Ministry of

Education

Earth Science
30

February, 2018
Due to the nature of curriculum development, this document is regularly under revision. For the most up-to-
date content, please go to www.curriculum.gov.sk.ca
Earth Science 30
1. Study and teaching (Secondary school) - Saskatchewan - Curricula. 2. Competency-based
education
- Saskatchewan.
Saskatchewan. Ministry of Education.
All rights are reserved by the original copyright owners.
Acknowledgements ........................................................................................................................... ii
Introduction ...................................................................................................................................... 1
Using this Curriculum ....................................................................................................................... 2
Grades 10-12 Science Framework ...................................................................................................... 3
Core Curriculum ............................................................................................................................... 4
Broad Areas of Learning .................................................................................................................. 4
Lifelong Learners........................................................................................................................ 4
Sense of Self, Community, and Place ........................................................................................ 4
Engaged Citizens ....................................................................................................................... 5
Cross-curricular Competencies ........................................................................................................ 5
Developing Thinking ................................................................................................................... 5
Developing Identity and Interdependence ................................................................................... 5
Developing Literacies ................................................................................................................. 5
Developing Social Responsibility ................................................................................................ 6
Aim and Goals ................................................................................................................................. 6
Inquiry .............................................................................................................................................. 7
Creating Questions for Inquiry in Science .................................................................................. 9
Science Challenges.................................................................................................................. 10
An Effective Science Education Program ....................................................................................... 11
Foundations of Scientific Literacy ............................................................................................. 13
Learning Contexts .................................................................................................................... 17
The Language of Science ........................................................................................................ 20
Laboratory Work....................................................................................................................... 21
Safety....................................................................................................................................... 23
Technology in Science ............................................................................................................. 25
Outcomes at a Glance ................................................................................................................... 26
Outcomes and Indicators ............................................................................................................... 27
Assessment and Evaluation of Student Learning ........................................................................... 35
Glossary ........................................................................................................................................ 36
References..................................................................................................................................... 37
Feedback Form .............................................................................................................................. 39

Earth Science 30 i
Acknowledgements
The Ministry of Education wishes to acknowledge the professional contributions and advice of the
provincial Secondary Science Curriculum Reference Committee members:

Dr. Barry Charington, Teacher Dr. Tim Molnar, Assistant Professor

Saskatoon School Division Department of Curriculum Studies
Saskatchewan Teachers’ Federation College of Education, University of
Saskatchewan
Tara Haugen, Teacher
Good Spirit School Division Garry Sibley, Education Outreach
Saskatchewan Teachers’ Federation Education and Training Secretariat Federation
of Saskatchewan Indian Nations
Rob Kraft, Teacher
St. Paul’s Roman Catholic Separate School Division Don Spencer, Faculty
Saskatchewan Teachers’ Federation Mathematics and Science
Saskatchewan Institute of Applied Science and
Phil Langford, President Technology
Saskatchewan Science Teacher’s Society
Dr. Warren Wessel, Associate Professor
Kara Lengyel, Teacher Science Education
North East School Division Faculty of Education, University of Regina
Saskatchewan Teachers’ Federation
Darrell Zaba, Director
Patricia Lysyk, Teacher Christ the Teacher Roman Catholic Separate School
Saskatchewan Rivers School Division Division
Saskatchewan Teachers’ Federation League of Educational Administrators, Directors and
Superintendents of Saskatchewan
Carol Meachem, Teacher
Horizon School Division
Saskatchewan Teachers’ Federation

In addition, the Ministry of Education wishes to acknowledge the guidance of the Earth Science 30
working group members:
Larry Bogdan Lucia Kondra
Avonlea School Aberdeen Composite School
Prairie South School Division Prairie Spirit School Division

Annette Brockman Leslie Ruo

Carlton Comprehensive Public High School Evan Hardy Collegiate
Saskatchewan Rivers School Division Saskatoon School Division

The Ministry of Education also wishes to thank many others who contributed to the development of
this curriculum:
• former Science Reference Committee members;
• First Nations Elders and teachers;
• university faculty members; and
• other educators and reviewers.

ii Earth Science 30
Earth Science 30

Introduction

Science is a required area of study in Saskatchewan’s Core

Curriculum. The purpose of this curriculum is to outline the
provincial requirements for Earth Science 30.

This curriculum provides the intended learning outcomes that

Earth Science 30 students are expected to achieve by the end of
the course. Indicators are included to provide the breadth and
depth of what students should know and be able to do in order to
achieve the learning outcomes.

This renewed curriculum reflects current science education Inquiry into authentic student
research and updated technology and is responsive to questions generated from
changing demographics within the province. This curriculum student experiences is the
is based on the Pan-Canadian Protocol for Collaboration on central strategy for teaching
School Curriculum Common Framework of Science Learning science.
Outcomes K to 12 (Council of Ministers of Education,
Canada [CMEC], 1997). (National Research Council
[NRC], 1996, p. 31)
This curriculum includes the following information to support
science instruction in Saskatchewan schools:
• connections to Core Curriculum, including the Broad
Areas of Learning and Cross-curricular
Competencies;
• the K-12 aim and goals for science education;
• characteristics of an effective science program;
• Earth Science 30 outcomes and indicators;
• assessment and evaluation; and
• a glossary.

Earth Science 30 1
 Using this Curriculum
Outcomes describe the Outcomes are statements of what students are expected to know
knowledge, skills and and be able to do by the end of a grade or secondary level course
understandings that students in a particular area of study. Therefore, all outcomes are required.
are expected to attain by the The outcomes provide direction for assessment and evaluation,
end of a particular course. and for program, unit and lesson planning.
Critical characteristics of an outcome include the following:
• focus on what students will learn rather than what teachers
will teach;
• specify the skills and abilities, understandings, knowledge
and/or attitudes students are expected to demonstrate;
• are observable, assessable and attainable;
• are written using action-based verbs and clear professional
language (educational and subject-related);
• are developed to be achieved in context so that learning is
purposeful and interconnected;
• are grade and subject specific;
• are supported by indicators which provide the breadth and
depth of expectations; and,
• have a developmental flow and connection to other grades
where applicable.
Indicators are a Indicators are representative of what students need to know
representative list of what and/or be able to do in order to achieve an outcome. When
students should know or be teachers are planning for instruction, they must comprehend the set of
able to do if they have indicators to understand fully the breadth and the depth of learning
attained the outcome. related to a particular outcome. Based on this understanding of
the outcome, teachers may develop their own indicators that are
responsive of students’ interests, lives and prior learning. These
teacher-developed indicators must maintain the intent of the
outcome.
Within the outcomes and indicators in this curriculum the terms
“including”, “such as” and “e.g.,” commonly occur. Each term serves
a specific purpose:
• The term “including” prescribes content, contexts or
strategies that students must experience in their learning,
without excluding other possibilities.
• The term “such as” provides examples of possible broad
categories of content, contexts or strategies that teachers or
students may choose, without excluding other possibilities.
• Finally, the term “e.g.,” offers specific examples of what a
term, concept or strategy might look like.

2 Earth Science 30
Grades 10-12 Science Framework
Saskatchewan’s grades 10 to 12 science courses incorporate
core ideas from the Pan-Canadian Protocol for Collaboration
on School Curriculum Common Framework of Science
Learning Outcomes K to 12 (CMEC, 1997). Saskatchewan
has developed science courses at Grade 11 that provide
students with opportunities to learn core biology, chemistry
and physics disciplinary ideas within interdisciplinary
contexts. Students should select courses based on their
interests and what they believe will best fit their needs after
high school.

The chart below visually illustrates the courses in each

pathway and their relationship to each other.

Each course in each pathway is to be taught and learned to

the same level of rigour. No pathway or course is considered
“easy science”; rather, all pathways and courses present
“different sciences” for different purposes.

Students may take courses from more than one pathway for
credit. The current credit requirements for graduation from
Grade 12 are one 10-level credit and one 20-level credit in
science.

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 Core Curriculum
Core Curriculum is intended to provide all Saskatchewan
students with an education that will serve them well regardless
of their choices after leaving school. Through its various
components and initiatives, Core Curriculum supports the
achievement of the Goals of Education for Saskatchewan. For
current information regarding Core Curriculum, please refer to
the Registrar’s Handbook for School Administrators found on the
Government of Saskatchewan website. For additional
information related to the various components and initiatives of
Core Curriculum, please refer to the Government of
Saskatchewan website for curriculum policy and foundation
documents.
The Broad Areas of Learning and Cross-curricular Competencies
connect the specificity of the areas of study and the day-to-day
work of teachers with the broader philosophy of Core Curriculum
and the Goals of Education for Saskatchewan.

Broad Areas of Learning

There are three Broad Areas of Learning that reflect
Saskatchewan’s Goals of Education. Science education
contributes to student achievement of the Goals of Education
through helping students achieve knowledge, skills and attitudes
related to these Broad Areas of Learning.
Lifelong Learners
Related to the following Goals Students who are engaged in constructing and applying science
of Education: knowledge naturally build a positive disposition towards
• Basic Skills learning. Throughout their study of science, students bring their
• Lifelong Learning curiosity about the natural and constructed world, which
• Self Concept provides the motivation to discover and explore their personal
Development interests more deeply. By sharing their learning experiences
• Positive Lifestyle. with others, in a variety of contexts, students develop skills that
support them as lifelong learners.
Sense of Self, Community, and Place
Related to the following Goals Students develop and strengthen their personal identity as they
of Education: explore connections between their own understanding of the
• Understanding & Relating natural and constructed world and perspectives of others,
to Others including scientific and Indigenous perspectives. Students
• Self Concept Development develop and strengthen their understanding of community as they
• Positive Lifestyle explore ways in which science can inform individual and
• Spiritual Development. community decision making on issues related to the natural and
constructed world. Students interact experientially with place-
based local knowledge to deepen their connection to and
relationship with nature.

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Engaged Citizens
As students explore connections between science, technology, Related to the following Goals
society and the environment, they experience opportunities to of Education:
contribute positively to the environmental, economic and social • Understanding & Relating
sustainability of local and global communities. Students reflect to Others
and act on their personal responsibility to understand and • Positive Lifestyle
respect their place in the natural and constructed world, and • Career and Consumer
make personal decisions that contribute to living in harmony Decisions
with others and the natural world. • Membership in Society
• Growing with Change.
Cross-curricular Competencies
The Cross-curricular Competencies are four interrelated areas
containing understandings, values, skills and processes which
are considered important for learning in all areas of study.
These competencies reflect the Common Essential Learnings
and are intended to be addressed in each area of study at
each grade.
Developing Thinking
Learners construct knowledge to make sense of the world K-12 Goals for Developing
around them. In science, students develop understanding Thinking:
by building and reflecting on their observations and what is • thinking and learning
already known by themselves and others. By thinking contextually
contextually, creatively and critically, students develop • thinking and learning
deeper understanding of various phenomena in the natural creatively
and constructed world. • thinking and learning
critically.
Developing Identity and Interdependence
This competency addresses the ability to act autonomously in K-12 Goals for Developing
an interdependent world. It requires the learner to be aware of Identity and Interdependence:
the natural environment, of social and cultural expectations • understanding, valuing and
and of the possibilities for individual and group caring for oneself
accomplishments. Interdependence assumes the possession • understanding, valuing and
of a positive self-concept and the ability to live in harmony with caring for others
others and with the natural and constructed world. In science, • understanding and valuing
students examine the interdependence among living things social, economic and
within local, national and global environments and consider environmental
the impact of individual decisions on those environments. interdependence and
sustainability.
Developing Literacies
Literacies are multi-faceted and provide a variety of ways, K-12 Goals for Developing
including the use of various language systems and media, to Literacies:
interpret the world and express understanding of it. Literacies • developing knowledge related
involve the evolution of interrelated knowledge, skills and to various literacies
strategies that facilitate an individual’s ability to participate fully • exploring and interpreting the
and equitably in a variety of roles and contexts – school, world through various
home, and local and global communities. In science, students literacies
collect, analyze and represent their ideas and understanding • expressing understanding and

Earth Science 30 5
communicating meaning of the natural and constructed world in multiple forms.
using various literacies.
Developing Social Responsibility
K-12 Goals for Developing Social responsibility is how people positively contribute to their
Social Responsibility: physical, social, cultural and educational environments. It
• using moral reasoning requires the ability to participate with others in accomplishing
processes shared or common goals. This competency is achieved by using
• engaging in moral reasoning processes, engaging in communitarian thinking
communitarian thinking and dialogue and taking social action. Students in science
and dialogue examine the impact of scientific understanding and technological
• taking social action. innovations on society.

Aim and Goals

The aim of K-12 science education is to enable all Saskatchewan
students to develop scientific literacy. Scientific literacy today
embraces Euro-Canadian and Indigenous heritages, both of
which have developed an empirical and rational knowledge of
nature. A Euro-Canadian way of knowing about the natural and
constructed world is called science, while First Nations and Métis
ways of knowing nature are found within the broader category of
Indigenous knowledge.
Diverse learning experiences based on the outcomes in this
curriculum provide students with many opportunities to explore,
analyze, evaluate, synthesize, appreciate and understand the
interrelationships among science, technology, society and the
environment (STSE) that will affect their personal lives, their
careers and their future.
Goals are broad statements identifying what students are
expected to know and be able to do upon completion of the
learning in a particular area of study by the end of Grade 12. The
four goals of K-12 science education are to:
• Understand the Nature of Science and STSE
Interrelationships – Students will develop an
understanding of the nature of science and technology,
their interrelationships and their social and environmental
contexts, including interrelationships between the natural
and constructed world.
• Construct Scientific Knowledge – Students will
construct an understanding of concepts, principles, laws
and theories in life science, in physical science, in earth
and space science and in Indigenous knowledge of
nature and then apply these understandings to interpret,
integrate and extend their knowledge.
• Develop Scientific and Technological Skills – Students
will develop the skills required for scientific and
technological inquiry, problem solving and
communicating, for working collaboratively, and for
making informed decisions.
• Develop Attitudes that Support Scientific Habits of
Mind – Students will develop attitudes that support the

6 Earth Science 30
 responsible acquisition and application of scientific,
technological and Indigenous knowledge to the mutual
benefit of self, society and the environment.

Inquiry
Inquiry learning provides students with opportunities to build Inquiry is intimately connected
knowledge, abilities and inquiring habits of mind that lead to to scientific questions –
deeper understanding of their world and human experience. students must inquire using
Inquiry is more than a simple instructional method. It is a what they already know and
philosophical approach to teaching and learning, grounded in the inquiry process must add
constructivist research and methods, which engages students to their knowledge.
in investigations that lead to disciplinary and interdisciplinary
understanding. (NRC, 2000, p. 13)

Inquiry builds on students’ inherent sense of curiosity and

wonder, drawing on their diverse backgrounds, interests and
experiences. The process provides opportunities for students
to become active participants in a collaborative search for
meaning and understanding.

Secondary students who are engaged in inquiry in science should be able to:
• identify questions and concepts that guide scientific investigations.
• design and conduct scientific investigations.
• use technology and mathematics to improve investigations and communications.
• formulate and revise scientific explanations and models using logic and evidence.
• recognize and analyze alternative explanations and models.
• communicate and defend a scientific argument.
(NRC, 1996, pp. 175, 176)

Earth Science 30 7
 Students do not come to An important part of any inquiry process is student reflection on
understand inquiry simply by their learning and the documentation needed to assess the
learning words such as learning and make it visible. Student documentation of the
“hypothesis” and “inference”
or by memorizing procedures inquiry process in science may take the form of works-in-
such as “the steps of the progress, reflective writing, journals, reports, notes, models, arts
scientific method”. expressions, photographs, video footage or action plans.

(NRC, 2000, p. 14)

Inquiry learning is not a step-by-step process, but rather a
cyclical process, with various phases of the process being
revisited and rethought as a result of students’ discoveries,
insights and construction of new knowledge. Experienced
inquirers will move back and forth among various phases as new
questions arise and as students become more comfortable with
the process. The following graphic shows various phases of the
cyclical inquiry process.

8 Earth Science 30
Creating Questions for Inquiry in Science
Inquiry focuses on the development of questions to initiate and
guide the learning process. Students and teachers formulate
questions to motivate inquiries into topics, problems and
issues related to curriculum content and outcomes. Good science inquiry
provides many entry points –
Well-formulated inquiry questions are broad in scope and rich ways in which students can
in possibilities. Such questions encourage students to explore, approach a new topic – and a
observe, gather information, plan, analyze, interpret, wide variety of activities
synthesize, problem solve, take risks, create, conclude, during student work.
document, reflect on learning and develop new questions for
further inquiry. (Kluger-Bell, 2000, p.48)

In science, teachers and students can use the four learning

contexts of Scientific Inquiry, Technological Problem Solving,
STSE Decision Making, and Cultural Perspectives (see
Learning Contexts section of this document for further
information) as curriculum entry points to begin their inquiry.
The process may evolve into interdisciplinary learning
opportunities reflective of the holistic nature of our lives and an
interdependent global environment.

Developing questions evoked by student interests has the

potential for rich and deep learning. These questions are
Essential questions that lead
used to initiate and guide the inquiry and give students to deeper understanding in
direction for investigating topics, problems, ideas, science should:
challenges or issues under study. • center on objects,
organisms and events in
The process of constructing questions for deep
the natural world;
understanding can help students grasp the important
• connect to science
disciplinary or interdisciplinary ideas that are situated at the
concepts outlined in the
core of a particular curricular focus or context. These broad
curricular outcomes;
questions lead to more specific questions that can provide a
• lend themselves to
framework, purpose and direction for the learning activities in
empirical investigation;
a lesson, or series of lessons, and help students connect
and,
what they are learning to their experiences and life beyond
• lead to gathering and
school.
using data to develop
explanations for natural
Questions give students some initial direction for uncovering phenomena.
the understandings associated with a unit of study.
Questions can help students grasp the big disciplinary ideas (NRC, 2000, p. 24)
surrounding a focus or context and related themes or topics.
They provide a framework, purpose and direction for the
learning activities in each unit and help students connect
what they are learning to their experiences and life beyond
the classroom. Questions also invite and encourage students
to pose their own questions for deeper understanding.

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 Science Challenges
Science challenges, which may include science festivals, science
fairs, science leagues, science Olympics, science Olympiads or
talent searches, are instructional methods suitable for students to
undertake to achieve curricular outcomes. Teachers may
incorporate science challenge activities as an integral component
of the science program or treat them similar to other
extracurricular activities such as school sports and clubs.
Teachers undertaking science challenges as a classroom activity
should consider these guidelines, adapted from the National
Science Teachers Association (NSTA) position statement Science
Competitions (1999):
• Student and staff participation should be voluntary and
open to all students.
• Emphasis should be placed on the learning experience
rather than the competition.
• Science competitions should supplement and enhance
other learning and support student achievement of
curriculum outcomes.
• Projects and presentations should be the work of the
student, with proper credit given to others for their
contributions.
• Science competitions should foster partnerships among
students, the school and the science community.
Science challenge activities may be conducted solely at the
school level, or with the intent of preparing students for
competition in one of the regional science fairs, perhaps as a
step towards the Canada-Wide Science Festival. Although
students may be motivated by prizes, awards and the possibility
of scholarships, teachers should emphasize that the importance
of doing a science fair project includes attaining new experiences
and skills that go beyond science, technology or engineering.
Students learn to present their ideas to an authentic public that
may consist of parents, teachers and the top scientists in a given
field.
Science fair projects typically consist of:
• an experiment, which is an original scientific experiment
with a specific, original hypothesis. Students should
control all important variables and demonstrate
appropriate data collection and analysis techniques;
• a study, which involves the collection of data to reveal a
pattern or correlation. Studies can include cause and
effect relationships and theoretical investigations of the
data. Studies are often carried out using surveys given to
human subjects; or,
• an innovation, which deals with the creation and
development of a new device, model, or technique in a
technological field. These innovations may have
commercial applications or be of benefit to humans.
Youth Science Canada provides further information regarding
science fairs and festivals in Canada.

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An Effective Science Education Program

An effective science education program supports student

achievement of learning outcomes through:
• incorporating all foundations of scientific literacy;
• using the learning contexts as entry points into student
inquiry;
• understanding and effectively using the language of
science;
• engaging in laboratory and field work;
• practicing safety; and
• choosing and using technology in science
appropriately.

All science outcomes and indicators emphasize one or more

foundations of scientific literacy; these represent the “what” of
the curriculum. The learning contexts represent different
processes for engaging students in achieving curricular
outcomes; they are the “how” of the curriculum.
Scientists construct models to support their explanations
based on empirical evidence. Students need to engage in
similar processes through authentic laboratory work. During
their investigations, students must follow safe practices in the
laboratory, as well as in regard to living things.
Technology serves to extend our powers of observation and to
support the sharing of information. Students should use a
variety of technology tools for data collection and analysis, for
visualization and imaging and for communication and
collaboration throughout the science curriculum.
To achieve the vision of scientific literacy outlined in this
curriculum, students must increasingly become engaged in the
planning, development and evaluation of their own learning
activities. In the process, students should have the
opportunity to work collaboratively with others, to initiate
investigations, to communicate findings and to complete
projects that demonstrate learning.

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• All science outcomes and indicators emphasize one or more of the foundations of
scientific literacy (STSE, Knowledge, Skills and Attitudes); these represent the “what” of
the curriculum. All outcomes are mandatory.
• The four learning contexts (Scientific Inquiry, Technological Problem Solving, Cultural
Perspectives and STSE Decision Making) represent different processes for engaging
students in achieving curricular outcomes; they represent the “how” of the curriculum.

12 Earth Science 30
Foundations of Scientific Literacy
The K-12 goals of science education parallel the foundation statements for scientific literacy
described in the Common Framework of Science Learning Outcomes K to 12 (CMEC,
1997). These four foundation statements delineate the critical aspects of students’ scientific
literacy. They reflect the wholeness and interconnectedness of learning and should be
considered interrelated and mutually supportive.

Foundation 1: Science, Technology, Society and the Environment (STSE)

Interrelationships
This foundation is concerned with understanding the scope and character of science, its
connections to technology and the social and environmental contexts in which it is
developed. This foundation is the driving force of scientific literacy. Three major dimensions
address this foundation.
Nature of Science and Technology
Science is a social and cultural activity anchored in a particular intellectual tradition. It is
one way of knowing nature, based on curiosity, imagination, intuition, exploration,
observation, replication, interpretation of evidence and consensus making over this evidence
and its interpretation. More than most other ways of knowing nature, science excels at
predicting what will happen next, based on its descriptions and explanations of natural and
technological phenomena.
Science-based ideas are continually being tested, modified and improved as new ideas
supersede existing ones. Technology, like science, is a creative human activity, but is
concerned with solving practical problems that arise from human/social needs, particularly
the need to adapt to the environment and to fuel a nation’s economy. New products and
processes are produced by research and development through inquiry and design.
Relationships between Science and Technology
Historically, the development of technology has been strongly linked to the development of
science, with each making contributions to the other. While there are important relationships
and interdependencies, there are also important differences. Where the focus of science is
on the development and verification of knowledge, in technology, the focus is on the
development of solutions, involving devices and systems that meet a given need within the
constraints of the problem. The test of science knowledge is that it helps us explain,
interpret and predict; the test of technology is that it works – it enables us to achieve a given
purpose.
Social and Environmental Contexts of Science and Technology
The history of science shows that scientific development takes place within a social context
that includes economic, political, social and cultural forces along with personal biases and
the need for peer acceptance and recognition. Many examples show that cultural and
intellectual traditions have influenced the focus and methodologies of science, and that
science, in turn, has influenced the wider world of ideas. Today, societal and environmental
needs and issues often drive research agendas. As technological solutions have emerged
from previous research, many of the new technologies have given rise to complex social and
environmental issues which are increasingly becoming part of the political agenda. The
potential of science, technology and Indigenous knowledge to inform and empower decision
making by individuals, communities and society is central to scientific literacy in a
democratic society.

Earth Science 30 13
Foundation 2: Scientific Knowledge
This foundation focuses on the subject matter of science including the theories, models, concepts
and principles that are essential to an understanding of the natural and constructed world. For
organizational purposes, this foundation is framed using widely accepted science disciplines.
Life Science
Life science deals with the growth and interactions of life forms within their environments in ways
that reflect the uniqueness, diversity, genetic continuity and changing nature of these life forms. Life
science includes the study of topics such as ecosystems, biological diversity, organisms, cell
biology, biochemistry, diseases, genetic engineering and biotechnology.
Physical Science
Physical science, which encompasses chemistry and physics, deals with matter, energy and forces.
Matter has structure, and its components interact. Energy links matter to gravitational,
electromagnetic and nuclear forces in the universe. The conservation laws of mass and energy,
momentum and charge are addressed in physical science.
Earth and Space Science
Earth and space science brings local, global and universal perspectives to student knowledge.
Earth, our home planet, exhibits form, structure and patterns of change, as do our surrounding solar
system and the physical universe beyond. Earth and space science includes such fields of study as
geology, hydrology, meteorology and astronomy.

Sources of Knowledge about Nature

A strong science program recognizes that modern science is not the only form of empirical
knowledge about nature and aims to broaden student understanding of traditional and local
knowledge systems. The dialogue between scientists and traditional knowledge holders has an
extensive history and continues to grow as researchers and practitioners seek to better
understand our complex world. The terms “traditional knowledge”, “Indigenous knowledge” and
“Traditional Ecological Knowledge” are used by practitioners worldwide when referencing local
knowledge systems which are embedded within particular worldviews. This curriculum uses the
term “Indigenous knowledge” and provides the following definitions to show parallels and
distinctions between Indigenous knowledge and scientific knowledge.
Indigenous Knowledge Scientific Knowledge
“Traditional [Indigenous] knowledge is a Similar to Indigenous knowledge, scientific
cumulative body of knowledge, know-how, knowledge is a cumulative body of knowledge,
practices and representations maintained know-how, practices and representations
and developed by peoples with extended maintained and developed by people (scientists)
histories of interaction with the natural with extended histories of interaction with the
environment. These sophisticated sets of natural environment. These sophisticated sets of
understandings, interpretations and understandings, interpretations and meanings are
meanings are part and parcel of a cultural part and parcel of cultural complexes that
complex that encompasses language, encompass language, naming and classification
naming and classification systems, systems, resource use practices, ritual and
resource use practices, ritual, spirituality worldview.
and worldview” (International Council for
Science, 2002, p. 3).

14 Earth Science 30
Fundamental Concepts – Linking Scientific Disciplines
A useful way to create linkages among science disciplines is through fundamental concepts
that underlie and integrate different scientific disciplines. Fundamental concepts provide a
context for explaining, organizing and connecting knowledge. Students deepen their
understanding of these fundamental concepts and apply their understanding with
increasing sophistication as they progress through the curriculum from Kindergarten to
Grade 12. These fundamental concepts are identified in the following chart.

Constancy and The ideas of constancy and change underlie understanding of the
Change natural and constructed world. Through observations, students learn
that some characteristics of materials and systems remain constant
over time whereas other characteristics change. These changes vary
in rate, scale and pattern, including trends and cycles, and may be
quantified using mathematics, particularly measurement.
Matter and Objects in the physical world are comprised of matter. Students
Energy examine materials to understand their properties and structures. The
idea of energy provides a conceptual tool that brings together many
understandings about natural phenomena, materials and the process
of change. Energy, whether transmitted or transformed, is the driving
force of both movement and change.
Similarity and The ideas of similarity and diversity provide tools for organizing our
Diversity experiences with the natural and constructed world. Beginning with
informal experiences, students learn to recognize attributes of
materials that help to make useful distinctions between one type of
material and another, and between one event and another. Over
time, students adopt accepted procedures and protocols for
describing and classifying objects encountered, thus enabling
students to share ideas with others and to reflect on their own
experiences.
Systems and An important way to understand and interpret the world is to think
Interactions about the whole in terms of its parts and alternately about its parts in
terms of how they relate to one another and to the whole. A system
is an organized group of related objects or components that interact
with one another so that the overall effect is much greater than that
of the individual parts, even when these are considered together.
Sustainability and Sustainability refers to the ability to meet our present needs
Stewardship without compromising the ability of future generations to meet
their needs. Stewardship refers to the personal responsibility to
take action in order to participate in the responsible management
of natural resources. By developing their understanding of ideas
related to sustainability, students are able to take increasing
responsibility for making choices that reflect those ideas.

Earth Science 30 15
Foundation 3: Scientific and Technological Skills and Processes
This foundation identifies the skills and processes students develop in answering questions, solving
problems and making decisions. While these skills and processes are not unique to science, they
play an important role in the development of scientific and technological understanding and in the
application of acquired knowledge to new situations. Four broad skill areas are outlined in this
foundation. Each area is developed further at each grade level with increasing scope and
complexity of application.
Initiating and Planning
These are the processes of questioning, identifying problems and developing preliminary ideas and
plans.
Performing and Recording
These are the skills and processes of carrying out a plan of action, which involves gathering
evidence by observation and, in most cases, manipulating materials and equipment. Gathered
evidence can be documented and recorded in a variety of formats.
Analyzing and Interpreting
These are the skills and processes of examining information and evidence, organizing and
presenting data so that they can be interpreted, interpreting those data, evaluating the evidence and
applying the results of that evaluation.
Communication and Teamwork
In science and technology, as in other areas, communication skills are essential whenever ideas are
being developed, tested, interpreted, debated and accepted or rejected. Teamwork skills are also
important because the development and application of ideas rely on collaborative processes both in
science-related occupations and in learning.

Foundation 4: Attitudes
This foundation focuses on encouraging students to develop attitudes, values and ethics that inform
a responsible use of science and technology for the mutual benefit of self, society and the
environment. This foundation identifies six categories in which science education can contribute to
the development of scientific literacy.
Both scientific and Indigenous knowledge systems place value on attitudes, values and ethics.
These are more likely to be presented in a holistic manner in Indigenous knowledge systems.
Appreciation of Science
Students will be encouraged to critically and contextually appreciate the role and contributions of
science and technology in their lives and to their community’s culture; and to be aware of the limits
of science and technology as well as their impact on economic, political, environmental, cultural and
ethical events.
Interest in Science
Students will be encouraged to develop curiosity and continuing interest in the study of science at
home, in school and in the community.
Inquiry in Science
Students will be encouraged to develop critical beliefs concerning the need for evidence and
reasoned argument in the development of scientific knowledge.

16 Earth Science 30
Collaboration
Students will be encouraged to nurture competence in collaborative activity with
classmates and others, inside and outside of the school.
Stewardship
Students will be encouraged to develop responsibility in the application of science and
technology in relation to society and the natural environment.
Safety
Students engaged in science and technology activities will be expected to demonstrate a
concern for safety and doing no harm to themselves or others, including plants and animals.
Learning Contexts
Learning contexts provide entry points into the curriculum that Each learning context is
engage students in inquiry-based learning to achieve scientific identified using a two or three
literacy. Each learning context reflects a different, but letter code. One or more of
overlapping, philosophical rationale for including science as a these codes are listed under
required area of study: each outcome as a
• The scientific inquiry learning context reflects an suggestion regarding which
emphasis on understanding the natural and learning context or contexts
constructed world using systematic empirical most strongly support the
processes that lead to the formation of theories that intent of the outcome.
explain observed events and that facilitate prediction.
• The technological problem solving learning context
reflects an emphasis on designing and building to
solve practical human problems similar to the way an
engineer would.
• The STSE decision making learning context reflects
the need to engage citizens in thinking about human
and world issues through a scientific lens in order to
inform and empower decision making by individuals,
communities and society.
• The cultural perspectives learning context reflects a
humanistic perspective that views teaching and
learning as cultural transmission and acquisition
(Aikenhead, 2006).
These learning contexts are not mutually exclusive; thus, well-
designed instruction may incorporate more than one learning
context. Students should experience learning through each
learning context at each grade; it is not necessary, nor
advisable, for each student to attempt to engage in learning
through each learning context in each unit of study. Learning
within a classroom may be structured to enable individuals or
groups of students to achieve the same curricular outcomes
through different learning contexts.
A choice of learning approaches can also be informed by
recent well-established ideas on how and why students learn:
• Learning occurs when students are treated as a
community of practitioners of scientific literacy.
• Learning is both a social and an individual event for
constructing and refining ideas and competences.

Earth Science 30 17
 • Learning involves the development of new self-identities
for many students.
• Learning is inhibited when students feel a culture clash
between their home culture and the culture of school
science.
Scientific inquiry refers to the Scientific Inquiry [SI]
diverse ways in which
scientists study the natural Inquiry is a defining feature of the scientific way of knowing
world and propose nature. Scientific inquiry requires identification of
explanations based on the assumptions, use of critical and logical thinking, and
evidence derived from their consideration of alternative explanations. Scientific inquiry is a
work. multifaceted activity that involves:
• making observations, including watching or listening to
(NRC,1996, p. 23) knowledgeable sources;
• posing questions or becoming curious about the
questions of others;
• examining books and other sources of information to see
what is already known;
• reviewing what is already known in light of experimental
evidence and rational arguments;
• planning investigations, including field studies and
experiments;
• acquiring the resources (financial or material) to carry out
investigations;
• using tools to gather, analyze, and interpret data;
• proposing critical answers, explanations, and predictions;
and,
• communicating the results to various audiences.
By participating in a variety of inquiry experiences that vary in the
amount of student self-direction, students develop competencies
necessary to conduct inquiries of their own – a key element to
scientific literacy.

Technological Problem Solving [TPS]

Technological design is a The essence of the technological problem solving learning
distinctive process with a context is that students seek answers to practical problems. This
number of defined process is based on addressing human and social needs and is
characteristics; it is typically addressed through an iterative design-action process
purposeful; it is based on that involves steps such as:
certain requirements; it is
systematic; it is iterative; it is • identifying a problem;
creative; and there are many • identifying constraints and sources of support;
possible solutions. • identifying alternative possible solutions and selecting one
on which to work;
(International Technology • planning and building a prototype or a plan of action to
Education Association, 2000, resolve the problem; and,
p. 91) • testing, evaluating and refining the prototype or plan.

18 Earth Science 30
 By participating in a variety of technological and environmental
problem-solving activities, students develop capacities to
analyze and resolve authentic problems in the natural and
constructed world.

STSE Decision Making [DM]

Scientific knowledge can be related to understanding the To engage with science and
relationships among science, technology, society and the technology toward practical
environment. Students must also consider values or ethics, ends, people must be able to
however, when addressing a question or issue. STSE critically assess the
decision making involves steps such as: information they come across
and critically evaluate the
• clarifying an issue;
trustworthiness of the
• evaluating available research and different viewpoints
information source.
on the issue;
• generating possible courses of action or solutions; (Aikenhead, 2006 p. 2)
• evaluating the pros and cons for each action or
solution;
• identifying a fundamental value associated with each
action or solution;
• making a thoughtful decision;
• examining the impact of the decision; and,
• reflecting back on the process of decision making.

Students may engage with STSE issues through research

projects, student-designed laboratory investigations, case
studies, role playing, debates, deliberative dialogues and
action projects.

Cultural Perspectives [CP]

Students should recognize and respect that all cultures
develop knowledge systems to describe and explain nature. For First Nations people, the
Two knowledge systems which are emphasized in this purpose of learning is to
curriculum are First Nations and Métis cultures (Indigenous develop the skills, knowledge,
knowledge) and Euro-Canadian cultures (science). In their values and wisdom needed to
own way, both of these knowledge systems convey an honour and protect the natural
world and ensure the long-
understanding of the natural and constructed worlds, and they
term sustainability of life.
create or borrow from other cultures’ technologies to resolve
practical problems. Both knowledge systems are systematic,
(Canadian Council on
rational, empirical, dynamically changeable and culturally
Learning, 2007, p. 18)
specific.
Cultural features of science are, in part, conveyed through the
other three learning contexts and when addressing the nature
of science. Cultural perspectives on science can also be
taught in activities that explicitly explore Indigenous
knowledge or knowledge from other cultures.

Earth Science 30 19
 Addressing cultural perspectives in science
For the Métis people, learning involves:
is understood as a process of
discovering the skills, • recognizing and respecting knowledge systems that
knowledge and wisdom various cultures have developed to understand the
needed to live in harmony with natural world and technologies they have created to solve
the Creator and creation, a human problems;
way of being that is expressed
• recognizing that science, as one of those knowledge
as the Sacred Act of Living a
Good Life. systems, evolved within Euro-Canadian cultures;
• valuing place-based knowledge to solve practical
(Canadian Council on problems; and,
Learning, 2007, p. 22) • honouring protocols for obtaining knowledge from a
knowledge keeper, and taking responsibility for knowing
it.

By engaging in explorations of cultural perspectives, scientifically

literate students begin to appreciate the worldviews and belief
systems fundamental to science and to Indigenous knowledge.
The Language of Science
Science is a way of understanding the natural world using
internally consistent methods and principles that are well-
described and understood by the scientific community. The
principles and theories of science have been established
through repeated experimentation and observation and have
been refereed through peer review before general acceptance
by the scientific community. Acceptance of a theory does not
imply unchanging belief in a theory, or denote dogma. Instead,
as new data become available, previous scientific explanations
are revised and improved, or rejected and replaced. There is a
progression from a hypothesis to a theory using testable,
scientific laws. Many hypotheses are tested to generate a
theory. Only a few scientific facts are considered laws (e.g., the
law of conservation of mass and Newton’s laws of motion).
Scientists use the terms “law”, “theory” and “hypothesis” to
describe various types of scientific explanations about
phenomena in the natural and constructed world. These
meanings differ from common usage of the same terms:
The terms “law”, “theory” and • Law – A law is a generalized description, usually
“hypothesis” have special expressed in mathematical terms, that describes some
meaning in science. aspect of the natural world under certain conditions.
• Theory – A theory is an explanation for a set of related
observations or events that may consist of statements,
equations, models or a combination of these. Theories
also predict the results of future observations. An
explanation is verified multiple times by different groups
of researchers before it becomes a theory. The
procedures and processes for testing a theory are well-
defined within each scientific discipline, but they vary
between disciplines. No amount of evidence proves that
a theory is correct. Rather, scientists accept theories
20 Earth Science 30
 until the emergence of new evidence that the theory is
unable to adequately explain. At this point, the theory is
discarded or modified to explain the new evidence.
Note that theories never become laws; theories explain
laws.

• Hypothesis – A hypothesis is a tentative, testable

generalization that may be used to explain a relatively
large number of events in the natural world. It is subject
to immediate or eventual testing by experiments.
Hypotheses must be worded in such a way that they
can be falsified. Hypotheses are never proven correct,
but are supported by empirical evidence.
Scientific models are constructed to represent and explain
certain aspects of physical phenomenon. Models are never
exact replicas of real phenomena; rather, models are simplified
versions of reality, constructed in order to facilitate study of
complex systems such as the atom, climate change and
biogeochemical cycles. Models may be physical, mental,
mathematical or contain a combination of these elements.
Models are complex constructions that consist of conceptual
objects and processes in which the objects participate or
interact. Scientists spend considerable time and effort building
and testing models to further understanding of the natural
world.

When engaging in the processes of science, students are

constantly building and testing their own models of
understanding of the natural world. Students may need help in
learning how to identify and articulate their own models of
natural phenomena. Activities that involve reflection and
metacognition are particularly useful in this regard. Students
should be able to identify the features of the natural
phenomena their models represent or explain. Just as
importantly, students should identify which features are not
represented or explained by their models. Students should
determine the usefulness of their model by judging whether the
model helps in understanding the underlying concepts or
processes. Ultimately, students realize that different models of
the same phenomena may be needed in order to investigate or
understand different aspects of the phenomena.
Ideally, laboratory work
Laboratory Work should help students to
understand the relationship
Laboratory work is often at the centre of scientific research; as between evidence and theory,
such, it should also be an integral component of school develop critical thinking and
science. The National Research Council (2006, p. 3) defines a problem- solving skills, as
school laboratory investigation as an experience in the well as develop acceptable
laboratory, the classroom or the field that provides students scientific attitudes.
with opportunities to interact directly with natural phenomena or
(Di Giuseppe, 2007, p. 54)
with data collected by others using tools, materials, data
collection techniques and models. Laboratory experiences

Earth Science 30 21
 should be designed so that all students – including students with
academic and physical challenges – are able to authentically
participate in and benefit from those experiences.

Laboratory activities help students develop scientific and

technological skills and processes including:
• initiating and planning;
• performing and recording;
• analyzing and interpreting; and,
• communication and teamwork.

Laboratory investigations also help students understand the

nature of science; specifically that theories and laws must be
consistent with observations. Similarly, student-centered
laboratory investigations help to emphasize the need for curiosity
and inquisitiveness as part of the scientific endeavour. The
National Science Teachers Association (NSTA) position
statement The Integral Role of Laboratory Investigations in
Science Instruction (2007) provides further information about
laboratory investigations.

A strong science program includes a variety of individual, small-

and large-group laboratory experiences for students. Most
importantly, the laboratory experience needs to go beyond
conducting confirmatory “cook-book” experiments. Similarly,
computer simulations and teacher demonstrations are valuable
but should not serve as substitutions for hands-on student
laboratory activities.

Assessment and evaluation of student performance must reflect

the nature of the laboratory experience by addressing scientific
and technological skills. As such, the results of student
investigations and experiments do not always need to be
presented using formal laboratory reports. Teachers may
consider alternative formats such as narrative lab reports for
some investigations. The narrative lab report enables students to
tell the story of their process and findings by addressing four
questions:
• What was I looking for?
• How did I look for it?
• What did I find?
• What do these findings mean?

Student responses to these questions may be provided orally, in

point form or through other methods rather than using the
structured headings of Purpose, Procedure, Hypothesis, Data,
Analysis and Conclusion typically associated with a formal
laboratory report. For some investigations, teachers may decide
it is sufficient for students to explain the significance of their
findings.

22 Earth Science 30
Safety
Safety in the classroom is of paramount importance. Other
components of education (e.g., resources, teaching strategies Safety cannot be mandated solely
and facilities) attain their maximum utility only in a safe by rule of law, teacher command,
classroom. To create a safe classroom requires that a teacher or school regulation. Safety and
be informed, aware and proactive and that the students listen, safe practice are an attitude.
think and respond appropriately.

Safe practice in the laboratory is the joint responsibility of the

teacher and students. The teacher’s responsibility is to
provide a safe environment and to ensure the students are
aware of safe practice. The students’ responsibility is to act
intelligently based on the advice which is given and which is
available in various resources.
The Chemical Hazard Information
Teachers should be aware of Safety in the K-12 Science Table in Safety in the K-12
Classroom (Worksafe Saskatchewan, 2013). This resource Science Classroom (Worksafe
supports planning and safe learning by providing information Saskatchewan, 2013) provides
on safety legislation and standards. It provides examples of detailed information including
common chemical, physical and biological hazards and shows appropriateness for school use,
how to protect against, minimize and eliminate these hazards. hazard ratings, WHMIS class,
storage class and disposal
Texley, Kwan, and Summers (2004) suggest that teachers, as methods for hundreds of
professionals, consider four Ps of safety: prepare, plan, chemicals.
prevent and protect. The following points are adapted from
those guidelines and provide a starting point for thinking about
safety in the science classroom:
• Prepare
o Keep up to date with your personal safety
knowledge and certifications.
o Be aware of national, provincial, school division
and school level safety policies and guidelines.
o Create a safety contract with students.
• Plan
o Develop learning plans that ensure all students
learn effectively and safely.
o Choose activities that are best suited to the
learning styles, maturity and behaviour of all
students and that include all students.
o Create safety checklists for in-class activities and
field studies.
• Prevent
o Assess and mitigate hazards.
o Review procedures for accident prevention with
students.
o Teach and review safety procedures with students,
including the need for appropriate clothing.
o Do not use defective or unsafe equipment or
procedures.
o Do not allow students to eat or drink in science
areas.

Earth Science 30 23
 • Protect
o Ensure students have sufficient protective devices,
such as safety glasses.
o Demonstrate and instruct students on the proper use
of safety equipment and protective gear.
o Model safe practice by insisting that all students,
visitors and you use appropriate protective devices.

The definition of safety includes consideration of the well-being of

all components of the biosphere, such as plants, animals, earth,
air and water. From knowing what wild flowers can be picked to
considering the disposal of toxic wastes from chemistry
laboratories, the safety of our world and our future depends on
our actions and teaching in science classes. It is important that
students practise ethical, responsible behaviours when caring for
and experimenting with live animals. For further information,
refer to the NSTA position statement Responsible Use of Live
Animals and Dissection in the Science Classroom (2008).

Safety in the science classroom includes the storage, use and

disposal of chemicals. The Workplace Hazardous Materials
Information System (WHMIS) regulations (WHMIS 1998 and
WHMIS 2015) under the Hazardous Products Act and the
Hazardous Product Regulations govern storage and handling
WHMIS regulations govern practices of chemicals in schools. All school divisions must
storage and handling comply with the provisions of these regulations. Chemicals
practices of chemicals in should be stored in a safe location according to chemical class,
schools. not just alphabetically. Appropriate cautionary labels must be
placed on all chemical containers and all school division
employees using hazardous substances should have access to
appropriate Materials Safety Data Sheets (WHMIS 1998) or
Safety Data Sheets (WHMIS 2015). Under provincial WHMIS
regulations, all employees involved in handling hazardous
substances must receive training by their employer. Teachers
who have not been informed about or trained in this program
should contact their director of education. Further information
related to WHMIS is available through Health Canada and the
Saskatchewan Ministry of Labour Relations and Workplace Safety.

24 Earth Science 30
Technology in Science

Technology-based resources are essential for instruction in Technology should be used to

the science classroom. Technology is intended to extend our support learning in science
capabilities and, therefore, is one part of the teaching toolkit. when it:
Individual, small group or class reflection and discussions are • is pedagogically
required to connect the work with technology to the appropriate;
conceptual development, understandings and activities of the • makes scientific views
students. Choices to use technology, and choices of which more accessible; and,
technologies to use, should be based on sound pedagogical • helps students to engage
practices, especially those which support student inquiry. in learning that otherwise
These technologies include computer technologies as would not be possible.
described below and non-computer based technologies.
(Flick & Bell, 2000)
Some recommended examples of using computer
technologies to support teaching and learning in science
include:
• Data Collection and Analysis
o Data loggers permit students to collect and analyze
data, often in real-time, and to collect observations
over very short or long periods of time, enabling
investigations that otherwise would be impractical.
o Databases and spreadsheets can facilitate the
analysis and display of student-collected data or
data obtained from scientists.
• Visualization and Imaging
o Simulation and modeling software provide
opportunities to explore concepts and models
which are not readily accessible in the classroom,
such as those that require expensive or unavailable
materials or equipment, hazardous materials or
procedures, levels of skills not yet achieved by the
students or more time than is possible or
appropriate in a classroom.
o Students may collect their own digital images and
video recordings as part of their data collection and
analysis or they may access digital images and
video online to help enhance understanding of
scientific concepts.
• Communication and Collaboration
o The Internet can be a means of networking with
scientists, teachers, and other students by
gathering information and data, posting data and
findings, and comparing results with students in
different locations.
o Students can participate in authentic science
projects by contributing local data to large-scale
web-based science inquiry projects such as
Journey North or GLOBE.

Earth Science 30 25
Outcomes at a Glance

Career Exploration
ES30-CE1 Analyze and explore earth-science related career paths in Saskatchewan,
Canada and the world.

Student-Directed Study
ES30-SDS1 Create and carry out a plan to explore a topic covered in Earth Science 30 in
depth.

Foundations of Earth Science

ES30-FO1 Examine the multi-disciplinary nature of earth science.
ES30-FO2 Examine the evidence for and the importance of plate tectonics theory in
explaining processes that produced Earth’s major surface features.
ES30-FO3 Analyze how geologists use the fossil record and relative and absolute dating
methods to determine the geological history of Earth and to construct the geologic time
scale.

Lithosphere
ES30-LS1 Examine the processes that lead to the formation of sedimentary, igneous and
metamorphic rocks and minerals.
ES30-LS2 Investigate the processes and technologies used to locate and extract mineral
resources and fossil fuels locally, provincially and globally.
ES30-LS3 Analyze surface geography as a product of deposition, weathering, erosion and
mass wasting processes.

Atmosphere and Hydrosphere

ES30-AH1 Analyze the composition of Earth’s atmosphere and factors that influence
changes in the composition in the short and long term.
ES30-AH2 Investigate the characteristics of the hydrosphere and how hydrospheric
processes impact the atmosphere, biosphere and lithosphere.

Legend
ES30-FO1a
ES30 Course name
FO Unit of study
1 Outcome number
a Indicator
[CP, DM, SI, TPS] Learning context(s) that best support this outcome
(A, K, S, STSE) Foundation(s) of Scientific Literacy that apply to this indicator

26 Earth Science 30
Outcomes and Indicators

Earth Science 30: Career Exploration

Outcomes Indicators
ES30-CE1 Analyze and a. Generate a list of occupations that require a background in earth science
explore earth-science through research and/or participation in events such as a career fair or job
related career paths in shadow. (K, S)
Saskatchewan, Canada b. Explore the connection between topics in Earth Science 30 and occupations
and the world. of personal interest. (S, A, STSE)
c. Identify which earth-science related occupations are facing shortages and
[CP, DM] which are oversubscribed locally, regionally and/or nationally. (STSE, S, K, A)
d. Examine the roles, responsibilities, educational qualifications and personal
and professional qualities common to people involved in earth-science
related jobs. (S, A)
e. Reflect upon personal suitability or non-suitability for a specific earth-
science related occupation considering criteria such as:
i. initial and continuing educational requirements;
ii. duties and skills required for this occupation;
iii. the work environment, including typical hours and shifts worked
and typical locations;
iv. current wages received in Saskatchewan and how these compare to
the rest of Canada;
v. physical, mental and emotional stresses related to this occupation;
vi. workplace hazards and safety considerations;
vii. other occupations with which they interact;
viii. professional and/or licensing requirements in Canada and
Saskatchewan; and
ix. future trends impacting the occupation. (K, S, A, STSE)
f. Compare the roles and responsibilities of various earth science
professionals as they engage with a specific project. (K, STSE, A)
g. Examine the role of regulatory (e.g., Association of Professional Engineers
and Geoscientists of Saskatchewan [APEGS]) and non-regulatory (e.g.,
Saskatchewan Geological Survey, Saskatchewan Mining Association,
Canadian Geophysical Union and the Canadian Water Resources
Association) bodies that support earth scientists. (K, STSE)
h. Participate in, and reflect on, an earth-science related field experience. (K,
A)
i. Communicate research findings related to earth science occupations
through a display, brochure, video, presentation software, website or
orally. (K, S, A, STSE)
j. Use acquired knowledge to develop a plan to attain a job of personal
interest in the earth science field. (S, A)

Earth Science 30 27
Earth Science 30: Student-Directed Study
Outcomes Indicators
ES30-SDS1 Create and a. Design a scientific investigation related to a topic of study in Earth Science
carry out a plan to 30 that includes a testable question, a hypothesis, an experimental design
explore a topic that will test the hypothesis and detailed procedures for collecting and
covered in Earth analyzing data. (STSE, S)
Science 30 in depth. b. Carry out an experiment following established scientific protocols to
investigate a question of interest related to one or more of the topics of
[CP, DM, SI, TPS] Earth Science 30. (S, A, K, STSE)
c. Assemble and reflect on a portfolio that demonstrates an understanding of
a topic of interest related to biology. (S, A)
d. Participate in and reflect on a field experience related to one or more
topics of Earth Science 30. (S)
e. Design, construct and evaluate the effectiveness of a device, model or
technique that demonstrates the scientific principles underlying concept
related to an Earth Science 30 topic. (STSE, S)
f. Debate an issued related to earth science, including developing materials
to support the arguments for and arguments against a position. (A, K, S)
g. Share the results of student-directed research through a display,
presentation, performance, demonstration, song, game, commercial, fine
art representation, video or research paper. (S)
h. Construct a tool (e.g., rubric, checklist, self-evaluation form or peer-
evaluation form) to assess the process and products involved in a student-
directed study. (S, A)
i. Consider natural disasters in the news and discuss causes of these
phenomena and their impacts on the human environment and natural
environment. (S, STSE, A)
j. Produce a profile of the earth beneath their feet by locating oneself on the
geological profile of Saskatchewan and relating this to the geological
history of your area. (S, A)

Earth Science 30: Foundations of Earth Science

Outcomes Indicators
ES30-FO1 Examine the a. Construct a representation of the major fields of earth science and the
multi-disciplinary major topics of study within each field. (S, STSE, A)
nature of earth b. Differentiate between the characteristics of the four major Earth spheres
science. (i.e., atmosphere, biosphere, hydrosphere and lithosphere). (K, STSE)
c. Discuss why earth scientists consider interactions between and within two
[SI, DM] or more of Earth’s spheres when they study earth processes. (STSE)
d. Outline possible interactions between two or more of Earth’s spheres
within the context of a particular event and/or issue. (S)
e. Examine why earth scientists utilize a systems approach by considering
boundaries, inputs, outputs and feedback loops when investigating an
earth science issue. (STSE, S, A)

28 Earth Science 30
Earth Science 30: Foundations of Earth Science
f. Provide examples of how earth scientists collect evidence using analytical,
field, theoretical, experimental and/or modeling studies. (STSE)
g. Identify how earth scientists draw upon principles and processes from
scientific fields such as biology, chemistry, computer science, geology,
mathematics, and physics in order to address their questions. (STSE)
h. Identify issues and events in Saskatchewan that might be studied from an
earth science perspective. (K, STSE)
i. Recognize how historical and contemporary observations, including those
made by First Nations and Métis peoples, can contribute to a greater
understanding of Earth’s processes. (STSE, A)
j. Assess how earth science processes and principles are applicable to the
study of other planets and celestial bodies. (STSE, S)
k. Identify the significance of contributions made by Canadians to the field of
earth science. (K, STSE)
ES30-FO2 Examine the a. Discuss the importance of plate tectonics as the unifying concept in earth
evidence for and the science. (STSE)
importance of plate b. Explain the key principles and driving forces of plate tectonics theory
tectonics theory in including how the theory subsumes ideas related to continental drift. (K)
explaining the c. Research the development of the continental drift hypothesis, including the
processes that evidence (e.g., fossil, mineral, ancient climates and continental shape)
produced Earth’s scientists used to support this hypothesis. (K, S, STSE)
major surface d. Discuss the scientific belief that the movement of tectonic plates was
features. responsible for the formation and break up of continents (e.g., Pangea,
Rodinia and Gondwana) over geological time. (K, STSE)
[SI] e. Describe the formation of geological features (e.g., ocean trenches, mid-
ocean ridges, transform faults, mountain ranges and island arcs) associated
with convergent, divergent and transform boundaries, with reference to
the asthenosphere, lithosphere and mantle convection. (K)
f. Correlate the world distribution of mountain ranges, volcanoes and
earthquakes with the location, boundaries and movement of lithospheric
plates. (K, STSE)
g. Model the movement of lithospheric plates over geologic time and relate
this to the geologic history of Saskatchewan. (S)
h. Analyze data, using tools such as satellite photos and the Global Positioning
System (GPS), to determine the rate of relative lithospheric plate motion.
(S)
i. Predict the locations of future plate boundaries based on current
lithospheric plate movement rates and compare with scientific predictions.
(S)
j. Consider which celestial bodies (e.g., Mars, Europa and exoplanets) could
have or could not have geological features that might be explained by
plate tectonics. (K)
ES30-FO3 Analyze how a. Discuss why geologists consider the geologic time scale as an important
geologists use the framework for understanding changes to Earth’s crust, life forms, climate
fossil record and and continental positions over time. (K)
relative and absolute b. Explain how the paradigm shift from catastrophism to uniformitarianism
dating methods to has influenced scientific thinking about Earth’s geological history. (K, STSE)

Earth Science 30 29
Earth Science 30: Foundations of Earth Science
determine the c. Assess the importance of the fossil record as evidence to support scientific
geological history of understanding of geological time and evolution. (STSE, A, K)
Earth and to construct d. Recognize that the nomenclature (e.g., eon, era, period and epoch) and
the geologic time major divisions of the geologic time scale are based on scientists’
scale. interpretation of the fossil record. (K, STSE)
e. Outline the major geological and biological events that occurred during a
[SI] particular eon, era, period or epoch of the geologic time scale. (S)
f. Research the consequences of catastrophic events such as asteroid
impacts (at Cretaceous-Tertiary [K-T] boundary in Saskatchewan),
glaciation and volcanism on the fossil record. (K, S, STSE)
g. Contrast absolute and relative dating principles and techniques and the
benefits of each. (K, STSE)
h. Provide examples of the key concepts of relative dating, including the law
of superposition, principle of uniformitarianism, principle of original
horizontality, principle of cross-cutting relationships, principle of inclusions
and components, principle of faunal succession, principle of lateral
continuity, and unconformities. (S, K)
i. Describe how and why scientists use radiometric dating techniques to
determine the absolute age of rocks. (S, K)
j. Contrast absolute and relative dating principles and techniques and the
benefits of each. (K, STSE)
k. Discuss how scientists revise the geologic time scale in response to new
geological and fossil evidence. (STSE)
l. Provide examples that show geologists can learn about Earth’s formation
and early history by studying other objects in the solar system. (STSE, A)

Earth Science 30: Lithosphere

Outcomes Indicators
ES30-LS1 Examine the a. Pose scientific questions about the characteristics and formation of rocks
processes that lead to and minerals. (S, STSE)
the formation of b. Identify the characteristics geologists use to determine whether an Earth
sedimentary, igneous material is a mineral. (K, A)
and metamorphic c. Compare the three primary methods of mineral formation (i.e.,
rocks and minerals. precipitation of mineral matter, crystallization of molten rock and
deposition resulting from biological processes). (S, K)
[SI] d. Observe and classify mineral samples using standard physical properties
(e.g., cleavage, fracture, crystal form, hardness, lustre, colour, magnetism
and streak). (S, STSE)
e. Differentiate among the three main rock groups (i.e., igneous, sedimentary,
igneous and metamorphic) by their processes of formation, including the
roles of time, heat and pressure. (K)
f. Outline the basic transitions inherent in the rock cycle, and the forces that

30 Earth Science 30
 disrupt equilibrium to cause these transitions. (K, A)
g. Classify igneous rocks according to criteria such as method of formation
(i.e., intrusive or extrusive) and mineral composition (e.g., felsic or mafic).
(K)
h. Explain how geologists can infer how an igneous rock was formed by
examining its texture (i.e., intrusive or extrusive). (K, STSE)
i. Describe how the general mechanisms of mechanical and chemical
weathering processes, erosion and deposition contribute to the
development of sedimentary rocks. (K, A)
j. Compare the major features of continental, marine and transitional
depositional (sedimentary) environments through structures such as grain
size, bedding, ripple marks, mud cracks and fossils in various sedimentary
rock formations. (S, K)
k. Describe how the agents of metamorphism (i.e., heat, pressure, directional
stress and chemically active fluids) influence the formation of metamorphic
rocks. (K, STSE)
l. Compare the characteristics of foliated and non-foliated metamorphic
rocks. (K, S)
m. Explain why locations where igneous activity and metamorphic rocks occur
correlate with plate boundaries and plate movement. (K, STSE, A)
n. Correlate the location and composition of depositional layers to major
events such as volcanic eruptions, glaciation, flooding, mountain building
and metamorphism. (K)
o. Create, and validate with the help of others, a resource such as a field guide
for a specific mineral or rock group. (S, A)
p. Research the ways in which society makes use of sedimentary, igneous and
metamorphic rocks for various purposes such as art, architecture, industrial
materials and energy resources including petroleum, natural gas, potash
and uranium. (STSE, S, A)
ES30-LS2 Investigate a. Identify the location, method of extraction, uses and economic impact of
the processes and major fossil fuel and mineral (e.g., gold, diamond, rare earth elements,
technologies used to copper, zinc, kaolin, coal, potash, uranium, sodium sulfate and salt)
locate and extract resources locally, provincially and/or globally. (STSE)
mineral resources and b. Identify the surface and sub-surface geologic features associated with
fossil fuels locally, major mineral (e.g., gold, diamond, rare earth elements, copper, zinc,
provincially and kaolin, potash, uranium, sodium sulfate and salt), building stone, aggregate
globally. and fossil fuel resources of Saskatchewan. (K, STSE)
c. Investigate how depositional setting and geologic history influences the
[DM, SI, TPS] location of major mineral and fossil fuel resources in Saskatchewan. (K)
d. Contrast the operation and utility of different imaging methods (e.g.,
satellite imaging, gravity, magnetics, electromagnetics and seismic) used to
locate hard rock and soft rock resource deposits. (K)
e. Identify anomalies from geophysical surveys and geologic maps and relate
them to structural features and associated resource deposits. (S)
f. Explain how geologists use applications of seismic body waves (i.e.,
longitudinal p-wave and transverse s-wave), surface waves and the laws of
reflection and refraction to determine the presence and position of
economically useful geological deposits. (K)

Earth Science 30 31
 g. Model a seismic survey using tools such as an ultrasonic motion detector.
(S)
h. Recognize the importance of obtaining surface or core samples to examine
the physical characteristics and geochemistry of potential ore bodies and
natural resource deposits. (STSE)
i. Discuss the engineering challenges (e.g., water incursion, sinkholes,
Blairmore Formation for potash mining and ground support in hard rock
mines), related to mining above and below ground in Saskatchewan. (STSE)
j. Examine the moral and legal obligations of governments and companies
involved in resource development with respect to traditional lands and
treaties with First Nations, Métis and indigenous people worldwide. (STSE)
k. Recognize the importance of water for various mining techniques such as
solution mining and enhanced oil recovery. (K, STSE)
l. Explain the operation of various surface and sub-surface resource extraction
technologies and processes and their associated environmental impacts for
mining and resources such as oil sands, shale oil and potash. (K, STSE)
m. Research and investigate solutions to economic and environmental issues
(e.g., managing mine tailings and pollutants, reclaiming open pit mining
sites, ecological impact of pipelines, resource depletion and maintaining
water quality) related to the extraction of geological resources in
Saskatchewan. (STSE)
ES30-LS3 Analyze a. Observe, describe and locate common landforms (e.g., moraines, potholes,
surface geography as a drumlins, buttes, coulees, dunes, oxbow lakes and river valleys) of
product of deposition, Saskatchewan. (K)
weathering, erosion b. Explain how specific landforms are a consequence of depositional and
and mass wasting denudation processes (e.g., weathering, erosion, and mass wasting). (K)
processes. c. Explain how surficial geological features of Saskatchewan such as the
Athabasca Sand Dunes, Cypress Hills, Nipekamew Sand Cliffs and
[SI, CP] Qu’Appelle Valley are characterized by specific depositional and erosional
processes. (K)
d. Describe the effects of mechanical weathering and erosion, including
glaciation, on the surface geography of Saskatchewan as shown by
landforms such as drumlins, moraines, eskers, kettles and outwash. (K)
e. Explain the importance of chemical weathering to soil quality and
formation, atmospheric carbon dioxide and geochemical cycling. (K, S)
f. Explain how scientists use stratigraphic columns to infer sea level rise
(transgression) and sea level fall (regression) over geologic time. (S, K)
g. Speculate on the possible involvement of erosional processes in the
development of geographic features found on Mars and other celestial
bodies. (K, STSE, A)
h. Design, construct and test a model of a structure or process to withstand or
mitigate short term (e.g., flooding, wind storm, tsunami, storm surge and
earthquake) or long term (e.g., erosion and sinkholes) phenomena that
affect surface geography. (STSE, S)
i. Apply mapping techniques such as creating and interpreting topographic
profiles and translating between two-dimensional (2D) surface maps/cross-
sections and three-dimensional (3D) box diagrams to represent surface
geographical features. (K, S)

32 Earth Science 30
 j. Investigate how data gathered by technologies such as Earth orbiting
satellites and drones can document changes in land forms and help to
identify potential surface geological hazards. (K, STSE)
k. Interpret and/or create a map of geological, civic and/or environmental
data using a geographic information system (GIS) to correlate surface
geography with human land use. (S, STSE)

Earth Science 30: Atmosphere and Hydrosphere

Outcomes Indicators
ES30-AH1 Analyze the a. Research the history of Earth’s atmosphere, including the origins and
composition of Earth’s sources of nitrogen, oxygen and other gases (e.g., argon, carbon dioxide,
atmosphere and neon, helium and methane) and the composition of those gases in today’s
factors that influence atmosphere. (K, S)
changes in the b. Model the role of atmospheric layers in insulating Earth and protecting
composition in the Earth’s surface from extra-terrestrial dangers such as ultraviolet light, solar
short and long term. wind and meteors. (K)
c. Investigate how factors such as the oxygen and carbon dioxide balance in
[SI] the oceans influence the composition of Earth’s atmosphere. (K)
d. Explain how earth scientists use data such as ice composition, tree growth,
sedimentary content and landforms to infer the composition of ancient
climates. (STSE)
e. Describe the characteristics of notable climatic events (e.g., volcanic
activity, Great Oxygenation Event, Snowball Earth events and asteroid
collisions) in Earth’s history, the impacts of those events on the
composition of the atmosphere and their correlation with the fossil and
rock record. (S, STSE)
f. Investigate the function and operation of various technologies (e.g., Earth
orbiting satellites, drones, weather balloons, rocketsondes and
radiosondes) used to gather data about the composition of the
atmosphere. (K, STSE)
g. Determine, using archived data, whether the frequency and severity of
extreme weather events (e.g., tornadoes, hurricanes and blizzards) is
changing locally, nationally and globally. (S, STSE)
h. Examine the effects of El Niño and La Niña on Saskatchewan and predict
their effects on future seasons based on historical data. (K, S, STSE)
i. Hypothesize what changes were present or would need to occur to other
planet’s atmospheres in order to sustain life on those planets. (STSE)
j. Recognize that methane measurements in Mars may provide evidence of
anaerobic bacteria similar to those found on Earth. (K)
k. Relate terrestrial observations of storms to similar storms on the gas giant
planets. (STSE, A)
ES30-AH2 Investigate a. Outline the distribution of the hydrosphere in groundwater, surface water,
the characteristics of oceans, glaciers and the atmosphere. (S, K)
the hydrosphere and b. Discuss the types of evidence scientists gather to determine if water is or

Earth Science 30 33
Earth Science 30: Atmosphere and Hydrosphere
how hydrospheric was present on other planets and celestial bodies. (STSE)
processes impact the c. Research the technologies (e.g., acoustics, imaging, buoys and underwater
atmosphere, vehicles) and processes scientists use to learn about the hydrosphere.
biosphere and (STSE, S)
lithosphere. d. Investigate how factors such as porosity and permeability influence the
storage and movement of groundwater. (S, K, STSE)
[SI, DM] e. Model the movement of groundwater, including the locations of reservoirs
and flows, in a hypothetical or actual groundwater system. (S, K, A)
f. Provide examples of how groundwater works as an erosional agent,
resulting in Karst topographic features such as sinkholes and caverns. (K,
STSE)
g. Examine how groundwater storage and flow, along with the depth of the
water table, are key considerations affecting the location and maintenance
of buildings and infrastructure, including drinking water supplies. (K)
h. Provide examples of the ways in which rivers and streams erode, transport
and deposit sediment to shape stream valleys and create depositional
landforms such as deltas, levees and alluvial fans. (K)
i. Examine the importance of glaciers in the hydrologic cycle and Earth’s
climate. (K, STSE)
j. Consider how extended periods of glaciation, including potential Snowball
Earth events, have impacted feedback loops related to the biosphere and
other components of the geosphere. (K)
k. Explore how Earth’s oceans affect climate through heat storage and
transfer. [K]
l. Correlate the locations of the large wind-driven surface ocean currents
and thermohaline circulation on Earth. (S, K)
m. Describe the ways in which changes in factors such as ocean salinity, ocean
temperature and surface winds influence the processes of ocean
convection and thermohaline circulation. (K, STSE)
n. Examine the impacts of climate change on the ability of oceans to
moderate temperature, absorb carbon dioxide and resist acidification. (K,
STSE)
o. Examine the role of governmental and non-governmental organizations in
studying the effects of human activities on one or more components of the
hydrosphere. (S, STSE, A)

34 Earth Science 30
Assessment and Evaluation of Student Learning

Assessment and evaluation require thoughtful planning and implementation to support the
learning process and to inform teaching. All assessment and evaluation of student achievement
must be based on the outcomes in the provincial curriculum.

Assessment involves the systematic collection of information about student learning with respect
to:
• achievement of provincial curriculum outcomes;
• effectiveness of teaching strategies employed; and,
• student self-reflection on learning.

Evaluation compares assessment information against criteria based on curriculum outcomes for the
purpose of communicating to students, teachers, parents/caregivers and others about student
progress and to make informed decisions about the teaching and learning process.

There are three interrelated purposes of assessment. Each type of assessment, systematically
implemented, contributes to an overall picture of an individual student’s achievement.

Assessment for learning involves the use of information about student progress to support and
improve student learning, inform instructional practices, and:
• is teacher-driven for student, teacher and parent use;
• occurs throughout the teaching and learning process, using a variety of tools; and,
• engages teachers in providing differentiated instruction, feedback to students to enhance
their learning and information to parents in support of learning.

Assessment as learning actively involves student reflection on learning, monitoring of her/his

own progress, and:
• supports students in critically analyzing learning related to curricular outcomes;
• is student-driven with teacher guidance; and,
• occurs throughout the learning process.

Assessment of learning involves teachers’ use of evidence of student learning to make

judgements about student achievement and:
• provides opportunity to report evidence of achievement related to curricular outcomes;
• occurs at the end of a learning cycle, using a variety of tools; and,
• provides the foundation for discussions on placement or promotion.

Earth Science 30 35
Glossary

Cultural perspectives is the learning context that reflects a humanistic perspective which
views teaching and learning as cultural transmission and acquisition.

Scientific inquiry is the learning context that reflects an emphasis on understanding the
natural and constructed world using systematic empirical processes that lead to the
formation of theories that explain observed events and that facilitate prediction.

Scientific literacy is an evolving combination of the knowledge of nature, skills, processes

and attitudes students need to develop inquiry, problem-solving and decision-making
abilities to become lifelong learners and to maintain a sense of wonder about and
responsibility towards the natural and constructed world.

STSE decision making is the learning context that reflects the need to engage citizens in
thinking about human and world issues through a scientific lens in order to inform and
empower decision making by individuals, communities and society.

STSE, which stands for science, technology, society and the environment, is the foundation
of scientific literacy that is concerned with understanding the scope and character of
science, its connections to technology and the social context in which it is developed.

Technological problem solving is the learning context that reflects an emphasis on

designing and building to solve practical human problems.

36 Earth Science 30
References
Aikenhead, G. S. (2006). Science education for everyday life: Evidence-based practice. New
York, NY: Teachers College Press.
Canadian Council on Learning. (2007). Redefining how success is measured in First
Nations, Inuit and Métis learning, Report on learning in Canada 2007. Ottawa: Author.
Council of Ministers of Education, Canada. (1997). Common framework of science learning
outcomes K to 12. Toronto, ON: Author.
Di Giuseppe, M. (Ed). (2007). Science education: A summary of research, theories, and
practice: A Canadian perspective. Toronto, ON: Thomson Nelson.
Flick, L. & Bell, R. (2000). Preparing tomorrow’s science teachers to use technology:
Guidelines for science educators. Contemporary Issues in Technology and Teacher
Education, 1, 39-60.
International Council for Science. (2002). ICSU series on science for sustainable
development No 4: Science, traditional knowledge and sustainable development.
International Technology Education Association. (2000). Standards for technological literacy:
Content for the study of technology. Reston, VA: National Science Foundation.
Kluger-Bell, B. (2000). Recognizing inquiry: Comparing three hands-on teaching techniques.
In Inquiry–Thoughts, Views, and Strategies for the K-5 Classroom (Foundations - A
monograph for professionals in science, mathematics and technology education. Vol. 2).
Washington, DC: National Science Foundation.
National Research Council. (1996). National science education standards. Washington, DC:
National Academy Press.
National Research Council. (2000). Inquiry and the national science education standards: A
guide for teaching and learning. Washington, DC: National Academy Press.
National Research Council. (2006). America’s lab report: Investigations in high school
science.Washington, DC: National Academy Press.
National Science Teachers Association. (1999). NSTA position statement: Science
competitions.Retrieved from http://www.nsta.org/about/positions/competitions.aspx.
National Science Teachers Association. (2007). NSTA position statement: The
integral role of laboratory investigations in science instruction. Retrieved from
http://www.nsta.org/about/positions/laboratory.aspx.
National Science Teachers Association. (2008). NSTA position statement:
Responsible use of live animals and dissection in the science classroom.
Retrieved from http://www.nsta.org/about/positions/animals.aspx.
Texley, J., Kwan, T., & Summers, J. (2004). Investigating safely: A guide for high school
teachers. Arlington, VA: NSTA Press.
Worksafe Saskatchewan (2013). Safety in the K-12 Science Classroom. Retrieved from
http://www.worksafesask.ca/resources/publications/science-safety-resource/.

Earth Science 30 37
Suggested Readings

Aikenhead, G.S. (2006). Science education for everyday life: Evidence-based practice.
London, ON: The Althouse Press.

Aikenhead, G.S. & Michell, H. (2011). Bridging Cultures: Indigenous and Scientific Ways of
Knowing Nature. Don Mills, ON: Pearson Canada.

Aikenhead, G.S. & Ogawa, M. (2007). Indigenous knowledge and science revisited.
Cultural Studies of Science Education, 2(3), 539-591.

American Association for the Advancement of Science, Project 2061. (1994). Benchmarks
for scientific literacy. Washington, DC: Author.

American Association for the Advancement of Science, Project 2061. (2001). Atlas of
scientific literacy, Volume 1. Washington, DC: Author.

American Association for the Advancement of Science, Project 2061. (2007). Atlas of
scientific literacy, Volume 2. Washington, DC: Author.

Atkin, J.M. & Coffey, J.E. (Eds.). (2003). Everyday assessment in the science classroom.
Arlington, VA: NSTA Press.

Bell, R.L., Gess-Newsome, J., & Luft, J. (Eds.). (2008). Technology in the secondary science
classroom. Arlington, VA: NSTA Press.

Cajete, G.A. (1999). Igniting the sparkle: An indigenous science education model. Skyland,
NC: Kivaki Press.

LaMoine, L.M., Biehle, J.T., & West, S.S. (2007). NSTA guide to planning school science
facilities (2nd ed). Arlington, VA: NSTA Press.

Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation (2nd
ed). Thousand Oaks, CA: Corwin.

Luft, J., Bell, R.L., & Gess-Newsome, J. (2008). Science as inquiry in the secondary setting.
Arlington, VA: NSTA Press.

Michell, H., Vizina, Y., Augusta, C., & Sawyer. J. (2008). Learning Indigenous science from
place. Aboriginal Education Research Centre, University of Saskatchewan.

National Research Council. (2012). A framework for K-12 science education: Practices,
crosscutting concepts, and core ideas. Washington, DC: National Academy Press.

38 Earth Science 30
Feedback Form

The Ministry of Education welcomes your response to this curriculum and invites
you to complete and return this feedback form.
Document Title: Earth Science 30 Curriculum

1. Please indicate your role in the learning community

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Please explain.

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Earth Science 30 39
4. Additional comments:

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Thank you for taking the time to provide this valuable feedback.

Please return the completed feedback form to:

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40 Earth Science 30