Inclusive+class

Thread:WHO Childhood Obesity Case StudyPost:[|WHO Childhood Obesity Case Study] Author:Lorraine GarofaloPosted Date:November 27, 2011 5:18 PMStatus:Published E1.2 assess how societal needs (e.g., the need for healthy foods; the need to counteract the effects of sedentary lifestyles) lead to scientific and technological developments related to internal systems (e.g., advances in dietary products and fitness equipment; improved standards for transplanting organs) [AI, C] WHO Childhood Obesity Case Study: [] The following story is about a five-year old boy named Malri Twalib who lives in a poor rural area of the Kilimanjaro District of the United Republic of Tanzania. Malri suffers from childhood obesity. His neighbourhood is too poor to afford healthy foods, such as fruits and vegetables. Since the environment where he lives is unsafe and contaminated, it is nearly impossible for kids his age to play outside. Regardless, the only football he owns is flattened and cannot be used. To make matters worse, Malri’s mother doesn’t feel that her son’s weight is an issue and that he will naturally lose it when he gets older. This was a very powerful story and I think that it would resonate in the hearts of all students. A number of activities can be used to accompany this story: Step 1: Identify the Problem Step 2: //Why// is that a problem? Step 3: //Why// is that a problem? (from step 2) Step 4: //Why// is that a problem? (from step 3)
 * 1) 1. Why-Why-Why Chart:


 * 1) 2. Create a campaign for the Kilimanjaro District to educate them of the dangers of childhood obesity.
 * 2) 3. Do a RAFT activity, making a plea to an organization (government, WHO, United Nations, Red Cross, etc) to help the people of Tanzania. Students to identify what these people need (funds, food, access to sports equipment, etc).
 * 3) 4. Create a powerpoint to the school to educate them about what is happening in Tanzania and proposing a way they could help.

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Thread:The inclusive class room for SCH3UPost:[|The inclusive class room for SCH3U] Author:Satinder VirdiPosted Date:November 27, 2011 1:27 AMStatus:Published Specific expectation:D1.2 assess, on the basis of research, how technologies related to nuclear, thermal, or geothermal energy affect society and the environment (e.g., thermal regulating units, radio pharmaceuticals, dry-steam power plants, ground-source heat pumps) 2 examples that can be used to create an inclusive classroom: Concerns about global warming have made energy use a major issue around the world. View satellite images and discover how several countries use energy and how much light they give off at night. Give your reflections on how personal, national, and global decisions can impact the future of climate change. Students with different learning styles can give their reflections in their convenient style.

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Thread:The Inclusive classroom-BiologyPost:[|The Inclusive classroom-Biology] Author:Sunita BaliPosted Date:November 25, 2011 10:36 PMStatus:Published **__Example to create an inclusive classroom:__** Divide students into small groups, on the basis of their country of origin. According to four different regions of the world as like-Europe, Asia, North America and Africa. Most students in different schools are immigrants from all over the world. They will work in four different corners of the room. Provide a range of materials that diverse learners can access to conduct their research they will search the internet, and textbooks for- country flag- vegetations-special animals and plants species, pictures, habitat, weather, temperature, and factors affect the climate of that country.  Students will share their findings in the classroom. Display students work on the word wall. **__Example to create an inclusive classroom:__** Divide the students in groups of four. Encourage the students to come with great contributions of scientist from different countries of the world. Make a poster-Scientists name, picture, and contribution, origin of country and flag of that country. Discuss their findings in the classroom Display the posters on the word wall. This is a good way for students to learn from each other and to learn how to cooperate with each other. This is very helpful for creating an inclusive classroom. Thanks Sunita
 * Hi everyone, **
 * __Subject -Biology SB13U __**
 * Grade-11 Diversity of living things **
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Expectation __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">B1Analyse the impact that climate change might have on the diversity of living things (e.g. rising temperature s can result in habitat loss of expansion; changing rainfall levels can cause drought or flooding of habitats). **
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">SB13C- Grade 11 __**
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Scientific Investigation skills and Career exploration __**
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Expectation __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Identify and describe career related to field of science under study, and describe the contributions of scientists, including Canadians, to those fields. **

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Thread:The Inclusive ClassroomPost:[|The Inclusive Classroom] Author:Ezgi CetinkayaPosted Date:November 27, 2011 7:05 PMStatus:Published

<span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: 12px;">**__Curriculum expectation Evolution unit for SBI3U__** <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: 12px;">**C1.2 evaluate the possible impact of an environmental change on natural selection and on the vulnerability of species** <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: 12px;">Often when it comes to talking about evolution, big historical figures are discussed like Darwin and Malthus. Science often focuses on Eurocentric ideas and figures. It is important that when teaching multicultural classrooms to do the necessary research to represent other backgrounds in the classroom. This may become difficult to find even with research. In cases like these, it would be wise to talk about these issues during lessons so that all students are acknowledged and do not feel left out. For those students of religious background who find it difficult to believe in the concept of evolution, it is also important to explore these perceptions without bias and in a way as to make every student feel comfortable and safe. The following links for example provides talk about how evolution and faith can coexist. It is important that students feel comfortable expressing their ideas regardless of their personal beliefs or backgrounds. <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: 12px;">[] <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: 12px;">[] <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: 12px;">**__Curriculum expectation Plants: anatomy, growth, and function SBI3U__** <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: 12px;">**F1.1 evaluate, on the basis of research, the importance of plants to the growth and development of Canadian society** <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: 12px;">Most textbooks today are still very Eurocentric in the way that they are presented to readers. This makes it very hard of students from different backgrounds to be able to connect to the material. Below is an excellent resource for teachers that discusses this issue. It talks about ways to bridge cultures and more specifically talks about indigenous and scientific ways of knowing nature. These are great views that can be explored in the plants unit in grade 11 biology. It is important that students gain an insight into the various different perceptions out there rather than the dominant Eurocentric views so that they not only feel left out, but also practice avoiding having very biased views on concepts taught in class. <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: 12px;">[]

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Thread:The inclusive classroomPost:[|The inclusive classroom] Author:Rajmeet VirdiPosted Date:November 25, 2011 12:19 PMStatus:Published <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">1)Students can be asked - what careers they are interested in? The next day they can provide examples of individuals from all over the world who are exceptional at that line of work. Have the students look at different information sources such as the internet, newspapers, TV etc. to show how Scientists from various ethnic backgrounds have contributed to field. <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">2) Provide alternative ways for students to express their research. For example: visual learners they can incorporate videos or drawings, auditory learners could present their material in news broadcast format or any other written format they liked.
 * __<span style="font-family: MyriadMM,sans-serif; font-size: 13.3333px;">Chemistry Grade 11 - SCH3U __****<span style="font-family: MyriadMM,sans-serif; font-size: 13.3333px;">A2.1 **<span style="font-family: MyriadMM,sans-serif; font-size: 13.3333px;"> I <span style="font-family: Palatino-Roman,serif; font-size: 13.3333px;">dentify and describe a variety of careers related to the fields of science under study (e.g., pharmacist, forensic scientist, chemical engineer, food scientist, environmental chemist, occupational health and safety officer, water quality analyst, atmospheric scientist) and the education and training necessary for these careers
 * <span style="font-family: Palatino-Roman,serif; font-size: 13.3333px;">Examples to create an inclusive classroom: **

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Thread:STSE Inclusive ExamplesPost:[|STSE Inclusive Examples] Author:Sara AustinPosted Date:November 24, 2011 9:38 PMEdited Date:November 26, 2011 9:53 PMStatus:Published SBI3C C1.2 analyse ethical issues related to the use of microorganisms in biotechnology (e.g., with respect to the use of bacterial insecticides, the patenting of modified microorganisms) Salim owns a fish farming enterprise in a small harbour off the point of Nova Scotia, near Digby. Recently, a new line of genetically modified fish have been introduced into the North American market by Aquabounty Technologies of Bay Fortune, PEI. These modified fish grow at twice the normal rate. Most are sterile, and female. The fish farm uses enclosures floating within the waters of the Bay. [] Salim thinks he should invest in these fish, as they will double his production. His wife, Ameena, is very concerned that they will lose their customers if they move to the genetically modified fish. His daughter, Jumanah, is in Grade 11 Biology. She is concerned about what will happen if the genetically-modified fish escape from the enclosures and mate with the native salmon. Who is right? Jarek owns a farm producing corn, using. He has been thinking of using genetically modified Smartstax corn, developed by Monsanto and Dow AgroSciences. This corn is “stacked” with 8 genetically modified traits – six are for resistance to insects (corn borers, western bean cutworm, black cutworm, and fall armyworm). The other two genetically modified traits are for tolerance to herbicides, which allow spraying earlier than regular corn. The Canadian government has not required safety testing of the Smartstax corn, since they have already approved GM corn with each of the separate GM traits. They do not feel that any further testing of the combined traits is necessary. Jarek is concerned, though, that export of his corn will be blocked since the UN requirements are more stringent for testing. What if he can't sell his corn? What would you advise Jarek to do?

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Thread:STSE - Chemistry SCH 3UPost:[|STSE - Chemistry SCH 3U] Author:Temi DavidsonPosted Date:November 27, 2011 6:40 PMStatus:Published SCH 3U - Matter, Chemical Trends and Chemical BondingB1.2 evaluate the risks and beneﬁts to human health of some commonly used chemical substances (e.g., chemical additives in foods; pharmaceuticals; cosmetics and perfumes; household cleaning products) To relate to the student body, the teacher could inquire about any allergies students or their families have to commonly used chemical substances and gear lesson to finding out the reasons behind these allergies. Also depending on the cultural background of the class and especially if a class has a lot of new immigrants, the teacher can discuss common allergens in one country that is not prevalent in another and the reasons for the difference.

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Thread:Inclusive ClassroomPost:[|RE: Inclusive Classroom] Author:Jason AtanasoffPosted Date:November 25, 2011 11:35 AMStatus:Published Wow! The cotton ginny example is highly loaded and has some important and real consequences. From the position of the scientist should they be responsible for societal implications of their inventions? Should scientists live in constant fear and apprehension of creating uses that could have negative impacts on society? How did Einstein feel when his idea that matter was related to energy was used in an atomic bomb?

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Thread:Multi culturism in Science Class room.Post:[|Multi culturism in Science Class room.] Author:Riffat AsifPosted Date:November 25, 2011 2:02 PMEdited Date:November 25, 2011 11:49 PMStatus:Published

__**Multi culturism and ways to adapt an STSE example in science class:**__

Multi cultural science education is a continoius process regardless of students' ethical or cultural back ground. ELL learners should be given hands- on and minds-on activities that are exciting and challenging to the students.Teacher should learn about the history and culture of various groups in the class and provide diverse learning activities both in class and out of class. The learning styles of each individual student should be considered and students must realize that a career in science is exciting and learning experiance beyond the boudaries of sex. All women students can have an option to study science and may have a career as women scientists in future. __Enzyme lab__: Certain students are vegetarian and they do not like to handle meat in any shape or form. Therefore teacher may substitute this activity with enzyme lactase, milk and sucrose,Fructose or Glucose to explain enzyme activities and digestion. The students may work in groups to assign different activities and share their results.Student feel connected to other students through combined work and feel accountable for their own growth and of the others. Elizabeth Blackburn a biologist who in 1978 first established that telomeres, caps on the end of chrpmosomes protect genetic material from eroding during cell division. Now she has focused that women are not involved in the academic science at the doctorate level. Blackburn states that enough women are encouraged to study science in the early stages of their education but at the faculty level their representation reduces to less than 20 percent. According to Gerhard Sonnert a sociologist at Harvard University, women are put off by the combative style that is accepted in the scientific research and particularly self promotion. Teacher should monitor extra curriculat science activities e.g.annual science fairs for equal representation of students of both genders and of various racial, cultural and linguistic groups.Teacher may create multicultural classroom activities and encourage student collaborative learning.Teachers could identify multicultural factors that interfere with teaching or restrict learning in some way. Science education in multi cultural class should be applicable to their traditional knowledge. There are certain cultural myths that conflict with the scientific perspectives for example tidal cycles is explained differently than the scientific research of the tides.The teacher could discuss with students how traditional views are opposite to the scientific explainations and allow them to view scientific research as a part of various perspectives. However, sometimes lack of respect and knowledge of non european scientists marginalise the proper credit for their findings. Therefore diverse students should be encouraged to engage in scientific research and the contributions of different cultural groups should be recognised.

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Thread:multicultural teams on projectPost:[|multicultural teams on project] Author:Tatiana VrabiePosted Date:November 26, 2011 8:04 PMStatus:Published
 * For a specific STSE expectation (please state the expectation), find two examples that can be used to create an inclusive classroom.**


 * SCH4U**

Students are divided in multicultural groups (4 students) as they are researching different countries specific conditions. For example, one group of students from Vietnam, Ukraine, India, and China researches Vietnam socio-economical environment related to water or energy.

analyse some conventional and alternative energy technologies (e.g., fossil fuel–burning power plants, hydro-powered generators, solar panels, wind turbines, fuel cells), and evaluate them in terms of their efficiency and impact on the environment [AI, C] assess the impact of chemical equilibrium processes on various biological, biochemical, and technological systems (e.g., remediation in areas of heavy metal contamination, development of gallstones, use of buffering in medications, use of barium sulfate in medical diagnosis) [AI, C]
 * Research project:**
 * D1.1**
 * Analyse the main source of energy in your background country, what is the impact on environment.
 * E1.2**


 * Drinking Water purification in //different countries//, ancient traditions, legends, and myths related to water.

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Thread:Inculsive Classroom PhysicsPost:[|Inculsive Classroom Physics] Author:Sonu BhutaniPosted Date:November 26, 2011 3:51 AMStatus:Published Course: Physics SPH3U Unit : Forces

STSE Expectation: C1.1 Analyze, with reference to Newton’s laws, a technology that applies these laws (e.g., extremely low friction bearings, near frictionless carbon, different types of athletic shoes, roller coasters), and propose ways to improve its performance [AI, C]

Examples for Inclusive Classroom:

The following questions can be given for group discussion in the class.

Mr. Ricky and Mr. Vicky are very good friends and both of them are fond of Golf Clubs. One day they decide to invest their money in buying a Golf Club. They are interested to renovate it and improve its performance. What factors they must taken into consideration in the design of golf club? What elements(s) could be changed to improve a club’s performance?

How do snow tires reduce the risk of traffic accidents in the winter? How does society benefit from this risk reduction?

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Thread:Inclusiveness in the Biology ClassroomPost:[|Inclusiveness in the Biology Classroom] Author:Oksana HrycykPosted Date:November 25, 2011 3:47 PMStatus:Published EXPECTATION: d1.2 evaluate, on the basis of research, the importance of some recent contributions to knowledge, techniques, and technologies related to genetic processes (e.g., research into the cystic fibrosis gene; the use of safflowers to produce insulin for human use) ACTIVITIES:

1. Discuss the human genome project and the discovery that the amount of genetic variation among people is only ~0.1%, which is caused primarily by SNPs (single nucleotide polymorphisms).

2. Highlight the contributions to the field of genetics made by scientists from various walks of life, including but not limited to, David Sazuki, Rosalind Franklin, Gregor Mendel, Luigi Luca Cavalli-Sforza, Dronamraju Krishna Rao etc. They could be modern scientists or pioneer scientists.

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Thread:Inclusive LearningPost:[|Inclusive Learning] Author:Katarzyna HirniakPosted Date:November 24, 2011 10:26 AMStatus:Published **20 Ways to Adapt the Science Lab** ([]) is an excellent article that I found on-line that science teachers can resort to in order to adapt ways to ensure science lab experiments as well as STSE tasks are inclusive of all learners.

B1.2 evaluate, on the basis of research, some advances in cellular biology and related technological applications (eg. new treatments for cancer, HIV/AIDS, and hepatitis C; radioisotopic labeling to study the function of internal organs; fluorescence to study genetic material within cells; forensic biological techniques to aid in crime resolution)
 * SBI4U Biochemistry **
 * Curriculum Expectation: **

**Task**: Students use the RAFT writing strategy to present their research on a personally selected Cellular Biology advancement from the list provided by the teacher.

To ensure further task inclusivity the teacher may adapt the following strategies:
 * 1) Allow students to conduct their research in groups by giving different students different roles based on their strengths. For example, a student who is a strong writer might take notes for the group, while a student who enjoys public speaking might present the group’s findings to the class. You can also assign roles based on student needs. For instance, an individual who needs more practice with social skills might be asked to serve as the group facilitator.
 * Instead of pairing students alphabetically or randomly, think about individual needs to determine best partnerships. You might also give students a questionnaire to find out not who they want to work with but who they think they can work effectively with. Get suggestions from them but make the final decisions based on your observations. Some learners might have difficulty working with new or unfamiliar people. You may want to pair these students with a familiar peer.
 * 1) Provide a range of materials that diverse learners can access to conduct their research. These may include media resources, magazines, books, newspaper articles, video simulation etc.

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Thread:Inclusive Classroom IdeasPost:[|Inclusive Classroom Ideas] Author:Mary MichaelPosted Date:November 25, 2011 3:13 PMStatus:Published E1.1 evaluate the importance of various technologies, including Canadian contributions, to our understanding of internal body systems

This expectation in the grade 11 biology curriculum can be used to introduce individuals of varied backgrounds who have contributed to the field.

E1.2 assess how societal needs (e.g., the need for healthy foods; the need to counteract the effects of sedentary lifestyles) lead to scientific and technological developments related to internal systems (e.g., advances in dietary products and fitness equipment; improved standards for transplanting organs)

This expectation in the grade 11 biology curriculum can be used to discuss the fasting that is required by several religions

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Thread:Inclusive Classroom - Homeostasis UnitPost:[|Inclusive Classroom - Homeostasis Unit] Author:Jennifer McFarlanePosted Date:November 27, 2011 7:52 PMStatus:Published Expectation: SBI4U (E) Homeostasis: e1.1 assess, on the basis of findings from a case study, the effects on the human body of taking chemical substances to enhance performance or improve health (e.g., the risks and benefits of taking large quantities of vitamins or amino acids; the effects on the human body of sub- stances that people use to cope with stress) [PR, AI, C]
 * Example 1:** Your friend Malini has just informed you that she is taking a pill which improves her performance in varsity swim meets. Using your knowledge of the risks of chemical substances to enhance performance, how would you politely respond to your friend regarding her knew habit? What advice or evidence would you use to back up your opinion.
 * Example 2:** Your friend Stacy has just informed you that she has been taking caffeine pills to help her stay up late to study for the SATs, so that she can pursue her dream career as a doctor. Using your knowledge of the risks of chemical substances, how would you politely respond to your friend regarding her knew habit? What advice or evidence would you use to back up your opinion.

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Thread:Inclusive ClassroomPost:[|Inclusive Classroom] Author:Jessica JosephPosted Date:November 27, 2011 7:42 PMStatus:Published SBI3U Unit - Animals: Structure and Function Specific expectation - E1.1 evaluate the importance of various technologies, including Canadian contributions, to our understanding of internal body systems (e.g., endoscopes can be used to locate, diagnose, and surgically remove digestive system tumours; lasers can be used during surgery to destroy lung tumours; nuclear magnetic resonance [NMR] imaging can be used to diagnose injuries and cardiovascular disorders, such as aneurysms)

Students may be asked to research Canadian contributions as well contributions from their own cultures.

Unit - Plants: Anatomy, Growth and Function Specific expectation - F1.2 evaluate, on the basis of research, ways in which different societies or cultures have used plants to sustain human populations while supporting environmental sustainability (e.g., sustainable agricultural practices in developing countries such as crop rotation and seed saving; traditional Aboriginal corn production practices) [IP, PR, AI, C]

Students may be asked to research their own society or culture or a culture found on their ancestral continent.

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Thread:inclusive classroomPost:[|inclusive classroom] Author:Qiumin HuangPosted Date:November 26, 2011 4:55 PMStatus:Published C 2. investigate evolutionary processes, and analyse scientific evidence that supports the theory of evolution. Example 1 ： Let students do a research about scientists from their own countries, or from countries that they interested who have contributed modern theories of evolution. Students then present their research to the class, using various forms.

Example 2: Divide students into heterogeneous groups of three. Make sure that there are students who feel comfortable doing research, and students who feel confident presenting to the whole class.

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Thread:Inclusive ClassroomPost:[|Inclusive Classroom] Author:Narjis FatimaPosted Date:November 25, 2011 6:17 PMStatus:Published Chemistry, Grade 12- SCH 4U University Preparation B1.1 assess the impact on human health, society, and the environment of organic compounds used in everyday life (e.g., polymers, nutritional supplements, food additives, pharmaceuticals, pesticides) [AI, C]  Examples for creating an inclusive classroom: As most of the students population hails from a diverse and multicultural backgrounds ,to create an inclusive classroom, the teacher should be able to incorporate such activities which involve active students participation by contributing and relating their experiences to the topic being discussed in the class. Example #1 Divide the students in to groups and ask them to do a research about of what are the common organic compounds used in everyday life in different parts of the world. Students are allowed to relate their back home experiences in relation to for example, pesticide and food additives. Example #2 After the research is completed students in groups present the facts in the form of a presentation to the rest of the class on the topics “Why are organic compounds added to food products” and “What impact can these additives have on human health”. Students are allowed to use and incorporate audio- visuals in to their presentation. They can also compare the effects of these organic compounds in different parts of the world and the measures to reduce their impact. This idea of creating an activity is to promote peer interactions with in an inclusive environment.

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Thread:Inclusive classroomPost:[|Inclusive classroom] Author:Jason AtanasoffPosted Date:November 25, 2011 10:39 AMStatus:Published B2.8 use kinematic equations to solve problems related to the horizontal and vertical componentsof the motion of a projectile (e.g., a cannon ball shot horizontally off a cliff, a ball rolling off a table, a golf ball launched at a 45º angle to the horizontal) [AI, C] B2.9 conduct an inquiry into the projectile motion of an object, and analyse, in qualitative and quantitative terms, the relationship between the horizontal and vertical components (e.g., airborne time, range, maximum height, horizontal velocity, vertical velocity) [PR, AI]

Many different references could be used here to include multicultural diversity. Obviously, the golf ball reference here wouldn’t be useful on its own, but if we gave the same problem and substituted Vijay Singh as the golfer it may add more relevance.

Another example of phrasing a problem of projectile motion may be after a cricket bat hits it calculating the vertical and horizontal components of the ball. Another fun exercise could be added here to see how many runs could be scored while the ball is in the air.

Multiculturalism is a hugely important aspect of teaching and learning especially since most of us are teaching or going to be teaching in one of the most ethnically diverse major cities in the North America. Awareness of famous scientists and their contributions to the field is another curriculum requirement within SIS. I would try to fit in Marie Curie’s story whenever possible. It is an amazing battle through economic, political and sexist hardship to become one of the greater scientific contributors of our lifetime. Being born poor and living in occupied Poland to the discovery of Radium and radioactivity is an amazing journey and one filled with wilful determination and of the highest morals. It’s a story that has great lessons and should have some aspect of everybody to relate to.

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Thread:Inclusive ClassroomPost:[|Inclusive Classroom] Author:Paul PlazekPosted Date:November 25, 2011 10:06 AMStatus:Published SPH4C – Grade 12 Physics

B1.1 analyse the design and uses of a transportation technology (e.g., snowmobiles, automobiles, motorized personal water craft), and evaluate its social and environmental impact, including the impact on risk behaviour and accident rates [AI, C]

This topic would usually be applied to recreational snowmobiles. Why not use the example of native Canadians in the far north who use these devices on a daily basis to live, work and play. A comparison could be made between snowmobiles and more traditional forms of transportation such as dog sleds regarding environmental impacts, reliability etc. Have groups of 3 prepare arguments for and against the use of each technology and then have 2 groups present their findings.

Instead of doing 2 for the above STSE I have chosen a second one.

C1.2 evaluate, on the basis of research, the effectiveness of a common mechanical system in addressing a social or environmental challenge (e.g., prosthetic devices, bathtub lifts, high-efficiency heating and cooling systems) [IP, PR, AI, C]

The invention of the cotton gin (short for cotton ‘engine’) drove US exports from less than 500,000 pounds (230,000 kg) in 1793 to 93 million pounds by 1810 [Monthly Summary of Commerce and Finance (U.S. Department of the Treasury) 1895-1896: 290] However, its invention reinvigorated a waning slave trade and helped sow the seeds for the American Civil War. A wonderfully rich topic and a great example of how physics (in this case mechanics) can alter history. Questions to be answered: Why was the cotton gin so successful at increasing production? Why did that increase reinvigorate the slave trade? Should it have been invented (who would say yes and who would say no)?

Paul

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Thread:inclusive classPost:[|inclusive class] Author:Jiwei LiPosted Date:November 24, 2011 5:58 PMStatus:Published <span style="font-family: times new roman,times,serif;">Subject: grade 12 Chemistry SCH4U <span style="font-family: times new roman,times,serif;">Expectation: D1.1 analyse some conventional and alternative energy technologies (e.g., fossil fuel–burning power plants, hydro-powered generators, solar panels, wind turbines, fuel cells), and evaluate them in terms of their efficiency and impact on the environment [AI, C]

Example 1 <span style="font-family: 宋体; font-size: 16px;">： Let students do a research about the alternative energy used in different countries (students can make the choice). Most students in TDSB are immigrants from all over the world. In this way, students could get familiar with different places and cultures.

Example 2: Divide students into small groups, and each group assigned one type of alternative energy technologies. Let them do some research and the o the presentation. This type of cooperative group learning is a good way for students to learn from each other and to learn how to cooperate with each other. This is very helpful for creating an inclusive classroom.

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Thread:Inclusive Biology ClassroomPost:[|Inclusive Biology Classroom] Author:Louise DaurioPosted Date:November 27, 2011 2:14 PMStatus:Published <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">SBI3U F. Plants: Anatomy, Growth, and Function <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">F1.1 evaluate, on the basis of research, the importance of plants to the growth and development of Canadian society <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">As I live in Sudbury many of my students are of First Nations heritage. I have chosen to focus on incorporating traditional First Nations knowledge to create an inclusive classroom. This STSE is a great gateway for introducing First Nations knowledge of indigenous plants and traditional agricultural practices. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The first topic that students could research is how plants have been used for healing by First Nations people before “western medicine” was developed. A specific investigation could be made into the traditional cure for scurvy and how this aided early European explorers in founding what is now Canada. This can lead to discussions about who really discovered various types of medicine and who gets credited for the discoveries. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The second topic that may be addressed is the agricultural practices developed by First Nations people and comparing them to modern agricultural practices. Practices such as “hilling” which minimizes soil loss, and “intercropping” where more than one type of crop is planted together, were developed by First Nations people and were sustainable to the environment. Modern day agricultural practices result in tremendous soil erosion and monoculture crops (where only one type of crop is planted) have potential for failure if a plant disease occurs. Students could examine the practices and the reasons why they changed through the years. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">If you are interested in reading more about these topics there is a great book by NSTA called Science for All Cultures: A collection of articles from NSTA’s journals. Although a little older (published in 1993) it is a good resource to begin to think about how to create an inclusive classroom.

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Thread:Diversity in Ministry ExpectationsPost:[|Diversity in Ministry Expectations] Author:Wendy LouisPosted Date:November 26, 2011 3:37 PMStatus:Published <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">1. From Grade 11 Chemistry, Solutions and Solubility Strand <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Expectation : E1.1 analyse the origins and cumulative effects of pollutants that enter our water systems (e.g., landfill leachates, agricultural run-off, industrial effluents, chemical spills), and explain how these pollutants affect water quality [AI, C] <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">In practice, one can study the Grassy Narrows community in Northwestern Ontario the pollution of their livelihood, fishing, through the dumping tailings in their waterways by mining companies. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Sample questions: What impact did this have on their community culturally, economically, environmentally and socially? <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">2. From Grade 12 Chem University / College Prep SNC4M; Medical Technologies Strand <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> Expectation: B1.2 Identify a variety of alternative technologies and therapies used to diagnose or treat human health conditions (e.g., biofeedback, acupuncture, homeopathy, chiropractic, Aboriginal healing practices), and assess the effectiveness of one such therapy [AI, C] <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> In practice, look at and compare traditional healing methods used in other cultures worldwide.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Response: STSE Expectations & Creating an Inclusive Classroom **

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Thread:Creating Inclusive ClassroomPost:[|Creating Inclusive Classroom] Author:Swati KulkarniPosted Date:November 25, 2011 7:36 PMStatus:Published **Creating Inclusive Classroom** SCH4U: **STSE Specific Expectation** E1.2 Analyse economic, social, and environmental issues related to the distribution, purification, or use of drinking water (e.g. the impact on the environment of the use of bottled water)

Students in our classroom come from many different countries including developing and underdeveloped countries, where thousands of people die every year from drinking contaminated water. In North America where safe water is generally available millions of dollars are spent on bottled water. It has a huge impact on environment. ** Examples to create an inclusive classroom: ** 1) Have students discuss this topic together as a class and share their experiences from their country of origin. Consider giving participation marks and make sure everyone contributes to the discussion by giving prompts and encouragement to speak. Show some videos or posters on this topic to help visual learners. When asking questions, or responding to student’s answers we should use names of students from different backgrounds. In my experience this really helps to give the students sense of belonging. 2) Let students work in groups of two to three to conduct research on this topic. Try to group students from diverse ethnic backgrounds to get a variety of ideas and perspectives and maximize learning. Provide choices to present the findings of their research orally, using posters, role playing, RAFT activity, or multimedia.

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Thread:Creating an Inclusive ClassroomPost:[|Creating an Inclusive Classroom] Author:SUZETTE MCLEAN-FLETCHERPosted Date:November 24, 2011 11:38 PMStatus:Published Course: Grade 12 Biology- SBI4U Strand E: Homeostasis STSE: E1.2 evaluate, on the basis of research, some of the human health issues that arise from the impact of human activities on the environment (e.g., the effects of synthetic estrogen compounds released into our water systems; the effects of leaching of compounds from plastic products into soil and water) Example 1: Individual Work Have students do a research into **one** human health issue arising from the impact of human activities on the environment in **their country of birth/descent.** Students will have choice in presentation method. As part of the research students will compare, in general terms, the response of the government of their country with that of the government of the country of a friend to the health issues highlighted. Example 2: Group Work Have students work together in groups of 3. EACH student (if not possible for all groups, then at least 1 or 2 students) **must be/descend from a different country**. Individually, they will briefly research human health issues arising from impact of human activities on the environment in their country. They will then come together and discuss these issues and choose **ONE**on which to do an indepth research and present to the class. Each group will have a choice as to presentation method based on multiple intelligencies represented in the groups.
 * __Examples of creating an inclusive classroom__**

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Thread:Alternatives to dissectionPost:[|Alternatives to dissection] Author:John MirandaPosted Date:November 26, 2011 3:30 PMStatus:Published For most biology teachers, dissection is a very important part of the studying and analysis of the anatomy of an animal. However, students that hold a strong religious value may be against such practice in order to avoid the suffering of future specimens. In this case, Kinzie et al, 1996 have suggested that alternatives to dissection may include plastic models, interactive computer programs (maybe gizmos), videotapes, and Internet websites such as the virtual frog.

However, the teacher has to make sure that such alternatives have to be interactive for students to be interested in alternative methods to dissection (Kinzie et al, 1993)

Thread:The Inclusive Classroom-Laura PepperPost:[|The Inclusive Classroom-Laura Pepper] Author:Laura PepperPosted Date:November 27, 2011 9:12 PMStatus:Published Please find my assignment attached.
 * Attachment:** [[image:https://portal.utoronto.ca/images/ci/ng/cal_year_event.gif caption="File" link="@https://portal.utoronto.ca/@@/1B5F307AA7B3612AB37F70BE2768EC01/courses/1/Fall-2011-EAQ1310Y-F-Fall-2011-EAQ1300Y-F-Fall-20/db/_3031432_1/The%20Inclusive%20Background-Laura%20Pepper.docx"]] The Inclusive Background-Laura Pepper.docx (76.685 KB)

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Thread:The inclusive ClassroomPost:[|The inclusive Classroom] Author:Emily ColangeloPosted Date:November 28, 2011 5:29 PMStatus:Published
 * Attachment:** [[image:https://portal.utoronto.ca/images/ci/ng/cal_year_event.gif caption="File" link="@https://portal.utoronto.ca/@@/1B5F307AA7B3612AB37F70BE2768EC01/courses/1/Fall-2011-EAQ1310Y-F-Fall-2011-EAQ1300Y-F-Fall-20/db/_3033206_1/The%20Inclusive%20Classroom%20SBI3U%20EmilyColangelo.docx"]] The Inclusive Classroom SBI3U EmilyColangelo.docx (88.082 KB)

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Thread:Inclusive ClassroomPost:[|Inclusive Classroom] Author:Lesley WrightPosted Date:November 27, 2011 10:31 PMStatus:Published From SN 4M, Nutritional ScienceD3.3 - Describe requirement for a balanced diet based on the biochemical and energy needs of the average body, and explain how these requirements might vary among people with different lifestyles 1) Don't just focus on "Westernized" foods, make sure to include a variety of foodstuffs from different cultures (Indian, Spanish, Asian, etc) 2) Talk about people with different lifestyles that aren't related to age - i.e. disabilities, wheelchairs, activity levels, male vs. female, etc