Outcome Chart - Prince Edward Island - Science 10: SCI421A
Overall Expectations: NoS1
Students will be expected to:
- Explain how science is a unique way of knowing about the natural world.
Specific Expectations:
-
- Discuss the importance of the principles and values that guide the development of scientific knowledge, such as:
-
- open-mindedness
- objectivity
- ethical study design
- accuracy and precision of data
- reproducible results
- honest, ethical reporting of findings and bias
- skeptical, peer review
MediaSmarts Resources
- Authentication Beyond the Classroom
- Bias and Crime in Media
- Bias in News Sources
- Break the Fake: Hoax? Scholarly Research? Personal Opinion? You Decide!
- Digital Skills for Democracy: Assessing online information to make civic choices
- Introduction to Online Civic Engagement
- Perceptions of Youth and Crime
- Reality Check: Getting the Goods on Science and Health
- Reality Check: We Are All Broadcasters
Overall Expectations: NoS 2
Students will be expected to:
- Evaluate if a reported idea or claim is scientifically reasonable.
Specific Expectations:
- use the following vocabulary appropriately: argument, bias, claim, evidence, falsify, pseudoscience, scientific reasoning, skeptical, bias, causal illusion, confirmation bias, correlation, cause and effect;
- demonstrate skeptical and critical thinking when presented with a claim supposedly based on science;
- evaluate claims based on criteria including reliability of publishing medium, credibility of the source, absence of bias, and vocabulary used (non-scientific: flamboyant, exaggerative, vague, colloquial, subjective, or emotive; or overstated: scientific, fact, proves, truth);
- infer if the argument supporting the claim is non-scientific due to the evidence being in the form of testimonials, opinion, personal experience, miraculous claims, conspiracy theories, or results that cannot be repeated by others; and
- determine if the argument supporting the claim is based on scientific principles and reasoning such as
- it is based on testing and data that has been verified by others,
- is a valid interpretation of the data,
- is supported by multiple lines of evidence,
- describes the experimental controls if appropriate,
- considers weakness in the argument such as possible confounding variables,
- is reasonable in consideration of well-established scientific “facts”,
- is logical,
- is able to be falsified;
- distinguish between examples of correlational and causal relationships; and
- conclude, with justification, if a reported idea or claim is scientifically reasonable.
MediaSmarts Resources
- Authentication Beyond the Classroom
- Bias and Crime in Media
- Bias in News Sources
- Break the Fake: Hoax? Scholarly Research? Personal Opinion? You Decide!
- Perceptions of Youth and Crime
- Reality Check: Getting the Goods on Science and Health
- Reality Check: We Are All Broadcasters
Overall Expectations: NoS3
Students will be expected to:
- Analyze factors that influence decisions to accept scientifically unreasonable claims.
Specific Expectations:
- recognize how perspectives are influenced by a variety of factors (e.g., age, gender, culture, socio-economics, values, beliefs, peer pressure, geographical region);
- examine how factors (e.g., causal illusion, confirmation bias, correlation, risk perception, social media, lack of trust) can influence an individuals’ decision regarding, for example, vaccinations, life style, food choices, alternative medical treatments;
- analyze societal trends related to the acceptance of pseudoscience explanations;
- identify and describe possible consequences that may result from decisions based on misinformation; and
- recognize that flexible and open-mind sets are required to change an opinion when new high-quality evidence becomes available.
MediaSmarts Resources
- Authentication Beyond the Classroom
- Bias in News Sources
- Break the Fake: Hoax? Scholarly Research? Personal Opinion? You Decide!
- Crime in the News
- Deconstructing Web Pages
- Digital Skills for Democracy: Assessing online information to make civic choices
- Free Speech and the Internet
- Hate 2.0
- Online Cultures and Values
- Reality Check: Getting the Goods on Science and Health
- Reality Check: We Are All Broadcasters
- Perceptions of Youth and Crime
- Relationships and Sexuality in the Media
- The Invisible Machine: Big Data and You
- Thinking about Hate
Overall Expectations: PK1
- Students will be expected to:
- synthesize information from reliable sources to extend understanding of scientific concepts.
Specific Expectations:
- explain the purpose for their reading;
- select reliable sources of scientific information;
- discriminate between relevant and irrelevant information;
- answer questions regarding text that are literal, inferential, and evaluative in nature; and
- integrate information from multiple reliable sources (print and electronic) to extend their knowledge about scientific phenomena.
MediaSmarts Resources
- Authentication Beyond the Classroom
- Bias in News Sources
- Break the Fake: Hoax? Scholarly Research? Personal Opinion? You Decide!
- Deconstructing Web Pages
- Reality Check: Getting the Goods on Science and Health
- Taming the Wild Wiki
Overall Expectations: DP1
Students will be expected to:
- argue for or against the application of a scientific or technological development while demonstrating respect for the perspectives of others.
Specific Expectations:
- a use the following vocabulary appropriately: benefit, ethics, perspective, risk;
- recognize how perspectives are influenced by a variety of factors (e.g., age, gender, culture, socio-economics, values, beliefs, peer pressure, geographical region);
- recognize that multiple perspectives can be correct;
- demonstrate respect for the opinion, values, and ideas of others;
MediaSmarts Resources
- Advertising and Male Violence
- Alcohol on the Web
- Authentication Beyond the Classroom
- Bias in News Sources
- Break the Fake: Hoax? Scholarly Research? Personal Opinion? You Decide!
- Crime in the News
- Free Speech and the Internet
- Hate 2.0
- Hate or Debate
- Introduction to Online Civic Engagement
- Online Cultures and Values
- Online Gambling and Youth
- Online Relationships: Respect and Consent
- Reality Check: Authentication 101
- Reality Check: Authentication and Citizenship
- Reality Check: Getting the Goods on Science and Health
- Reality Check: News You Can Use
- Reality Check: We Are All Broadcasters
- Relationships and Sexuality in the Media
- Remixing Media
- Scapegoating and Othering
- The Citizen Reporter
- The Front Page
- The Pornography Debate: Controversy in Advertising
- Thinking about Hate
- Your Online Resume