Page 31 - Science - Grade 9, DE-STREAMED COURSE (SNC1W)

Program Planning and Cross-
Curricular and Integrated Learning
in Science
Educators consider many factors when planning a science program that cultivates the best possible environment in which all students can maximize their learning. This section highlights important areas of focus that educators should consider, including areas of cross-curricular and integrated learning, as they plan effective and inclusive science programs. In addition, all of the general “Program Planning” sections on this site apply to this curriculum.
Instructional Approaches in Science
Effective science instruction in the Grade 9 de-streamed science course begins with knowing the complex identities and profiles of the students, having high academic expectations for and of all students, providing supports when needed, and believing that all students can learn and do science. Teachers incorporate culturally responsive and relevant pedagogy (CRRP) and provide authentic learning experiences to meet individual students’ learning strengths and needs. Effective science instruction focuses on the development of conceptual understanding and takes place in a safe and inclusive learning environment, where all students are valued, empowered, engaged, and able to take risks.
Learning should be relevant: embedded in the lived realities of all students and inspired by authentic, real-life contexts as much as possible. This approach allows students to develop key scientific concepts and skills, to appreciate the beauty and wide-ranging nature of science, and to realize the potential of science to raise awareness and effect social change that is innovative and sustainable. A focus on making learning relevant supports students in their use of scientific reasoning to make connections throughout their lives.
Universal Design for Learning (UDL) and Differentiated Instruction (DI)
Students in every science classroom vary in their identities, lived experiences, personal interests, learning profiles, and readiness to learn new concepts and skills. Universal Design for Learning (UDL) and differentiated instruction (DI) are robust and powerful approaches to designing assessment and instruction to engage all students in scientific tasks that develop conceptual understanding. UDL and DI can be used in combination to help teachers respond effectively to the strengths and needs of all students.
The aim of the UDL framework is to assist teachers in designing science programs and environments that provide all students with equitable access to the science curriculum. Teachers take into account students’ diverse learner profiles by designing tasks that offer individual choice, ensuring relevance and authenticity, providing graduated levels of challenge, and fostering collaboration in the science
30