Assignment+1+-+Selection+of+Curriculum+Area

For this assignment I have chosen to use British Columbia’s curriculum and have selected Grade 8 Science as my grade level and subject. Curriculum information was located in the Grade 9 Intergrated Resource Package (IRP) found at: [] The major units of study for Grade 8 Science in British Columbia are: The prescribed learning outcomes for each unit are: **// Processes of Science //** // It is expected that students will: // A1 demonstrate safe procedures A2 perform experiments using the scientific method A3 represent and interpret information in graphic form A4 demonstrate scientific literacy A5 demonstrate ethical, responsible, cooperative behaviour A6 describe the relationship between scientific principles and technology A7 demonstrate competence in the use of technologies specific to investigative procedures and research **// Life Science: Reproduction //** // It is expected that students will: // B1 explain the process of cell division B1 relate the processes of cell division and emerging reproductive technologies to    embryonic development B3 compare sexual and asexual reproduction in terms of advantages and disadvantages **// Physical Science: Atoms, Elements, and Compounds //** // It is expected that students will: // C1 use modern atomic theory to describe the structure and components of atoms and molecules C2 use the periodic table to compare the characteristics and atomic structure of elements C3 write and interpret chemical symbols of elements and formulae of ionic compounds C4 describe changes in the properties of matter **// Physical Science: Characteristics of Electricity //** C5 explain the production, transfer, and interaction of static electrical charges in various materials C6 explain how electric current results from separation of charge and the movement of    electrons C7 compare series and parallel circuits involving varying resistances, voltages, and currents C8 relate electrical energy to power consumption **// Earth and Space Science: Space Exploration //** // It is expected that students will: // D1 explain how a variety of technologies have advanced understanding of the universe and solar system D2 describe the major components and characteristics of the universe and solar system D3 describe traditional perspectives of a range of Aboriginal peoples in BC on the relationship between the Earth and celestial bodies D4 explain astronomical phenomena with reference to the Earth/moon system D5 analyse the implications of space travel ** __ Rationale __ ** When beginning the process of selecting a curriculum, I was torn between ‘need’ and ‘familiarity’. The subject area with which I am most comfortable is not the same as the subject area most needing my review for these assignments. Through a ‘pros and cons’ listing for each subject, I came to realize that I would better meet the responsibilities of Teacher-Librarian if I were to step outside of my comfort zone. The secondary Science curriculum was revised in 2006 and there were significant changes made regarding the topics covered in both Grades 8 and 9. For this reason, I selected a Science curriculum to ensure that the library collection continues to meet the needs of the teachers and students under the new curriculum. Also, a recent review of the Science resources within the library collection revealed an average age of approximately fifteen years indicating a need for a thorough weeding. I specifically chose the Grade 9 curriculum because Space Exploration is one of the main topics of study. This is an area of study where the body of knowledge is rapidly increasing, requiring constant review within a library collection. As Science is not the subject area with which I am most comfortable, I recognize that I tend to select fewer resources in this area. By choosing a Science curriculum, I am consciously creating a situation where I will need to explore new resources and reference formats and will thereby become more equitable in my purchasing practices. Similarly, I hope that this choice will foster greater collaboration between the Science department and myself as the library is currently underutilized by the Science teachers at our school.
 * __ LIBE 463 – Assignment #1  __ **
 * ** General Outcome A – Processes of Science: ** Students in Science 8 to 10 are building on skills and processes that they have been developing from Kindergarten through to Grade 7. These include skills such as observing, classifying, predicting, inferring, and hypothesizing. Scientific reasoning, critical thinking, and decision making are also part of that foundation.
 * ** General Outcome B – Life Science (Reproduction):  ** At the 8 to 10 level, the Life Science organizer embraces a range of biology topics, moving from the microscopic level (the study of cellular processes and how these relate to tissues, organ systems in organisms, and reproduction) to the macroscopic level (the study of ecological complexity and the diversity, continuity, interactions, and balance among organisms and their environments).
 * ** General Outcome C – Physical Science (Atoms, Elements, & Compounds; characteristics of Electricity):  ** At the 8 to 10 level, the Physical Science organizer incorporates a series of topics that give students a foundation for understanding Physics (via a focus on optics, fluids, electricity, and motion) and Chemistry (via a focus on atoms, elements, and chemical reactions).
 * ** General Outcome D – Earth and Space Science (Space Exploration):  ** As a complement to the study of topics in other areas of science (especially Physical Science), the Earth and Space Science organizer gives students an opportunity to examine some of the macroscopic applications of scientific principles and technologies in the study of terrestrial and extra‐terrestrial systems.