Safety Contract

Safety Contract

The Science classroom can at times be a dangerous place to the uninformed. The following expectations are required to conduct inquiries (laboratories, demonstrations, etc.).  Read them carefully and sign below. Your parent/guardian must also sign the contract. Return one copy to your teacher, and place the other in your Science binder.

•          There must always be a teacher present in the Science classroom.
•          Follow procedures carefully, and ask for clarification if needed. 
•       There is no such thing as a stupid question. 
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•          Enter the Science classroom, and promptly take your seat. Do not touch any of the equipment/materials until instructed to do so. 
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•          Perform procedures seriously – practical joking and pranks belong outside and not in the Science classroom. 
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•          Come to the laboratory prepared (writing material, journal, etc.)
•          You or your partner must remain with your experiment at all times.
•          Keep your lab bench clean and clear of clutter.
•          Notify the teacher immediately of any spills or breakage of glassware.
•          Be sure not to use chipped or cracked glassware. If spotted, place in the appropriate bin.
•          Dispose of chemicals according to specific guidelines. Never flush chemicals down the drain.
•          Successful completion of the WHMIS test must be achieved prior to work in the lab.
•          Keep hands away from your face, and wash them thoroughly with soap and warm water immediately after an experiment.  
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•          Do not eat or drink in the laboratory. This includes chewing gum.
•          Smell chemicals only when instructed,  by gently wafting the vapour towards you
•          Be familiar with fire exits, fire extinguishers/blankets, eye wash station use, and where to find the first aid kit. In the event of a fire drill, all equipment must be turned off. 
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•          Notify the teacher immediately in the event of ANY accident (minor or severe, and anything in between).
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•          Safety goggles are required for labs involving chemicals or heat.
•          Use tongs when handling hot glassware. Do not immerse hot glass in cold water.
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•          Dress appropriately. Long hair must be tied back, avoid wearing jewelry; shoes must be closed toe (no sandals).
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•         If you wear contacts, please indicate so in the agreement section. 

AGREEMENT

I, __________________________________ (student's name) have read and agree to follow all of the safety rules contained in this contract.  I realize that I must obey these rules to insure my own safety, and that of my fellow students and teachers.  I will also follow the instructions provided by the instructor.  I am aware that any violation of this safety contract that results in unsafe conduct in the laboratory or misbehaviour on my part may result in my being removed from the lab classroom, detention, receiving a failing grade, and/or further disciplinary action.

Signed: _______________________________________ Date : _________________________________

Parent signature:_______________________________ Dated: ________________________________

Do you wear contact lenses?

Do you have any allergies? If so, please list them. 

Apollo 17's world-famous photo

Photo source: Wikipedia.com

Welcome to Grade 9 Academic Science!

Hello parents and students, 

I'd like to welcome you to Grade 9 Academic Science! This year, we will be starting out with our unit on Sustainable ecosystems. The big ideas for this unit are as follows:

•        Assess the impact of human activities on the sustainability of terrestrial and/or aquatic ecosystems, and evaluate the effectiveness of courses of action intended to remedy or mitigate negative impacts;
• ·        Investigate factors related to human activity that affect terrestrial and aquatic ecosystems, and explain how they affect the sustainability of these ecosystems;
• ·        Demonstrate an understanding of the dynamic nature of ecosystems, particularly in terms of ecological balance and the impact of human activity on the sustainability of terrestrial and aquatic ecosystems.

  The goals of this unit will be to reinforce/instill a sense of wonder regarding the natural world in the grade nine students. They will be give multiple opportunities to go outside and study, pose questions, investigate in order to find answers to their questions, practice safety, and make connections/build upon prior knowledge.

 

Gameshow Powerpoint

Click on the powerpoint below to review images of sustainable and unsustainable ecosystems. 

Student Handout

Summative: Grade 9: Biology –
Sustainable Ecosystems

Student handout

1)    Use the Ontario Species at Risk/Invasive species database and select two species, one from each category. Ensure that both species belong to the same ecosystem (if possible).

2)       On the sign-up sheet, write your name and the two species chosen. Ensure that you are the only student researching that species.

3)       Start taking notes in your Science Journal, or on your laptop. You will be responsible for learning all there is to know about your species, including the following points:

         A description of your two species (one species at risk, one invasive species)

         The habitat, community and ecosystem where they live

         An account of their population (can be approximate)

         Data (graphs, tables) showing population increase/decrease

         The food chain/food web that the species are a part of

         How the removal/inclusion of your species affects the ecosystem

         Sources of information cited

4)       Consider doing research in the field. If possible, speak with local officials, take pictures, and gather your own data. The more personalized your project is, the better it will be. Ultimately, you are trying to determine the effects of the invasive species/threatened species. For more information, consult page 156 in your textbook.

5)       After completing your research, you must decide how best to present your project. You may use any of the following (or ask your teacher for permission to use another program): prezi, powerpoint, animoto, photostory, digital camera/video camera, poster board, glogster, photoshop, etc.

The final element that you must include in your project is to find out what you can do to help a species at risk, or eliminate an invasive species. You must write a plan of action, explaining the campaign that you would like to begin in our school to raise awareness for the issue. 

Rubric - Culminating Task

Grade 9 Academic:
Biology Sustainable Ecosystems Summative

Categories	Level 1	Level 2		Level 3		Level 4
Knowledge and understanding: Demonstrates an Understanding of how inclusion/ removal invasive and threatened species changes the equilibrium in an ecosystem	Demonstrates limited knowledge of sustainable ecosystems, invasive and threatened species.		Demonstrates some knowledge of sustainable ecosystems, invasive and threatened species.		Demonstrates considerable knowledge of sustainable ecosystems, invasive and threatened species.		Demonstrates thorough knowledge of sustainable ecosystems, invasive and threatened species.
Communication The observations and information are presented clearly, both visually and orally. Displays data in complete and well-organized charts	Communicates observations and information with limited effectiveness Makes incomplete charts that show limited organization		Communicates observations and information with some effectiveness Makes partially complete charts that show some organization		Communicates observations and information with considerable effectiveness Makes mostly complete charts that show considerable organization		Communicates observations and information with a high degree of effectiveness Makes complete charts that show la high degree of organization
Thinking and Investigating: Use of planning skills and strategies (selecting strategies and resources, developing a plan)	Uses planning skills and strategies with limited effectiveness Selects and cites resources (web sites, books, magazines) with limited effectiveness		Uses planning skills and strategies with some effectiveness Selects and cites resources (web sites, books, magazines) with some effectiveness		Uses planning skills and strategies with considerable effectiveness Selects and cites resources (web sites, books, magazines) with considerable effectiveness		Uses planning skills and strategies with a high degree of effectiveness Selects and cites resources (web sites, books, magazines) with a high degree of effectiveness
Thinking and Investigating: Use of critical/ creative thinking processes, skills, and strategies (Assesses the impact of invasive and endangered species on an ecosystem)	Makes a conclusion based on invasive or endangered species using data gathered with limited effectiveness		Makes a conclusion based on invasive or endangered species using data gathered with some effectiveness		Makes a conclusion based on invasive or endangered species using data gathered with considerable effectiveness		Makes a conclusion based on invasive or endangered species using data gathered with a high degree of effectiveness
Application of knowledge and skills The use of knowledge and skills to make connections between Science, Technology, and Society (Identifies solutions and makes a decision based on plan to eradicate invasive species/increase population of species at risk)	Makes connections between science, technology, society, relating to invasive/ threatened species with limited effectiveness		Makes connections between science, technology, society, relating to invasive/ threatened species with some effectiveness		Makes connections between science, technology, society, relating to invasive/ threatened species with considerable effectiveness		Makes connections between science, technology, society, relating to invasive/ threatened species with a high degree of effectiveness

Culminating Task

Hello Parents and Students of Grade 9 Academic Science,

I would like to take this opportunity to introduce our Culminating task for our Sustainable Ecosystems unit of study. It is important that everyone is on the same page, and that students begin thinking about their topic of focus throughout the unit.

Students will be conducting open-ended research regarding invasive and endangered species. They will use all prior knowledge pertaining to sustainable/unsustainable ecosystems, biomes, abiotic/biotic factors, habitats, communities, and populations. We will be tying together all of the knowledge and content. The students will also have to analyse data and draw graphs, using Gizmos. We will have various mid-point check-ups throughout the unit in the form of mini-presentations, research projects, and quizzes. 

In the culminating task, students will all extend their learning, as they will formulate a plan of action when dealing with increasing numbers of a population (invasive species) that threaten the sustainability of an ecosystem, as well as the decreasing numbers of a population (species at risk), also threatening the sustainability of an ecosystem. 

Please have your child explore the links on this webpage early on in the unit. They should have picked an invasive species and an endangered species (living in the same ecosystem) by the end of the second week. I have also attached the rubric (how I will assess the project), and the handout, which is step-by-step, to guide students in their research. 

a)       Species at risk database http://www.mnr.gov.on.ca/en/Business/Species/2ColumnSubPage/276722.html

b)      Invasive species database
http://www.mnr.gov.on.ca/en/Business/Biodiversity/2ColumnSubPage/STDPROD_069027.html

c)       Ontario Invasive species council (general information)
http://www.ontarioinvasiveplants.ca/index.php/definition

d)       Kawartha Lakes Invasive plant species of Southern Ontario woodlands
http://www.city.kawarthalakes.on.ca/city-hall/agendas-and-minutes/environmental-advisory-committee/Invasive_Woodland_Plant_Species_of_Southern_Ontari.pdf

e)       Nab the Aquatic Invader (alternative activity for students on modified curriculum)
http://www.iiseagrant.org/nabinvader/