Secondary 3

Work in progress...

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Curriculum Map

Big pharma


Material World

essential question

How can substances be identified?

How are medical ingredients mixed in a controlled way?

How do chemicals react?

Big Idea

  • Substances, pure or mixed, can be identified by their characteristic properties.
  • Particles of solute can be mixed or dissolved into a solvent to form mixtures or solutions.
  • Atomic models can be used to represent and understand chemical reactions.

Goals

Content Goals

  • Students will be able to understand the geometric representation of matter
  • Students will understand how substances have unique identifying properties (such as boiling point, melting point, density, etc...)
  • Students will understand how the ratios of solute to solvent create solutions of certain concentrations.
  • Students will understand the different kinds of chemical reactions

Process Goals

  • Students will be able to represent matter with models
  • Students will able to identify substances using their characteristic properties from a table (boiling point, melting point, density, etc...)
  • Students will be able to prepare solutions with given concentrations
  • Students will be able to dilute solutions to desired concentrations

Smarter Science skill(s):

PoL at a glance

  • Particle model
  • Melting point
  • Boiling point
  • Density
  • Pure substance
  • Homogeneous and heterogeneous mixtures
  • Solubility
  • Solute
  • Solvent
  • Concentration
  • Reaction to indicators
  • Dissolution
  • Dilution
  • Chemical changes
  • Decomposition & synthesis
  • Oxidation
  • Precipitation

Reinvested topics

From Cycle 1 PoL:

  • Mass
  • Volume
  • Temperature
  • States of matter
  • Acidity / Alkalinity
  • Characteristic properties
  • Mixtures
  • Solutions
  • Separation of mixtures
  • Physical changes
  • Chemical changes

Suggested approach/ Flow through the module

HOOK & AfL probe; Use the "build a molecule" PhET simulation to make models of molecules from atoms and explore the symbolic representation of molecules and compare it to its physical model. Explore the meaning of numerical subscripts. https://phet.colorado.edu/en/simulation/build-a-molecule#for-teachers-header

(this is used assess students’ prior knowledge of molecular formulas and modelling substances)

Learning activities General:

TECH OBJECT


Design an antibacterial substance from Thyme leaves

https://pubs.acs.org/doi/full/10.1021/acs.jchemed.5b00891


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Curriculum Map

Biomechanics


Material World

essential question

How are physics and the body connected?

How can we use physics to create medical devices?

Big Idea

  • The body is a mechanical system.
  • Physics can be used to create corrective medical devices such as lenses, artificial hears, etc...

Goals

Content Goals

  • Students will understand the difference between compressible and incompressible fluids in the human body.
  • Students will understand how frequency, wavelength and amplitude affect sound and light waves.
  • Students will understand how light interacts with lenses

Process Goals

  • Students will be able to name compressible and incompressible fluids in the human body and explain how they move through it.
  • Students will able to associate frequencies with pitch of a sound and amplitude to the loudness.
  • Students will calculate the angle of reflection of a light ray as well as describe how light is deviated by a translucent substance.
  • Students will be able to determine the focal points of convex and concave lenses.

Smarter Science skill(s):

PoL at a glance

Reinvested topics

From Cycle 1 PoL:

  • Light

Suggested approach/ Flow through the module

HOOK & AfL probe; Use the "Bending light" PhET simulation to discuss the properties of light. https://phet.colorado.edu/sims/html/bending-light/latest/bending-light_en.html

Or, find an LES on optics from the STIC website here: http://cdpsciencetechno.org/english-documents/secondary/first-year-of-cycle-two/optics-and-vision-teaching-sequence/

  • Connect the properties of light through a lens with how glasses correct vision problems
  • Have students build models of the respiratory or cardiac system and connect the two with pressure on fluids
  • Connect the electromagnetic spectrum to radio waves
  • Have students describe the sounds produced when the properties of sound waves are adjusted
  • How do hearing aids work? How do cochlear implant work?

Learning activities General:

  • Teacher led Steps to Inquiry-
  • Students learn about the decibel scale by measuring it with a phone app and graphing it
  • Students make corrective glasses with prims



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Curriculum Map

Gastroenterology


Living World

essential question

How does food become fuel for the body?

How can understanding the digestive system help us make healthy eating choices?

Big Idea

  • There are many parts to the digestive system, each with specialized functions
  • Food gets broken down into more basic constituents, each used for different biological functions
  • We can evaluate the energy and nutritional value of foods to make healthy eating choices

Goals

Content Goals

  • Students will know the names of the different parts of the digestive tract and their corresponding roles and functions
  • Students will know the names of the different digestive glands


Process Goals

  • Studnets will be able to explain the function of each organ in the digestive tract
  • Students will describe the function of the main digestive glands
  • Students can describe the main biological function of the different food constituents
  • Students can interpret nutritional labels and evaluate the energy and nutritional value of foods
  • Students can distinguish between mechanical and chemical transformations in the digestive tract

PoL at a glance

  • Digestive tract
  • Digestive glands
  • Types of foods
  • Energy value of different foods
  • Transformation of food

Reinvested topics


  • pH scale
  • Acids/bases
  • Dissolution
  • Physical and chemical changes
  • Decomposition & synthesis
  • Forms of energy

Suggested approach/ Flow through the module

HOOK & AfL probe; Video on the digestive tract: https://www.youtube.com/watch?v=Og5xAdC8EUI or https://www.youtube.com/watch?v=yIoTRGfcMqM

PhET simulation to review the pH of every day liquids like blood, gastric acid, chicken soup and other food and bodily fluids: https://phet.colorado.edu/sims/html/ph-scale/latest/ph-scale_en.html

  • Have students consider what the following expression means and how literally should it be taken: "you are what you eat".
  • Have students consider the effects of ulcers
  • Have students model the digestive system
  • Have students consider diabetes
  • Have students consider celiac disease
  • Have students consider bowl obstructions
  • Have students measure the amount of energy in a piece of candy using a calorimeter
  • Students should be able to read the nutrition labels from foods they have at home
  • Have students prescribe a healthy diet to a hypothetically unhealthy eater

TECH OBJECT