SCIENCE 9

Enduring Understandings Guiding Questions

Collaboration and connectivity in diverse, globalized communities. In relation to Canadas open borders and multicultural crossroads in Vancouver, how does a diverse community collaborate to nurture positive symbiotic connections in society? Video on Cell Division and the Cell Cycle http://www.youtube.com/watch?v=Q6ucKWIIFmg This dramatic video choreographed to powerful music introduces the viewer/student to the wonder and miracle of the cell division and cell cycle. It is designed as a motivational "trailer" to be shown by Biology, Biochemistry and Life Science teachers in middle and high school and college as a visual "Introduction" to this miracle of life. Growing Connections by Kaarina Kaikkonen True/False Facilitate discussion on what we already know about reproductive cell division a game of TRUE and FALSE, in which students will be divided into groups and asked to answer questions about the reproductive cell cycle. What makes you who you are? Ss create a collage in which they talk about what aspects of their lives make them who they are what do they get from the different relationships in their lives? How do their friends and family add to what makes them who they are. Ss may choose to engage in a cultural artifact share. Ss bring in an item that they feel represents the person they are the item may be a cultural artifact of some sort or an item that signifies a metaphor for their identity. In considering and sharing about the artifact, ss will be able to deeply consider what or who makes them who they are. Autogeography Journey Map Cell Division The miracle of life PLO B1/B2 Ss get into pairs to complete a project that traces the development of a cell. Ss map out (visual representation) the journey of a cell in its stages of division in relation to reproduction i.e. the beginnings of life. Ss will explore the significance of information and importance of the exchange and connections of information made within a cell in order for life exist. The Periodic Table Subject 1: Language Arts 9 / Drama In true partnership spirit, teachers from the subjects of both English and Drama will come together in order to create collaborative units script writing and scripted performances. Students from the English classes will be divided into groups of 2-3, given a specific topic (teen problems in high school for example), and will be asked to write a script for a 5-8 minute performance. These scripts will then be handed over to the Drama class, in which students will team up and perform these scripts. Students

Mind Openings

Discovery and Inspiration Shared Insights

Sample Inquiry Challenges

Cross-Curricular Access

SCIENCE 9
from the English class will be invited to the performances allowing them to analyze the translation of their written work into performance. Subject 2: ELL Social Studies 9 The Constitution/ Canada Charter of Rights and Freedoms / Levels of Gvt Ss get into groups of 4 to complete a charter of rights and freedoms for their classroom. Ss must collaborate on a visual representation and verbal presentation of their classroom constitution. Classroom constitution must be approved by class teacher. Subject 3: PE 9 Ss get into groups of 6. Ss will be assigned a theme. Examples of themes may include Inclusion, Unity in Diversity etc. Ss collaborate to choreograph a group dance/performance that illustrates the theme. Students and teachers decide on medium and methods to communicate their insights on reproductive cell division. Ss must consider use of multiliteracies posters, website, montages, written essays/poems, film and audio, dance, visual arts or theatre. Ss select and adapt a performance of a powerful/moving musical (poetry, rap etc.) performance to demonstrate the scientific beginnings of life cell division. Ss will perform the big idea of the significance and necessity for collaboration and symbiosis of information that is an integral and undeniable part of human existence. - Describe the way visual presentation and performance illuminated the topic of collaboration and connectivity. - How has such an in depth look at the creation of life changed your general perspective about life? Do you view it differently after having seen how you were created? - What part of the cell division process did the visual presentation allow you to better understand? None Natasha Randhawa; Louise Chan

Sample Creations

Taking Actions

Student & Teacher Reflection

Sample Learning Case Author Distribution