 curriculum is “empowerment”. The curriculum examines various aspects of empowerment – including personal, political, cultural, social and national. It draws largely on the history of the Canadian nation from the early 1800’s to the end of World War I. Reference is made to earlier periods as well as the contemporary.

Authorized Learning Resources

A Curriculum Framework for Social Studies, Navigating the Future (1998)

Social Studies Intermediate Curriculum Guide (7 – 9) (Interim, 1986)

Atlantic Canada Social Studies Curriculum Guide Grade 7 (draft, June 2004)

Changing Your World: Investigating Empowerment (with teachers guide) (2004)

Evaluation Plan

Project/Activities/Assignments 50%

Tests 30%

Final exam (Proposed change) 20%

100%

Subject Area: Social Studies

Course: Social Studies (Intermediate)

Level of Instruction: Grade 8

Program Description & Guiding Principles

At the Intermediate Level, the Social Studies Program uses an interdisciplinary approach and specific topics are organized thematically and chronologically when appropriate.

It includes the use of case studies, role models, current events, and practical projects that cater to students’ needs, interests and abilities.

The organizing concept for Grade 8 curriculum is “history as a story of the past in the present”. The curriculum examines various themes related to the history of Newfoundland and Labrador. – history as a lens to the past, history as a story of people, history as a story of events, and history as a story of change. The course introduces students to the study of history of the province from the turn of the 19^th century of the present.

Authorized Learning Resources

A Curriculum Framework for Social Studies, Navigating the Future (1998)

Foundation for the Atlantic Canada Social Studies Curriculum (1998)

Grade 8 Social Studies Curriculum Guide (2005) (Interim) available on line

Voyage to Discovery Student text

Teacher Guide (delayed but under development)

Evaluation Plan

Project/Activities/Assignments 50%

Tests 30%

Final exam (proposed change) 20%

100%

Subject Area: Social Studies

Course: Social Studies (Intermediate)

Level of Instruction: Grade 9

Program Description & Guiding Principles

Atlantic Canada in the Global Community

This course allows the student to examine and reflect upon major issues that affect them as individuals, Atlantic Canadians and global citizens. The course is multi-disciplinary including geography, history, political science, sociology, anthropology, folklore, economics and technology. The conceptual organizer for Grade 9 is “interdependence”. The curriculum focuses on Atlantic Canada in the global community and is organized around five themes – physical setting, culture, economics, technology, and interdependence. The course enables students to examine and reflect on the major issues that affect them as individuals, Atlantic Canadians and global citizens. The course is divided into five major themes:

Unit One: Physical Setting - This unit includes map work, environmental studies, weather and settlement patterns.

Chapter l: Finding Your Way

Chapter 2: Our Natural Environment

Chapter 3: The Changing Weather

Chapter 4: A Place to Live

Unit Two: Culture - This unit examines the diverse cultural, ethnic, and historical backgrounds of those who live here.

Chapter 5: What is Culture?

Chapter 6: Our Cultural Mosaic

Chapter 7: Expressions of Atlantic Culture

Chapter 8: Occupation and Lifestyle

Chapter 9: Culture and Politics

Unit Three: Economics - This unit examines the economic challenges we all face, the Atlantic economy and our economic outlook.

Chapter 10: Economic Close to Homes

Chapter 11: The Atlantic Economy

Chapter 12: Our Economic Outlook

Unit Four: Technology - The unit explores the role of technology in the past, the present and the future.

Chapter 13: Technology: Past to Present

Chapter 14: Technological Links

Chapter 15: Technology and Resources

Chapter 16: Technology at Work

Unit Five: Interdependence - This unit examines our views of the world and our global connections.

Chapter 17: Our Views of the World

Chapter 18: Our Global Connections

Authorized Learning Resources

A Curriculum Framework for Social Studies, Navigating the Future (1998)

Foundation for the Atlantic Canada Social Studies Curriculum (1998)

Atlantic Canada in the Global Community Grade 9: A Curriculum Guide (1996)

Atlantic Canada in the Global Community Student Text and Teacher Resource Guide

Specific curriculum and learning outcomes for Grade Nine are found in the Curriculum Guide entitled Atlantic Canada in the Global Community as authorized by the Department of Education.

Evaluation Plan

Projects/Activities/Assignments 50%

Tests (quizzes shall not constitute more than 10% in this

Category) 30%

Final Exam (proposed change) 20%

TOTAL: 100%

Eastern School District September 2006

Subject Area: Home Economics

Course: Home Economics (Intermediate)

Level of Instruction: Intermediate (Grades 7, 8 and 9)

Program Description and Guiding Principles

Authorized Learning Resources:

Department of Education Reference:

(1) Program of Studies

(2) Home Economics Program (Teacher Resource)

(3) Creative Living

Student Materials: Laboratory Supplies

Various Handouts

Home Economics at the Intermediate Level is designed to develop students’ self concepts and their understanding and appreciation of human relationships, particularly the role and responsibilities of the individual within the modern family. In addition, Home Economics provides opportunities for students to develop problem-solving, decision-making and communicating skills within a cooperative environment that encourages differing points of view and the expression of specific creative talents. While Home Economics has a theoretical (knowledge-based) component, the modules are largely process-oriented and practical in that it offers students opportunities to apply knowledge to meet the challenges of everyday life - what to do about meeting the family’s nutritional needs, clothing needs, money management needs and so on. The following outlines the various modules that comprise Home Economics at the intermediate school level.

Introductory Module: (approximately 9 hours)

This module is delivered to all students upon entry into the Home Economics program in order to provide a basic understanding of the responsibilities of family members in facing everyday needs related to nutrition, child care, resource management, environmental issues, shelter, clothing and healthy relationships.

B. Child Care: (approximately 24 hours)

This module is designed to stimulate interest in children and an awareness of issues and responsibilities related to raising healthy, well-adjusted children. Student activities to accompany this module would include a sample of the following: observing children; designing play activities and toys; evaluating toys, games and television programs; and children’s literature; identifying safety problems; discussing appropriate ways of disciplining and guiding young children; developing a babysitter’s kit; increasing the awareness of the breast feeding benefits versus bottle feeding; and environmental issues surrounding disposable diapers versus cloth.

Foods and Nutrition: (approximately 24 hours)

This module is intended to help students gain appropriate knowledge necessary to make wise nutritional choices as well as to apply food preparation skills. The intent is to help students be better prepared to follow Canada’s Food Guide and to develop a safe, organized approach to basic food preparation.

D. Clothing and Textiles: (approximately 24 hours)

This module attempts to accomplish two main objectives: encourage students to make thoughtful choices when selecting clothing, including appropriate behavior in the marketplace when making purchases; and to develop basic skills and follow procedures related to construction of garments and other projects. Experience will be gained in basic sewing techniques and clothing care, interpreting labels, and carrying out cleaning procedures.

Personal Living Space: (approximately 9 hours)

This module is intended to increase student awareness of personal and family living space, including needs, organization, safety, care and interior design. Student activities to accompany this module could include drawing to scale and analyzing traffic patterns, furniture arrangement; and options for storage.

Money Management and Consumerism (approximately 9 hours)

This module introduces students to formalized concepts related to managing and spending money. Practical information will be provided related to family and personal expenditures, budgeting, banking and credit. Students will be encouraged to think critically in responding to advertising, and to incorporate wise practices in purchasing goods and services. Class discussion and practical activities will allow students to assess their own knowledge and skills as responsible consumers.

Weighting of Evaluation Component

A variety of assessment strategies will be used including tests/quizzes, class discussion/participation, homework/assignments and various creative and hands on projects. There will be no formal mid-term or final examination in the Home Economics program. During the intermediate years, students will experience the Introductory Module and at least two of the five modules that comprise the Home Economics program.

Time allocations vary from school to school. Where one term only of Home Economics is offered, not more than two modules may be offered. Where two or more terms of three periods per cycle are offered 3 or more modules can be included and covered.

The following components will form the basis of student evaluation:

Term work 80%

Tests/Quizzes 20%

This can be further broken down to reflect such a weighting as below:

EXAMPLE:

Class Participation

(As per the guide and outcomes) 10%

Assignments/Projects 55%

Tests/Quizzes/In-class work 20%

Laboratory Work 15%

Note:

The definition of tests/quizzes extends far beyond the standard paper/pencil format and can include such performance-based assessments as threading the sewing machine correctly, demonstrating measuring procedures, or role playing in response to a particular situation.

EASTERN SCHOOL DISTRICT

April 24, 2006

Course Description

Course: Science 8

Subject Area: Science

Authorized Learning Resources:

Intermediate Science Curriculum Guide (Grade 8, 1995)

The Evaluation of the Scientific Processes (with accompanying Item Bank)

Foundation for the Atlantic Canada Science Curriculum (1998)

Science Directions (with teacher’s resource book) OR Science Plus: Technology and Society (with teacher’s resource book)

Determining Threshold Limits (teacher reference only) (out of print)

Description:

Sequence to Topics:

The following is the sequence of topics and suggested timelines for their completion. All times assume 56 minute periods. It is expected that teachers will adhere to the sequences outlined below.

Topic 1: Safety/Variables/Graphing (5 periods, should be integrated throughout school year)

Topic 2: Science Fair Project: Introduction (1 – 2 periods)

Topic 3: Environmental Interactions (30 periods)

Topic 4: Solutions and Substances (includes "Parts per Million" and "Successive Dilutions" units from Grade 7 CEPUP unit) (15-20 periods)

Topic 5: Machines and Work (20 – 25 periods)

Topic 6: The Earth's Crust (20 – 25 periods)

Specific Units (Brief Descriptions):

Environmental Interactions

In this unit we will study biotic (living) and abiotic (non-living) factors that affect the environment. More specifically, students study the interdependence of plants and animals. Ecological interactions of organisms in our province will also be investigated. A field trip may be used to supplement this unit.

Solutions and Substances

Students experience concepts such as matter, particle theory, pure and impure substances and solutions. Opportunities are provided to perform separation techniques such as filtration, distillation and crystallization.

Machines and Work

Students will examine and evaluate existing machines as well as determine the mechanical advantage, efficiency and the amount of work done when using these machines. Where available computer force meters can be used to collect and analyze data.

The Earth's Crust

This unit introduces the student to the nature of the earth's crust by investigating the composition of rocks and minerals. The three major groups of rock: sedimentary, igneous and metamorphic are examined in terms of physical characteristics and formation. The unit concludes with a study of fossils. The basic geological principles of superposition and rock correlation are emphasized as the means of organizing events of the geological past into the Geologic Time Scale. A field trip may be arranged to supplement this unit.

Doing an Independent Science Project

Consumer Product Testing (Optional)

The unit provides for a study of consumer product testing, with a focus on the societal need for safe, reliable and effective products. After an introduction to standards and product characteristics, students learn the basics of experimental design for product testing by conducting simple scientific investigations. Results of such investigations are then considered in relation to the process of personal decision making concerning the selection of products. Students are also asked to examine their lifestyles as consumers in terms of environmental considerations as well as product effectiveness. The unit also looks at the issue of communicating product information by means of labeling and advertising. Content from this unit may be utilized by students as part of their Science Project.

Core Laboratory Activities:

Teachers should collect and grade at least two (2) formal lab write-ups per unit. Other activities may be graded in class, by having students hand in answers to selected questions only, by having students submit data table, graph, answers to questions, conclusion, etc.

Environmental Interactions

CORE OPTIONAL

6-1 6-3

6-4 6-5

6-7 6-6

6-9

Matter and Mixtures

CORE OPTIONAL

1-1 (demo) 1-6

1-2 1-9

1-5 + 1-11 (together)

1-7

1-8 (home work and demo)

1-10 (demo)

Energy and Machines

CORE OPTIONAL

2-1 2-8

2-2

2-3 (demo)

2-4 (Homework or project)

2-5

2-6

2-7

2-13

The Earth’s Crust

CORE OPTIONAL

4-1 4-5

4-2 4-6

4-3

4-4

4-7

Evaluation Guidelines:

Unit Tests/Quizzes:

Final Comprehensive Exam:

Performance Assessment:

Weighting of Evaluation Component:

The following evaluation is based upon a combination of past policy and input received from Eastern, Western, Burin, and Vista Regions.

Unit Tests/Quizzes 30%

Final Comprehensive Exam 20%

Performance Assessment 50%

Notes:

1) Laboratory Activities must account for 15% of Performance Assessment.

2) Science Fair/Project must account for 10% of Performance Assessment.

Table of Specifications:

Unit	Cognitive Level %
	Level 1	Level 2	Level 3	TOTAL %
	Environmental Interactions	13	13	7
	33	Solutions and Substances	4	11
4	19	Machines and Work	5	15
4	24	The Earth’s Crust	9	10
5	24	TOTAL %	31	49
20	100