Activities and Curriculum Links

Intermediate (9& 10) Level Activity #1

Recycling is part of a wider issue dealing with conservation. In whole group brainstorm to come up with as many specific areas in which conservation currently needs to be considered. Examples might be non-renewable resources (oil, gas, timber &), wetlands, endangered species etc. Divide the class into groups. Each group is to take one area and discuss the issue under the following headings:

what is happening to the resource
what individuals are being affected
short term consequences
long term consequences
what can be done

Each paragraph should include specific examples from the work to support statements made. Younger students (Gr.7 or 8) may require some whole group discussion to get them started.

Curriculum Link
Intermediate (9 &10) Level Activity #1

English Gr. 9 Developing Listening and Speaking Skills
Students will:

1. communicate orally in group discussions for different purposes, with a focus on identifying key ideas and supporting details, distinguishing fact from opinion, asking clarifying questions, and following instructions;

2. communicate in group discussions by sharing the duties of the group, speaking in turn, listening actively, taking notes, paraphrasing key points made by others, exchanging and challenging ideas and information, asking appropriate questions, reconsidering their own ideas and opinions, managing conflict, and respecting the opinions of others;

3. plan and make oral presentations to a small group or the class, selecting and using vocabulary and methods of delivery to suit audience and purpose (e.g., identify purpose and audience; gather ideas and information; plan, create, rehearse, revise, and assess presentations such as dramatisations, reports, and speeches);

4. use specific examples, facial expressions, gestures, intonation, humour, and visual aids and technology, as appropriate, to engage the audience's interest during oral presentations;

5. explain how oral communication skills can contribute to success in all curriculum areas and the world outside the school (e.g., interview teachers in other subject areas and prepare an oral report on how these skills are used in the various disciplines; do research for a written report on the oral communication skills required in a variety of occupations);

 

6. analyse their own and others oral presentations to identify strengths and weaknesses, and plan ways to improve their performance.

 

7. apply techniques of effective listening and demonstrate an understanding of oral presentations by summarizing presenters’ arguments and explaining how vocabulary, body language, tone, and visual aids enhance presentations (e.g., make and confirm or revise predictions; identify the purposes and perspective of a presentation; analyse the ideas and arguments presented; discuss the use of visual aids in a presentation);

 

8. identify the oral communication skills required in a variety of postsecondary programs and occupations and cite specific examples of their use (e.g., interview recent school graduates about the importance of these skills for success in college and university programs and report their findings);

Science Gr. 10
Students will:

1. describe how different ecosystems respond differently to short-term stresses and long-term changes (e.g., short term: the activity of tent caterpillars during a season; long-term: the effect of acid rain on maple trees);

2. explain how soil composition and fertility can be altered in an ecosystem and outline the possible consequences of such changes.

3. identify a current local concern or issue involving an ecosystem (e.g., the conversion of a grass lot into a parking lot; the impact of fishing on a lake; the building of a pulp and paper mill on a river; the construction of a hydroelectric dam);

4. formulate scientific questions about the ecological issue and outline experimental procedures for finding answers;

5. demonstrate the skills required to plan and conduct practical tests on related ecological factors, and collect data using appropriate instruments and techniques safely and accurately (e.g., tests for water quality, air quality, soil composition);

6. select and integrate information from various sources, including electronic, print, and community resources, to answer the questions chosen;

7. analyse the data and information gathered to clarify aspects of the concern or issue (e.g., identify costs and benefits from a social, cultural, and/or environmental perspective; predict the consequences of action or inaction; propose possible solutions);

8. communicate the results of the investigation using a variety of oral, written, and graphic formats (e.g., write a letter to the mayor or organise a public debate);

 

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