Science Ideas
Upper Levels

Here are ideas on how to integrate Education:Outdoors for the upper grades with the outdoor.  If you have an idea or a lesson plan please email me so we can share it on this site! educationoutdoors@hotmail.com

Assessment for education outdoors can be done through observation of your students physical participation, verbal contribution, interaction with others, and sheet work upon a clip board.  Inside the lesson can be reviewed and more formal assessment, such as a writing or a quiz, can be used. 

 

Science 10 Foundational Outcomes

 

Unit: Life Science: Sustainability of Ecosystems

Take your class outside to discover what ecosystems exist on their school grounds or a nearby park. Most of the city schools will have at least a small area of grass with at least one tree on it.  Have the students use a magnifying glass to discover if there are any small plants or insects living in this ecosystem.  This is an effective way to introduce ecosystems to your students.  It teaches them ecosystems can exist at any scale, ranging from a tiny spot in a yard to the entire biosphere.

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Unit Earth and Space Science: Weather Dynamics

Outcome: Weather: Observations and Measurements • use weather instruments effectively and accurately for collecting local weather data and collect and integrate weather data from regional and national weather observational networks (213-3, 213-6, 213-7)

This is an effective outcome done outdoors.  It should be done throughout the teaching of the unit, typically two to three months.  Hopefully at different times throughout the day, depending on when you have the students.  If one class is always in the morning and the other in the afternoon, data could be shared between classes.  

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Have students go outside to gather data on the weather.  Observations to gather data should be made: are there clouds, what do they look like; does your body cast a shadow on the ground, where, how long is the shadow; is it cold; is there any precipitation, if so what kind? etc.  Weather instruments should be taught how to use and should be used in addition to observations to gather more data.    

• Thermometer: Measures air and surface temperature in Celsius or Fahrenheit.

• Anemometer: Measures wind speed using rotating cups or sensors.  This device could be made from items found in school; paper cups, hole punch, pencils, straws, and a thumb tack. Please see this video for aid it includes visual arts and math.  https://www.youtube.com/watch?v=KummzMtaI6Y

• Wind Vane: Indicates wind direction (North, South, East, West). This device can be made from items found in school; paper plate, scissors, straws, marker, pencils, paper, tack. This video shows you how and gives you a mini wind lesson: https://www.youtube.com/watch?v=V647xfOreKM

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Chemistry 11 and 12

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From Sturctures to Properties

Properties of Ionic and Molecular Compounds and Metallic Substances

Research a chemical to report on the following: – What industry uses the chemical and for what purpose(s)? – What are the positive and negative effects of the use of this chemical on society and the environment? Based on this information, give your opinion as to whether you would recommend the use of this chemical. (213-7)

The curriculum guide recommends using food products, such as baking soda and baking powder to teach this concept. 

The curriculum guide suggests: Make a poster or collage of food items highlighting the ingredients and additives. (213-7)

The curriculum guide provides Health Canada's archived Food Additive dictionary

Plus baking would be a fun way to begin this unit!  After baking an item have the students go outside with the item for a group picnic.  Eating together is a way to build relationships between teacher and student and student and student.  

Suggestion - Bannock would be an effective recipe for education outdoors.  Although its originated from Scotland, Indigenous people are often credited for it.

Suggestion - Try to work with the Food Studies and Hospitaltity teacher to create a cross curricular lesson.  

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Organic Chemistry

Influences of Organic Compounds on Society

analyse natural and technological systems to interpret and explain the influence of organic compounds on society (116-7)

Suggestion: An interesting way to open this unit would be to introduce the concept of Two-Eye Seeing: viewing science from the Indigenous Lens and the Western World.  Please see the Indigenous tab on this site for more information.  The curriculum guide states:

Synthesized molecules are both helpful and harmful. A balanced approach could help students understand the relationship of chemistry to their everyday activities. For example, acetylsalicylic acid, or aspirin, is derived from the white willow tree but is now produced almost exclusively in a laboratory.

What other plants were used to make medicines?  If possible have an Indigenous (or antoher culture) speaker who can speak to medicinal properties of plants.  If possible have this discussion outdoors.  

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​​Physics 11 and Physics 12

 

Dynamics

Focus and Context

A simple activity such as measuring with a spring scale the force needed to start and continue to pull a student along the floor in a wagon or freight dolly can lead to discussion of the outcomes of applied force: acceleration and overcoming friction. Activities with dynamics carts would then allow students to investigate, measure, manipulate, and predict relationships among force, mass, and acceleration. This could lead to many opportunities for individual study and research projects involving the design and operation of such devices as seat belts, airbags, helmets, and sports equipment—all with a view to making connections among the design, principles of physics, and society’s concern and influence (an STSE connection).

Knowledge 325-8 apply Newton’s laws of motion to explain inertia and the relationships among force, mass, and acceleration

 

 

This unit is made for outdoor education!  Instead of having model carts or larger carts being used in the gymnamism, take this lesson outside on the school court yard or concrete area.  Wagons, skate boards, or wheelie boards that most PE departments own could be used. 

Safety: Please remember to have a safety discussion with your stuents before they begin pulling each other in wagons or on boards with wheels.    

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Geology 12

 

Surfaces Processes: Weathering

Distinguish between weathering and erosion (363-1)

In teams, examine your local area for rock exposures which could serve as field-examples of weathering. Prepare an illustrated, geological highway map which locates the various sites and provides commentary on each. (215-1) Plan a field trip during which each group leads a tour and discussion at their sites. (215-1)

Field trip!  If in Halifax, visit the Hydrostone Market area. This can be a cross curricular lesson with the History teacher.  Explore the buildings in the market for weathering and erosion of the hydrostone blocks.  After exploring the geology of this area you can take your class to Fort Needham, which is across the street, to learn about the Halifax Explosion.  After the lesson have a picnic with your students at Fort Needham to build community with your students. 

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Conduct field studies of biological weathering. Mosses and lichens may be examined along with the rock they occur on. The condition of the rock, sediment particle sizes and their condition and pH of the flora might form the basis of a report. (213-9, 215-1, 363-1)

Field trip! Travel to a beach with rock exposure, such as Pennett Point or Prospect. Exam the beach rocks, and forest area for weathing and erosion.  At the end of the school work have a pic nic with your students.  Thye will need to bring their own lunch.  

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Stay in touch with the Atlantic Geoscience Centre.  Their website has sections including Publications & Products; Activities & Events, and Education & Outreach.  https://atlanticgeosciencesociety.ca/

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