1.+Selection+of+Curriculum+Area,+Grade+and+Rationale

=** Selection of Curriculum Area, Grade Level and Rationale **= Since my teaching areas are English and Social Studies (History), I find I am more easily able to promote resources with these staff members. We seem to speak a common language. Additionally, our school profile indicates that we have quite successful achievement in these areas. In order to further develop my program at Chemainus Secondary, I will focus on science.

When I took over the library, I noticed that the age and usage of the science books was not what one might expect for a secondary school library. Over the past 18 months, I have been making inroads with the science department, but would like to use my time with this project to further develop relationships with those staff members and promote the science area of my collection. Last year I received a grant from Raise a Reader to purchase "easy" reading material that linked with the curriculum, and purchased $1400 worth of new materials which are low vocab and high interest. Sadly, these resources are not being used as I had hoped, so I would like this project to provide the impetus for utilization of new materials. As I make more connections between the library collection, content, students and staff, I should see better use of these important resources.

I am going to focus on Science 10, as the content is tested provincially and over the course of time, my contributions for these teachers and students might result in improved student achievement that is more easily measured. Additionally, one science teacher (out of three possible) has indicated that she would like to collaborate more with me this term; additionally all science teachers have just had projectors and laptops installed into their classrooms, so they will appreciate the development of online resources/links etc that they can access from their classrooms.

Through this project I will increase my awareness of resources for science, but I also hope to create a database of resources that will support teachers in this curricular area. The data base will not only include resources (books, videos, CBC News In Review etc) that are housed in our library, but also will include DRC materials (which seem to be overlooked), and internet images and sites that can be accessed via classroom laptops and projectors. The long-term impact of this project will not only be student learning, but it will also increase my visibility and relationships with the science department.

Science 10 []

Major Units of Study Themes/Learning Outcomes
 * //** Processes of Science **// ||  ||
 * || A1 demonstrate safe procedures ||
 * || A2 perform experiments using the scientific method ||
 * || A3 represent and interpret information in graphic form ||
 * || A4 demonstrate scientific literacy ||
 * || A5 demonstrate ethical, responsible, cooperative behaviour ||
 * || A6 describe the relationship between scientific principles and technology ||
 * || A7 demonstrate competence in the use of technologies specific to investigative procedures and research ||
 * //**Life Science: Sustainability of Ecosystems**// ||  ||
 * || B1 explain the interaction of abiotic and biotic factors within an ecosystem ||
 * || B2 assess the potential impacts of bioaccumulation ||
 * || B3 explain various ways in which natural populations are altered or kept in equilibrium ||
 * **// Physical Science: Chemical Reactions and Radioactivity //** ||  ||
 * || C1 differentiate between atoms, ions, and molecules using knowledge of their structure and components ||
 * || C2 classify substances as acids, bases, or salts, based on their characteristics, name, and formula ||
 * || C3 distinguish between organic and inorganic compounds ||
 * || C4 analyse chemical reactions, including reference to conservation of mass and rate of reaction ||
 * || C5 explain radioactivity using modern atomic theory ||
 * **// Physical Science: Motion //** ||  ||
 * || C6 explain the relationship of displacement and time interval to velocity or objects in uniform motion ||
 * || C7 demonstrate the relationship between velocity, time interval, and acceleration ||
 * **// Earth and Space Science: Energy Transfer in Natural Systems //** ||  ||
 * || D1 explain the characteristics and sources of thermal energy ||
 * || D2 explain the effects of thermal energy within the atmosphere ||
 * || D3 evaluate possible causes of climate change and its impact on natural systems ||
 * **// Earth and Space Science: Plate Tectonics //** ||  ||
 * || D4 analyse the processes and features associated with plate tectonics ||
 * || D5 demonstrate knowledge of evidence that supports plate tectonic theory ||

Jan 16